Benchmarks/Indicators

Performance Indicators: State

As documented through state assessment -

At Level 1, the student is able to

1. 5.1.spi.1. recognize root words, prefixes, suffixes, and syllabication as aids in determining meaning within context.
2. 5.1.spi.2 select appropriate synonyms, antonyms, and homonyms within context.
3. 5.1.spi.3. identify compound words, contractions, and common abbreviations within text.
4. 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. 5.1.spi.5. identify setting, characters, and plot in a passage.

At Level 2, the student is able to

1. 5.1.spi.6. recognize and use grade appropriate vocabulary within context.
2. 5.1.spi.7. select questions used to focus and clarify thinking before, during and after reading the text.
3. 5.1.spi.8. determine correct meaning/usage of multiple-meaning words within context.
4. 5.1.spi.9. determine word meanings within context.
5. 5.1.spi.10. identify the sequence of events in fiction and non-fiction selections.
6. 5.1.spi.11. select stated or implied main idea and supporting details from text.
7. 5.1.spi.12. identify stated or implied cause and effect relationships.
8. 5.1.spi.13. distinguish between elements of fact/opinion and reality/fantasy.
9. 5.1.spi.14. determine inferences from selected passages.
10. 5.1.spi.15. select the appropriate summary statement for a given passage.
11. 5.1.spi.16. locate information using available text features (e.g. maps, charts, graphics, indexes, glossaries, and tables of content).
12. 5.1.spi.17. recognize reasonable predictions of future events within a given context.

At Level 3, the student is able to

1. 5.1.spi.18. distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies).
2. 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.
3. 5.1.spi.20. recognize that a story is told from the first person point of view.
4. 5.1.spi.21. identify the author's purpose(s) (i.e. to inform or to entertain).
5. 5.1.spi.22. determine whether the theme is stated or implied within a passage.
6. 5.1.spi.23. identify similes, metaphors, personification, and hyperbole in context.
7. 5.1.spi.24. identify the effect of sound within context (e.g., onomatopoeia, alliteration, rhyme, and repetition).
8. 5.1.spi.25. identify information to support opinions, predictions, and conclusions.
9. 5.1.spi.26. select a logical word to complete an analogy using synonyms, antonyms, categories and subcategories.
10. 5.1.spi.27. identify, using a graphic organizer, placement of events.

Performance Indicators: Teacher

As documented through teacher observation -

At Level 1, the student is able to

1. 5.1.tpi.1. demonstrate active listening and observe conversational conventions in both formal and informal settings.
2. 5.1.tpi.2. decode unknown words utilizing learned strategies and verify word meanings within the context.
3. 5.1.tpi.3. read orally with fluency using appropriate pronunciation, expression, and rate.
4. 5.1.tpi.4. recognize various literary genres (e.g., poetry, short stories, plays, novels, folk tales, myths, and science fiction).
5. 5.1.tpi.5. relate and discuss literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions).
6. 5.1.tpi.6. understand, follow, and give oral multi-step directions, which may include pictures or graphics.
7. 5.1.tpi.7. predict outcomes and adjust as additional information is acquired.
8. 5.1.tpi.8. connect life experiences to text.

At Level 2, the student is able to

1. 5.1.tpi.9. preview the text to establish a purpose for reading, to activate prior knowledge, and to facilitate the reading process.
2. 5.1.tpi.10. organize prior knowledge using a variety of strategies (e.g., webbing, mapping, and brainstorming).
3. 5.1.tpi.11. build vocabulary by reading from a wide variety of texts and literary genres.
4. 5.1.tpi.12. use content specific vocabulary.
5. 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).
6. 5.1.tpi.14. summarize orally what has been learned or accomplished after completing an activity or assignment.
7. 5.1.tpi.15. express reactions and personal opinions to a selection or relate the selection to personal experience.
8. 5.1.tpi.16. participate in creative responses to texts.
9. 5.1.tpi.17. set a purpose for reading (e.g., to understand, to enjoy, and to locate information).
10. 5.1.tpi.18. use library media sources to access information.
11. 5.1.tpi.19. use learned strategies to determine the meaning of unfamiliar words.
12. 5.1.tip.20. read fluently basic grade appropriate selections.
13. 5.1.tpi.21. read daily and independently.

