Post on 29-Nov-2020
Girl Scouts Badges Grades: 4, 5 States: Tennessee Curriculum Standards
Junior: Financial Literacy & Cookie Business Badges Summary: Juniors can earn two additional badges each year to support entrepreneurship. Financial Literacy badges are: Business Owner and Savvy Shopper. Cookie Business badges are: Cookie CEO and Customer Insights.
Tennessee Curriculum Standards
Language Arts
Grade: 4
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.1. Language
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.1.13.
Recognize and use grade appropriate vocabulary within context.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.2. Communication
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.2.2. Listening: Use established rules for attentive listening (e.g., do not interrupt, ask questions, provide appropriate feedback).
LEARNING EXPECTATION
0401.2.7. Speaking: Participate in creative responses to text (e.g., choral reading, discussion, dramatization, oral presentations).
LEARNING EXPECTATION
0401.2.13. Speaking: Continue to develop group discussion skills and to work in teams.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.2. Communication
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.2.2.
Given a list of interactive behaviors (i.e., taking turns, behaving courteously, not interrupting, listening, remaining on task), identify those that are appropriate (or inappropriate) for group activities.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0401.3.2.
Write in a variety of modes and genres (e.g., narration, description, personal expression, imaginative writing, response to literature, response to subject matter content).
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.3.10. Select and refine a topic.
LEARNING EXPECTATION
0401.3.20. Use technology to publish and present.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND /
0401.3. Writing
GUIDING QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.3.1.
Identify the purpose for writing (i.e., to entertain, to inform, to share experiences).
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.4. Research
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0401.4.1.
Conduct research to access and present information.
LEARNING EXPECTATION
GLE 0401.4.3.
Present research results in a written report.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.4. Research
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.4.1. Define and narrow a topic for research.
LEARNING EXPECTATION
0401.4.2. Use current technology as a research and communication tool for personal interest, research, and clarification.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0401.5.2.
Use logic to make inferences and draw conclusions in a variety of oral and written contexts.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.5.2. Make inferences and draw conclusions while reading, viewing, or listening to print and non-‐print media.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.6. Informational Text
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.6.1.
Use a variety of pre-‐reading strategies (e.g., organize prior knowledge using a graphic organizer, explore significant words to be encountered, relate text to prior personal and historical experiences and current events).
LEARNING EXPECTATION
0401.6.2. Derive meaning while reading (e.g., express reactions and personal opinions to a selection, make inferences, draw conclusions based on evidence gained).
LEARNING EXPECTATION
0401.6.8. Understand a variety of informational texts, including primary sources (e.g., autobiographical sketches, letters, diaries, Internet sites).
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING
0401.6. Informational Text
QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.6.6.
Use available text features (e.g., graphics and illustrations) to make meaning from text.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.7. Media
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.7.1.
Use media (e.g., photographs, PowerPoint, dioramas, videos, the arts, online catalogs, nonfiction books, encyclopedias, Internet) to view, read, and represent information and to conduct research.
LEARNING EXPECTATION
0401.7.2. Use print and non-‐print materials along with prior knowledge to provide background for writing and /or presenting.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0401.8.1.
Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.8. Literature
GUIDING
Checks for Understanding (Formative/Summative Assessment)
QUESTION / LEARNING EXPECTATION
LEARNING EXPECTATION
0401.8.1.
Use a variety of pre-‐reading strategies (e.g., organize prior knowledge using a graphic organizer, explore significant words to be encountered, relate text to prior personal and historical experiences and current events).
LEARNING EXPECTATION
0401.8.2. Derive meaning while reading (e.g., express reactions and personal opinions to a selection, make inferences, draw conclusions based on evidence gained).
LEARNING EXPECTATION
0401.8.3. Check for understanding after reading (e.g., identify the author's purpose; locate information to support opinions, predictions, and conclusions).
LEARNING EXPECTATION
0401.8.4. Build vocabulary by listening to literature, participating in discussions, and reading self-‐selected and assigned texts.
LEARNING EXPECTATION
0401.8.10. Identify and describe main and minor characters, considering the importance of their actions, motives, and appearances.
LEARNING EXPECTATION
0401.8.14. Explore the concept of theme.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.8.2.
Identify characters, setting, and plot in a passage.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Learning Expectations:
GUIDING QUESTION / LEARNING EXPECTATION
1.06. Expand reading vocabulary.
GUIDING 1.07. Reading strategies to facilitate comprehension.
QUESTION / LEARNING EXPECTATION
GUIDING QUESTION / LEARNING EXPECTATION
1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
GUIDING QUESTION / LEARNING EXPECTATION
1.11. Read independently for a variety of purposes.
GUIDING QUESTION / LEARNING EXPECTATION
1.13. Develop and sustain a motivation for reading.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.01. Continue to develop oral language and listening skills.
LEARNING EXPECTATION
4.1.01.a. Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.
LEARNING EXPECTATION
4.1.01.b. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback).
LEARNING EXPECTATION
4.1.01.e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
LEARNING EXPECTATION
4.1.01.i. Use different voice levels and speech patterns for small groups, informal discussions, and reports.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING
4.1.05. Read to develop fluency, expression, accuracy, and confidence.
EXPECTATION
LEARNING EXPECTATION
4.1.05.f. Read independently daily.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.06. Expand reading vocabulary.
LEARNING EXPECTATION
4.1.06.a. Build vocabulary by listening to literature, participating in discussions, and reading self-‐selected and assigned texts.
LEARNING EXPECTATION
4.1.06.i. Build vocabulary by reading from a wide variety of text and literary genres.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.07. Employ pre-‐reading strategies to facilitate comprehension.
LEARNING EXPECTATION
4.1.07.a. Set a purpose for reading (e.g., to understand, to enjoy, to solve problems, to locate specific information/facts).
LEARNING EXPECTATION
4.1.07.b. Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing).
LEARNING EXPECTATION
4.1.07.c. Explore significant words to be encountered in selected/assigned text.
LEARNING EXPECTATION
4.1.07.f. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-‐print media.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL
Accomplishments:
STRAND / GUIDING QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
4.1.08. Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.
LEARNING EXPECTATION
4.1.08.a. Derive meaning while reading by
INDICATOR 4.1.08.a.2. Predicting outcomes based upon prior knowledge and adjusting appropriately.
INDICATOR 4.1.08.a.5. Expressing reactions and personal opinions to a selection.
INDICATOR 4.1.08.a.6. Making inferences.
INDICATOR 4.1.08.a.7. Verifying or modifying the pre-‐reading purpose.
INDICATOR 4.1.08.a.8. Drawing conclusions based on evidence gained.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.08. Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.
LEARNING EXPECTATION
4.1.08.b. Check for understanding after reading by
INDICATOR 4.1.08.b.6. Stating reasonable generalizations in reference to two pieces of text on a similar topic.
INDICATOR 4.1.08.b.7. Locating information to support opinions, predictions, and conclusions.
INDICATOR 4.1.08.b.11. Recognizing the theme of a single passage.
INDICATOR 4.1.08.b.12. Reflecting upon comprehension strategies utilized to make meaning from text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.09. Develop appropriate information skills and study skills to facilitate learning.
LEARNING EXPECTATION
4.1.09.b. Use media (e.g., photographs, films, videos, the arts, on-‐line catalogs, nonfiction books, encyclopedias, CD-‐ROM references, internet) to view, read, and represent information.
LEARNING EXPECTATION
4.1.09.c. Use current technology as a research and communication tool for personal interest, research, and clarification.
LEARNING EXPECTATION
4.1.09.d. Understand a variety of informational texts, which include primary sources (e.g., autobiographical sketches, letters, and diaries; and internet sites).
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.10. Develop skills to facilitate reading to learn in a variety of content areas.
LEARNING EXPECTATION
4.1.10.a. Develop and maintain vocabulary specific to content and to current events.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.11. Read independently for a variety of purposes.
LEARNING EXPECTATION
4.1.11.a. Read for literary experience.
LEARNING EXPECTATION
4.1.11.b. Read to gain information.
LEARNING EXPECTATION
4.1.11.d. Read for enjoyment.
LEARNING 4.1.11.e. Read to expand vocabulary.
EXPECTATION
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.12. Experience various literary and media genres.
LEARNING EXPECTATION
4.1.12.d. Identify and describe the main and minor characters, considering the importance of their actions, motives, and appearances.
LEARNING EXPECTATION
4.1.12.e. Make inferences about print and non-‐print text.
LEARNING EXPECTATION
4.1.12.f. Compare and contrast events and characters using evidence cited from print and non-‐print text(s).
