MyStudyHall.com is a knowledge-based, academic website because we believe students must know information before they can apply it. The Tennessee Education Standards (Grade 4 - 12) contain many performance-based elements. The elements highlighted in yellow below indicate the Tennessee Education Standards which are either covered directly or indirectly in MyStudyHall.com. Nearly all of the content on MyStudyHall.com relates to the Tennessee Education Standards, but not all the Tennessee Education Standards are covered on MyStudyHall.com.

http://www.state.tn.us/education/ci/standards/index.php

English/Language Arts
Curriculum Standards

Approved by the Tennessee State Board of Education
August 31, 2001

FOURTH GRADE

Standards, Learning Expectations, Accomplishments
and Draft Performance Indicators

Reading -- Grade 4

Content Standard: 1.0

The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.

Learning Expectations:

1.01 Continue to develop oral language and listening skills.

1.02 Demonstrate knowledge of concepts of print.

1.03 Expand reading skills through phonemic awareness.

1.04 Use decoding strategies to read unfamiliar words.

1.05 Read to develop fluency, expression, accuracy, and confidence.

1.06 Expand reading vocabulary.

1.07 Reading strategies to facilitate comprehension.

1.08 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

1.09 Develop appropriate information skills and study skills to facilitate learning.

1.10 Develop skills to facilitate reading to learn in a variety of content areas.

1.11 Read independently for a variety of purposes.

1.12 Experience various literary and media genres.

1.13 Develop and sustain a motivation for reading.

Reading Accomplishments -- Grade 4

4.1.01 Continue to develop oral language and listening skills.

1. Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.
2. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback).
3. Understand, follow, and give oral multi-step directions which may include illustrations.
4. Formulate and respond to questions from teachers and other group members.
5. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
6. Summarize orally what has been learned or accomplished after completing an activity or assignment.
7. Create and deliver an oral presentation on an assigned topic (e.g., book reports, demonstrations, science projects).
8. Present and/or perform original or published literary work with a group and/or individually.
9. Use different voice levels and speech patterns for small groups, informal discussions, and reports.
10. Interpret and use a variety of non-verbal communication techniques (e.g., gestures, facial expression, posture).
11. Participate in recitations of assigned/self-selected passages.

4.1.02 Demonstrate knowledge of concepts of print.

1. Use parts of text (e.g., title, title page, table of contents, chapter title, glossary, and index).
2. Use common text features to enhance understanding (e.g., headings, key words, graphics, captions, side bars).
3. Recognize different forms of text (e.g., poems, plays, drama, letters, ads, biographies).

4.1.03 Expand reading skills through phonemic awareness.

1. Develop awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, music lyrics, books on tape, sound effects, read alouds).
2. Understand rhyming patterns in printed materials.
3. Respond and analyze the effects of the sounds of language (e.g., alliteration, onomatopoeia, rhythm, beat).

4.1.04 Use decoding strategies to read unfamiliar words.

1. Continue to use knowledge of letter-sound correspondence and structural analysis to decode words.
2. Expand understanding and use of root words, prefixes, and suffixes to decode words.
3. Use syllabication to decode words.
4. Understand, recognize, and use spelling patterns and word families to decode words.
5. Decode unknown grade level words by utilizing learned strategies (e.g., reading ahead, drawing upon prior knowledge) to verify word meanings within the context.

4.1.05 Read to develop fluency, expression, accuracy, and confidence.

1. Increase confidence and poise in reading aloud (e.g., paired reading, shared reading, choral reading, recorded reading, echo reading).
2. Read with fluency and confidence from a variety of texts (e.g., poetry, drama, current events, novels).
3. Participate in guided oral reading.
4. Read orally using appropriate pronunciation, expression, and rate.
5. Adjust speed based on the purpose for reading and reading level.
6. Read independently daily.

4.1.06 Expand reading vocabulary.

1. Build vocabulary by listening to literature, participating in discussions, and reading self-selected and assigned texts.
2. Build vocabulary through frequent read alouds.
3. Infer word meanings using roots, prefixes, and suffixes.
4. Determine the meaning of unfamiliar words using context clues, dictionaries, glossaries, and other resources.
5. Use appropriate synonyms, antonyms, and homonyms.
6. Foster word consciousness (e.g., word play, word walls and word sorts).
7. Continue to use context clues to determine the correct meaning/usage of multiple meaning words.
8. Select the correct word to complete an analogy.
9. Build vocabulary by reading from a wide variety of text and literary genres.

4.1.07 Employ pre-reading strategies to facilitate comprehension.

1. Set a purpose for reading (e.g., to understand, to enjoy, to solve problems, to locate specific information/facts).
2. Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing).
3. Explore significant words to be encountered in selected/assigned text.
4. Preview text using text features (e.g., illustrations/pictures, graphs, diagrams, and headings).
5. Make predictions about text using text features (e.g., title, author, illustrations, and text format).
6. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-print media.

4.1.08 Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.

a. Derive meaning while reading by

1. formulating clarifying questions.
2. predicting outcomes based upon prior knowledge and adjusting appropriately.
3. using metacognitive and self-monitoring reading strategies to improve comprehension (e.g., rereading, identifying miscues, reading ahead, asking for help, and drawing on earlier reading).
4. creating mental images.
5. expressing reactions and personal opinions to a selection.
6. making inferences.
7. verifying or modifying the pre-reading purpose.
8. drawing conclusions based on evidence gained.

b. Check for understanding after reading by

1. indicating sequence of events in fiction and nonfiction selections.
2. selecting main idea and supporting details from text.
3. identifying the author's purpose (e.g., to entertain, to inform, to explain).
4. discussing similarities and differences in events and characters using evidence cited in two or three text(s).
5. selecting information to meet a specific purpose.
6. stating reasonable generalizations in reference to two pieces of text on a similar topic.
7. locating information to support opinions, predictions, and conclusions.
8. identifying cause and effect relationships.
9. distinguishing between fact/opinion and reality/fantasy.
10. identifying and interpreting figurative language (e.g., idioms, similes, metaphors, personification).
11. recognizing the theme of a single passage.
12. reflecting upon comprehension strategies utilized to make meaning from text.

4.1.09 Develop appropriate information skills and study skills to facilitate learning.

1. Use and discern appropriate reference sources in various format (e.g., interviews with family and community; encyclopedias, card/electronic catalogs, almanacs, magazines, and newspapers).
2. Use media (e.g., photographs, films, videos, the arts, on-line catalogs, non-fiction books, encyclopedias, CD-ROM references, internet) to view, read, and represent information.
3. Use current technology as a research and communication tool for personal interest, research, and clarification.
4. Understand a variety of informational texts, which include primary sources (e.g., autobiographical sketches, letters, and diaries; and internet sites).
5. Utilize the dictionary, glossary, thesaurus, and other word-referenced materials.
6. Skim materials to develop a general overview of content or to locate specific information.
7. Retrieve, organize, and represent information (e.g., charts, maps, graphs, forms, tables, timelines).
8. Develop an awareness of the effects of media (e.g., television, print materials, radio, internet, magazines) on daily life.
9. Gather and record information on a research topic using two different sources.

4.1.10 Develop skills to facilitate reading to learn in a variety of content areas.

1. Develop and maintain vocabulary specific to content and to current events.
2. Locate information using available text features (e.g., maps, charts, graphics, appendices, and tables of contents).
3. Apply comprehension skills and strategies to informational text (e.g., pre-reading and active comprehension).
4. Use self-correction strategies while reading (e.g., pausing, rereading, consulting other sources, asking for help).
5. Determine the reliability of sources on a given topic (e.g., editorials, newspapers, magazines, biographies).

4.1.11 Read independently for a variety of purposes.

1. Read for literary experience.
2. Read to gain information.
3. Read to perform a task.
4. Read for enjoyment.
5. Read to expand vocabulary.
6. Read to build fluency.

4.1.12 Experience various literary and media genres.

1. Read, view, and recognize various literary (e.g., poetry, novels, historical fiction, nonfiction) and media (e.g. photographs, the arts, films, video) genres.
2. Determine the problem of a story, discover its solution, and consider alternate solutions.
3. Sequence the events of a selection from beginning to end, determining how the incidents are connected and lead to a solution/conclusion.
4. Identify and describe the main and minor characters, considering the importance of their actions, motives, and appearances.
5. Make inferences about print and non-print text.
6. Compare and contrast events and characters using evidence cited from print and non-print text(s).
7. Compare and contrast different versions/representations of the same stories/events that reflect different cultures.
8. Summarize selected passages.
9. Distinguish between first and third person points of view.
10. Explore the concept of theme.
11. Recognize and understand basic literary devices (e.g., imagery, simile, metaphor, personification).

4.1.13 Develop and sustain a motivation for reading.

1. Visit libraries/media centers and book fairs to explore books.
2. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others).
3. Read daily from self-selected materials.
4. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions).
5. Begin a personal reading list or reading log/journal to reflect reading progress and accomplishments.
6. Experience and develop an awareness of literature that reflects a diverse society.
7. Choose to read as a leisure activity.

Fourth Grade Benchmarks/Indicators (Reading)

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

4.1.spi.1. identify correctly used capital letters with names, dates, and addresses, and at the beginning of sentences within context.

4.1.spi.2. use table of contents, title page, and glossary to locate information.

4.1.spi.3. use prefixes, suffixes and root words as aids in determining meaning within context.

4.1.spi.4. recognize plot features of fairy tales, folk tales, fables, and myths.

4.1.spi.5. identify characters, setting, and plot in a passage.

At Level 2, the student is able to

4.1.spi.6. determine the problem of a story and recognize its solution.

4.1.spi.7. identify grade level compound words, contractions, and common abbreviations within context.

4.1.spi.8. use headings, graphics, and captions to make meaning from texts.

4.1.spi.9. select appropriate synonyms, antonyms, and homonyms within context.

4.1.spi.10. determine the meaning of unfamiliar words/multiple meaning words using context clues, dictionaries, and glossaries.

4.1.spi.11. recognize and use grade appropriate vocabulary within text.

4.1.spi.12. evaluate texts for elements of fact/opinion and reality/fantasy.

4.1.spi.13. distinguish between fact and opinion within text.

4.1.spi.14. interpret information using a chart, map, or timeline.

4.1.spi.15. use available text features (e.g., graphics, glossaries, and illustrations) to make meaning from text.

4.1.spi.16. indicate the sequence of events in print (fiction and non-fiction) and in non- print texts.

4.1.spi.17. make predictions about text.

4.1.spi.18. select questions to clarify thinking.

4.1.spi.19. identify different forms of text (e.g., poems, drama, fiction, non-fiction).

4.1.spi.20. recognize cause and effect relationships within text.

At Level 3, the student is able to

4.1.spi.21. identify and interpret similes and metaphors.

4.1.spi.22. determine appropriate inferences and draw conclusions from text.

4.1.spi.23. select sources from which to gather information on a given topic.

4.1.spi.24. locate information to support opinions, predictions, and conclusions.

4.1.spi.25. identify the author's purpose (to entertain, to inform, to persuade, to share feelings).

4.1.spi.26. recognize the sounds of language (i.e., alliteration, rhyme, and repetition).

4.1.spi.27. choose a logical word to complete an analogy using synonyms and antonyms.

Performance Indicators Teacher

As documented through teacher observation-

At Level 1, the student is able to

4.1.tpi.1 listen attentively by facing the speaker, asking questions and paraphrasing.

4.1.tpi.2 use established rules of conversation consistently (taking turns, raising hands).

4.1.tpi.3. decode words using learned strategies.

4.1.tpi.4. demonstrate an awareness of the sounds of language, including rhyming patterns.

4.1.tpi.5. reflect punctuation while reading.

4.1.tpi.6. formulate and respond to questions from teacher and other group members.

At Level 2, the student is able to

4.1.tpi.7. identify a purpose for reading

4.1.tpi.8. understand, follow and give oral multi-step directions.

4.1.tpi.9. preview the text to activate prior knowledge.

4.1.tpi.10. read and recognize various literary genres (e.g., poems, plays, chapter books and textbooks).

4.1.tpi.11. use metacognitive strategies to improve comprehension.

4.1.tpi.12. predict outcomes based on prior knowledge and adjust as additional knowledge is acquired.

4.1.tpi.13. express personal opinions and reactions to text (e.g., reading journal).

4.1.tpi.14. relate literary experiences, (e.g., literacy circles, written/oral reports).

4.1.tpi.15. summarize materials read and/or lessons learned.

4.1.tpi.16. connect life experiences to texts read.

4.1.tpi.17. respond creatively to texts.

4.1.tpi.18. use common text features to enhance understanding.

4.1.tpi.19. read aloud frequently using appropriate expression and rate.

4.1.tpi.20. read fluently basic grade-appropriate selections.

4.1.tpi.21. make connections among various texts showing similarities and differences related to setting, events, and characters.

At Level 3, the student is able to

4.1.tpi.22. organize prior knowledge, using a variety of strategies (e.g., brain-storming, graphic organizers, webbing, and mapping).

4.1.tpi.23. use content specific vocabulary.

4.1.tpi.24. use library media sources to access information (e.g., encyclopedias, Internet, electronic catalog).

4.1.tpi.25. compare and contrast elements of stories from different cultures.

4.1.tpi.26. extend ideas presented in text.

4.1.tpi.27. read daily and independently.

4.1.tpi.28. recognize propaganda techniques (i.e., bandwagon, loaded words, testimonials).

4.1.tpi.29. deliver an oral presentation on an assigned topic.

4.1.tpi.30. verify the meaning/usage of a multiple-meaning word through the use of a dictionary or thesaurus.

4.1.tpi.31. draw conclusions from evidence within the text.

Writing -- Grade 4

Content Standard: 2.0

The student will develop the structural and creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences.

