Tennessee Department of Education

English/Language Arts - Sixth Grade: Performance Indicators (Benchmarks)

Reading

Benchmarks/Indicators

Performance Indicators: State

As documented through state assessment -

At Level 1, the student is able to

  1. 6.1.spi.1. use knowledge of root words, affixes, syllabication and/or spelling patterns as aids in determining meaning within context.
  2. 6.1.spi.2. determine whether a given statement within a passage is fact or fiction.
  3. 6.1.spi.3. indicate sequence of events in print and non-print texts.
  4. 6.1.spi.4. predict future events of a passage.
  5. 6.1.spi 5. select appropriate synonyms, antonyms, and homonyms within context.
  6. 6.1.spi 6. use context clues, dictionaries, thesauruses, electronic sources, and glossaries as aids in determining the meanings of unfamiliar words.
  7. 6.1.spi..7. select questions to clarify thinking.
  8. 6.1.spi. 8 . use common text features to make meaning from text (i.e., newspapers and textbooks).
  9. 6.1.spi. 9. evaluate text for fact and opinion.

At Level 2, the student is able to

  1. 6.1.spi.10. recognize and use grade appropriate and/or content specific vocabulary within context.
  2. 6.1.spi.11. locate information using available text features.
  3. 6.1.spi.12. recognize that purpose determines text format.
  4. 6.1.spi.13. analyze the effects of sound in context (i.e., onomatopoeia, alliteration, accent, rhyme, and repetition).
  5. 6.1.spi.14. choose the correct meaning of multiple meaning words in context.
  6. 6.1.spi.15. locate and verify information to support opinions, predictions, and conclusions.
  7. 6.1.spi.16. identify stated or implied cause and effect relationships.
  8. 6.1.spi.17. draw inferences from selected texts.
  9. 6.1.spi.18. analyze the use of similes, metaphors, personification, and hyperbole within context.
  10. 6.1.spi.19. select sources from which to gather information on a given topic and determine their reliability.
  11. 6.1.spi.20. distinguish among various literary genres (e.g., poetry, drama, fiction, and non-fiction).
  12. 6.1.spi.21. determine the main ideas of a plot, their causes, how they influence future actions, and how they are resolved.
  13. 6.1.spi.22. recognize the first person point of view in literature.
  14. 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

  1. 6.1.spi.24. specify a logical word choice to complete an analogy using synonyms, antonyms, categories, subcategories, whole/part, and functions.
  2. 6.1.spi.25. identify patterns of rhyme and rhythm.
  3. 6.1.spi.26. determine the author's purpose for writing a selection (i.e., to inform, to persuade, to entertain, to share emotions).
  4. 6.1.spi.27. recognize common propaganda techniques (i.e. bandwagon, loaded words, and testimonials).
Performance Indicators: Teacher

As documented through teacher observation -

At Level 1, the student is able to

  1. 6.1.tpi.1. read orally, using appropriate expression, pronunciation and rate.
  2. 6.1.tpi.2. use self-correction (metacognitive) strategies while reading (e.g., rereading, reading ahead, identifying miscues).
  3. 6.1.tpi.3. recognize and read fluently from various literary genres (e.g., poetry, drama, novels, short stories, fantasies, and legends).
  4. 6.1.tpi.4. summarize orally what has been learned or read.
  5. 6.1.tpi.5. demonstrate active listening in both formal and informal settings, while modeling accepted conversational conventions.
  6. 6.1.tpi.6. use learned strategies to determine the meaning of unfamiliar words.
  7. 6.1.tpi.7. set a purpose for reading.
  8. 6.1.tpi.8. make creative responses to texts.

At Level 2, the student is able to

  1. 6.1.tpi.9. preview text and organize prior knowledge (e.g., webbing, mapping, listing).
  2. 6.1.tpi.10. express personal reactions to a text and/or relate the selection to personal experience.
  3. 6.1.tpi.11. design and deliver an oral presentation using props or visual aids and incorporating several sources, including other content areas.
  4. 6.1.tpi.12. show similarities and differences in literary elements among texts.
  5. 6.1.tpi.13. make connections between two or more literary texts.
  6. 6.1.tpi.14. make inferences and recognize unstated assumptions.
  7. 6.1.tpi.15. read daily and independently from self-selected materials.
  8. 6.1.tpi.16. interact with text(s) (e.g., ask questions, make comments, and use post-it notes).
  9. 6.1.tpi.17. apply comprehension strategies to texts in the content areas.
  10. 6.1.tpi.18. build vocabulary by reading a wide variety of texts and genres.
  11. 6.1.tpi.19. recognize, create, and discuss the techniques of propaganda (e.g., bandwagon, loaded words, testimonials).
  12. 6.1.tpi.20. read fluently basic grade appropriate selections.
  13. 6.1.tpi.21. explore statements in context and give support for determination as fact or opinion.
  14. 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

  1. 6.1.tpi.23. identify how culture, ethnicity, and historical eras are represented in literary texts.
  2. 6.1.tpi.24. relate texts to prior personal and historical experiences, as well as to previously read print and non-print media.
  3. 6.1.tpi.25. use media and current technology as a research and communication tool to view, read, and represent information.
  4. 6.1.tpi.26. develop vocabulary by reading from a wide variety of texts and literary genres.
  5. 6.1.tpi.27. use content specific vocabulary.