LEARNING EXPECTATION
4.1.12.j. Explore the concept of theme.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.13. Develop and sustain a motivation for reading.
LEARNING EXPECTATION
4.1.13.a. Visit libraries/media centers and book fairs to explore books.
LEARNING EXPECTATION
4.1.13.b. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others).
LEARNING EXPECTATION
4.1.13.c. Read daily from self-‐selected materials.
LEARNING EXPECTATION
4.1.13.d. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions).
LEARNING EXPECTATION
4.1.13.g. Choose to read as a leisure activity.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 1, the student is able to
LEARNING EXPECTATION
4.1.spi.5. Identify characters, setting, and plot in a passage.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 2, the student is able to
LEARNING EXPECTATION
4.1.spi.11. Recognize and use grade appropriate vocabulary within text.
LEARNING EXPECTATION
4.1.spi.15. Use available text features (e.g., graphics, glossaries, and illustrations) to make meaning from text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 3, the student is able to
LEARNING EXPECTATION
4.1.spi.22. Determine appropriate inferences and draw conclusions from text.
LEARNING EXPECTATION
4.1.spi.23. Select sources from which to gather information on a given topic.
LEARNING EXPECTATION
4.1.spi.24. Locate information to support opinions, predictions, and conclusions.
Grade: 5
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.1. Language
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.1.15.
Recognize and use grade appropriate vocabulary within context.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.2. Communication
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.2.4.
Participate in teams for work and discussion.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.2. Communication
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.2.2. Listening: Use established rules for polite conversation (e.g., do not interrupt, face the speaker, listen attentively, provide appropriate feedback, take turns).
LEARNING EXPECTATION
0501.2.7. Speaking: Participate in creative and expressive responses to text (e.g., choral reading, discussion, dramatization, oral
presentations, and personal experiences).
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.3.2.
Write in various modes and genres, including narration, literary response, personal expression, description, and imaginative.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.3.1. Determine an audience and purpose for writing.
LEARNING EXPECTATION
0501.3.6. Respond in writing to literature studied (e.g., critique, journal, group project).
LEARNING EXPECTATION
0501.3.8. Compose and respond in writing to original questions and/or problems from all content areas.
LEARNING EXPECTATION
0501.3.12. Select and refine a topic.
LEARNING EXPECTATION
0501.3.22. Use technology to publish and present.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.3. Writing
GUIDING QUESTION /
State Performance Indicators
LEARNING EXPECTATION
LEARNING EXPECTATION
SPI 0501.3.2.
Identify the purpose for writing (i.e., to entertain, to inform, to share experiences, to persuade, to report).
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.4. Research
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.4.1.
Conduct research to access and present information.
LEARNING EXPECTATION
GLE 0501.4.3.
Present the research results in a written report, citing the resources used.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.4. Research
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.4.1. Define and narrow a topic for research.
LEARNING EXPECTATION
0501.4.3. Use current technology as a research and communication tool for personal interest, research, and clarification.
LEARNING EXPECTATION
0501.4.8. Write a research report using and citing three or more sources.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.5. Logic
GUIDING QUESTION /
Grade Level Expectations
LEARNING EXPECTATION
LEARNING EXPECTATION
GLE 0501.5.2.
Use logic to make inferences and to draw conclusions in a variety of oral and written contexts.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501 5.2. Make inferences and draw appropriate conclusions while reading, viewing, or listening to print and non-‐print media.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.5.6.
Make inferences and draw appropriate conclusions from text.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.6. Informational Text
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.6.1.
Apply appropriate skills and strategies to comprehend informational texts (e.g., pre-‐reading strategies, comprehension strategies, graphic organizers, questioning text).
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.6. Informational Text
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.6.1.
Use a variety of pre-‐reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate specific information/facts}, utilize reference sources to build background for reading, preview text features).
LEARNING EXPECTATION
0501.6.8. Understand a variety of informational texts, including primary sources (e.g., autobiographical sketches, letters, diaries, Internet sites).
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.7. Media
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.7.1. Use media (e.g., photographs, PowerPoint, dioramas, videos, the arts, online catalogs, nonfiction books, encyclopedias, Internet) to view, read, and represent information.
LEARNING EXPECTATION
0501.7.2. Use print and non-‐print materials along with prior knowledge to provide background for writing and/or presenting.
LEARNING EXPECTATION
0501.7.3. Use media to conduct research and prepare reports.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.8. Literature
GUIDING QUESTION / LEARNING
Grade Level Expectations
EXPECTATION
LEARNING EXPECTATION
GLE 0501.8.1.
Use previously learned comprehension strategies before, during, and after reading.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.8.1.
Use a variety of pre-‐reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate specific information/facts}, utilize reference sources to build background for reading, preview text features).
LEARNING EXPECTATION
0501.8.4. Build vocabulary by reading from a wide variety of texts and literary genres.
LEARNING EXPECTATION
0501.8.6. Understand the meaning of plot, character, setting, conflict, point of view, and theme in narration.
LEARNING EXPECTATION
0501.8.9. Distinguish between a stated and an implied theme.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.8.1.
Identify setting, characters, plot, and theme.
LEARNING EXPECTATION
SPI 0501.8.6.
Determine whether the theme is stated or implied within a passage.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND /
Learning Expectations:
GUIDING QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
1.06. Expand reading vocabulary.
GUIDING QUESTION / LEARNING EXPECTATION
1.07. Reading strategies to facilitate comprehension.
GUIDING QUESTION / LEARNING EXPECTATION
1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
GUIDING QUESTION / LEARNING EXPECTATION
1.11. Read independently for a variety of purposes.
GUIDING QUESTION / LEARNING EXPECTATION
1.13. Develop and sustain a motivation for reading.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.01. Continue to develop oral language and listening skills.
LEARNING EXPECTATION
5.1.01.a. Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.
LEARNING EXPECTATION
5.1.01.b. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback).
LEARNING EXPECTATION
5.1.01.e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
LEARNING EXPECTATION
5.1.01.i. Use different voice levels and speech patterns for small groups, informal discussions, and reports.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.04. Use decoding strategies to read unfamiliar words.
LEARNING EXPECTATION
5.1.04.e. Decode unknown grade level words utilizing learned strategies and verify word meanings within the context.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.05. Read to develop fluency, expression, accuracy, and confidence.
LEARNING EXPECTATION
5.1.05.f. Read independently daily.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.06. Expand reading vocabulary.
LEARNING EXPECTATION
5.1.06.a. Build vocabulary by listening to literature, participating in discussions, and reading self-‐selected texts.
LEARNING EXPECTATION
5.1.06.i. Explore the impact of vocabulary in evaluating ideas, information, and experiences.
LEARNING EXPECTATION
5.1.06.k. Build vocabulary by reading from a wide variety of text and literary genres.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.07. Employ pre-‐reading strategies to facilitate comprehension.
LEARNING EXPECTATION
5.1.07.a. 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).
LEARNING EXPECTATION
5.1.07.b. Utilize reference sources to build background for reading.
LEARNING EXPECTATION
5.1.07.c. Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing, outlining).
LEARNING EXPECTATION
5.1.07.d. Explore significant words to be encountered in selected/assigned text.
LEARNING EXPECTATION
5.1.07.e. Preview text using text features (e.g., illustrations/pictures, captions, graphs, diagrams, and headings).
LEARNING EXPECTATION
5.1.07.g. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-‐print media.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
LEARNING EXPECTATION
5.1.08.a. Derive meaning while reading by
INDICATOR 5.1.08.a.2. Predicting outcomes based upon prior knowledge and adjusting appropriately.
INDICATOR 5.1.08.a.5. Expressing reactions and personal opinions to a selection or relating the selection to a personal experience.
INDICATOR 5.1.08.a.6. Making inferences and recognizing unstated assumptions.
INDICATOR 5.1.08.a.7. Verifying or modifying the pre-‐reading purpose.
INDICATOR 5.1.08.a.8. Drawing conclusions based on evidence gained.
STRAND / TN.1.0. Reading: The student will develop the reading and listening
STANDARD / COURSE
skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
LEARNING EXPECTATION
5.1.08.b. Check for understanding after reading by
INDICATOR 5.1.08.b.3. Identifying the author's purpose (e.g., to entertain, to inform, to explain, to persuade).
INDICATOR 5.1.08.b.5. Selecting, prioritizing, and organizing information to meet a specific purpose.
INDICATOR 5.1.08.b.6. Stating reasonable generalizations in reference to two or more pieces of text on a similar topic.
INDICATOR 5.1.08.b.11. Recognizing a common theme between two passages.