Learning Expectations:

2.01 Engage in prewriting using a variety of strategies.

2.02 Write for a variety of audiences and purposes.

2.03 Show evidence of drafting and revision with written work.

2.04 Include editing before the completion of finished work.

2.05 Evaluate own and others' writing.

2.06 Experience numerous publishing opportunities.

2.07 Write narrative accounts.

2.08 Write frequently across all content areas.

2.09 Write expressively using original ideas, reflections, and observations.

2.10 Write in response to literature.

2.11 Write in a variety of modes and genres.

Writing Accomplishments -- Grade 4

4.2.01 Engage in prewriting using a variety of strategies.

1. Generate and focus ideas through brainstorming and peer discussions.
2. Use print and non-print materials along with prior knowledge to provide background for writing.
3. Arrange ideas by using graphic organizers (e.g., listing, clustering, story maps, and webs).
4. Select and refine a topic.
5. Determine appropriate audience.
6. Begin to establish a purpose for writing.

4.2.02 Write for a variety of audiences and purposes.

1. Write a descriptive paragraph to create a visual image.
2. Write in response to a standard prompt and/or select a prompt from two choices.
3. Write to inform a particular audience about a specific issue.
4. Compose a narrative (e.g., to entertain, to inform, to share experiences).
5. Write to acquire knowledge (e.g., clarify thinking, take notes, synthesize information, enhance communication).
6. Introduce writing in the expository mode (e.g., explanatory paragraph, "how to" paragraph).

4.2.03 Show evidence of drafting and revision with written work.

1. Write and think freely while drafting.
2. Select format based on purpose.
3. Write with a sense of audience.
4. Develop topic sentence with supporting details and concluding sentence to form a paragraph.
5. Maintain focus of topic with specific relevant supporting details.
6. Construct varied sentences (i.e., syntactic variety) to add interest.
7. Arrange multi-paragraph work in a logical and coherent order.
8. Write using appropriate time-order or transitional words.
9. Use correct page format (e.g., paragraphs, margins, indentations, and titles).
10. Revise to clarify and refine ideas, to distinguish between important and unimportant information, and to enhance word selection.
11. Produce multiple drafts.

4.2.04 Include editing before the completion of finished work.

1. Edit for elements of language.
2. Proofread using reference materials.
3. Use a computer or other technological tools as editing tools.
4. Create readable documents with legible handwriting.

4.2.05 Evaluate own and others' writing.

1. Develop and use classroom rubrics for written work.
2. Introduce and use the state assessment rubric.
3. Participate in peer review and editing.
4. Review personal collection to determine progress and evaluate work.
5. Acknowledge and discuss diversity of individual writing styles.

4.2.06 Experience numerous publishing opportunities.

1. Produce a variety of written works (e.g. literature response, reports, "published" books, group or paired writing).
2. Incorporate photos, illustrations, charts, tables, or graphs.
3. Use technology for publishing individual and group work.
4. Identify and explore opportunities for publication (e.g., local and national contests, internet web sites, newspapers/periodicals, school displays).

4.2.07 Write narrative accounts.

1. Write in response to narrative prompts, both self-selected and assigned.
2. Practice response to assigned prompts in timed situations.
3. Write with developed characters, setting, and plot.
4. Incorporate sensory details using vivid words and figurative language to establish a context that enables readers to visualize an event or experience.
5. Write with well-developed organizational structure, sequence of events, and details.
6. Begin to develop a voice.
7. Use classroom and state rubrics as guides for writing.

4.2.08 Write frequently across all content areas.

1. Produce a variety of creative works utilizing knowledge from the content areas (e.g., journals, letters to the editor).
2. Compose and respond to original questions and/or problems from all content areas.
3. Explain procedures used to solve problems encountered in content areas (e.g., science lab experiments, math problems).
4. Investigate content specific topics to gather information and write.
5. Use experiences from the arts to write creatively and expressively.

4.2.09 Write expressively using original ideas, reflections, and observations.

1. Express thoughts and feelings using colorful, fully elaborated descriptions.
2. Incorporate vivid language.
3. Write poems, stories, and essays based upon personal reflections, observations, and experiences.
4. View, read, or listen to examples of various writing styles.

4.2.10 Write in response to literature.

1. Write a letter to/as a character in a written work.
2. Create an optional ending for a story.
3. Retell a story from a different point of view.
4. Compare and contrast literary works.
5. Write a reader's response to a literary work.
6. Write creative, imaginative, and original responses to literature (e.g. poems, raps, songs, stories).

4.2.11 Write in a variety of modes and genres.

1. Write a narrative including sensory details.
2. Write a descriptive paragraph that includes vivid language.
3. Write an expository/"how to" paragraph with multiple steps.
4. Write a paper to compare/contrast two people, places, things or ideas.
5. Create a variety of poems.
6. Write a research report using a single source and notes taken using the source.
7. Write friendly and business letters.
8. Write journal entries.
9. Write an autobiographical account.

Fourth Grade Benchmarks/Indicators (Writing)

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

4.2.spi.1. choose a topic sentence for a paragraph.

4.2.spi.2. rearrange sentences to form a sequential, coherent paragraph.

4.2.spi.3. identify the purpose for writing (i.e., to entertain, to inform, to share experiences) .

4.2.spi.4. rearrange events in a sequential or chronological order in a writing selection.

4.2.spi.5. select the best title for a text.

At Level 2, the student is able to

4.2.spi.6. complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing.

4.2.spi.7. select appropriate time-order or transitional words to enhance the flow of a writing sample.

4.2.spi.8. identify the most reliable sources of information for preparing a report.

4.2.spi.9. select the best way to combine sentences to provide syntactic variety within context.

4.2.spi.10. select details that support a topic sentence.

4.2.spi.11. choose the supporting sentence that best develops a topic sentence.

4.2.spi.12. choose the supporting sentence that best fits the context and flow of ideas in a paragraph.

4.2.spi.13. identify the audience for which a text is written.

At Level 3, the student is able to

4.2.spi.14. supply a missing piece of information in a simple outline.

4.2.spi.15. identify sentences irrelevant to a paragraph's theme or flow.

4.2.spi.16. select an appropriate concluding sentence for a well-developed paragraph.

Performance Indicators Teacher -- Grade 4

As documented through teacher observation-

At Level 1, the student is able to

4.2.tpi.1. generate ideas for writing.

4.2.tpi.2. use prewriting strategies to organize ideas and to access prior knowledge.

4.2.tpi.3. write for a variety of purposes (e.g., to construct journal responses, answers to essay questions, and friendly and business letters).

4.2.tpi.4. write frequently in the descriptive mode.

At Level 2, the student is able to

4.2.tpi.5. write friendly and business letters.

4.2.tpi.6. produce written work in various genres and formats (e.g., poems, stories, instructions).

4.2.tpi.7. write in response to literature.

4.2.tpi.8. write creatively and imaginatively.

4.2.tpi.9. show evidence of written work in all disciplines.

4.2.tpi.10. recognize and use all steps in the writing process.

4.2.tpi.11. understand and use prompts and rubrics.

4.2.tpi.12. use resources to aid in the writing process.

4.2.tpi.13. write frequently in the narrative mode.

4.2.tpi.14. use grade level appropriate vocabulary when writing.

4.2.tpi.15. construct clear, coherent, organized multi-paragraphed works.

At Level 3, the student is able to

4.2.tpi.16. develop methods of sharing written work.

4.2.tpi.17. use a variety of sources to gather information.

4.2.tpi.18. write with a sense of audience.

4.2.tpi.19. begin to write in the expository mode.

4.2.tpi.20. produce multiple drafts.

4.2.tpi.21. write, using knowledge from the content areas.

4.2.tpi.22. compare and contrast two persons, places, or things.

4.2.tpi.23. evaluate own and others' writing, using the Tennessee Writing Assessment rubric.

Elements of Language -- Grade 4

Content Standard: 3.0

The student will use standard English conventions and proper spelling as appropriate to speaking and writing.

Learning Expectations:

3.01 Demonstrate knowledge of standard English usage.

3.02 Demonstrate knowledge of standard English mechanics.

3.03 Demonstrate knowledge of standard English spelling.

3.04 Demonstrate knowledge of correct sentence structure.

Elements of Language Accomplishments -- Grade 4

4.3.01 Demonstrate knowledge of standard English usage.

1. Use nouns appropriately (e.g., singular and plural, common and proper, singular and plural possessives).
2. Use pronouns appropriately (e.g., subject, object, and possessive; singular and plural; agreement with antecedents).
3. Use verbs appropriately (e.g., action and linking, regular and irregular forms, correct tenses, agreement in person and number with both simple and compound subjects).
4. Use adjectives appropriately (e.g., proper comparison forms, articles).
5. Use adverbs appropriately (e.g., proper comparison forms, negatives).
6. Recognize usage errors (e.g., double negatives, troublesome word groups, [to, too, two, there, their, they're, sit, set, lie, lay]).

4.3.02 Demonstrate knowledge of standard English mechanics.

1. Use correct capitalization (e.g., sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, and parts of a friendly letter).
2. Use correct punctuation at the end of sentences.
3. Demonstrate the correct usage of commas (e.g., series, direct address, following introductory words, dates, addresses, quotations, letters, and compound sentences).
4. Demonstrate the correct usage of quotation marks (e.g., in direct quotations and in titles).
5. Form contractions and possessives using apostrophes.
6. Abbreviate words correctly.
7. Continue to write legibly.

4.3.03 Demonstrate knowledge of standard English spelling.

1. Spell high frequency words correctly.
2. Spell correctly commonly misspelled words as appropriate to grade level.
3. Spell correctly words commonly used in content specific vocabulary.
4. Recognize misspelled words in the context of sentences.
5. Spell plurals and possessives correctly.
6. Use knowledge of root words, prefixes, suffixes, and structural analysis to spell words correctly.
7. Determine correct spelling of words utilizing electronic and print tools (e.g., spell checkers, dictionaries, lists, word walls, charts).
8. Identify and correctly spell homonyms within the context of sentences or phrases.
9. Proofread and edit for accuracy of spelling using appropriate strategies.
10. Develop a consciousness toward correct spelling across all subject areas.

4.3.04 Demonstrate knowledge of correct sentence structure.

1. Use appropriate language structure in oral and written communication (e.g., subject-verb agreement in simple and compound sentences, correct word order within a sentence, correct placement of more detailed words and phrases).
2. Use complete sentences in writing.
3. Recognize and edit incomplete sentences and run-on sentences.
4. Combine simple sentences into compound sentences.
5. Combine sentences using compound subjects and/or predicates.

Fourth Grade Benchmarks/Indicators (Elements of Language)

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

4.3.spi.1. identify the correct use of nouns (i.e., common and proper, plurals, possessives), verbs (i.e., agreement, tenses, action and linking), and adjectives (i.e., comparison forms and articles) within context.

4.3.spi.2. identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks.

4.3.spi.3. select the best way to correct incomplete sentences within context.

At Level 2, the student is able to

4.3.spi.4. identify the correct use of pronouns (i.e., subject, object, and agreement), and adverbs (i.e., comparison forms and negatives) within context.

4.3.spi.5. identify the correct use of commas (i.e., series, dates, addresses, friendly letters, introductory words, compound sentences) within context.

4.3.spi.6. recognize usage errors occurring within context (i.e., double negatives, troublesome words: to, too, two; their, there, they're; its, it's).

4.3.spi.7. identify correctly spelled words in context.

4.3.spi.8. choose the correct formation of plurals, contractions and possessives within context.

At Level 3, the student is able to

4.3.spi.9. choose the correct use of quotation marks and commas in direct quotations.

4.3.spi.10. identify sentences with correct subject-verb agreement (person and number).

Performance Indicators Teacher -- Grade 4

As documented through teacher observation-

At Level 1, the student is able to

4.3.tpi.1. write legibly.

4.3.tpi.2. spell grade level words correctly.

4.3.tpi.3. observe appropriate language structures, including correct use of verb tenses, in writing and in speaking.

4.3.tpi.4. use voice intonation to indicate appropriate punctuation.

At Level 2, the student is able to

4.3.tpi.5. recognize and revise incomplete and run-on sentences.

4.3.tpi.6. regularly use correct punctuation when writing.

4.3.tpi.7. recognize and correct usage errors (e.g., troublesome pairs) in speech and in writing.

4.3.tpi.8. spell high-frequency words and commonly misspelled words correctly as appropriate to grade level.

4.3.tpi.9. correct own writing for spelling, capitalization, and punctuation.

At Level 3, the student is able to

4.3.tpi.10. use correctly punctuated dialog in writing.

4.3.tpi.11. form possessives, plurals, and contractions correctly.

4.3.tpi.12. use commas correctly.

 ================================================================

English/Language Arts
Curriculum Standards

Approved by the Tennessee State Board of Education
August 31, 2001

FIFTH GRADE

Reading -- Grade 5

Content Standard: 1.0

The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.

Learning Expectations:

1.01 Continue to develop oral language and listening skills.

1.02 Demonstrate knowledge of concepts of print.

1.03 Expand reading skills through phonemic awareness.

1.04 Use decoding strategies to read unfamiliar words.

1.05 Read to develop fluency, expression, accuracy, and confidence.

1.06 Expand reading vocabulary.

1.07 Reading strategies to facilitate comprehension.

1.08 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

1.09 Develop appropriate information skills and study skills to facilitate learning.

1.10 Develop skills to facilitate reading to learn in a variety of content areas.

1.11 Read independently for a variety of purposes.

1.12 Experience various literary and media genres.

1.13 Develop and sustain a motivation for reading.

Reading Accomplishments -- Grade 5

5.1.01 Continue to develop oral language and listening skills.

1. Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.
2. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback).
3. Understand, follow, and give oral multi-step directions that may include illustrations.
4. Formulate and respond to questions from teachers and other group members.
5. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
6. Summarize orally what has been learned or accomplished after completing an activity or assignment.
7. Create and deliver an oral presentation that includes an introduction and conclusion.
8. Create and deliver an oral presentation that uses visual aids or props and incorporates several sources.
9. Use different voice levels and speech patterns for small groups, informal discussions, and reports.
10. Interpret and use a variety of non-verbal communication techniques (e.g., gestures, facial expression, posture).
11. Present and/or perform original or published literary work with a group and/or individually.
12. Participate in recitations of assigned/self-selected passages.

5.1.02 Demonstrate knowledge of concepts of print.

1. Use parts of text (e.g., title, title page, table of contents, chapter titles, glossary, appendix, and index).
2. Use common text features to enhance understanding (e.g., headings, keywords, graphics, captions, side bars, footnotes).
3. Recognize different forms of text (e.g., poems, plays, drama, letters, ads, journalism, historical fiction, biographies, autobiographies).

