English/Language Arts Preface

Organization of the document

The English/Language Arts Curriculum Standards include the Content Standards, Learning Expectations and Accomplishments necessary to insure that K-8 Tennessee students develop the language skills needed to succeed in school, in the workplace, and in their lives. The foundation of the curriculum standards includes the three content standards: writing, reading, and elements of language. However, the guiding philosophy of this document is that the three standards should be taught in an integrated manner, not in isolation. These three standards communicate the vision of literacy for Tennessee students which goes beyond the traditional reading and writing. Woven into the content standards are the elements of effective speaking, critical listening and viewing. These standards provide not only the skills necessary for English language arts but also the supporting skills for all other content areas.

The learning expectations identify the essential core of learning for grades K-3, 4-5, and 6-8. The grade level specific accomplishments delineate the skills and knowledge necessary to master the learning expectations at each grade. The learning expectations and accomplishments mastered within each grade cluster will be assessed at the benchmark grades of three, five, and eight.

On the benchmark pages, performance indicators detail the level of achievement for each grade cluster. These performance indicators are divided into two categories: state assessed and teacher observed. The Tennessee Comprehensive Assessment Program (TCAP) will evaluate the state performance indicators. Classroom teachers will assess the teacher performance indicators through observation and other authentic methods. Within each category the indicators are leveled as follows: Level 1: Below Proficient, Level 2: Proficient and Level 3: Advanced. All students should master all three levels by the end of the grade cluster. UNLIKE THE END-OF-COURSE ASSESSMENTS AND GATEWAY EXAMINATIONS, LEVEL 3 INDICATORS ARE NOT EXTENSIONS OF LEARNING BUT ARE PART OF THE REQUIRED MASTERY.

Included in this document is an Appendix which provides a glossary of terms, resource materials, lists, and further information on a number of topics related to the curriculum standards and their development.

Development of the document

In Tennessee the mandate to develop curriculum standards for English language arts is dictated by policy. According to Rules, Regulations and Minimum Standards for the Governance of Tennessee Public Schools: "The State Board of Education shall adopt a curriculum framework for each subject area, grades K-12 . . . The approved framework shall be the basis for planning instructional programs in each local school system."

With this charge the Tennessee Department of Education formed the English/Language Arts Curriculum Standards Committee consisting of K-12 English/language arts teachers, state department personnel, and higher education representatives. The curriculum standards committee used the current Tennessee standards, the twelve NCTE/IRA standards, curriculum guides from other states and current educational research to aid in revising the K-8 curriculum. With the assistance of the Council of Chief State School Officers (CCSSO) and the Tennessee Department of Education, a committee consisting of classroom teachers, state department personnel, a state board representative, higher education representatives, special education teachers, curriculum specialists, ESL consultants, principals, parents and community leaders aligned this framework to national models. This committee noted strengths and identified gaps. Using the committee’s gap analysis and recommendations, appropriate revisions were made.

Purpose of the document

The curriculum standards are designed to provide guidelines in planning and implementing curriculum at the state, local system and individual school levels. This document is based on two important concepts. First, learning in English language arts is recursive. Students at every grade level apply similar language skills and concepts to increasingly complex materials. Students build upon and refine their knowledge, gaining sophistication and independence as they grow. Second, although represented separately in the curriculum standards, the content standards are interdependent. Each standard intertwines with and supports the others. Students might at any time read and write, view and discuss, or interpret and perform, in order to understand and communicate meaning. Thus, at all grade levels, effective English language arts curriculum units weave together skills and concepts from several standards and content areas to support student learning.