INDICATOR 5.1.08.b.12. Reflecting upon comprehension strategies utilized to make meaning from text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.09. Develop appropriate informational skills and study skills to facilitate learning.
LEARNING EXPECTATION
5.1.09.b. Use media (e.g., photographs, videos, films, the arts, on-‐line catalogs, nonfiction books, encyclopedias, CD-‐ROM references, internet) to view, read, and represent information.
LEARNING EXPECTATION
5.1.09.c. Use current technology as a research and communication tool for personal interest, research, and clarification.
LEARNING EXPECTATION
5.1.09.d. Understand a variety of informational texts which include primary sources (e.g., autobiographical sketches, letters, and diaries, directions, and internet sites).
STRAND / STANDARD / COURSE
TN.1.0. Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print
and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.10. Develop skills to facilitate reading to learn in a variety of content areas.
LEARNING EXPECTATION
5.1.10.a. Develop and maintain vocabulary specific to content and to current events.
LEARNING EXPECTATION
5.1.10.c. Apply comprehension skills and strategies to informational text (e.g., prereading and active comprehension).
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.11. Read independently for a variety of purposes.
LEARNING EXPECTATION
5.1.11.a. Read for literary experience.
LEARNING EXPECTATION
5.1.11.b. Read to gain information.
LEARNING EXPECTATION
5.1.11.d. Read for enjoyment.
LEARNING EXPECTATION
5.1.11.e. Read to expand vocabulary.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.12. Experience various literary and media genres.
LEARNING EXPECTATION
5.1.12.d. Interpret a character's feelings and identify his motives.
LEARNING EXPECTATION
5.1.12.e. Trace changes in the main character and describe how this affects the plot.
LEARNING EXPECTATION
5.1.12.f. Make inferences about print and non-‐print text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.13. Develop and sustain a motivation for reading.
LEARNING EXPECTATION
5.1.13.a. Visit libraries/media centers and book fairs to explore books.
LEARNING EXPECTATION
5.1.13.b. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others).
LEARNING EXPECTATION
5.1.13.c. Read daily from self-‐selected materials.
LEARNING EXPECTATION
5.1.13.d. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions).
LEARNING EXPECTATION
5.1.13.g. Choose to read as a leisure activity.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 1, the student is able to
LEARNING EXPECTATION
5.1.spi.5. Identify setting, characters, and plot in a passage.
STRAND / STANDARD /
TN.1.0. Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension,
COURSE interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 2, the student is able to
LEARNING EXPECTATION
5.1.spi.6. Recognize and use grade appropriate vocabulary within context.
LEARNING EXPECTATION
5.1.spi.9. Determine word meanings within context.
LEARNING EXPECTATION
5.1.spi.14. Determine inferences from selected passages.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 3, the student is able to
LEARNING EXPECTATION
5.1.spi.22. Determine whether the theme is stated or implied within a passage.
LEARNING EXPECTATION
5.1.spi.25. Identify information to support opinions, predictions, and conclusions.
Mathematics
Grade: 4
STRAND / STANDARD / COURSE
TN.1. Mathematical Processes
CONCEPTUAL STRAND / GUIDING QUESTION
GLE 0406.1. Grade Level Expectations:
GUIDING QUESTION /
GLE 0406.1.6.
Read and interpret the language of mathematics and use written/oral communication to express mathematical ideas
LEARNING EXPECTATION
precisely.
GUIDING QUESTION / LEARNING EXPECTATION
GLE 0406.1.7.
Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.
STRAND / STANDARD / COURSE
TN.1. Mathematical Processes
CONCEPTUAL STRAND / GUIDING QUESTION
0406.1. Checks for Understanding (Formative/Summative Assessment):
GUIDING QUESTION / LEARNING EXPECTATION
0406.1.3. Connect operations with decimals to money and make estimates.
STRAND / STANDARD / COURSE
TN.5. Data, Probability and Statistics
CONCEPTUAL STRAND / GUIDING QUESTION
GLE 0406.5. Grade Level Expectations:
GUIDING QUESTION / LEARNING EXPECTATION
GLE 0406.5.1.
Collect, record, arrange, present, and interpret data using tables and various representations.
STRAND / STANDARD / COURSE
TN.5. Data, Probability and Statistics
CONCEPTUAL STRAND / GUIDING QUESTION
0406.5. Checks for Understanding (Formative/Summative Assessment):
GUIDING QUESTION / LEARNING EXPECTATION
0406.5.2. Evaluate how well various representations show the collected data.
Grade: 5
STRAND / STANDARD / COURSE
TN.1. Mathematical Processes
CONCEPTUAL STRAND / GUIDING
GLE 0506.1. Grade Level Expectations:
QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
GLE 0506.1.6.
Read and interpret the language of mathematics and use written/oral communication to express mathematical ideas precisely.
GUIDING QUESTION / LEARNING EXPECTATION
GLE 0506.1.7.
Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.
STRAND / STANDARD / COURSE
TN.1. Mathematical Processes
CONCEPTUAL STRAND / GUIDING QUESTION
0506.1. Checks for Understanding (Formative/Summative Assessment):
GUIDING QUESTION / LEARNING EXPECTATION
0506.1.6. Communicate answers in correct verbal and numerical form; including use of mixed numbers or fractions and use of units.
STRAND / STANDARD / COURSE
TN.5. Data, Probability and Statistics
CONCEPTUAL STRAND / GUIDING QUESTION
GLE 0506.5. Grade Level Expectations:
GUIDING QUESTION / LEARNING EXPECTATION
GLE 0506.5.1.
Make, record, display and interpret data and graphs that include whole numbers, decimals, and fractions.
STRAND / STANDARD / COURSE
TN.5. Data, Probability and Statistics
CONCEPTUAL STRAND / GUIDING QUESTION
0506.5. Checks for Understanding (Formative/Summative Assessment):
GUIDING QUESTION / LEARNING EXPECTATION
0506.5.3. Design investigations to address a question and consider how data collection methods affect the nature of the data set.
Social Studies
Grade: 4
STRAND / STANDARD / COURSE
TN.4.6.
Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.
CONCEPTUAL STRAND / GUIDING QUESTION
4.6.01. Recognize the impact of individual and group decisions.
GUIDING QUESTION / LEARNING EXPECTATION
4.6.01.b. Work independently and cooperatively to accomplish goals.
Grade: 5
STRAND / STANDARD / COURSE
TN.5.2.
Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy making versus decision making.
CONCEPTUAL STRAND / GUIDING QUESTION
5.2.spi. Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
5.2.spi.1. Differentiate between needs and wants on a personal and national level.
Junior: Legacy Badges Summary: As a Junior, girls can earn seven Legacy badges: Drawing, Practice with Purpose, Inside Government, Simple Meals, Junior First Aid, Junior Girl Scout Way, and Flowers.
Tennessee Curriculum Standards
Language Arts
Grade: 4
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.1. Language
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.1.13. Recognize and use grade appropriate vocabulary within context.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.2. Communication
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.2.2. Listening: Use established rules for attentive listening (e.g., do not interrupt, ask questions, provide appropriate feedback).
LEARNING EXPECTATION
0401.2.7. Speaking: Participate in creative responses to text (e.g., choral reading, discussion, dramatization, oral presentations).
LEARNING EXPECTATION
0401.2.9. Speaking: Create and deliver an oral presentation on an assigned topic (e.g., book reports, demonstrations, science/social studies projects).
LEARNING EXPECTATION
0401.2.13. Speaking: Continue to develop group discussion skills and to work in teams.
STRAND / TN.0401. English Language Arts (0401)
STANDARD / COURSE
CONCEPTUAL STRAND / GUIDING QUESTION
0401.2. Communication
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.2.2.
Given a list of interactive behaviors (i.e., taking turns, behaving courteously, not interrupting, listening, remaining on task), identify those that are appropriate (or inappropriate) for group activities.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0401.3.2.
Write in a variety of modes and genres (e.g., narration, description, personal expression, imaginative writing, response to literature, response to subject matter content).
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.3.20. Use technology to publish and present.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL 0401.3. Writing
STRAND / GUIDING QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.3.1. Identify the purpose for writing (i.e., to entertain, to inform, to share experiences).
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.4. Research
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.4.2. Use current technology as a research and communication tool for personal interest, research, and clarification.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0401.5.2. Use logic to make inferences and draw conclusions in a variety of oral and written contexts.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.5.2. Make inferences and draw conclusions while reading, viewing, or listening to print and non-‐print media.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.6. Informational Text
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.6.1.
Use a variety of pre-‐reading strategies (e.g., organize prior knowledge using a graphic organizer, explore significant words to be encountered, relate text to prior personal and historical experiences and current events).