5.1.03 Expand reading skills through phonemic awareness.

1. Develop awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, music lyrics, sound effects, books on tape, read alouds).
2. Understand rhyming patterns in printed materials.
3. Respond and analyze the effects of sound in language. (e.g., alliteration, onomatopoeia, rhythm, beat).

5.1.04 Use decoding strategies to read unfamiliar words.

1. Continue to use knowledge of letter-sound correspondence knowledge and structural analysis to decode words.
2. Expand understanding and use of root words, prefixes, and suffixes to decode words.
3. Use syllabication to decode words.
4. Understand, recognize, and use spelling patterns and word families to decode words.
5. Decode unknown grade level words utilizing learned strategies and verify word meanings within the context.

5.1.05 Read to develop fluency, expression, accuracy, and confidence.

1. Increase confidence and poise in reading aloud (e.g., paired reading, shared reading, choral reading, echo reading, and reader's theater).
2. Read with fluency and confidence from a variety of text (e.g., poetry, drama, newspapers, novels, textbooks).
3. Participate in guided oral reading.
4. Read orally using appropriate pronunciation, expression, and rate.
5. Adjust speed based on the purpose for reading and reading level.
6. Read independently daily.

5.1.06 Expand reading vocabulary.

1. Build vocabulary by listening to literature, participating in discussions, and reading self-selected texts.
2. Build vocabulary through frequent read alouds.
3. Infer word meanings using roots, prefixes, and suffixes.
4. Determine the meaning of unfamiliar words using context clues, dictionaries, glossaries, and other resources.
5. Use appropriate synonyms, antonyms, and homonyms.
6. Foster word consciousness (e.g., word play, word walls and word sorts).
7. Use context clues and pronunciation cues when appropriate to determine the correct meaning/usage of multiple meaning words.
8. Select the correct word to complete an analogy.
9. Explore the impact of vocabulary in evaluating ideas, information, and experiences.
10. Use word origins to determine the meaning of unknown words (e.g., Latin and Greek roots, meanings of commonly used foreign words).
11. Build vocabulary by reading from a wide variety of text and literary genres.

5.1.07 Employ pre-reading strategies to facilitate comprehension.

1. Set a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to locate specific information/facts, to discover models for writing).
2. Utilize reference sources to build background for reading.
3. Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing, outlining).
4. Explore significant words to be encountered in selected/assigned text.
5. Preview text using text features (e.g., illustrations/pictures, captions, graphs, diagrams, and headings).
6. Make predictions about text using text features (e.g., title, author, illustrations, and text format).
7. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-print media.

5.1.08 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

1. Derive meaning while reading by
1. formulating clarifying questions.
2. predicting outcomes based upon prior knowledge and adjusting appropriately.
3. using metacognitive and self-monitoring reading strategies to improve comprehension (e.g., rereading, identifying miscues, reading ahead, asking for help, and drawing on earlier reading).
4. creating mental images.
5. expressing reactions and personal opinions to a selection or relating the selection to a personal experience.
6. making inferences and recognizing unstated assumptions.
7. verifying or modifying the pre-reading purpose.
8. drawing conclusions based on evidence gained.

b. Check for understanding after reading by

1. indicating sequence of events in fiction and nonfiction text.
2. selecting main idea and supporting details from text.
3. identifying the author's purpose (e.g., to entertain, to inform, to explain, to persuade).
4. discussing similarities and differences in events and/or characters using evidence cited in three or more texts.
5. selecting, prioritizing, and organizing information to meet a specific purpose.
6. stating reasonable generalizations in reference to two or more pieces of text on a similar topic.
7. locating information to support opinions, predictions, and conclusions.
8. identifying cause and effect relationships.
9. distinguishing between fact/opinion and reality/fiction.
10. identifying and interpreting figurative language (e.g., idioms, similes, metaphors, hyperboles, personification, imagery).
11. recognizing a common theme between two passages.
12. reflecting upon comprehension strategies utilized to make meaning from text.

5.1.09 Develop appropriate informational skills and study skills to facilitate learning.

1. Use and discern appropriate reference sources in various formats (e.g., interviews with family, community leaders and government leaders; encyclopedias, card/electronic catalogs, almanacs, newspapers, and periodicals).
2. Use media (e.g., photographs, videos, films, the arts, on-line catalogs, non-fiction books, encyclopedias, CD-ROM references, internet) to view, read, and represent information.
3. Use current technology as a research and communication tool for personal interest, research, and clarification.
4. Understand a variety of informational texts which include primary sources (e.g., autobiographical sketches, letters, and diaries, directions, and internet sites).
5. Utilize the dictionary, glossary, thesaurus, and other word-referenced materials.
6. Skim materials to develop a general overview of content or to locate specific information.
7. Retrieve, organize, and represent information (e.g., charts, maps, graphs, forms, timelines, and outlines).
8. Develop notes that include important concepts, paraphrase, summaries, and identification of reference sources.
9. Develop an awareness of the effects of media (e.g., television, print materials, radio, internet, newspapers, periodicals) on daily life.
10. Identify the techniques of propaganda (i.e., bandwagon, loaded words, testimonials).
11. Gather and record information on a research topic using three or more sources.

5.1.10 Develop skills to facilitate reading to learn in a variety of content areas.

1. Develop and maintain vocabulary specific to content and to current events.
2. Locate information using available text features (e.g., maps, charts, graphics, indexes, glossaries, and tables of contents).
3. Apply comprehension skills and strategies to informational text (e.g., pre-reading and active comprehension).
4. Use self correction strategies while reading (e.g., pausing, rereading, consulting other sources, asking for help).
5. Determine and evaluate the reliability of sources on a given topic (e.g., editorials, newspapers, magazines, biographies, news reports and films).

5.1.11 Read independently for a variety of purposes.

1. Read for literary experience.
2. Read to gain information.
3. Read to perform a task.
4. Read for enjoyment.
5. Read to expand vocabulary.
6. Read to build fluency.

5.1.12 Experience various literary and media genres.

1. Read and recognize various literary (e.g., poetry, novels, historical fiction, nonfiction) and media (e.g. photographs, the arts, film, video) genres.
2. Predict and determine the sequence of events in a story including possible problems and solutions.
3. Identify the conflict of the plot.
4. Interpret a character's feelings and identify his motives.
5. Trace changes in the main character and describe how this affects the plot.
6. Make inferences about print and non-print text.
7. Identify how culture, ethnic, and historical eras are represented in print and non-print texts.
8. Compare and contrast events and characters using evidence cited from print and non-print text(s).
9. Compare and contrast different versions of the same stories/events that reflect different cultures and/or different perspectives.
10. Summarize selected passages.
11. Retell a story from a different point of view.
12. Understand the way in which figurative language is used to derive meaning from text (e.g., personification, simile, metaphor, imagery, hyperbole).

5.1.13 Develop and sustain a motivation for reading.

1. Visit libraries/media centers and book fairs to explore books.
2. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others).
3. Read daily from self-selected materials.
4. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions).
5. Maintain a personal reading list or reading log/journal to reflect reading progress and accomplishments.
6. Experience and develop an awareness of literature that reflects a diverse society.
7. Choose to read as a leisure activity.

Fifth Grade Benchmarks/Indicators (Reading)

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

5.1.spi.1. recognize root words, prefixes, suffixes, and syllabication as aids in determining meaning within context.

5.1.spi.2 select appropriate synonyms, antonyms, and homonyms within context.

5.1.spi.3. identify compound words, contractions, and common abbreviations within text.

5.1.spi.4. select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, side bars).

5.1.spi.5. identify setting, characters, and plot in a passage.

At Level 2, the student is able to

5.1.spi.6. recognize and use grade appropriate vocabulary within context.

5.1.spi.7. select questions used to focus and clarify thinking before, during and after reading the text.

5.1.spi.8. determine correct meaning/usage of multiple-meaning words within context.

5.1.spi.9. determine word meanings within context.

5.1.spi.10. identify the sequence of events in fiction and non-fiction selections.

5.1.spi.11. select stated or implied main idea and supporting details from text.

5.1.spi.12. identify stated or implied cause and effect relationships.

5.1.spi.13. distinguish between elements of fact/opinion and reality/fantasy.

5.1.spi.14. determine inferences from selected passages.

5.1.spi.15. select the appropriate summary statement for a given passage.

5.1.spi.16. locate information using available text features (e.g. maps, charts, graphics, indexes, glossaries, and tables of content).

5.1.spi.17. recognize reasonable predictions of future events within a given context.

At Level 3, the student is able to

5.1.spi.18. distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies).

5.1.spi.19. identify and interpret the main incidents of a plot, their causes, how they  influence future actions, and how they are resolved.

5.1.spi.20. recognize that a story is told from the first person point of view.

5.1.spi.21. identify the author's purpose(s) (i.e. to inform or to entertain).

5.1.spi.22. determine whether the theme is stated or implied within a passage.

5.1.spi.23. identify similes, metaphors, personification, and hyperbole in context.

5.1.spi.24. identify the effect of sound within context (e.g., onomatopoeia, alliteration, rhyme, and repetition).

5.1.spi.25. identify information to support opinions, predictions, and conclusions.

5.1.spi.26. select a logical word to complete an analogy using synonyms, antonyms, categories and subcategories.

5.1.spi.27. identify, using a graphic organizer, placement of events.

Performance Indicators Teacher -- Grade 5

As documented through teacher observation -

At Level 1, the student is able to

5.1.tpi.1. demonstrate active listening and observe conversational conventions in both formal and informal settings.

5.1.tpi.2. decode unknown words utilizing learned strategies and verify word meanings within the context.

5.1.tpi.3. read orally with fluency using appropriate pronunciation, expression, and rate.

5.1.tpi.4. recognize various literary genres (e.g., poetry, short stories, plays, novels, folk tales, myths, and science fiction).

5.1.tpi.5. relate and discuss literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions).

5.1.tpi.6. understand, follow, and give oral multi-step directions, which may include pictures or graphics.

5.1.tpi.7. predict outcomes and adjust as additional information is acquired.

5.1.tpi.8. connect life experiences to text.

At Level 2, the student is able to

5.1.tpi.9. preview the text to establish a purpose for reading, to activate prior knowledge, and to facilitate the reading process.

5.1.tpi.10. organize prior knowledge using a variety of strategies (e.g., webbing, mapping, and brainstorming).

5.1.tpi.11. build vocabulary by reading from a wide variety of texts and literary genres.

5.1.tpi.12. use content specific vocabulary.

5.1.tpi.13. use metacognitive and self-monitoring reading strategies to improve comprehension (e.g., rereading, identifying miscues, reading ahead, and drawing on earlier reading).

5.1.tpi.14. summarize orally what has been learned or accomplished after completing an activity or assignment.

5.1.tpi.15. express reactions and personal opinions to a selection or relate the selection to personal experience.

5.1.tpi.16. participate in creative responses to texts.

5.1.tpi.17. set a purpose for reading (e.g., to understand, to enjoy, and to locate information).

5.1.tpi.18. use library media sources to access information.

5.1.tpi.19. use learned strategies to determine the meaning of unfamiliar words.

5.1.tip.20. read fluently basic grade appropriate selections.

5.1.tpi.21. read daily and independently.

At Level 3, the student is able to

5.1.tpi.22. design and deliver an oral presentation incorporating several sources, using visual aids or props.

5.1.tpi.23. recognize, create, and discuss the techniques of propaganda (i.e., band wagon, loaded words, testimonials).

5.1.tpi.24. discuss similarities and differences in events and/or characters, using evidence cited in two or more texts.

5.1.tpi.25. identify how culture, ethnicity, and historical eras are represented in literary text.

5.1.tpi.26. relate text to prior personal and historical experiences as well as previously read print and non-print media.

5.1.tpi.27. make inferences and recognize unstated assumptions.

5.1.tpi.28. make connections among various texts showing similarities and differences.

5.1.tpi.29. use media and current technology as a research and communication tool to view, read, and represent information.

5.1.tpi.30. extend ideas presented in texts.

5.1.tpi.31. interact with the text(s) (e.g., ask questions, make comments, use post-it notes).

Writing -- Grade 5

Content Standard: 2.0

The student will develop the structural and creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences.

Learning Expectations:

2.01 Engage in prewriting using a variety of strategies.

2.02 Write for a variety of audiences and purposes.

2.03 Show evidence of drafting and revision with written work.

2.04 Include editing before the completion of finished work.

2.05 Evaluate own and others' writing.

2.06 Experience numerous publishing opportunities.

2.07 Write narrative accounts.

2.08 Write frequently across all content areas.

2.09 Write expressively using original ideas, reflections, and observations.

2.10 Write in response to literature.

2.11 Write in a variety of modes and genres.

Writing Accomplishments -- Grade 5

5.2.01 Engage in prewriting using a variety of strategies.

1. Generate and focus ideas through brainstorming and peer discussions.
2. Use print and non-print materials along with prior knowledge to provide background for writing.
3. Arrange ideas by using graphic organizers (e.g., listing, clustering, story maps, and webs).
4. Develop notes that include important concepts.
5. Construct an outline with main ideas and supporting details.
6. Select and refine a topic.
7. Determine appropriate audience.
8. Establish a purpose for writing.

5.2.02 Write for a variety of audiences and purposes.

1. Compose narratives (e.g., to entertain, to inform, to report)
2. Write frequently in the narrative mode.
3. Write in response to a standard prompt and/or select a prompt from a varied group.
4. Write to inform a particular audience about a specific issue.
5. Write a descriptive paragraph to create a visual image.
6. Explore and experience frequent opportunities for writing in the expository mode.
7. Write to acquire knowledge (e.g., clarify thinking, take notes, synthesize information, enhance communication).

5.2.03 Show evidence of drafting and revision with written work.

1. Select format based on purpose.
2. Write with a sense of audience.
3. Develop a paragraph with a topic sentence, supporting details, and a concluding sentence.
4. Maintain focus of topic with specific relevant supporting details.
5. Explain and/or illustrate key ideas.
6. Demonstrate syntactic variety.
7. Arrange multi-paragraph work in a logical and coherent order.
8. Write using appropriate time order words or transitional words/phrases.
9. Use correct page format (e.g., paragraphs, margins, indentations, and titles).
10. Revise to clarify thought, to refine ideas and to distinguish between important and unimportant information.
11. Use precise language including vivid words and figurative language.
12. Produce multiple drafts.