At Level 3, the student is able to

1. 5.1.tpi.22. design and deliver an oral presentation incorporating several sources, using visual aids or props.
2. 5.1.tpi.23. recognize, create, and discuss the techniques of propaganda (i.e., band wagon, loaded words, testimonials).
3. 5.1.tpi.24. discuss similarities and differences in events and/or characters, using evidence cited in two or more texts.
4. 5.1.tpi.25. identify how culture, ethnicity, and historical eras are represented in literary text.
5. 5.1.tpi.26. relate text to prior personal and historical experiences as well as previously read print and non-print media.
6. 5.1.tpi.27. make inferences and recognize unstated assumptions.
7. 5.1.tpi.28. make connections among various texts showing similarities and differences.
8. 5.1.tpi.29. use media and current technology as a research and communication tool to view, read, and represent information.
9. 5.1.tpi.30. extend ideas presented in texts.
10. 5.1.tpi.31. interact with the text(s) (e.g., ask questions, make comments, use post-it notes).

Benchmarks/Indicators

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

1. 5.2.spi.1. complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing.
2. 5.2.spi.2. rearrange sentences to form a sequential, coherent paragraph.
3. 5.2.spi.3. identify the purpose for writing (i.e., to entertain, to inform, and to report) .
4. 5.2.spi.4. identify the audience for which a piece of text is written.
5. 5.2.spi.5. select details that support a topic sentence.
6. 5.2.spi.6. choose vivid and active words when writing.
7. *5.2.spi.7.develop and write a paragraph topic sentence with supporting details.

At Level 2, the student is able to

1. 5.2.spi.8. rearrange paragraphs in a narrative writing selection in sequential or chronological order.
2. 5.2.spi.9. select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
3. 5.2.spi.10. identify the most reliable sources of information for preparing a report or project.
4. 5.2.spi.11. select the best way to combine sentences to provide syntactic variety within context.
5. 5.2.spi.12. select the best title for a written selection.
6. 5.2.spi.13. choose the supporting sentence that best fits the context and flow of ideas in a paragraph.
7. 5.2.spi.14. supply a missing piece of information in an outline.
8. *5.2.spi.15. select, limit, and refine a writing topic.
9. *5.2.spi.16. write well-developed, organized, and coherent essays in response to narrative prompts.
10. *5.2.spi.17. revise to clarify thought, to refine ideas, and to distinguish between important and unimportant information.
11. *5.2.spi.18. edit writing for the elements of language.
12. *5.2.spi.19. explain and/or illustrate key ideas when writing.
13. *5.2.spi.20. demonstrate syntactic variety when writing.

At Level 3, the student is able to

1. 5.2.spi.21. arrange multi-paragraphed work of exposition (e.g., persuasion, compare/contrast) in a logical and coherent order.
2. 5.2.spi.22. identify the sentence irrelevant to a paragraph's theme or flow.
3. 5.2.spi.23. select an appropriate concluding sentence for a well-developed paragraph.
4. *5.2.spi.24. use appropriate transitional words and devices when writing.
5. *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.
6. *5.2.spi.26. write an effective concluding paragraph for a well-developed essay.

Performance Indicators: Teacher

As documented through teacher observation -

At Level 1, the student is able to

1. 5.2.tpi.1. use writing prompts for descriptive and narrative essays.
2. 5.2.tpi.2. generate ideas for writing.
3. 5.2.tpi.3. establish a purpose for writing.
4. 5.2.tpi.4. use a variety of prewriting strategies.
5. 5.2.tpi.5. share written work with others.
6. 5.2.tpi.6. write in a variety of forms and genres.
7. 5.2.tpi.7. recognize and use all steps in the writing process.