LEARNING EXPECTATION
0401.6.2. Derive meaning while reading (e.g., express reactions and personal opinions to a selection, make inferences, draw conclusions based on evidence gained).
LEARNING EXPECTATION
0401.6.8. Understand a variety of informational texts, including primary sources (e.g., autobiographical sketches, letters, diaries, Internet sites).
LEARNING EXPECTATION
0401.6.10. Arrange and follow multi-‐tasked instructions in informational and technical texts (e.g., follow directions for a scavenger hunt, complete assembly instructions).
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.6. Informational Text
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.6.6. Use available text features (e.g., graphics and illustrations) to make meaning from text.
LEARNING EXPECTATION
SPI 0401.6.7. Arrange instructions in sequential order.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL 0401.7. Media
STRAND / GUIDING QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.7.1.
Use media (e.g., photographs, PowerPoint, dioramas, videos, the arts, online catalogs, nonfiction books, encyclopedias, Internet) to view, read, and represent information and to conduct research.
LEARNING EXPECTATION
0401.7.2. Use print and non-‐print materials along with prior knowledge to provide background for writing and /or presenting.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0401.8.1. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.8.1.
Use a variety of pre-‐reading strategies (e.g., organize prior knowledge using a graphic organizer, explore significant words to be encountered, relate text to prior personal and historical experiences and current events).
LEARNING EXPECTATION
0401.8.2. Derive meaning while reading (e.g., express reactions and personal opinions to a selection, make inferences, draw conclusions based on evidence gained).
LEARNING 0401.8.3. Check for understanding after reading (e.g., identify the
EXPECTATION author's purpose; locate information to support opinions, predictions, and conclusions).
LEARNING EXPECTATION
0401.8.4. Build vocabulary by listening to literature, participating in discussions, and reading self-‐selected and assigned texts.
LEARNING EXPECTATION
0401.8.10. Identify and describe main and minor characters, considering the importance of their actions, motives, and appearances.
LEARNING EXPECTATION
0401.8.14. Explore the concept of theme.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.8.2. Identify characters, setting, and plot in a passage.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Learning Expectations:
GUIDING QUESTION / LEARNING EXPECTATION
1.06. Expand reading vocabulary.
GUIDING QUESTION / LEARNING EXPECTATION
1.07. Reading strategies to facilitate comprehension.
GUIDING QUESTION / LEARNING EXPECTATION
1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
GUIDING QUESTION / LEARNING EXPECTATION
1.10. Develop skills to facilitate reading to learn in a variety of content areas.
GUIDING QUESTION / LEARNING EXPECTATION
1.11. Read independently for a variety of purposes.
GUIDING QUESTION / LEARNING EXPECTATION
1.13. Develop and sustain a motivation for reading.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.01. Continue to develop oral language and listening skills.
LEARNING EXPECTATION
4.1.01.a. Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.
LEARNING EXPECTATION
4.1.01.b. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback).
LEARNING EXPECTATION
4.1.01.e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
LEARNING EXPECTATION
4.1.01.i. Use different voice levels and speech patterns for small groups, informal discussions, and reports.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.05. Read to develop fluency, expression, accuracy, and confidence.
LEARNING EXPECTATION
4.1.05.f. Read independently daily.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.06. Expand reading vocabulary.
LEARNING EXPECTATION
4.1.06.a. Build vocabulary by listening to literature, participating in discussions, and reading self-‐selected and assigned texts.
LEARNING EXPECTATION
4.1.06.i. Build vocabulary by reading from a wide variety of text and literary genres.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.07. Employ pre-‐reading strategies to facilitate comprehension.
LEARNING EXPECTATION
4.1.07.a. Set a purpose for reading (e.g., to understand, to enjoy, to solve problems, to locate specific information/facts).
LEARNING EXPECTATION
4.1.07.b. Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing).
LEARNING EXPECTATION
4.1.07.c. Explore significant words to be encountered in selected/assigned text.
LEARNING EXPECTATION
4.1.07.f. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-‐print media.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.08. Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.
LEARNING EXPECTATION
4.1.08.a. Derive meaning while reading by
INDICATOR 4.1.08.a.2. Predicting outcomes based upon prior knowledge and adjusting appropriately.
INDICATOR 4.1.08.a.5. Expressing reactions and personal opinions to a selection.
INDICATOR 4.1.08.a.6. Making inferences.
INDICATOR 4.1.08.a.7. Verifying or modifying the pre-‐reading purpose.
INDICATOR 4.1.08.a.8. Drawing conclusions based on evidence gained.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.08. Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.
LEARNING EXPECTATION
4.1.08.b. Check for understanding after reading by
INDICATOR 4.1.08.b.6. Stating reasonable generalizations in reference to two pieces of text on a similar topic.
INDICATOR 4.1.08.b.7. Locating information to support opinions, predictions, and conclusions.
INDICATOR 4.1.08.b.11. Recognizing the theme of a single passage.
INDICATOR 4.1.08.b.12. Reflecting upon comprehension strategies utilized to make meaning from text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.09. Develop appropriate information skills and study skills to facilitate learning.
LEARNING EXPECTATION
4.1.09.b. Use media (e.g., photographs, films, videos, the arts, on-‐line catalogs, nonfiction books, encyclopedias, CD-‐ROM references, internet) to view, read, and represent
information.
LEARNING EXPECTATION
4.1.09.c. Use current technology as a research and communication tool for personal interest, research, and clarification.
LEARNING EXPECTATION
4.1.09.d. Understand a variety of informational texts, which include primary sources (e.g., autobiographical sketches, letters, and diaries; and internet sites).
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.10. Develop skills to facilitate reading to learn in a variety of content areas.
LEARNING EXPECTATION
4.1.10.a. Develop and maintain vocabulary specific to content and to current events.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.11. Read independently for a variety of purposes.
LEARNING EXPECTATION
4.1.11.a. Read for literary experience.
LEARNING EXPECTATION
4.1.11.b. Read to gain information.
LEARNING EXPECTATION
4.1.11.c. Read to perform a task.
LEARNING EXPECTATION
4.1.11.d. Read for enjoyment.
LEARNING EXPECTATION
4.1.11.e. Read to expand vocabulary.
STRAND / STANDARD / COURSE
TN.1.0. Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of
print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.12. Experience various literary and media genres.
LEARNING EXPECTATION
4.1.12.d. Identify and describe the main and minor characters, considering the importance of their actions, motives, and appearances.
LEARNING EXPECTATION
4.1.12.e. Make inferences about print and non-‐print text.
LEARNING EXPECTATION
4.1.12.f. Compare and contrast events and characters using evidence cited from print and non-‐print text(s).
LEARNING EXPECTATION
4.1.12.j. Explore the concept of theme.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.13. Develop and sustain a motivation for reading.
LEARNING EXPECTATION
4.1.13.a. Visit libraries/media centers and book fairs to explore books.
LEARNING EXPECTATION
4.1.13.b. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others).
LEARNING EXPECTATION
4.1.13.c. Read daily from self-‐selected materials.
LEARNING EXPECTATION
4.1.13.d. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions).
LEARNING EXPECTATION
4.1.13.g. Choose to read as a leisure activity.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 1, the student is able to
LEARNING EXPECTATION
4.1.spi.5. Identify characters, setting, and plot in a passage.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 2, the student is able to
LEARNING EXPECTATION
4.1.spi.11. Recognize and use grade appropriate vocabulary within text.
LEARNING EXPECTATION
4.1.spi.15. Use available text features (e.g., graphics, glossaries, and illustrations) to make meaning from text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 3, the student is able to
LEARNING EXPECTATION
4.1.spi.22. Determine appropriate inferences and draw conclusions from text.
LEARNING EXPECTATION
4.1.spi.24. Locate information to support opinions, predictions, and conclusions.
Grade: 5
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.1. Language
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.1.15. Recognize and use grade appropriate vocabulary within context.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.2. Communication
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.2.4. Participate in teams for work and discussion.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.2. Communication
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.2.2. Listening: Use established rules for polite conversation (e.g., do not interrupt, face the speaker, listen attentively, provide appropriate feedback, take turns).
LEARNING EXPECTATION
0501.2.7. Speaking: Participate in creative and expressive responses to text (e.g., choral reading, discussion, dramatization, oral presentations, and personal experiences).
STRAND / TN.0501. English Language Arts (0501)
STANDARD / COURSE
CONCEPTUAL STRAND / GUIDING QUESTION
0501.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.3.2. Write in various modes and genres, including narration, literary response, personal expression, description, and imaginative.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.3.1. Determine an audience and purpose for writing.