5.2.04 Include editing before the completion of finished work.

1. Edit for elements of language
2. Proofread using reference materials and technology.
3. Create readable documents.

5.2.05 Evaluate own and others' writing.

1. Develop and use classroom rubrics for written work.
2. Use the state assessment rubric to make appropriate suggestions for improvement.
3. Participate in peer review and editing.
4. Review personal collection to determine progress.
5. Acknowledge and discuss diversity of individual writing styles.

5.2.06 Experience numerous publishing opportunities.

1. Produce a variety of written works (e.g., literature response, essays, "published" books, literary collections).
2. Incorporate photos, illustrations, charts, tables, or graphs.
3. Use technology for publishing individual and group work.
4. Identify and explore opportunities for publication (e.g., local and national contests, internet web sites, newspapers/periodicals).

5.2.07 Write narrative accounts.

1. Write in response to narrative prompts, including frequent opportunities for timed writing.
2. Write with developed characters, setting, and plot.
3. Write with well-developed organizational structure, sequence of events, and details.
4. Maintain focus of topic with specific relevant supporting details.
5. Elaborate through the use of sensory details, vivid words, and figurative language to establish a context that enables readers to visualize an event or experience.
6. Explain and/or illustrate key ideas.
7. Demonstrate syntactic variety (i.e., vary sentence structure).
8. Demonstrate facility in use of language (i.e., unique word choice).
9. Develop an identifiable voice.
10. Use classroom/state rubric as a guide for writing narrative accounts.

5.2.08 Write frequently across all content areas.

1. Produce a variety of creative works utilizing knowledge from the content areas (e.g., journals, letters to the editor, historical fiction).
2. Compose and respond to original questions and/or problems from all content areas.
3. Explain procedures used to solve problems encountered in content areas (e.g., science experiments, math problems, map and globe activities).
4. Investigate content specific topics to gather information and write.
5. Use experiences from the arts to write creatively and expressively.

5.2.09 Write expressively using original ideas, reflections, and observations.

1. Express thoughts and feelings using colorful, fully elaborated descriptions.
2. Incorporate vivid words and figurative language.
3. Write poems and stories based upon personal reflections, observations, and experiences.
4. View, read, or listen to examples of various writing styles.

5.2.10 Write in response to literature.

1. Write a letter to/as a character in a written work.
2. Create an optional ending for a story.
3. Retell a story from a different point of view.
4. Compare and contrast literary works.
5. Write a reader's response to a literary work.
6. Write creative, imaginative, and original responses to literature (e.g., poems, raps, songs, stories).

5.2.11 Write in a variety of modes and genres.

1. Write narratives with vivid, sensory details.
2. Write descriptive papers which include vivid words and figurative language.
3. Write expository paragraphs that include multiple steps or examples to support explanation.
4. Write an essay to compare/contrast two or more people, places, things or ideas.
5. Create a variety of poems.
6. Write a research report using multiple sources and notes taken from those sources citing titles and authors.
7. Write friendly and business letters.
8. Write journalistic articles.
9. Use journal entries to demonstrate level of understanding.
10. Write an autobiographical account.

Fifth Grade Benchmarks/Indicators (Writing)

Performance Indicators State

*These performance indicators will be assessed by the Tennessee Writing Assessment.

As documented through state assessment -

At Level 1, the student is able to

5.2.spi.1. complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing.

5.2.spi.2. rearrange sentences to form a sequential, coherent paragraph.

5.2.spi.3. identify the purpose for writing (i.e., to entertain, to inform, and to report) .

5.2.spi.4. identify the audience for which a piece of text is written.

5.2.spi.5. select details that support a topic sentence.

5.2.spi.6. choose vivid and active words when writing.

*5.2.spi.7.develop and write a paragraph topic sentence with supporting details.

At Level 2, the student is able to

5.2.spi.8. rearrange paragraphs in a narrative writing selection in sequential or chronological order.

5.2.spi.9. select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.

5.2.spi.10. identify the most reliable sources of information for preparing a report or project.

5.2.spi.11. select the best way to combine sentences to provide syntactic variety within context.

5.2.spi.12. select the best title for a written selection.

5.2.spi.13. choose the supporting sentence that best fits the context and flow of ideas in a paragraph.

5.2.spi.14. supply a missing piece of information in an outline.

*5.2.spi.15. select, limit, and refine a writing topic.

*5.2.spi.16. write well-developed, organized, and coherent essays in response to narrative prompts.

*5.2.spi.17. revise to clarify thought, to refine ideas, and to distinguish between important and unimportant information.

*5.2.spi.18. edit writing for the elements of language.

*5.2.spi.19. explain and/or illustrate key ideas when writing.

*5.2.spi.20. demonstrate syntactic variety when writing.

At Level 3, the student is able to

5.2.spi.21. arrange multi-paragraphed work of exposition (e.g., persuasion, compare/contrast) in a logical and coherent order.

5.2.spi.22. identify the sentence irrelevant to a paragraph's theme or flow.

5.2.spi.23. select an appropriate concluding sentence for a well-developed paragraph.

*5.2.spi.24. use appropriate transitional words and devices when writing.

*5.2.spi.25. incorporate figurative language, vivid descriptions, active voice verbs, sensory details, and personal observations to display facility in the use of language.

*5.2.spi.26. write an effective concluding paragraph for a well-developed essay.

Performance Indicators Teacher -- Grade 5

As documented through teacher observation -

At Level 1, the student is able to

5.2.tpi.1. use writing prompts for descriptive and narrative essays.

5.2.tpi.2. generate ideas for writing.

5.2.tpi.3. establish a purpose for writing.

5.2.tpi.4. use a variety of prewriting strategies.

5.2.tpi.5. share written work with others.

5.2.tpi.6. write in a variety of forms and genres.

5.2.tpi.7. recognize and use all steps in the writing process.

At Level 2, the student is able to

5.2.tpi.8. use a variety of sources to gather information.

5.2.tpi.9. compare and contrast two persons, places or things.

5.2.tpi.10. write in response to works of literature.

5.2.tpi.11. create a well-developed story or passage summary.

5.2.tpi.12. write with a sense of audience.

5.2.tpi.13. compose notes that include important concepts.

5.2.tpi.14. construct clear, coherent, well-organized multi-paragraphed works.

5.2.tpi.15. write frequently in the narrative and descriptive modes, including frequent opportunities for timed writing.

5.2.tpi.16. use grade level appropriate vocabulary when writing.

5.2.tpi.17. produce and edit more than one draft.

5.2.tpi.18. write in expressive and imaginative modes.

5.2.tpi.19. write creative, original, and imaginative responses to literature.

5.2.tpi.20. demonstrate confidence and competence in using the Tennessee Writing Assessment rubric.

5.2.tpi.21. develop methods of sharing written work.

5.2.tpi.22. produce multiple drafts of writings.

5.2.tpi.23. evaluate own and others' narrative writing using the Tennessee Writing Assessment rubric.

5.2.tpi.24. write friendly and business letters.

At Level 3, the student is able to

5.2.tpi.25. experience numerous publishing opportunities.

5.2.tpi.26. write frequently across content areas.

5.2.tpi.27. conduct self-evaluation by reviewing one's own writing to assess progress.

5.2.tpi.28. write personal reflections to experiences and events.

5.2.tpi.29. experience writing in the expository mode (e.g., "how to" paragraphs and explanations).

5.2.tpi.30. compose and respond to original questions and/or problems from all content areas.

5.2.tpi.31. write using appropriate time-order words or transitional words and phrases.

5.2.tpi.32. write a research report using multiple sources and notes taken from these sources.

5.2.tpi.33. use correct page format (e.g., paragraphs, margins, indentations, and title).

5.2.tpi.34. begin to develop a writing "voice."

Elements of Language -- Grade 5

Content Standard: 3.0

The student will use standard English conventions and proper spelling as appropriate to speaking and writing.

Learning Expectations:

3.01 Demonstrate knowledge of standard English usage.

3.02 Demonstrate knowledge of standard English mechanics.

3.03 Demonstrate knowledge of standard English spelling.

3.04 Demonstrate knowledge of correct sentence structure.

Elements of Language Accomplishments -- Grade 5

5.3.01 Demonstrate knowledge of standard English usage.

1. Use nouns appropriately (e.g., common/proper, singular/plural; possessives; predicate nouns).
2. Use verbs appropriately (e.g., action/linking, regular/irregular; "be"/"have," verb phrases, agreement with subject in person and number).
3. Use pronouns appropriately (e.g., agreement with antecedent, reflexive, possessive, correct pronoun case).
4. Use adjectives appropriately (e.g., common/proper, predicate adjectives, demonstrative adjectives, proper comparative forms).
5. Use prepositions appropriately (e.g., place prepositional phrases in correct location within the sentence).
6. Use adverbs appropriately (e.g., proper comparative forms, adverbs of degree {too, very}).
7. Use conjunctions appropriately (e.g., coordinating).
8. Use interjections appropriately.
9. Recognize usage errors (e.g., double negatives, troublesome words {affect/effect, sit/set, lie/lay, may/can, leave/let, teach/learn}).
10. Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary.

5.3.02 Demonstrate knowledge of standard English mechanics.

1. Capitalize correctly sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, parts of friendly letters and business letters.
2. Use correct end of sentence punctuation (e.g., period, question mark).
3. Demonstrate knowledge of comma rules, colons (between the hour and minute and after the greeting of a business letter), semicolons (in combining sentences), and quotation marks in titles.
4. Demonstrate the correct use of quotation marks in conversation, including their use with capitalization, end marks, and explanatory material.
5. Form contractions and possessives using apostrophes.
6. Abbreviate words correctly.
7. Continue to write legibly.

5.3.03 Demonstrate knowledge of standard English spelling.

1. Spell high-frequency words correctly.
2. Spell correctly commonly misspelled words as appropriate to grade level.
3. Spell correctly words commonly used in content specific vocabulary.
4. Recognize misspelled words in the context of sentences.
5. Spell plurals and possessives correctly.
6. Use knowledge of root words, prefixes, suffixes, and structural analysis to spell words correctly.
7. Determine correct spelling of words utilizing electronic and print tools (e.g., spell checkers, dictionaries, lists, word walls, charts).
8. Identify correctly spelled homonyms within the context of sentences or phrases.
9. Proofread and edit for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors.
10. Develop a consciousness toward correct spelling across all subject areas.

5.3.04 Demonstrate knowledge of correct sentence structure.

1. Use appropriate language structure in oral and written communication (e.g., subject-verb agreement in simple and compound sentences, correct word order, correct placement of modifiers).
2. Recognize and edit incomplete sentences and run-on sentences.
3. Combine simple sentences into compound sentences.
4. Combine sentences using compound subjects and/or predicates.

Fifth Grade Benchmarks/Indicators (Elements of Language)

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

5.3.spi.1. recognize usage errors occurring within context (e.g., double negatives, troublesome words: to, too, two; their, there, they're; lie, lay; sit, set).

5.3.spi.2. select the best way to correct incomplete sentences within context.

At Level 2, the student is able to

5.3.spi.3. identify the correct use of nouns (i.e., singular/plural, possessives, predicate nouns, nouns as objects), pronouns (i.e., agreement, subject, object), verbs (i.e., action/linking, regular/irregular, agreement, tenses), adjectives (i.e., common/proper, comparative forms, predicate adjectives), and adverbs (i.e., comparative forms, negatives) within context.

5.3.spi.4. identify sentences with correct subject-verb agreement (person/number).

5.3.spi.5. identify the correct use of commas (i.e., series, dates, addresses, friendly letters, compound sentences, coordinating conjunctions, and introductory words) within context.

5.3.spi.6. choose the correct use of quotation marks and commas in direct quotations.

5.3.spi.7. identify correctly or incorrectly spelled words in context.

5.3.spi.8. identify the correct spelling of plurals and possessives.

At Level 3, the student is able to

5.3.spi.9. identify within context a variety of appropriate sentence-combining techniques (i.e., comma + coordinating conjunction, use of semicolon, introductory phrases and/or clauses).

5.3.spi.10. choose the most appropriate interjection to complete a sentence.

5.3.spi.11. identify the correct use of colons (i.e., in business letters and preceding a list of items).

5.3.spi.12. select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, and periods to join or separate elements) within context.

Performance Indicators Teacher -- Grade 5

As documented through teacher observation -

At Level 1, the student is able to

5.3.tpi.1. write legibly.

5.3.tpi.2. spell high-frequency words and frequently misspelled words correctly.

5.3.tpi.3. use appropriate language structure in oral and written communication (e.g., subject-verb agreement, correct word order, and placement of modifiers).

At Level 2, the student is able to

5.3.tpi.4. use correctly formed contractions, abbreviations, and possessives when writing.

5.3.tpi.5. use correctly punctuated dialog in writing.

5.3.tpi.6. edit one's own writing for spelling, capitalization and punctuation.

5.3.tpi.7. demonstrate the correct use of punctuation.

At Level 3, the student is able to

5.3.tpi.8. routinely incorporate compound sentences in writing.

5.3.tpi.9. begin to use complex sentences in writing.

5.3.tpi.10. develop a consciousness toward correct spelling across all subject areas.

5.3.tpi.11. use commas, colons, and semi-colons correctly when writing.

5.3.tpi.12. use singular and plural possessives correctly.

============================================================

English/Language Arts
Curriculum Standards

Approved by the Tennessee State Board of Education
August 31, 2001

SIXTH GRADE

Standards, Learning Expectations and
Draft Performance Indicators

Reading -- Grade 6

Content Standard: 1.0

The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.

Learning Expectations:

1.01 Continue to develop oral language and listening skills.

1.02 Develop an understanding of the concepts of print.

1.03 Expand reading skills through phonemic awareness.

1.04 Use decoding strategies to read unfamiliar words.

1.05 Read to develop fluency, expression, accuracy, and confidence.

1.06 Expand reading vocabulary.

1.07 Employ pre-reading strategies to facilitate comprehension.

1.08 Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.

