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Raccoon

Coon

Wilderness Animals

Chameleon

PBS

Bottle-nosed Dolphin

Whale Songs

Indianapolis Zoo

Dolphin

New Jersey 4th Grade Report

Weasel

Mammal

Arkansas Student Report

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Reading / English Standards
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Decoding and Word Recognition
1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.
1.2 Decode regular multisyllabic words.
1.3 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development
1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words.
1.5 Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/ mammal/ animal/ living things).
1.6 Use sentence and word context to find the meaning of unknown words.
1.7 Use a dictionary to learn the meaning and other features of unknown words.
1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words.

2.0 Reading Comprehension
2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.
2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.
2.3 Demonstrate comprehension by identifying answers in the text.
2.4 Recall major points in the text and make and modify predictions about forthcoming information.
2.5 Distinguish the main idea and supporting details in expository text.
2.6 Extract appropriate and significant information from the text, including problems and solutions.
2.7 Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game).
3.0 Literary Response and Analysis - Structural Features of Literature
3.1 Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).

Writing Standards
1.0 Writing Strategies
Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
Organization and Focus
1.1 Create a single paragraph:
a. Develop a topic sentence.
b. Include simple supporting facts and details.
Penmanship
1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence.
Research
1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).
Evaluation and Revision
1.4 Revise drafts to improve the coherence and logical progression of ideas by using an established rubric.
1.0 Written and Oral English Language Conventions
Sentence Structure
1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.
Grammar
1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.
1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.
Punctuation
1.5 Punctuate dates, city and state, and titles of books correctly.
1.6 Use commas in dates, locations, and addresses and for items in a series.
Capitalization
1.7 Capitalize geographical names, holidays, historical periods, and special events correctly.
Spelling
1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare). 1.9 Arrange words in alphabetic order.

Social Science Standards
3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.
1. Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes).
2. Trace the ways in which people have used the resources of the local region and modified the physical environment (e.g., a dam constructed upstream changed a river or coastline).

Science Standards
3. Adaptations in physical structure or behavior may improve an organism's chance for survival. As a basis for understanding this concept:
a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction.
b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.
c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial.
d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations.
e. Students know that some kinds of organisms that once lived on Earth have completely disappeared and that some of those resembled others that are alive today.

Animal Report Scoring Checklist
Section	Possible Score	Achieved Score
Title Page	5
Table of Contents	10
Content/Body	40
Rough Draft	10
Illustrations/Pictures	15
Bibliography	15
Spelling	10
Handwriting/Typing Neatness	10
Total	115