LEARNING EXPECTATION
0501.3.6. Respond in writing to literature studied (e.g., critique, journal, group project).
LEARNING EXPECTATION
0501.3.8. Compose and respond in writing to original questions and/or problems from all content areas.
LEARNING EXPECTATION
0501.3.22. Use technology to publish and present.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.3.2. Identify the purpose for writing (i.e., to entertain, to inform, to share experiences, to persuade, to report).
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.4. Research
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.4.3. Use current technology as a research and communication tool for personal interest, research, and clarification.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.5.2. Use logic to make inferences and to draw conclusions in a variety of oral and written contexts.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501 5.2. Make inferences and draw appropriate conclusions while reading, viewing, or listening to print and non-‐print media.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.5.6. Make inferences and draw appropriate conclusions from text.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.6. Informational Text
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.6.1.
Apply appropriate skills and strategies to comprehend informational texts (e.g., pre-‐reading strategies, comprehension strategies, graphic organizers, questioning text).
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.6. Informational Text
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.6.1.
Use a variety of pre-‐reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate specific information/facts}, utilize reference sources to build background for reading, preview text features).
LEARNING EXPECTATION
0501.6.8. Understand a variety of informational texts, including primary sources (e.g., autobiographical sketches, letters, diaries, Internet sites).
LEARNING EXPECTATION
0501.6.9. Follow multi-‐tasked instructions in informational and technical texts (e.g., programming technological equipment, complete/repair a model plane/car).
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL 0501.6. Informational Text
STRAND / GUIDING QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.6.6. Arrange a set of instructions in sequential order.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.7. Media
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.7.1.
Use media (e.g., photographs, PowerPoint, dioramas, videos, the arts, online catalogs, nonfiction books, encyclopedias, Internet) to view, read, and represent information.
LEARNING EXPECTATION
0501.7.2. Use print and non-‐print materials along with prior knowledge to provide background for writing and/or presenting.
LEARNING EXPECTATION
0501.7.3. Use media to conduct research and prepare reports.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.8.1. Use previously learned comprehension strategies before, during, and after reading.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.8.1.
Use a variety of pre-‐reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate specific information/facts}, utilize reference sources to build background for reading, preview text features).
LEARNING EXPECTATION
0501.8.4. Build vocabulary by reading from a wide variety of texts and literary genres.
LEARNING EXPECTATION
0501.8.6. Understand the meaning of plot, character, setting, conflict, point of view, and theme in narration.
LEARNING EXPECTATION
0501.8.9. Distinguish between a stated and an implied theme.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.8.1. Identify setting, characters, plot, and theme.
LEARNING EXPECTATION
SPI 0501.8.6. Determine whether the theme is stated or implied within a passage.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Learning Expectations:
GUIDING QUESTION / LEARNING EXPECTATION
1.06. Expand reading vocabulary.
GUIDING QUESTION / LEARNING EXPECTATION
1.07. Reading strategies to facilitate comprehension.
GUIDING QUESTION / LEARNING EXPECTATION
1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
GUIDING QUESTION / LEARNING EXPECTATION
1.10. Develop skills to facilitate reading to learn in a variety of content areas.
GUIDING QUESTION / LEARNING EXPECTATION
1.11. Read independently for a variety of purposes.
GUIDING QUESTION / LEARNING EXPECTATION
1.13. Develop and sustain a motivation for reading.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.01. Continue to develop oral language and listening skills.
LEARNING EXPECTATION
5.1.01.a. Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.
LEARNING EXPECTATION
5.1.01.b. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback).
LEARNING EXPECTATION
5.1.01.e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
LEARNING EXPECTATION
5.1.01.i. Use different voice levels and speech patterns for small groups, informal discussions, and reports.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND /
Accomplishments:
GUIDING QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
5.1.04. Use decoding strategies to read unfamiliar words.
LEARNING EXPECTATION
5.1.04.e. Decode unknown grade level words utilizing learned strategies and verify word meanings within the context.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.05. Read to develop fluency, expression, accuracy, and confidence.
LEARNING EXPECTATION
5.1.05.f. Read independently daily.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.06. Expand reading vocabulary.
LEARNING EXPECTATION
5.1.06.a. Build vocabulary by listening to literature, participating in discussions, and reading self-‐selected texts.
LEARNING EXPECTATION
5.1.06.i. Explore the impact of vocabulary in evaluating ideas, information, and experiences.
LEARNING EXPECTATION
5.1.06.k. Build vocabulary by reading from a wide variety of text and literary genres.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL
Accomplishments:
STRAND / GUIDING QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
5.1.07. Employ pre-‐reading strategies to facilitate comprehension.
LEARNING EXPECTATION
5.1.07.a. 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).
LEARNING EXPECTATION
5.1.07.b. Utilize reference sources to build background for reading.
LEARNING EXPECTATION
5.1.07.c. Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing, outlining).
LEARNING EXPECTATION
5.1.07.d. Explore significant words to be encountered in selected/assigned text.
LEARNING EXPECTATION
5.1.07.e. Preview text using text features (e.g., illustrations/pictures, captions, graphs, diagrams, and headings).
LEARNING EXPECTATION
5.1.07.g. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-‐print media.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
LEARNING EXPECTATION
5.1.08.a. Derive meaning while reading by
INDICATOR 5.1.08.a.2. Predicting outcomes based upon prior knowledge and adjusting appropriately.
INDICATOR 5.1.08.a.5. Expressing reactions and personal opinions to a selection or relating the selection to a personal experience.
INDICATOR 5.1.08.a.6. Making inferences and recognizing unstated assumptions.
INDICATOR 5.1.08.a.7. Verifying or modifying the pre-‐reading purpose.
INDICATOR 5.1.08.a.8. Drawing conclusions based on evidence gained.
STRAND / STANDARD /
TN.1.0. Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension,
COURSE interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
LEARNING EXPECTATION
5.1.08.b. Check for understanding after reading by
INDICATOR 5.1.08.b.6. Stating reasonable generalizations in reference to two or more pieces of text on a similar topic.
INDICATOR 5.1.08.b.11. Recognizing a common theme between two passages.
INDICATOR 5.1.08.b.12. Reflecting upon comprehension strategies utilized to make meaning from text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.09. Develop appropriate informational skills and study skills to facilitate learning.
LEARNING EXPECTATION
5.1.09.b.
Use media (e.g., photographs, videos, films, the arts, on-‐line catalogs, nonfiction books, encyclopedias, CD-‐ROM references, internet) to view, read, and represent information.
LEARNING EXPECTATION
5.1.09.c. Use current technology as a research and communication tool for personal interest, research, and clarification.
LEARNING EXPECTATION
5.1.09.d. Understand a variety of informational texts which include primary sources (e.g., autobiographical sketches, letters, and diaries, directions, and internet sites).
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING
Accomplishments:
QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
5.1.10. Develop skills to facilitate reading to learn in a variety of content areas.
LEARNING EXPECTATION
5.1.10.a. Develop and maintain vocabulary specific to content and to current events.
LEARNING EXPECTATION
5.1.10.c. Apply comprehension skills and strategies to informational text (e.g., prereading and active comprehension).
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.11. Read independently for a variety of purposes.
LEARNING EXPECTATION
5.1.11.a. Read for literary experience.
LEARNING EXPECTATION
5.1.11.b. Read to gain information.
LEARNING EXPECTATION
5.1.11.c. Read to perform a task.
LEARNING EXPECTATION
5.1.11.d. Read for enjoyment.
LEARNING EXPECTATION
5.1.11.e. Read to expand vocabulary.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.12. Experience various literary and media genres.
LEARNING EXPECTATION
5.1.12.d. Interpret a character's feelings and identify his motives.
LEARNING EXPECTATION
5.1.12.e. Trace changes in the main character and describe how this affects the plot.
LEARNING EXPECTATION
5.1.12.f. Make inferences about print and non-‐print text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.13. Develop and sustain a motivation for reading.
LEARNING EXPECTATION
5.1.13.a. Visit libraries/media centers and book fairs to explore books.
LEARNING EXPECTATION
5.1.13.b. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others).
LEARNING EXPECTATION
5.1.13.c. Read daily from self-‐selected materials.
LEARNING EXPECTATION
5.1.13.d. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions).
LEARNING EXPECTATION
5.1.13.g. Choose to read as a leisure activity.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 1, the student is able to
LEARNING EXPECTATION
5.1.spi.5. Identify setting, characters, and plot in a passage.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 2, the student is able to
LEARNING EXPECTATION
5.1.spi.6. Recognize and use grade appropriate vocabulary within context.