1.09 Refine study skills and develop methods of research to enhance learning.

1.10 Develop skills to facilitate reading in the content areas.

1.11 Read independently for a variety of purposes.

1.12 Experience and explore the elements of various literary and media genres.

1.13 Develop and sustain a motivation for reading.

Reading Accomplishments -- Grade 6

6.1.01 Continue to develop oral language and listening skills.

1. Model active listening in both formal and informal settings.
2. Know and use rules for conversations.
3. Continue to formulate and respond to questions from teachers and classmates.
4. Organize and share information, stories, experiences, ideas, and feelings with others in both formal and informal situations.
5. Participate in creative responses to text (e.g., dramatizations, speeches).
6. Deliver an oral presentation or recitation that conveys a clear point, using information from any content area and utilizing visual aids for contextual support.
7. Introduce the importance of using correct stress, pitch, and juncture in oral reading and presenting.
8. Continue to interpret and use a variety of non-verbal communication techniques to enhance meaning (e.g., posture, gestures, facial expressions, tone of voice, eye contact).

6.1.02 Develop an understanding of the concepts of print.

1. Continue to use parts of text effectively for learning (e.g., title page, preface, table of contents, glossary, appendix, index).
2. Continue to demonstrate knowledge of the structure and organization of various text features to locate information (e.g., headings, key words, graphics, pictures, captions, sidebars).
3. Continue to recognize that print format varies according to purpose and genre (e.g., prose, poetry, newspaper/magazine, letters, dramas, technical manuals, textbooks).

6.1.03 Expand reading skills through phonemic awareness.

1. Continue to develop an awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poems, music lyrics, books on tape, read alouds).
2. Identify patterns of rhyme and rhythm.
3. Respond to and analyze the effects of sound in language (e.g., alliteration, onomatopoeia, rhythm, accent, rhyme).

6.1.04 Use decoding strategies to read unfamiliar words.

1. Use knowledge of root words, prefixes, suffixes, and syllabication to decode unfamiliar words.
2. Use context clues to determine unknown words and to discriminate between multiple meaning words.
3. Decode unknown grade level words utilizing previously learned strategies to verify the word's meaning within the context of the selection.

6.1.05 Read to develop fluency, expression, accuracy, and confidence.

1. Demonstrate the ability to read fluently with expression, accuracy, and with poise from a variety of texts (e.g. paired reading, choral reading, read alongs, and readers' theater).
2. Participate in guided reading.
3. Read using appropriate pronunciation, expression, and rate.
4. Adjust speed based on the purpose for reading.
5. Read independently on a daily basis.

6.1.06 Expand reading vocabulary.

1. Build vocabulary by listening to literature, participating in class discussions, and reading self-selected and/or assigned texts.
2. Build vocabulary by reading from a wide variety of print and non-print texts and literary genres.
3. Increase knowledge of roots, prefixes, and suffixes to infer word meanings.
4. Determine the meaning of unfamiliar words using context clues, dictionaries, electronic sources, glossaries, and other resources.
5. Replace unknown words with appropriate synonyms and/or antonyms to determine word meaning.
6. Continue to use appropriate synonyms, antonyms, homonyms, and multiple meaning words in reading, writing, and speaking.
7. Continue to foster word consciousness (e.g., word play, word walls, graphic organizers, nuances of words, new and unusual words to share).
8. Explore mnemonic devices (e.g. rhyming words, vocabulary cartoons, kinesthetic) to acquire new vocabulary.
9. Continue to determine the correct meaning/usage of multiple meaning words.
10. Use the correct word to complete an analogy.
11. Recognize widely used foreign words (e.g., bon jour; hasta la vista).

6.1.07 Employ pre-reading strategies to facilitate comprehension.

1. Continue to establish a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to answer specific questions, to identify information/facts, to discover models of writing).
2. Utilize personal experiences to build background knowledge for reading.
3. Use previously learned strategies to front load text (e.g., skimming and scanning).
4. Preview text, using supports (e.g., illustrations/pictures, captions, graphs, diagrams, headings, subheadings, and footnotes).
5. Identify the importance and the significance of the reading selections to learning and life.
6. Explore significant words to be encountered in the text.
7. Make predictions about text.
8. Relate text to prior personal experiences or opinions as well as previously read print and non-print texts.

6.1.08 Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.

a. Derive meaning while reading by

1. continuing to formulate clarifying questions while reading.
2. predicting outcomes, state reasonable generalizations, and draw conclusions from the reading selection based on prior knowledge and information.
3. using metacognitive and self-monitoring strategies while reading (e.g. pausing, rereading, recognizing miscues, consulting other sources, reading ahead, asking for help).
4. engaging in reading between the lines (i.e. stating implied information).
5. continuing to create mental pictures from abstract information.
6. continuing to relate text to prior personal experiences or opinions as well as previously read print and non-print texts.
7. continuing to make inferences.
8. verifying or modifying prereading purpose as addition information is obtained.
9. exploring ways to interact with text (e.g., mark the text, use post-it notes, ask questions and make comments within the text).

b. Derive meaning after reading by

1. indicating the sequence of events.
2. recognizing and stating the main idea/central element in a given reading selection noting details that support the main idea/central element.
3. identifying the author's purpose.
4. discussing similarities and differences in events and characters using evidence cited from the text or various texts.
5. finding contextual support for responses to questions, for assistance in formulating ideas and opinions, and for supporting personal responses (i.e. grounding students in the text).
6. determining cause and effect relationships.
7. determining whether a given statement is a fact or an opinion.
8. identifying and interpreting figurative language (idioms, similes, metaphors, hyperboles, personification, imagery, puns).
9. demonstrating an understanding of stated and implied themes and recognizing that themes recur throughout literature.
10. reflecting upon comprehension strategies used to make meaning from texts.
11. making connections among various print (e.g. other stories) and non-print texts (e.g., movies, photographs, artwork).
12. making connections among the various literary genres and themes with personal, historical, and cultural experiences.

6.1.09 Refine study skills and develop methods of research to enhance learning.

1. Use and discern appropriate reference sources in various formats (e.g., encyclopedias, card/electronic catalogs, almanacs, periodicals, Internet).
2. Recognize media (e.g., on-line catalog, non-fiction books, encyclopedias, CD-ROM, references, Internet) as resources for viewing, reading, and representing information.
3. Use current technology (e.g., the Internet, CD-ROMs, online catalogs) as a research communication tool.
4. Understand a variety of reference sources (biographical sketches, letters, diaries, encyclopedia, periodicals, procedural manuals).
5. Distinguish between primary and secondary source documents.
6. Continue to use the dictionary, glossary, thesaurus, and other word-referenced materials to eliminate word problems.
7. Use skimming and scanning skills.
8. Retrieve, organize, and represent information to demonstrate effectively knowledge acquired.
9. Develop notes that include important concepts, summaries, and identification of reference sources.
10. Identify various forms of media and consider their impact on daily life.
11. Demonstrate knowledge of propaganda techniques (i.e. bandwagon, loaded words, testimonials).
12. Use a variety of materials to prepare a research paper that includes a title page and list of sources.

6.1.10 Develop skills to facilitate reading in the content areas.

1. Develop and maintain vocabulary specific to content areas and to current events.
2. Locate information using available text features (e.g., tables of content, maps, timelines, charts, graphics, indexes, glossaries, and footnotes).
3. Continue to apply comprehension skills and strategies to informational text in the content areas.
4. Continue to use self-correction strategies while reading (pausing, rereading, consulting other sources, asking for help).
5. Interact with the text (e.g., mark the text, use post-it notes, ask questions and make comments within the text).
6. Analyze the reliability of sources by examining the authors' backgrounds.

6.1. 11 Read independently for a variety of purposes.

1. Read for literary experience.
2. Read to gain information.
3. Read to perform a task.
4. Read for enjoyment.
5. Read to expand vocabulary.
6. Read to build fluency.

6.1.12 Experience and explore the elements of various literary and media genres.

1. Read, view, and recognize various literary (e.g., short stories, novels, plays, legends, poetry, autobiographies/biographies, non-fiction of high interest) and media (e.g. music, films, videos, documentaries, the arts, photographs) genres.
2. Recognize the elements of each literary and media genre.
3. Identify the theme and determine if theme is stated or implied.
4. Recognize that certain themes recur and be familiar with commonly recurring themes.
5. Identify the plot element of exposition (i.e. introduction of characters, setting, and conflict) in print and non-print text.
6. Explore the author's development of characters/characterization (e.g., through words, speeches, actions, thoughts, narrator's comments, interactions with other characters, motivations).
7. Identify the characteristics of stereotypical and realistic characters.
8. Explore how an author creates mood to set a tone.
9. Compare and contrast the elements of plot between or among stories.
10. Determine the narrator's/author's point of view (i.e. first person or third person).
11. Summarize and paraphrase selected passages for discussion and/or written assignments or presentations.
12. Demonstrate knowledge of similes, metaphors, personification, imagery, and symbolism.
13. Explore deductive reasoning to facilitate and to extend understanding of texts.
14. Explore the concepts of foreshadowing and flashback.

6.1.13 Develop and sustain a motivation for reading.

1. Visit libraries/media centers, book fairs, bookstores, and other print rich environments to explore books.
2. Use personal criteria to select reading material (personal interest, knowledge of authors, text difficulty, text genres, recommendation of others).
3. Read daily from self-selected materials.
4. Relate literary experiences (book discussions, literary circles, writing, oral presentations, artistic expressions).
5. Experience and develop an awareness of literature that reflects a diverse society.
6. Maintain a personal reading list/or reading log/journal to reflect reading gains and accomplishments.
7. Engage in reading as a leisure time activity.

Sixth Grade Benchmarks/Indicators (Reading)

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

6.1.spi.1. use knowledge of root words, affixes, syllabication and/or spelling patterns as aids in determining meaning within context.

6.1.spi.2. determine whether a given statement within a passage is fact or fiction.

6.1.spi.3. indicate sequence of events in print and non-print texts.

6.1.spi.4. predict future events of a passage.

6.1.spi 5. select appropriate synonyms, antonyms, and homonyms within context.

6.1.spi 6. use context clues, dictionaries, thesauruses, electronic sources, and glossaries as aids in determining the meanings of unfamiliar words.

6.1.spi..7. select questions to clarify thinking.

6.1.spi. 8 . use common text features to make meaning from text (i.e., newspapers and textbooks).

6.1.spi. 9. evaluate text for fact and opinion.

At Level 2, the student is able to

6.1.spi.10. recognize and use grade appropriate and/or content specific vocabulary within context.

6.1.spi.11. locate information using available text features.

6.1.spi.12. recognize that purpose determines text format.                              

6.1.spi.13. analyze the effects of sound in context (i.e., onomatopoeia, alliteration, accent, rhyme, and repetition).

6.1.spi.14. choose the correct meaning of multiple meaning words in context.

6.1.spi.15. locate and verify information to support opinions, predictions, and conclusions.

6.1.spi.16. identify stated or implied cause and effect relationships.

6.1.spi.17. draw inferences from selected texts.

6.1.spi.18. analyze the use of similes, metaphors, personification, and hyperbole within context.

6.1.spi.19. select sources from which to gather information on a given topic and determine their reliability.

6.1.spi.20. distinguish among various literary genres (e.g., poetry, drama, fiction, and non-fiction).

6.1.spi.21. determine the main ideas of a plot, their causes, how they influence future actions, and how they are resolved.

6.1.spi.22. recognize the first person point of view in literature.

6.1.spi 23. select an appropriate summary statement and determine whether the theme is stated or implied.

At Level 3, the student is able to

6.1.spi.24. specify a logical word choice to complete an analogy using synonyms, antonyms, categories, subcategories, whole/part, and functions.

6.1.spi.25. identify patterns of rhyme and rhythm.

6.1.spi.26. determine the author's purpose for writing a selection (i.e., to inform, to persuade, to entertain, to share emotions).

6.1.spi.27. recognize common propaganda techniques (i.e. bandwagon, loaded words, and testimonials).

Performance Indicators Teacher -- Grade 6

As documented through teacher observation -

At Level 1, the student is able to

6.1.tpi.1. read orally, using appropriate expression, pronunciation and rate.

6.1.tpi.2. use self-correction (metacognitive) strategies while reading (e.g., rereading, reading ahead, identifying miscues).

6.1.tpi.3. recognize and read fluently from various literary genres (e.g., poetry, drama, novels, short stories, fantasies, and legends).

6.1.tpi.4. summarize orally what has been learned or read.

6.1.tpi.5. demonstrate active listening in both formal and informal settings, while modeling accepted conversational conventions.

6.1.tpi.6. use learned strategies to determine the meaning of unfamiliar words.

6.1.tpi.7. set a purpose for reading.

6.1.tpi.8. make creative responses to texts.

At Level 2, the student is able to

6.1.tpi.9. preview text and organize prior knowledge (e.g., webbing, mapping, listing).

6.1.tpi.10. express personal reactions to a text and/or relate the selection to personal experience.

6.1.tpi.11. design and deliver an oral presentation using props or visual aids and incorporating several sources, including other content areas.

6.1.tpi.12. show similarities and differences in literary elements among texts.

6.1.tpi.13. make connections between two or more literary texts.

6.1.tpi.14. make inferences and recognize unstated assumptions.

6.1.tpi.15. read daily and independently from self-selected materials.

6.1.tpi.16. interact with text(s) (e.g., ask questions, make comments, and use post-it notes).

6.1.tpi.17. apply comprehension strategies to texts in the content areas.

6.1.tpi.18. build vocabulary by reading a wide variety of texts and genres.

6.1.tpi.19. recognize, create, and discuss the techniques of propaganda (e.g., bandwagon, loaded words, testimonials).

6.1.tpi.20. read fluently basic grade appropriate selections.

6.1.tpi.21. explore statements in context and give support for determination as fact or opinion.

6.1.tpi.22. use metacognition and self-monitoring strategies while reading (e.g., pausing, rereading, identifying miscues, consulting other sources, and reading ahead).

At Level 3, the student is able to

6.1.tpi.23. identify how culture, ethnicity, and historical eras are represented in literary texts.

6.1.tpi.24. relate texts to prior personal and historical experiences, as well as to previously read print and non-print media.