Writing

Benchmarks/Indicators

Performance Indicators: State

As documented through state assessment -

At Level 1, the student is able to

  1. 6.2.spi.1. complete a graphic organizer (i.e., clustering, listing, mapping, and webbing) with information from notes for a writing selection.
  2. 6.2.spi.2. select an appropriate title that reflects the topic of a written selection.
  3. 6.2.spi.3. identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade).
  4. 6.2.spi.4. identify the audience for which a text is written.
  5. 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

  1. 6.2.spi.6. rearrange multi-paragraphed work in a logical and coherent order.
  2. 6.2.spi.7. select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
  3. 6.2.spi.8. select an appropriate concluding sentence for a well-developed paragraph.
  4. 6.2.spi.9. select the best way to combine sentences to provide syntactic variety within context.
  5. 6.2.spi.10. identify sentences irrelevant to a paragraph's theme or flow.
  6. 6.2.spi.11. choose the supporting sentence that best fits the context and flow of ideas in a paragraph.
  7. 6.2.spi.12. supply a missing piece of information in an outline.

At Level 3, the student is able to

  1. 6.2.spi.13. select an appropriate thesis statement for a writing sample.
  2. 6.2.spi.14. rank possible research resources according to reliability.
  3. 6.2.spi.15. select illustrations, descriptions, and/or facts to support key ideas.
Performance Indicators: Teacher

As documented through teacher observation -

At Level 1, the student is able to

  1. 6.2.tpi.1.write frequently to narrative and descriptive prompts, including frequent opportunities for timed writing.
  2. 6.2.tpi.2. use a variety of prewriting strategies.
  3. 6.2.tpi.3. share written work with others.
  4. 6.2.tpi.4. write well-developed stories and summaries.
  5. 6.2.tpi.5. use grade level appropriate vocabulary when writing.
  6. 6.2.tpi.6. recognize and use all steps in the writing process.

At Level 2, the student is able to

  1. 6.2.tpi.7. produce a final revised draft suitable for sharing.
  2. 6.2.tpi.8. write with a sense of audience.
  3. 6.2.tpi.9. write in a variety of forms and genres.
  4. 6.2.tpi.10. write creative, original and imaginative responses to literature.
  5. 6.2.tpi.11. compose notes that include important concepts.
  6. 6.2.tpi.12. produce more than one draft.
  7. 6.2.tpi 13. evaluate own and others' narratives using the Tennessee Writing Assessment rubric.
  8. 6.2.tpi.14. compare and respond to questions from all content areas.
  9. 6.1.tpi.15. use correct page format.
  10. 6.2.tpi.16. write personal reflections on experiences and events.

At Level 3, the student is able to

  1. 6.2.tpi.17. demonstrate through writing an understanding of the elements of literature (e.g., setting and characters).
  2. 6.2.tpi.18. experience numerous publishing opportunities.
  3. 6.2.tpi.19. write a research report using multiple sources and notes taken from those sources.
  4. 6.2.tpi.20. conduct self-evaluation through editing one's own writing.
  5. 6.2.tpi.21. write to acquire knowledge.
  6. 6.2.tpi.22. apply the Tennessee Writing Assessment rubric to an expository essay.
  7. 6.2.tpi.23. continue to develop a voice and writing style.
  8. 6.2.tpi.24. write frequently across the content areas.
  9. 6.2.tpi.25. develop a thesis statement.

Elements of Language

Benchmarks/Indicators

Performance Indicators: State

As documented through state assessment -

At Level 1, the student is able to

  1. 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).
  2. 6.3.spi.2. identify the correct spelling of plurals and possessives.
  3. 6.3.spi.3. identify sentences with correct subject-verb agreement (person/number) within context.

At Level 2, the student is able to

  1. 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.
  2. 6.3.spi.5. identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, and interrupters) within context.
  3. 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).
  4. 6.3.spi.7. identify correctly and incorrectly spelled words in context.
  5. 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. 6.3.spi.9. choose the most appropriate interjection to complete a sentence.
  7. 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

  1. 6.3.spi.11. identify the correct use of prepositions and prepositional phrases within context.
  2. 6.3.spi.12. identify the correct use of conjunctions (i.e., coordinating and subordinating) within context.
  3. 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

As documented through teacher observation -

At Level 1, the student is able to

  1. 6.3.tpi.1. write legibly.
  2. 6.3.tpi.2. spell high-frequency and frequently misspelled words correctly.
  3. 6.3.tpi.3. use appropriate language structure in oral and written language.

At Level 2, the student is able to

  1. 6.3.tpi.4. correct own writing for correct spelling, capitalization, and punctuation.
  2. 6.3.tpi.5. use simple, compound, and complex sentences appropriately in writing.
  3. 6.3.tpi.6. use dialog routinely in writing.
  4. 6.3.tpi.7. use singular and plural possessives correctly.

At Level 3, the student is able to

  1. 6.3.tpi.8. recognize action verb and linking verb patterns.
  2. 6.3.tpi.9. be aware of the proper placement of words, phrases, and clauses used as modifiers.
  3. 6.3.tpi.10. write with clarity across all content areas.
  4. 6.3.tpi.11. explore regional variations in English usage.
  5. 6.3.tpi.12. develop a consciousness toward correct spelling across all subject areas.
  6. 6.3.tpi.13 place prepositional phrases correctly within the sentence according to their functions as modifiers.