LEARNING EXPECTATION
5.1.spi.9. Determine word meanings within context.
LEARNING EXPECTATION
5.1.spi.14. Determine inferences from selected passages.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 3, the student is able to
LEARNING EXPECTATION
5.1.spi.22. Determine whether the theme is stated or implied within a passage.
LEARNING EXPECTATION
5.1.spi.25. Identify information to support opinions, predictions, and conclusions.
Science
Grade: 4
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
GLE.0407.Inq. Grade Level Expectations
INDICATOR GLE.0407.Inq.1. Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data.
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
0407.Inq. Checks for Understanding
INDICATOR 0407.Inq.1. Identify specific investigations that could be used to answer a particular question and identify reasons for this choice.
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
SPI.0407.Inq. State Performance Indicators
INDICATOR SPI.0407.Inq.1. Select an investigation that could be used to answer a specific question.
STRAND / STANDARD / COURSE
TN.T/E. Technology and Engineering
CONCEPTUAL STRAND / GUIDING QUESTION
CS.T/E. Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
GUIDING QUESTION /
GQ.T/E. How do science concepts, engineering skills, and applications of technology improve the quality of life?
LEARNING EXPECTATION
LEARNING EXPECTATION
0407.T/E. Checks for Understanding
INDICATOR 0407.T/E.3. Determine criteria to evaluate the effectiveness of a solution to a specified problem.
STRAND / STANDARD / COURSE
TN.3. Life Science: Flow of Matter and Energy
CONCEPTUAL STRAND / GUIDING QUESTION
CS.3. Matter and energy flow through the biosphere.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.3. What scientific information explains how matter and energy flow through the biosphere?
LEARNING EXPECTATION
GLE.0407.3. Grade Level Expectations
INDICATOR GLE.0407.3.1. Demonstrate that plants require light energy to grow and survive.
STRAND / STANDARD / COURSE
TN.4. Life Science: Heredity
CONCEPTUAL STRAND / GUIDING QUESTION
CS.4. Plants and animals reproduce and transmit hereditary information between generations.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.4. What are the principal mechanisms by which living things reproduce and transmit information between parents and offspring?
LEARNING EXPECTATION
0407.4. Checks for Understanding
INDICATOR 0407.4.1. Design a simple demonstration that illustrates the relationship between reproduction and survival of a species.
Grade: 5
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
GLE.0507.Inq. Grade Level Expectations
INDICATOR GLE.0507.Inq.1. Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data.
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
0507.Inq. Checks for Understanding
INDICATOR 0507.Inq.1. Identify specific investigations that could be used to answer a particular question and identify reasons for this choice.
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
SPI.0507.Inq. State Performance Indicators
INDICATOR SPI.0507.Inq.1. Select an investigation that could be used to answer a specific question.
STRAND / STANDARD / COURSE
TN.T/E. Technology and Engineering
CONCEPTUAL STRAND /
CS.T/E. Society benefits when engineers apply scientific discoveries to design materials and processes that develop into
GUIDING QUESTION
enabling technologies.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.T/E. How do science concepts, engineering skills, and applications of technology improve the quality of life?
LEARNING EXPECTATION
0507.T/E. Checks for Understanding
INDICATOR 0507.T/E.3. Determine criteria to evaluate the effectiveness of a solution to a specified problem.
STRAND / STANDARD / COURSE
TN.4. Life Science: Heredity
CONCEPTUAL STRAND / GUIDING QUESTION
CS.4. Plants and animals reproduce and transmit hereditary information between generations.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.4. What are the principal mechanisms by which living things reproduce and transmit information between parents and offspring?
LEARNING EXPECTATION
GLE.0507.4. Grade Level Expectations
INDICATOR GLE.0507.4.1. Describe how genetic information is passed from parents to offspring during reproduction.
Social Studies
Grade: 4
STRAND / STANDARD / COURSE
TN.4.1.
Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.
CONCEPTUAL STRAND / GUIDING QUESTION
4.1.03. Recognize the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to the development of civilizations.
GUIDING QUESTION / LEARNING EXPECTATION
4.1.03.a. Show different cultural regions on a map identifying such things as religion, language, and ethnicity.
STRAND / STANDARD / COURSE
TN.4.1.
Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the
variety of human cultures.
CONCEPTUAL STRAND / GUIDING QUESTION
4.1.spi. Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.spi.3. Determine how various groups resolve conflict (i.e., school, tribal councils, courts).
STRAND / STANDARD / COURSE
TN.4.4.
Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.
CONCEPTUAL STRAND / GUIDING QUESTION
4.4.02. Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice.
GUIDING QUESTION / LEARNING EXPECTATION
4.4.02.d. Explain the system of checks and balances.
GUIDING QUESTION / LEARNING EXPECTATION
4.4.02.e. Identify and explain the basic functions of the three branches of state government.
STRAND / STANDARD / COURSE
TN.4.4.
Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.
CONCEPTUAL STRAND / GUIDING QUESTION
4.4.03. Understand the rights, responsibilities, and privileges of citizens living in a democratic republic.
GUIDING QUESTION / LEARNING EXPECTATION
4.4.03.b. Identify examples of rights and responsibilities of citizens.
GUIDING QUESTION / LEARNING EXPECTATION
4.4.03.c. Explain action citizens take to influence public policy decisions.
STRAND / STANDARD / COURSE
TN.4.4.
Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens
within their community, nation, and world.
CONCEPTUAL STRAND / GUIDING QUESTION
4.4.04. Recognize the qualities of a contributing citizen in our participatory democracy.
GUIDING QUESTION / LEARNING EXPECTATION
4.4.04.a. Identify and practice selected forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic.
GUIDING QUESTION / LEARNING EXPECTATION
4.4.04.b. Explain the role of the individual in state and local elections.
STRAND / STANDARD / COURSE
TN.4.4.
Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.
CONCEPTUAL STRAND / GUIDING QUESTION
4.4.spi. Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
4.4.spi.1. Identify the 3 branches of federal and state governments.
GUIDING QUESTION / LEARNING EXPECTATION
4.4.spi.4. Using a chart showing checks and balances, explain how one branch of government can limit the power of others.
STRAND / STANDARD / COURSE
TN.4.6.
Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.
CONCEPTUAL STRAND / GUIDING QUESTION
4.6.01. Recognize the impact of individual and group decisions.
GUIDING QUESTION / LEARNING EXPECTATION
4.6.01.b. Work independently and cooperatively to accomplish goals.
STRAND / STANDARD / COURSE
TN.4.6. Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this
development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.
CONCEPTUAL STRAND / GUIDING QUESTION
4.6.02. Understand how groups can impact change at the local, state, and national level.
GUIDING QUESTION / LEARNING EXPECTATION
4.6.02.a. Explain how group and institutional influences such as religious beliefs, laws, and peer pressure, on people, events, and elements of culture.
STRAND / STANDARD / COURSE
TN.4.6.
Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.
CONCEPTUAL STRAND / GUIDING QUESTION
4.6.spi. Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
4.6.spi.1.
Recognize how groups work cooperatively to accomplish goals and encourage change (i.e., American. Revolution, founding of Tennessee, the failure of the Articles of Confederation, colonies).
GUIDING QUESTION / LEARNING EXPECTATION
4.6.spi.3. Read and interpret a passage about a political or economic issue which individuals may respond to with contrasting views (i.e., state taxes, federal taxes, slavery, Bill of Rights).
Grade: 5
STRAND / STANDARD / COURSE
TN.5.1.
Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.
CONCEPTUAL STRAND / GUIDING QUESTION
5.1.03. Recognize the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to the development of civilizations.
GUIDING QUESTION / LEARNING EXPECTATION
5.1.03.c. Summarize the contributions of people of selected racial, ethnic, and religious groups to our national liberty.
STRAND / STANDARD / COURSE
TN.5.4.
Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens
within their community, nation, and world.
CONCEPTUAL STRAND / GUIDING QUESTION
5.4.02. Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice.
GUIDING QUESTION / LEARNING EXPECTATION
5.4.02.b. Identify the reasons for and describe the systems of checks and balances outlined in the United States Constitution.
STRAND / STANDARD / COURSE
TN.5.4.
Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.
CONCEPTUAL STRAND / GUIDING QUESTION
5.4.03. Understand the rights, responsibilities, and privileges of citizens living in a democratic republic.
GUIDING QUESTION / LEARNING EXPECTATION
5.4.03.a. Identify examples of rights and responsibilities of citizens.
GUIDING QUESTION / LEARNING EXPECTATION
5.4.03.b. Examine the influence of public opinion on personal decision-‐making and government policy on public issues.