6.1.tpi.25. use media and current technology as a research and communication tool to view, read, and represent information.

6.1.tpi.26. develop vocabulary by reading from a wide variety of texts and literary genres.

6.1.tpi.27. use content specific vocabulary.

Writing -- Grade 6

Content Standard: 2.0

The student will develop the structural and creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences.

Learning Expectations:

2.01 Engage in prewriting using a variety of strategies.

2.02 Write for a variety of audiences and purposes.

2.03 Compose drafts of written works.

2.04 Show evidence of and determine appropriate revisions within the written draft.

2.05 Include editing before the completion of finished work.

2.06 Evaluate own and others' writing.

2.07 Experience numerous publishing opportunities.

2.08 Write in the expository mode.

2.09 Write frequently across all content areas.

2.10 Write expressively in order to develop an effective writing style.

2.11 Write in response to literature.

2.12 Write in a variety of modes and genres.

2.13 Locate and analyze information to prepare written works and presentations.

Writing Accomplishments -- Grade 6

6.2.01 Engage in prewriting, using a variety of strategies.

1. Generate, focus, and organize ideas through brainstorming, mapping and webbing, and classroom discussions.
2. Use print and non-print materials along with prior knowledge to provide background for writing.
3. Develop writing by using appropriate organizational strategies, including outlining and other graphic organizers, to show evidence of a prewriting plan.
4. Select and limit a topic.
5. Determine appropriate audience (i.e., personal).
6. Establish a purpose for writing (e.g., to inform, to describe, to explain, to persuade).

6.2.02 Write for a variety of audiences and purposes.

1. Determine the intended audience (i.e., a focus on personal audiences including classmates, family, friends, teachers, school, and community).
2. Identify the mode, the usage level, and conventions for appropriate sharing of information with the selected personal audience.
3. Continue to write competently in the narrative and descriptive modes.
4. Explore writing in the expository mode.
5. Write in response to expository prompts.
6. Write personal reflections to experiences and events.
7. Produce original works of creative and imaginative writings.
8. Write to acquire knowledge (e.g., express, organize, and clarify thinking, take notes, synthesize information, enhance communication).

6.2.03 Compose drafts of written works.

1. Use prewriting plan to guide the first draft.
2. Write and think freely while drafting.
3. Select mode based on purpose.
4. Develop a thesis statement appropriate to topic.
5. Present sufficient knowledge of topic to reflect background and understanding
6. Compose the draft with an introduction, a body, and a conclusion.
7. Use precise language including vivid words, colorful modifiers, and figurative language.
8. Develop sentences that are clear, varied, and appropriate to the audience.

6.2.04 Show evidence of and determine appropriate revisions within the written draft.

1. Revise writing to focus on purpose.
2. Evaluate and determine if word choices are appropriate for the target audience.
3. Evaluate and revise writing to focus on fluency of thought and coherence (e.g., sentences and paragraphs flow smoothly together, evidence of syntactic variety/varied sentence structures).
4. Evaluate and determine the effectiveness of the organization of the written draft (e.g., chronological order or sequence maintained, creative introduction, appropriate thesis, supportive statements, and effective transitions).
5. Evaluate and revise writing to insure consistent development of ideas (e.g., appropriate and logical reasoning, key ideas covered, evidence of support for ideas, examples used, supportive statistics).
6. Explore the use of words and phrases that create mood to establish a tone.
7. Analyze writing for clarity of thought.

6.2.05 Include editing before the completion of finished work.

1. Edit for elements of language.
2. Proofread using prior knowledge and reference materials.
3. Create readable documents.

6.2.06 Evaluate own and others' writing.

1. Develop and use a rubric for evaluation of writing focused on specific skills.
2. Make appropriate suggestions for improvement, using the Tennessee State assessment rubric.
3. Recognize the strengths, errors, and challenges in peers' writing.
4. Evaluate improvements made in own and others' work.

6.2.07 Experience numerous publishing opportunities.

1. Produce a variety of written works suitable for publication and/or sharing.
2. Use multiple technological resources to prepare and present work.
3. Identify opportunities for publication (e.g., school bulletin boards and publications, board of education bulletin boards and publications, Internet websites, newspaper/periodicals).

6.2.08 Write in the expository mode.

1. Write in response to expository prompts, including frequent opportunities for timed writing.
2. Write frequently in the expository mode.
3. State a thesis with relevant supporting details.
4. Determine the appropriate organizational format for an expository essay.
5. Explore models of expository writing through reading.
6. Determine an appropriate title that creatively reflects the topic.
7. Determine the qualities of strong introductory and concluding paragraphs to enrich writing assignments.
8. Explain/illustrate key ideas clearly.
9. Incorporate varied expository structures (i.e., compare/contrast and question/answer).
10. Apply the Tennessee State assessment rubric to an expository essay.
11. Continue to demonstrate facility in the use of language.

6.2.09 Write frequently across all content areas.

1. Produce a variety of creative works utilizing knowledge from the content areas (e.g., journals, magazines, poems, letters to the editor, dialogues between famous people, WebPages).
2. Produce a variety of technical works utilizing knowledge from the content areas (e.g., explanations of projects, science experiment projects, demonstrations, editorials, documents).
3. Research topics and organize gathered information from the content areas into presentable documents.
4. Compose and respond to original questions and/or problems from all content areas.
5. Respond expressively and creatively to the arts incorporating the arts into all content areas.
6. React and respond to content area information in creative ways (e.g., create graphic, non-text essays; write and design a children's book).

6.2.10 Write expressively in order to develop an effective writing style.

1. View, read, and/or listen to examples of various writing styles and modes.
2. Demonstrate the use of vivid words (e.g., action verbs, figurative language).
3. Support ideas through use of sensory details and/or concrete examples.
4. Use a variety of sentence structures.
5. Select appropriate transitional devices.
6. Develop a consistent voice in original works.

6.2.11 Write in response to literature.

1. Express ideas or opinions through creative responses to a variety of literary forms and genres.
2. Write basic character analyses.
3. Demonstrate through writing an understanding of the elements of literature (i.e., setting and characters).
4. Compare and contrast themes, settings, and characters, from a variety of literary selections and genres.
5. Write creative, imaginative, and original responses to literature (e.g., poems, raps, stories, commercials).

6.2.12 Write in a variety of modes and genres.

1. Write works of fiction in the descriptive mode (e.g., short stories, t.v. scripts, fables, tall tales).
2. Write poetry (e.g., haiku and bio-poem).
3. Write biographical/autobiographical sketches with specific actions and significant details.
4. Continue to write friendly and business letters.
5. Write diaries and journals in the narrative mode.
6. Write and select appropriate mode for announcements, short scripts for radio, commercials, and letters to the editor.
7. Develop and write personal essays for portfolio.
8. Compose technical writing (e.g., directions to a geographical location, a recipe).
9. Compile gathered information into a written research paper.
10. Explore writing in the persuasive mode.

6.2.13 Locate and analyze information to prepare written works and presentations.

1. Use dictionaries, thesauruses, and other word reference materials.
2. Utilize resources available in the media center.
3. Conduct or read interviews to use as a primary source.
4. Examine journals, diaries, and narratives as support for research.
5. Use computer technology to find information and to create reports and presentations.
6. Use examples and details collected from available resources.

Sixth Grade Benchmarks/Indicators (Writing)

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

6.2.spi.1. complete a graphic organizer (i.e., clustering, listing, mapping, and webbing) with information from notes for a writing selection.

6.2.spi.2. select an appropriate title that reflects the topic of a written selection.

6.2.spi.3. identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade).

6.2.spi.4. identify the audience for which a text is written.

6.2.spi.5. identify the most reliable sources of information for preparing a report or project.

At Level 2, the student is able to

6.2.spi.6. rearrange multi-paragraphed work in a logical and coherent order.

6.2.spi.7. select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.

6.2.spi.8. select an appropriate concluding sentence for a well-developed paragraph.

6.2.spi.9. select the best way to combine sentences to provide syntactic variety within context.

6.2.spi.10. identify sentences irrelevant to a paragraph's theme or flow.

6.2.spi.11. choose the supporting sentence that best fits the context and flow of ideas in a paragraph.

6.2.spi.12. supply a missing piece of information in an outline.

At Level 3, the student is able to

6.2.spi.13. select an appropriate thesis statement for a writing sample.

6.2.spi.14. rank possible research resources according to reliability.

6.2.spi.15. select illustrations, descriptions, and/or facts to support key ideas.

Performance Indicators Teacher -- Grade 6

As documented through teacher observation -

At Level 1, the student is able to

6.2.tpi.1.write frequently to narrative and descriptive prompts, including frequent opportunities for timed writing.

6.2.tpi.2. use a variety of prewriting strategies.

6.2.tpi.3. share written work with others.

6.2.tpi.4. write well-developed stories and summaries.

6.2.tpi.5. use grade level appropriate vocabulary when writing.

6.2.tpi.6. recognize and use all steps in the writing process.

At Level 2, the student is able to

6.2.tpi.7. produce a final revised draft suitable for sharing.

6.2.tpi.8. write with a sense of audience.

6.2.tpi.9. write in a variety of forms and genres.

6.2.tpi.10. write creative, original and imaginative responses to literature.

6.2.tpi.11. compose notes that include important concepts.

6.2.tpi.12. produce more than one draft.

6.2.tpi 13. evaluate own and others' narratives using the Tennessee Writing Assessment rubric.

6.2.tpi.14. compare and respond to questions from all content areas.

6.1.tpi.15. use correct page format.

6.2.tpi.16. write personal reflections on experiences and events.

At Level 3, the student is able to

6.2.tpi.17. demonstrate through writing an understanding of the elements of literature (e.g., setting and characters).

6.2.tpi.18. experience numerous publishing opportunities.

6.2.tpi.19. write a research report using multiple sources and notes taken from those sources.

6.2.tpi.20. conduct self-evaluation through editing one's own writing.

6.2.tpi.21. write to acquire knowledge.

6.2.tpi.22. apply the Tennessee Writing Assessment rubric to an expository essay.

6.2.tpi.23. continue to develop a voice and writing style.

6.2.tpi.24. write frequently across the content areas.

6.2.tpi.25. develop a thesis statement.

Elements of Language -- Grade 6

Content Standard: 3.0

The student will use standard English conventions and proper spelling as appropriate to speaking and writing.

Learning Expectations:

3.01 Demonstrate knowledge of standard English usage.

3.02 Demonstrate knowledge of standard English mechanics.

3.03 Demonstrate knowledge of standard English spelling.

3.04 Demonstrate knowledge of correct sentence structure.

Elements of Language Accomplishments -- Grade 6

6.3.01 Demonstrate knowledge of standard English usage.

1. Use nouns appropriately (e.g., collective nouns, nouns as objects, predicate nouns).
2. Use verbs appropriately (e.g., agree with the subject in person and number, action verbs that take objects, linking verbs, helping verbs, verb phrases, verb tenses, regular and irregular verb forms).
3. Use pronouns appropriately (e.g., proper pronoun case, objects of prepositions, agreement with antecedents in person and number, indefinite, relative, and demonstrative pronouns).
4. Use adjectives appropriately (e.g., predicate adjectives, comparative and superlative forms).
5. Use adverbs appropriately (e.g., negatives, forms of comparative and superlative phrases).
6. Use conjunctions appropriately (e.g., coordinating, subordinating).
7. Place prepositional phrases correctly according to the words they modify within the sentence.
8. Use interjections appropriately.
9. Recognize usage errors (e.g., double negatives, troublesome word pairs {accept/except, capitol/capital, principle/principal, between/among}).
10. Explore variations in the use of English in different parts of the country.

6.3.02 Demonstrate knowledge of standard English mechanics.

1. Continue the correct use of capitalization (e.g., proper adjectives, within quotations).
2. Demonstrate the correct use of commas (e.g., after introductory words, to set off appositive and interrupters, and before a coordinating conjunction joining independent clauses to form compound sentences); colons (e.g., in business letters, preceding a list of items); semicolons (e.g., to combine sentences); quotation marks (e.g., with explanatory material within the quote, proper use with end marks).
3. Continue to form singular and plural possessives using apostrophes.
4. Continue to write legibly.

6.3.03 Demonstrate knowledge of standard English spelling.

1. Spell high-frequency words correctly.
2. Spell correctly commonly misspelled words appropriate to grade level.
3. Spell correctly words commonly used in content specific vocabulary.
4. Correctly spell affixed words (e.g., mis+spell=misspell; ready+ness=readiness.)
5. Proofread and edit for accuracy of spelling, using appropriate strategies to confirm spelling and to correct errors.
6. Determine correct spelling of words utilizing electronic and print tools (e.g., spell check, dictionaries, word walls, charts).
7. Maintain a consciousness toward correct spelling across the content areas.

6.3.04 Demonstrate knowledge of correct sentence structure.

1. Correct run-on sentences (fused or comma splice) (e.g., use punctuation, conjunctions, or other means to join or to separate the elements of a run-on sentence).
2. Correct sentence fragments by supplying the missing sentence elements.
3. Combine sentences using a variety of techniques (e.g., comma + coordinating conjunction, use of semicolon, introductory phrases and/or clauses).
4. Identify and use adjectival and adverbial phrases and clauses.
5. Use transitional words to indicate clear relationships within and among sentences and paragraphs.

Sixth Grade Benchmarks (Elements of Language)

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

6.3.spi.1. recognize usage errors occurring within context (e.g., double negatives, troublesome words: to, too, two; their, there, they're; lie, lay; sit, set).

6.3.spi.2. identify the correct spelling of plurals and possessives.

6.3.spi.3. identify sentences with correct subject-verb agreement (person/number) within context.

At Level 2, the student is able to

6.3.spi.4. identify the correct use of nouns (i.e., common/proper, singular/plural, possessives), pronouns (i.e., agreement, subject, object), verbs (i.e., action/linking, regular/irregular, agreement), adjectives (i.e., common/proper, comparative forms), and adverbs (i.e., comparative forms) within context.

6.3.spi.5. identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, and interrupters) within context.

6.3.spi.6. choose the correct use of quotation marks and commas (i.e., in direct quotations, with explanatory material within the quote, proper use with end marks).

6.3.spi.7. identify correctly and incorrectly spelled words in context.