At Level 2, the student is able to

1. 5.2.tpi.8. use a variety of sources to gather information.
2. 5.2.tpi.9. compare and contrast two persons, places or things.
3. 5.2.tpi.10. write in response to works of literature.
4. 5.2.tpi.11. create a well-developed story or passage summary.
5. 5.2.tpi.12. write with a sense of audience.
6. 5.2.tpi.13. compose notes that include important concepts.
7. 5.2.tpi.14. construct clear, coherent, well-organized multi-paragraphed works.
8. 5.2.tpi.15. write frequently in the narrative and descriptive modes, including frequent opportunities for timed writing.
9. 5.2.tpi.16. use grade level appropriate vocabulary when writing.
10. 5.2.tpi.17. produce and edit more than one draft.
11. 5.2.tpi.18. write in expressive and imaginative modes.
12. 5.2.tpi.19. write creative, original, and imaginative responses to literature.
13. 5.2.tpi.20. demonstrate confidence and competence in using the Tennessee Writing Assessment rubric.
14. 5.2.tpi.21. develop methods of sharing written work.
15. 5.2.tpi.22. produce multiple drafts of writings.
16. 5.2.tpi.23. evaluate own and others' narrative writing using the Tennessee Writing Assessment rubric.
17. 5.2.tpi.24. write friendly and business letters.

At Level 3, the student is able to

1. 5.2.tpi.25. experience numerous publishing opportunities.
2. 5.2.tpi.26. write frequently across content areas.
3. 5.2.tpi.27. conduct self-evaluation by reviewing one's own writing to assess progress.
4. 5.2.tpi.28. write personal reflections to experiences and events.
5. 5.2.tpi.29. experience writing in the expository mode (e.g., "how to" paragraphs and explanations).
6. 5.2.tpi.30. compose and respond to original questions and/or problems from all content areas.
7. 5.2.tpi.31. write using appropriate time-order words or transitional words and phrases.
8. 5.2.tpi.32. write a research report using multiple sources and notes taken from these sources.
9. 5.2.tpi.33. use correct page format (e.g., paragraphs, margins, indentations, and title).
10. 5.2.tpi.34. begin to develop a writing "voice."

Benchmarks/Indicators

Performance Indicators: State

As documented through state assessment -

At Level 1, the student is able to

1. 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).
2. 5.3.spi.2. select the best way to correct incomplete sentences within context..

At Level 2, the student is able to

1. 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.
2. 5.3.spi.4. identify sentences with correct subject-verb agreement (person/number).
3. 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.
4. 5.3.spi.6. choose the correct use of quotation marks and commas in direct quotations.
5. 5.3.spi.7. identify correctly or incorrectly spelled words in context.
6. 5.3.spi.8. identify the correct spelling of plurals and possessives.

At Level 3, the student is able to

1. 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).
2. 5.3.spi.10. choose the most appropriate interjection to complete a sentence.
3. 5.3.spi.11. identify the correct use of colons (i.e., in business letters and preceding a list of items).
4. 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

As documented through teacher observation -

At Level 1, the student is able to

1. 5.3.tpi.1. write legibly.
2. 5.3.tpi.2. spell high-frequency words and frequently misspelled words correctly.
3. 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

1. 5.3.tpi.4. use correctly formed contractions, abbreviations, and possessives when writing.
2. 5.3.tpi.5. use correctly punctuated dialog in writing.
3. 5.3.tpi.6. edit one's own writing for spelling, capitalization and punctuation.
4. 5.3.tpi.7. demonstrate the correct use of punctuation.

At Level 3, the student is able to

1. 5.3.tpi.8. routinely incorporate compound sentences in writing.
2. 5.3.tpi.9. begin to use complex sentences in writing.
3. 5.3.tpi.10. develop a consciousness toward correct spelling across all subject areas.
4. 5.3.tpi.11. use commas, colons, and semi-colons correctly when writing.
5. 5.3.tpi.12. use singular and plural possessives correctly.