GUIDING QUESTION / LEARNING EXPECTATION
5.4.03.d. Explain how to contact elected and appointed leaders in state and local governments.
STRAND / STANDARD / COURSE
TN.5.4.
Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.
CONCEPTUAL STRAND / GUIDING QUESTION
5.4.04. Recognize how Americans incorporate the principles of the Constitution into their lives.
GUIDING QUESTION / LEARNING EXPECTATION
5.4.04.b. Use knowledge of facts and concepts drawn from history, along with elements of historical inquiry to inform decision making about and action taking on public issues.
STRAND / STANDARD / COURSE
TN.5.4.
Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens
within their community, nation, and world.
CONCEPTUAL STRAND / GUIDING QUESTION
5.4.05. Understand the relationship between local, state, and national government.
GUIDING QUESTION / LEARNING EXPECTATION
5.4.05.b. Distinguish between national and state governments and compare their responsibilities in the United States federal system.
GUIDING QUESTION / LEARNING EXPECTATION
5.4.05.c. Explain how individuals can participate in civic affairs and political parties at the national level.
STRAND / STANDARD / COURSE
TN.5.4.
Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.
CONCEPTUAL STRAND / GUIDING QUESTION
5.4.spi. Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
5.4.spi.1. Distinguish between the local, state, and federal levels of the legislative, executive, and judicial branches of the American government.
GUIDING QUESTION / LEARNING EXPECTATION
5.4.spi.3. Recognize the rights established by the 13th, 14th, 15th and 19h amendments.
STRAND / STANDARD / COURSE
TN.5.6.
Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.
CONCEPTUAL STRAND / GUIDING QUESTION
5.6.01. Recognize the impact of individual and group decisions on citizens and communities in a democratic republic.
GUIDING QUESTION / LEARNING EXPECTATION
5.6.01.b. Identify the accomplishments of notables who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics.
STRAND / STANDARD / COURSE
TN.5.6. Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this
development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.
CONCEPTUAL STRAND / GUIDING QUESTION
5.6.02. Understand how groups can create change at the local, state, and national level.
GUIDING QUESTION / LEARNING EXPECTATION
5.6.02.c. Analyze the role of individuals and groups in elections.
STRAND / STANDARD / COURSE
TN.5.6.
Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.
CONCEPTUAL STRAND / GUIDING QUESTION
5.6.spi. Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
5.6.spi.3. Recognize situations requiring conflict resolution.
Arts Education
Grade: 4
STRAND / STANDARD / COURSE
TN.M. Music
CONCEPTUAL STRAND / GUIDING QUESTION
1.0. Singing: Students will sing, alone and with others, a varied repertoire of music.
GUIDING QUESTION / LEARNING EXPECTATION
1.1. The student will demonstrate the ability to sing alone and in unison.
GUIDING QUESTION / LEARNING EXPECTATION
1.2. The student will sing expressively using proper vocal technique.
GUIDING QUESTION / LEARNING
1.3. The student will sing simple harmonies.
EXPECTATION
STRAND / STANDARD / COURSE
TN.M. Music
CONCEPTUAL STRAND / GUIDING QUESTION
9.0. Historical and Cultural Relationships: Students will understand music in relation to history and culture.
GUIDING QUESTION / LEARNING EXPECTATION
9.2. The student will discuss the correlation of events, composers and music from various historical periods.
STRAND / STANDARD / COURSE
TN.V. Visual Arts
CONCEPTUAL STRAND / GUIDING QUESTION
1.0. Media, Techniques, and Processes: Students will understand and apply media, techniques, and processes.
GUIDING QUESTION / LEARNING EXPECTATION
1.1. The student will use a variety of tools and materials to create a work of art.
GUIDING QUESTION / LEARNING EXPECTATION
1.2. The student will use a variety of techniques and processes to produce original works of art that reflect ideas, concepts, symbols and themes.
STRAND / STANDARD / COURSE
TN.V. Visual Arts
CONCEPTUAL STRAND / GUIDING QUESTION
2.0. Structures and Functions: Students will use knowledge of structures and functions.
GUIDING QUESTION / LEARNING EXPECTATION
2.4. The student will create art works to meet various functions.
STRAND / STANDARD / COURSE
TN.V. Visual Arts
CONCEPTUAL STRAND / GUIDING QUESTION
3.0. Evaluation: Students will choose and evaluate a range of subject matter, symbols, and ideas.
GUIDING 3.2. The student will utilize subject matter, symbols, and ideas
QUESTION / LEARNING EXPECTATION
in their own artworks.
STRAND / STANDARD / COURSE
TN.V. Visual Arts
CONCEPTUAL STRAND / GUIDING QUESTION
5.0. Reflection and Assessment: Students will reflect upon and assess the characteristics and merits of their work and the work of others.
GUIDING QUESTION / LEARNING EXPECTATION
5.2. The student will discuss the characteristics and merits of their work and the work of others.
Grade: 5
STRAND / STANDARD / COURSE
TN.M. Music
CONCEPTUAL STRAND / GUIDING QUESTION
1.0. Singing: Students will sing, alone and with others, a varied repertoire of music.
GUIDING QUESTION / LEARNING EXPECTATION
1.1. The student will demonstrate the ability to sing alone and in unison.
GUIDING QUESTION / LEARNING EXPECTATION
1.2. The student will demonstrate the ability to sing expressively using proper vocal technique.
GUIDING QUESTION / LEARNING EXPECTATION
1.3. The student will demonstrate the ability to sing in parts.
STRAND / STANDARD / COURSE
TN.V. Visual Arts
CONCEPTUAL STRAND / GUIDING QUESTION
1.0. Media, Techniques, and Processes: Students will understand and apply media, techniques, and processes.
GUIDING QUESTION / LEARNING EXPECTATION
1.2. The student will develop skills in a variety of techniques and processes to produce original works of art that reflect ideas, concepts, symbols and themes.
STRAND / TN.V. Visual Arts
STANDARD / COURSE
CONCEPTUAL STRAND / GUIDING QUESTION
2.0. Structures and Functions: Students will use knowledge of structures and functions.
GUIDING QUESTION / LEARNING EXPECTATION
2.3. The student will create artworks to meet various functions.
STRAND / STANDARD / COURSE
TN.V. Visual Arts
CONCEPTUAL STRAND / GUIDING QUESTION
3.0. Evaluation: Students will choose and evaluate a range of subject matter, symbols, and ideas.
GUIDING QUESTION / LEARNING EXPECTATION
3.2. The student will experiment with subject matter, symbols, and ideas to create meaning in their own artworks.
Health and PE
Grade: 4
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.4: Personal Health and Wellness: The student will understand the relationship of physical activity and rest to healthy living.
GUIDING QUESTION / LEARNING EXPECTATION
4.1. The student will explain the importance of participation in the recommended one hour of daily physical activity;
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.5: Nutrition: The student will understand the relationship of nutrition to healthy living.
GUIDING QUESTION / LEARNING
5.1. The student will use the ''My Pyramid'' as a guide for choosing a variety of foods necessary for good health;
EXPECTATION
GUIDING QUESTION / LEARNING EXPECTATION
5.2. The student will explain how personal health and body composition is influenced by balancing diet and physical exercise.
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.6: Family Life: The student will understand the contributions of family relationships to healthy living.
GUIDING QUESTION / LEARNING EXPECTATION
6.1. The student will identify all families as unique;
GUIDING QUESTION / LEARNING EXPECTATION
6.2. The student will demonstrate respect for the responsibilities of each person within the family;
GUIDING QUESTION / LEARNING EXPECTATION
6.3. The student will identify how to improve family relationships;
GUIDING QUESTION / LEARNING EXPECTATION
6.4. The student will describe how family structures change.
GUIDING QUESTION / LEARNING EXPECTATION
6.5. The student will discuss ways that changes in the family can affect emotions;
GUIDING QUESTION / LEARNING EXPECTATION
6.6. The student will understand cultural differences exist and influence family customs.
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.8: Emotional, Social, and Mental Health: The student will understand the importance of positive self-‐concept and interpersonal relationships for healthy living.
GUIDING QUESTION / LEARNING
8.3. The student will describe characteristics to be a responsible friend and family member;
EXPECTATION
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.9: Disease Prevention and Control: The student will understand attitudes and behaviors for preventing and controlling disease.