6.3.spi.8. identify within context a variety of appropriate sentence-combining techniques (i.e., comma + coordinating conjunction, use of semicolon, introductory phrases and/or clauses).

6.3.spi.9. choose the most appropriate interjection to complete a sentence.

6.3.spi.10. identify the correct use of colons (i.e., in business letters, preceding a list of items) within context.

At Level 3, the student is able to

6.3.spi.11. identify the correct use of prepositions and prepositional phrases within context.

6.3.spi.12. identify the correct use of conjunctions (i.e., coordinating and subordinating) within context.

6.3.spi.13. select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, and periods to join or separate elements) within context.

Performance Indicators Teacher -- Grade 6

As documented through teacher observation -

At Level 1, the student is able to

6.3.tpi.1. write legibly.

6.3.tpi.2. spell high-frequency and frequently misspelled words correctly.

6.3.tpi.3. use appropriate language structure in oral and written language.

At Level 2, the student is able to

6.3.tpi.4. correct own writing for correct spelling, capitalization, and punctuation.

6.3.tpi.5. use simple, compound, and complex sentences appropriately in writing.

6.3.tpi.6. use dialog routinely in writing.

6.3.tpi.7. use singular and plural possessives correctly.

At Level 3, the student is able to

6.3.tpi.8. recognize action verb and linking verb patterns.

6.3.tpi.9. be aware of the proper placement of words, phrases, and clauses used as modifiers.

6.3.tpi.10. write with clarity across all content areas.

6.3.tpi.11. explore regional variations in English usage.

6.3.tpi.12. develop a consciousness toward correct spelling across all subject areas.

6.3.tpi.13 place prepositional phrases correctly within the sentence according to their functions as modifiers.

===============================================================

English/Language Arts
Curriculum Standards

Approved by the Tennessee State Board of Education
August 31, 2001

SEVENTH GRADE

Standards, Learning Expectations and
Draft Performance Indicators

Reading -- Grade 7

Content Standard: 1.0

The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.

Learning Expectations:

1.01 Continue to develop oral language and listening skills.

1.02 Develop an understanding of the concepts of print.

1.03 Expand reading skills through phonemic awareness.

1.04 Use decoding strategies to read unfamiliar words.

1.05 Read to develop fluency, expression, accuracy, and confidence.

1.06 Expand reading vocabulary.

1.07 Employ pre-reading strategies to facilitate comprehension.

1.08 Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.

1.09 Refine study skills and develop methods of research to enhance learning.

1.10 Develop skills to facilitate reading in the content areas.

1.11 Read independently for a variety of purposes.

1.12 Experience and explore the elements of various literary and media genres.

1.13 Develop and sustain a motivation for reading.

Reading Accomplishments -- Grade 7

7.1.01 Continue to develop oral language and listening skills.

1. Continue to model active listening in both formal and informal settings.
2. Adhere to rules for public conversation.
3. Continue to formulate and respond to questions from teachers and classmates.
4. Continue to organize and share information, stories, experiences, ideas, and feelings with others in both formal and informal situations.
5. Participate in creative responses to text (e.g. dramatizations, speeches).
6. Deliver an oral presentation, using multiple sources of information from any content area, utilizing visual aids for contextual support.
7. Use the proper stress, pitch, and juncture in oral reading and presenting.
8. Continue to use a variety of non-verbal communication techniques to enhance meaning (e.g., posture, gestures, facial expressions, tone of voice, eye contact).

7.1.02 Develop an understanding of the concepts of print and non-print materials.

1. Use parts of text effectively for learning (e.g., title page, preface, table of contents, epilogue, glossary, appendix, index).
2. Analyze the structure and organization of various text features to locate information (e.g., headings, key words, graphics, pictures, captions, sidebars).
3. Identify the differences among various print and non-print formats (i.e. prose, poetry, newspaper/magazine, letters, dramas, technical manuals, screenplays, photographs, works of art, and textbooks).

7.1.03 Expand reading skills through phonemic awareness.

1. Continue to develop an awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poems, music lyrics, books on tape, read alouds).
2. Analyze patterns of rhyme and rhythm to determine effectiveness.
3. Analyze the effects of sound in language (e.g., alliteration [assonance and consonance], onomatopoeia, accent, repetition).

7.1.04 Use decoding strategies to read unfamiliar words.

1. Expand knowledge of root words, prefixes, and suffixes to facilitate the decoding of unknown words.
2. Continue to use context clues to determine unknown words and identify multiple meaning words.
3. Continue to decode unknown grade level words utilizing previous learned strategies and verify the words meaning within the context of the selection.

7.1.05 Read to develop fluency, expression, and accuracy.

1. Continue to demonstrate the ability to read fluently with expression, accuracy, and poise from a variety of texts (e.g., paired reading, choral reading, and read alongs).
2. Continue to participate in guided reading.
3. Continue to read using appropriate pronunciation, expression, and rate.
4. Continue to adjust speed based on the purpose for reading.
5. Continue to read independently on a daily basis.

7.1.06 Expand reading vocabulary.

1. Continue to build vocabulary by listening to literature, participating in class discussions, and reading self-selected and assigned texts.
2. Build vocabulary by reading from a wide variety of texts, literary genres and modes.
3. Determine word meanings using expanded knowledge of roots, prefixes, and suffixes.
4. Continue to determine the meaning of unfamiliar words using context clues, dictionaries, electronic sources, glossaries, and other resources.
5. Continue to replace unknown words with appropriate synonyms and/or antonyms to determine word meaning.
6. Analyze and incorporate grade appropriate synonyms, antonyms, homonyms, and multiple meaning words into reading vocabulary and writing.
7. Continue to foster word consciousness (e.g., word play, word walls, graphic organizers, nuances of words, new and unusual words to share).
8. Use mnemonic devices (e.g. rhyming words, vocabulary cartoons, kinesthetics) to acquire new vocabulary.
9. Continue to determine the correct meaning/usage of multiple meaning words.
10. Select the correct word or phrase to complete an analogy.
11. Consider word etymology and semantic change as part of vocabulary study.
12. Recognize, decode, and interpret widely used foreign phrases (e.g., bon voyage; mi casa es su casa).
13. Define connotation and denotation to use for vocabulary studies.
14. Discover ways by which a language acquires new words (e.g., borrowing from other languages, compounding words).
15. Identify words that serve as clues to reveal time periods and cultures represented (e.g. use of vocabulary associated with a particular time period, region, or country).

7.1.07 Employ pre-reading strategies to facilitate comprehension.

1. Continue to establish a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to answer specific questions, to discover information/facts, to discover models of writing).
2. Utilize reference sources and personal experience to build background knowledge for reading.
3. Continue to use previously learned strategies to front load text (e.g., skimming and scanning).
4. Continue to preview text, using supports (e.g., illustrations/pictures, captions, timelines, graphs, diagrams, headings, subheadings, and footnotes).
5. Explain the importance and the significance of the reading selections to learning and life.
6. Define significant words to be encountered in the text.
7. Make predictions about text.
8. Relate text to prior personal experiences or opinions, historical knowledge, and current events as well as previously read print and non-print texts.

7.1.08 Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.

1. Derive meaning while reading by

1. continuing to formulate clarifying questions.

2. adjusting predictions made while pre-reading based on information gained.

3. continuing to predict outcomes, state reasonable generalizations, and draw conclusions based on prior knowledge and information gained while reading.

4. using metacognitive and self-monitoring strategies while reading (pausing, rereading, miscues, consulting other sources, reading ahead).

5. engaging in reading between the lines (i.e., imagining parallel events, stating implied information.)

6. continuing to create mental pictures from abstract information.

7. continuing to relate text to prior personal experiences or opinions as well as previously read print and non-print texts.

8. making inferences and recognizing unstated assumptions.

9. verifying or modifying pre-reading purpose as addition information is obtained.

10. exploring ways to interact with text (e.g., mark the text, use post-it notes, ask questions and make comments within the text)

b. Derive meaning after reading by

1. indicating and analyzing the sequence of events.
2. recognizing and stating the main idea/central element in a given reading selection noting details that support the main idea/central element.
3. identifying the author's purpose and determining if the purpose is met.
4. discussing similarities and differences in events and characters using evidence cited from the text or various texts
5. finding contextual support for responses to questions, for assistance in formulating ideas and opinions, and for supporting personal responses.
6. analyzing cause and effect relationships.
7. analyzing statements as fact or opinion.
8. interpreting figurative language (e.g., idioms, similes, metaphors, personification, imagery, puns).
9. demonstrating an understanding of implied themes and identifying themes that commonly recur in literature.
10. reflecting upon comprehension strategies utilized to make meaning from texts.
11. continuing to make connections among various print and non-print texts.
12. continuing to make connections among the various literary genres and themes with personal, historical, and cultural experiences.

7.1.09 Refine study skills and develop methods of research to enhance learning.

1. Use and discern appropriate reference sources in various formats (e.g. encyclopedias, card/electronic catalogs, almanacs, periodicals, Internet).
2. Use media (e.g. on-line catalog, non-fiction books, encyclopedias, CD-ROM, references, Internet) to view, read, and represent information.
3. Use current technology (e.g., the Internet, CD-ROMs, online catalogs) as a research communication tool.
4. Use a variety of reference sources (e.g., biographical sketches, letters, diaries, encyclopedia, periodicals).
5. Distinguish between primary and secondary source documents.
6. Continue to use the dictionary, glossary, thesaurus, and other word-referenced materials.
7. Continue to use skimming and scanning skills.
8. Retrieve, organize, represent, and analyze information to demonstrate effectively knowledge acquired.
9. Develop and use notes that include important concepts, summaries, and identification of reference sources.
10. Analyze various forms of media and consider their impact on daily life.
11. Recognize and use the techniques of propaganda (i.e. bandwagon, loaded words, testimonials).
12. Select and use a variety of sources to prepare a research paper that includes a title page, outline, notes, and a bibliography.

7.1.10 Develop skills to facilitate reading in a variety of content areas.

1. Increase and maintain vocabulary specific to content and to current events.
2. Continue to locate information using available text features (e.g., maps, charts, timelines, graphics, footnotes, indexes, glossaries, and tables of content, captions).
3. Apply and analyze comprehension skills and strategies to informational text in the content areas.
4. Continue to use self-correction strategies while reading (pausing, rereading, consulting other sources, miscues).
5. Continue to interact with the text.
6. Assess the reliability of sources.

7.1. 11 Read independently for a variety of purposes.

1. Read for literary experience.
2. Read to gain information.
3. Read to perform a task.
4. Read for enjoyment.
5. Read to expand vocabulary.
6. Read to build fluency.

7.1.12 Experience and explore the elements of various literary and media genres.

1. Continue to read, view, and recognize various literary (e.g., short stories, novels, plays, legends, poetry, autobiographies/biographies, non-fiction of high interest) and media (e.g., music, films, videos, documentaries, visual and performing arts) genres.
2. Recognize the distinguishing elements of various literary and media genres.
3. Identify the elements found in the exposition (i.e. introduction of characters, setting, and conflict) of print and non-print text.
4. Determine how the author develops characters/characterization (e.g., through words, speech, actions, thoughts, narrator, interactions, motivation).
5. Identify and explain the rising action, climax, and falling action of a story/event.
6. Identify words and phrases used by authors to create mood to establish a tone.
7. Compare and contrast elements of plot between or among stories.
8. Continue to identify how point of view (i.e., first person or third person, limited and omniscient) shapes the plot of the story or the perspective of the characters and audience.
9. Summarize and paraphrase selected passages/film clips for discussion and/or for written assignments or presentations.
10. Make inferences about print and non-print text.
11. Use deductive reasoning to facilitate and to extend understanding of print and non-print texts.
12. Explore the differences among non-fiction materials (e.g., letters, memoirs, diaries, journals, autobiographies, biographies, and educational, informational and technical texts).
13. Demonstrate knowledge of similes, metaphors, personification, symbolism, idioms, puns, flashback and foreshadowing.
14. Explore the concept of irony.

7.1.13 Develop and sustain a motivation for reading.

1. Visit libraries/media centers, book fairs, bookstores, and other print rich environments to explore books.
2. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text genres, recommendation of others).
3. Read daily from self-selected materials.
4. Relate literary experiences (e.g., book discussions, literary circles, writing, oral presentations, artistic expressions).
5. Experience and develop an awareness of literature that reflects a diverse society and encourages tolerance.
6. Maintain a personal reading list/or reading log/journal to reflect reading gains and accomplishments.

Seventh Grade Benchmarks/Indicators (Reading)

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

7.1.spi.1. derive information from the following text features: timelines, graphs, headings, and subheadings within context.

7.1.spi.2. determine the meaning of unknown words and/or multiple meaning words through the use of context clues.

7.1.spi.3. replace unknown words in context with appropriate synonyms or antonyms.

7.1.spi.4. make predictions about the outcome of a given passage.

7.1.spi.5. formulate clarifying questions for use before, during, or after reading.

7.1.spi.6. identify the main idea in a reading selection.

7.1.spi.7. distinguish between fact and opinion within context.

7.1.spi.8. decode unknown grade level words in context, using previously learned strategies, such as analysis of affixes, as aids in determining meaning.

7.1.spi.9. recognize first person point of view.

At Level 2, the student is able to

7.1.spi.10. recognize and use grade appropriate and/or content specific vocabulary within context .                           

7.1.spi.11. identify plot elements in the proper place on a graphic organizer.

7.1.spi.12. locate information using keywords and headings.                         

7.1.spi.13. distinguish between poetry and prose and between biography and autobiography.

7.1.spi.14. select the correct word or phrase to complete an analogy using synonyms, antonyms, categories, subcategories, whole/part, functions, verb forms, and rhymes.

7.1.spi.15. identify commonly used foreign phrases (e.g., bon voyage, mi casa es su casa, bon jour, hasta la vista).

7.1.spi.16. draw inferences from selected passages.

7.1.spi.17. identify the author's purpose for writing and/or the reader's purpose for reading.

7.1.spi.18. analyze the cause and effect relationship in a given passage.

7.1.spi.19. identify examples of propaganda techniques (i.e., bandwagon, loaded words, testimonials).

7.1.spi.20. determine the common characteristics of short stories, novels, poetry, drama, and non-fiction.

