Content+and+Standards


 * SS5H3: The student will explain how life changed in America at the turn of the century.**


 * a.** Describe the role of the cattle trails in the late nineteenth century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.


 * b.** Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity).


 * c.** Explain how William McKinley and Theodore Roosevelt expanded America's role in the world; include the Spanish-American War and the building of the Panama Canal.


 * d.** Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled.


 * e.** Describe the impact of westward expansion on Native Americans; include the Battle of the Little Bighorn, and the relocation of Native Americans to reservations.

For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:
 * ELA5R1: The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.**

a. Locates facts and answers the reader's questions.

b. Identifies and uses knowledge of common textual features.

c. Identifies and uses knowledge of common graphical features.

d. Identifies and uses knowledge of common organizational structures.

e. Distinguishes cause from effect in context.

f. Identifies and analyzes main ideas, supporting ideas, and supporting details.


 * ELA5R3: The student acquires and understands new vocabulary and uses it correctly in reading and writing. The student:**

d. Determines pronunciations, meanings, alternate word choices, and parts of speech of words using dictionaries and thesauruses.


 * ELA5W2: The student demonstrates competence in a variety of genres.**
 * The student produces a narrative that:**

a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest.

b. Establishes a plot, point of view, setting, and conflict, and/or the significance of events.

c. Creates an organizing structure.

d. Includes sensory details and concrete language to develop plot and character.

e. Excludes extraneous details and inconsistencies.

f. Develops complex characters through actions describing the motivation of characters and character conversation.

g. Uses a range of appropriate narrative strategies such as flashback, foreshadowing, dialogue, tension, or suspense.

h. Provides a sense of closure to the writing.

i. Lifts the level of language using appropriate strategies including word choice.
 * The student produces informational writing (e.g., report, procedures, correspondence) that:**

a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.

b. Develops a controlling idea that conveys a perspective on a subject.

c. Creates an organizing structure appropriate to a specific purpose, audience, and context.

d. Includes appropriate facts and details.

e. Excludes extraneous details and inappropriate information.

f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote.

g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.

h. Provides a sense of closure to the writing.

i. Lifts the level of language using appropriate strategies including word choice.
 * The student produces a persuasive essay that:**

a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.

b. States a clear position in support of a proposal.

c. Supports a position with relevant evidence.

d. Creates an organizing structure appropriate to a specific purpose, audience, and context.

e. Addresses reader concerns.

f. Excludes extraneous details and inappropriate information.

g. Provides a sense of closure to the writing.

h. Raises the level of language using appropriate strategies (word choice).