7.1.spi.21. recognize implied themes.

7.1.spi.22. identify similes, metaphors, personification, and hyperbole within context.

7.1.spi.23. analyze the effect within context of the sound devices of onomatopoeia, alliteration, accent, rhyme, and repetition.

At Level 3, the student is able to

7.1.spi.24. recognize and identify words within context that reveal particular time periods and cultures.

7.1.spi.25. identify at least two ways by which an author reveals character traits in a given passage.

7.1.spi.26. identify symbolism, flashback, and foreshadowing within context.

7.1.spi.27. rank a given set of resources according to reliability.

7.1.spi.28.   identify examples of sound devices (e.g., rhyme, alliteration, slant rhyme, repetition, and internal rhyme) in context.                          

Performance Indicators Teacher -- Grade 7

As documented through teacher observation -

At Level 1, the student is able to

7.1.tpi.1. use learned strategies to decode unfamiliar words and to determine meaning from context.

7.1.tpi.2. read fluently from a variety of genres (e.g., prose, poetry, fantasy, science fiction, biography, autobiography, essay, and drama).

7.1.tpi.3. make creative responses to texts.

7.1.tpi.4. preview texts and organize prior knowledge (e.g., webbing, mapping, and listing).

7.1.tpi.5. interact with texts (e.g., highlighting, T-notes, journaling, and post-it notes).

7.1.tpi.6. summarize and paraphrase selected passages.

7.1.tpi.7. read using appropriate pronunciation, expression, and rate.

At Level 2, the student is able to

7.1.tpi.8. use content specific vocabulary.

7.1.tpi.9. use metacognition and self monitoring strategies while reading (e.g., pausing, rereading, identifying miscues, consulting other sources, and reading ahead).

7.1.tpi.10. express reactions and personal opinions to a selection or relate the selection to a personal experience.

7.1.tpi.11. design and deliver an oral presentation incorporating a variety of sources and/or visual aids and props.

7.1.tpi.12. make connections among three or more literary texts.

7.1.tpi.13. apply comprehension strategies to texts in the content areas.

7.1.tpi.14. relate text to personal experience, general knowledge, and other media.

7.1.tpi.15. read daily from self-selected materials.

7.1.tpi.16. be alert to the techniques and uses of propaganda (e.g., bandwagon, loaded words, and testimonials).

7.1.tpi.17. draw inferences and "read between the lines."

7.1.tpi.18. continue to build vocabulary through wide reading.

7.1.tpi.19. use technology as a research and communication tool.

7.1.tpi.20. read fluently basic grade appropriate selections.

7.1.tpi.21. develop and enhance vocabulary by reading from a wide variety of texts and literary genres.

At Level 3, the student is able to

7.1.tpi.22. recognize recurring themes in literature.

7.1.tpi.23. explore and distinguish between primary and secondary sources.

7.1.tpi.24. demonstrate how time periods and cultures affect plots and characters in literature.

7.1.tpi.25. identify instances of flashback and foreshadowing.

7.1.tpi.26. summarize, paraphrase and evaluate selected passages.

7.1.tpi.27. make connections among the various literary genres, themes, and print and non-print texts with personal, historical, and cultural experiences.

Writing -- Grade 7

Content Standard: 2.0

The student will develop the structural and creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences.

Learning Expectations:

2.01 Engage in prewriting using a variety of strategies.

2.02 Write for a variety of audiences and purposes.

2.03 Compose drafts of written works.

2.04 Show evidence of and determine appropriate revisions within the written draft.

2.05 Include editing before the completion of finished work.

2.06 Evaluate own and others' writing.

2.07 Experience numerous publishing opportunities.

2.08 Write in the expository mode.

2.09 Write frequently across all content areas.

2.10 Write expressively in order to develop an effective writing style.

2.11 Write in response to literature.

2.12 Write in a variety of modes and genres.

2.13 Locate and analyze information to prepare written works and presentations.

Writing Accomplishments -- Grade 7

7.2.01 Engage in prewriting, using a variety of strategies.

1. Generate, focus, and organize ideas through personal resources, brainstorming, literary models, and classroom discussions.
2. Use print and non-print materials, along with prior knowledge and content area knowledge, to provide background for writing.
3. Continue to develop writing by using appropriate organizational strategies, including outlining and other graphic organizers, to produce a prewriting plan that leads to writing.
4. Select, limit, and refine a topic.
5. Determine appropriate audience (i.e., formal audience).
6. Evaluate purposes for writing (e.g., to inform, to describe, to explain, to persuade).

7.2.02 Write for a variety of audiences and purposes.

1. Determine the intended audience (i.e., formal audience).
2. Identify the mode, the usage level, and conventions for appropriate sharing of information with the selected personal audience.
3. Continue to write competently in the narrative and descriptive modes.
4. Develop and refine writing in the expository mode.
5. Continue to write in response to expository prompts.
6. Explore the techniques of persuasive writing.
7. Write personal reflections of experiences and events for self and others.
8. Continue to produce original works of creative and imaginative writings.
9. Continue to write to acquire knowledge (e.g., express, organize, and clarify thinking, take notes, synthesize information, enhance communication).

7.2.03 Compose drafts of written works.

1. Continue to use prewriting plan to guide the first draft.
2. Continue to write and think freely while drafting.
3. Select mode based on purpose (i.e., descriptive, narrative, expository, and persuasive).
4. Develop a thesis statement appropriate to topic.
5. Support and focus on topic, using details.
6. Present and support sufficient knowledge of topic to reflect background and understanding.
7. Compose the draft with an introduction to engage the audience interest, body paragraphs, and a conclusion.
8. Use precise language including active verbs, vivid words, colorful modifiers, figurative language, and imagery.
9. Continue to develop sentences that are clear, varied, and appropriate to the audience.

7.2.04 Show evidence of and determine appropriate revisions within the written draft.

1. Revise writing to focus on purpose and audience.
2. Evaluate and determine if word choices are appropriate for the target audience.
3. Evaluate and revise writing to focus on fluency of thought and coherence (e.g., sentences and paragraphs flow smoothly together, evidence of syntactic variety/varied sentence structures).
4. Evaluate and determine the effectiveness of the organization of the written draft (e.g., chronological order or sequence maintained, creative introduction, appropriate thesis, supportive statements, and effective transitions).
5. Evaluate and revise writing to insure consistent development of ideas (e.g., appropriate and logical reasoning, key ideas covered, evidence of support for ideas, examples used, supportive statistics).
6. Explore the use of words and phrases that create mood to establish a tone.
7. Analyze writing for clarity of thought.

7.2.05 Include editing before the completion of finished work.

1. Continue to edit for elements of language.
2. Proofread using prior knowledge and experience, reference materials, and technology.
3. Continue to create readable documents.
4. Explore appropriate proofreading symbols.

7.2.06 Evaluate own and others' writing.

1. Continue to develop and use a rubric for evaluation.
2. Continue to make appropriate suggestions for improvement, using state assessment rubric.
3. Recognize the strengths, errors, and challenges in peers' writing and make appropriate comments of praise and suggestions for improvement.
4. Continue to evaluate improvements made in own work and others' work.

7.2.07 Experience numerous publishing opportunities.

1. Produce a final draft of a selected work suitable for publication and/or sharing.
2. Use multiple technological sources to prepare and present work and to add graphs, tables, and/or illustrations.
3. Identify opportunities for publication (e.g., school bulletin boards and publications, local and national contests, internet websites, newspaper/periodicals).

7.2.08 Write in the expository mode.

1. Write in response to expository prompts, including frequent opportunities for timed writing.
2. Write frequently in the expository mode.
3. State a well-developed, appropriate thesis.
4. Support and focus topic with relevant elaboration using supporting details and/or supporting examples.
5. Select the most appropriate organizational format for an expository essay.
6. Use models of expository writing to enhance the writing process.
7. Create and select an appropriate title that creatively and accurately reflects the topic.
8. Determine the qualities of strong and clinching concluding paragraphs to enrich writing assignments.
9. Continue to explain/illustrate key ideas clearly.
10. Incorporate varied expository structures (i.e., problem and solution, and present potential arguments).
11. Continue to apply the Tennessee state assessment rubric to an expository essay.
12. Continue to demonstrate facility in the use of language.

7.2.09 Write frequently across all content areas.

1. Continue to produce a variety of creative works utilizing knowledge from the content areas (e.g., journals, magazines, poems, letters to the editor, dialogues between famous people, WebPages).
2. Continue to produce a variety of technical works utilizing knowledge from the content areas (e.g., explanations of projects and problems, science experiment projects, demonstrations, editorials, documents).
3. Continue to research topics and organize gathered information from the content areas into presentable documents.
4. Continue to compose and respond to original questions and/or problems from all content areas.
5. Continue to respond expressively and creatively to the arts incorporating the arts into all content areas.
6. Continue to react and respond to content area information in creative ways (e.g., create graphic, non-print essays; write and design a children's book and create a tape to accompany book).
7. Incorporate knowledge from the content areas across the content areas to enhance writing and display knowledge.

7.2.10 Write expressively in order to develop an effective writing style.

1. Continue to view, read, and/or listen to examples of various writing styles.
2. Demonstrate the use of vivid words (e.g., action verbs, figurative language, and imagery).
3. Support ideas through use of sensory details, concrete examples, and anecdotes.
4. Continue to use a variety of sentence structures.
5. Continue to select appropriate transitional devices to enhance organization and unity of work.
6. Develop a unique and consistent voice in original works.

7.2.11 Write in response to literature.

1. Continue to express ideas or opinions through creative responses to a variety of literary forms and genres.
2. Write extended character analyses.
3. Demonstrate through writing an understanding of the elements of literature (e.g., plot, conflicts, setting, and characters).
4. Compare and contrast plots, conflicts, themes, and characters, from a variety of literary selections and genres.
5. Write creative, imaginative, and original responses to literature to enhance the literary experience (e.g., poems, songs, stories, dances, art, advertising campaigns).

7.2.12 Write in a variety of forms and genres.

1. Write works of fiction in the descriptive or narrative modes (e.g., short story, television scripts, fables, tall tales).
2. Write poetry (e.g., haiku, bio-poem, limericks).
3. Write biographical/autobiographical sketches, using relevant dialogue and anecdotes.
4. Continue to write friendly and business letters.
5. Write reflective pieces to clarify thinking and determine understanding.
6. Write and select appropriate mode for documentary scripts, commercials, journalistic articles, and letters to the editor.
7. Write personal essays and collect other works for portfolio.
8. Compose technical writing (e.g., to set a VCR or computer, to assemble a bike or other product).
9. Assemble collected information into a research document or presentation.
10. Write a persuasive argument, stating a clear position supported by relevant evidence to convince an audience.

7.2.13 Locate and analyze information to prepare written presentations or reports.

1. Continue to use dictionaries, thesauruses and other word referenced materials.
2. Continue to utilize resources available in the media center.
3. Demonstrate ability to use interviews in writing and presenting.
4. Examine surveys and polls as support for research.
5. Continue to use computer technology to find information, to create reports and presentations, and to support research.
6. Continue to use examples and details collected from available resources.
7. Recognize that two equally reliable sources may present material from different perspectives.

Seventh Grade Benchmarks/Indicators (Writing)

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

7.2.spi.1. complete a graphic organizer (i.e., clustering, listing, mapping, and webbing) with information from notes for a writing selection.

7.2.spi.2. select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.

7.2.spi.3. identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade) .

7.2.spi.4. identify the audience (formal/informal) for which text is written.

7.2.spi.5. select an appropriate concluding sentence for a well-developed paragraph.

7.2.spi.6. supply a missing piece of information in an outline.

At Level 2, the student is able to

7.2.spi.7. rearrange multi-paragraphed work in a logical and coherent order.

7.2.spi.8. identify individual written selections as technical, narrative, persuasive and /or descriptive in mode.

7.2.spi.9. select an appropriate thesis statement for a writing sample.

7.2.spi.10. select the best way to combine sentences to provide syntactic variety within context.

7.2.spi.11. identify the sentence(s) irrelevant to a paragraph's theme or flow.

7.2.spi.12. choose the supporting sentence that best fits the context and flow of ideas in a paragraph.

7.2.spi.13. select the most appropriate title for a passage.

At Level 3, the student is able to

7.2.spi.14. identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, and Internet source).

7.2.spi.15. select illustrations, explanations, anecdotes, descriptions, and/or facts to support key ideas.

Performance Indicators Teacher -- Grade 7

As documented through teacher observation -

At Level 1, the student is able

7.2.tpi.1. write frequently using descriptive and narrative prompts.

7.2.tpi.2. use a variety of prewriting strategies.

7.2.tpi.3. write well-developed stories and summaries.

7.2.tpi.4. share written work with others.

7.2.tpi.5. use grade level appropriate vocabulary when writing.

7.2.tpi.6. write with a sense of audience.

7.2.tpi.7. produce more than one draft.

7.2.tpi.8. use correct page format.

7.2.tpi.9. use all steps in the writing process.

At Level 2, the student is able to

7.2.tpi.10. develop a thesis statement.

7.2.tpi.11. write in a variety of forms and genres.

7.2.tpi.12. write creative, original, and imaginative responses to literature.

7.2.tpi.13. compose notes that include important concepts.

7.2.tpi.14. evaluate own and others' writing using the Tennessee Writing Assessment rubric.

7.2.tpi.15. respond to questions from all content areas.

7.2.tpi.16. write personal reflections to experiences and events.

7.2.tpi.17 apply the Tennessee Writing Assessment rubric to expository essays.

7.2.tpi.18. write frequently to expository prompts, including frequent opportunities for timed writing.

7.2.tpi.19. produce a final, revised draft suitable for sharing.

7.2.tpi.20. write frequently across content areas.

7.2.tpi.21. continue to develop a writing style and voice.

7.2.tpi.22. write to acquire knowledge.

7.2.tpi.23. demonstrate through writing an understanding of the elements of language.

7.2.tpi.24. experience numerous publishing opportunities.

At Level 3, the student is able to

7.2.tpi.25. conduct self-evaluation through review of one's own writing.

7.2.tpi.26. write a research report using multiple sources.

7.2.tpi.27. explore the concept of writing to pe