GUIDING QUESTION / LEARNING EXPECTATION
9.1. The student will identify common germs (pathogens);
GUIDING QUESTION / LEARNING EXPECTATION
9.2. The student will compare and contrast communicable and non-‐communicable diseases;
GUIDING QUESTION / LEARNING EXPECTATION
9.3. The student will describe ways diseases are spread and prevented;
GUIDING QUESTION / LEARNING EXPECTATION
9.4. The student will distinguish between safe and risky behaviors as related to disease prevention.
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.11: Injury Prevention and Safety: The student will understand appropriate care for injuries and sudden illnesses.
GUIDING QUESTION / LEARNING EXPECTATION
11.1. The student will describe appropriate actions for emergency and non-‐emergency situations;
GUIDING QUESTION / LEARNING EXPECTATION
11.2. The student will demonstrate first aid techniques.
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL STRAND / GUIDING QUESTION
PE.4: Fitness: A physically educated person achieves and maintains a health-‐enhancing level of physical fitness.
GUIDING QUESTION / LEARNING EXPECTATION
4.3. The student will identify activities associated with each component of health-‐related physical fitness
GUIDING QUESTION / LEARNING EXPECTATION
4.4. The student will evaluate and improve personal levels of health-‐related fitness
GUIDING QUESTION / LEARNING EXPECTATION
4.5. The student will recognize that time and effort are necessary for improving and maintaining fitness
GUIDING QUESTION / LEARNING EXPECTATION
4.6. The student will recognize the importance of nutrition relative to fitness
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL STRAND / GUIDING QUESTION
PE.6: Values Physical Activity: A physically educated person values physical activity for health, enjoyment, challenge, self-‐expression and/or social interaction.
GUIDING QUESTION / LEARNING EXPECTATION
6.1. The student will experience enjoyment while participating in physical activity
Grade: 5
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.4: Personal Health and Wellness: The student will understand the relationship of physical activity and rest to healthy living.
GUIDING QUESTION / LEARNING EXPECTATION
4.1. The student will explain the importance of participation in the recommended one hour of daily physical activity;
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.5: Nutrition: The student will understand the relationship of nutrition to healthy living.
GUIDING QUESTION / LEARNING EXPECTATION
5.1. The student will use the ''My Pyramid'' as a guide for choosing a variety of foods necessary for good health;
GUIDING QUESTION / LEARNING EXPECTATION
5.2. The student will explain how personal health and body composition is influenced by balancing diet and physical exercise.
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.6: Family Life: The student will understand the contributions of family relationships to healthy living.
GUIDING QUESTION / LEARNING EXPECTATION
6.1. The student will identify all families as unique;
GUIDING QUESTION / LEARNING EXPECTATION
6.2. The student will demonstrate respect for the responsibilities of each person within the family;
GUIDING QUESTION / LEARNING EXPECTATION
6.3. The student will identify how to improve family relationships;
GUIDING QUESTION / LEARNING EXPECTATION
6.4. The student will describe how family structures change.
GUIDING QUESTION / LEARNING EXPECTATION
6.5. The student will discuss ways that changes in the family can affect emotions;
GUIDING QUESTION / LEARNING EXPECTATION
6.6. The student will understand cultural differences exist and influence family customs.
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.8: Emotional, Social, and Mental Health: The student will understand the importance of positive self-‐concept and interpersonal relationships for healthy living.
GUIDING QUESTION / LEARNING EXPECTATION
8.3. The student will describe characteristics to be a responsible friend and family member;
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.9: Disease Prevention and Control: The student will understand attitudes and behaviors for preventing and controlling disease.
GUIDING QUESTION / LEARNING EXPECTATION
9.1. The student will identify common germs (pathogens);
GUIDING QUESTION / LEARNING EXPECTATION
9.2. The student will compare and contrast communicable and non-‐communicable diseases;
GUIDING QUESTION / LEARNING EXPECTATION
9.3. The student will describe ways diseases are spread and prevented;
GUIDING QUESTION / LEARNING EXPECTATION
9.4. The student will distinguish between safe and risky behaviors as related to disease prevention.
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.11: Injury Prevention and Safety: The student will understand appropriate care for injuries and sudden illnesses.
GUIDING QUESTION / LEARNING EXPECTATION
11.1. The student will describe appropriate actions for emergency and non-‐emergency situations;
GUIDING QUESTION / LEARNING EXPECTATION
11.2. The student will demonstrate first aid techniques.
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL PE.4: Fitness: A physically educated person achieves and
STRAND / GUIDING QUESTION
maintains a health-‐enhancing level of physical fitness.
GUIDING QUESTION / LEARNING EXPECTATION
4.3. The student will identify activities associated with each component of health-‐related physical fitness
GUIDING QUESTION / LEARNING EXPECTATION
4.4. The student will evaluate and improve personal levels of health-‐related fitness
GUIDING QUESTION / LEARNING EXPECTATION
4.5. The student will recognize that time and effort are necessary for improving and maintaining fitness
GUIDING QUESTION / LEARNING EXPECTATION
4.6. The student will recognize the importance of nutrition relative to fitness
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL STRAND / GUIDING QUESTION
PE.6: Values Physical Activity: A physically educated person values physical activity for health, enjoyment, challenge, self-‐expression and/or social interaction.
GUIDING QUESTION / LEARNING EXPECTATION
6.1. The student will experience enjoyment while participating in physical activity
Junior: Its Your Planet Journey -‐ Skill Building Badges Summary: Juniors can earn five badges connected to GET MOVING! National Leadership Journey. The badges are: Jeweler, Gardener, Detective, Camper, and Independence.
Tennessee Curriculum Standards
Language Arts
Grade: 4
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.1. Language
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.1.13. Recognize and use grade appropriate vocabulary within context.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.2. Communication
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.2.2. Listening: Use established rules for attentive listening (e.g., do not interrupt, ask questions, provide appropriate feedback).
LEARNING EXPECTATION
0401.2.7. Speaking: Participate in creative responses to text (e.g., choral reading, discussion, dramatization, oral presentations).
LEARNING EXPECTATION
0401.2.13. Speaking: Continue to develop group discussion skills and to work in teams.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.2. Communication
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.2.2.
Given a list of interactive behaviors (i.e., taking turns, behaving courteously, not interrupting, listening, remaining on task), identify those that are appropriate (or inappropriate) for group activities.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING
0401.3. Writing
QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0401.3.2.
Write in a variety of modes and genres (e.g., narration, description, personal expression, imaginative writing, response to literature, response to subject matter content).
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.3.1. Identify the purpose for writing (i.e., to entertain, to inform, to share experiences).
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0401.5.2. Use logic to make inferences and draw conclusions in a variety of oral and written contexts.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.5.2. Make inferences and draw conclusions while reading, viewing, or listening to print and non-‐print media.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.6. Informational Text
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.6.1.
Use a variety of pre-‐reading strategies (e.g., organize prior knowledge using a graphic organizer, explore significant words to be encountered, relate text to prior personal and historical experiences and current events).
LEARNING EXPECTATION
0401.6.2. Derive meaning while reading (e.g., express reactions and personal opinions to a selection, make inferences, draw conclusions based on evidence gained).
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.6. Informational Text
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.6.6. Use available text features (e.g., graphics and illustrations) to make meaning from text.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.7. Media
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.7.2. Use print and non-‐print materials along with prior knowledge to provide background for writing and /or
presenting.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0401.8.1. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.8.1.
Use a variety of pre-‐reading strategies (e.g., organize prior knowledge using a graphic organizer, explore significant words to be encountered, relate text to prior personal and historical experiences and current events).
LEARNING EXPECTATION
0401.8.2. Derive meaning while reading (e.g., express reactions and personal opinions to a selection, make inferences, draw conclusions based on evidence gained).
LEARNING EXPECTATION
0401.8.3. Check for understanding after reading (e.g., identify the author's purpose; locate information to support opinions, predictions, and conclusions).
LEARNING EXPECTATION
0401.8.4. Build vocabulary by listening to literature, participating in discussions, and reading self-‐selected and assigned texts.
LEARNING EXPECTATION
0401.8.10. Identify and describe main and minor characters, considering the importance of their actions, motives, and appearances.
LEARNING EXPECTATION
0401.8.14. Explore the concept of theme.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.8.2. Identify characters, setting, and plot in a passage.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Learning Expectations:
GUIDING QUESTION / LEARNING EXPECTATION
1.06. Expand reading vocabulary.
GUIDING QUESTION / LEARNING EXPECTATION
1.07. Reading strategies to facilitate comprehension.
GUIDING QUESTION / LEARNING EXPECTATION
1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
GUIDING QUESTION / LEARNING EXPECTATION
1.11. Read independently for a variety of purposes.
GUIDING QUESTION / LEARNING EXPECTATION
1.13. Develop and sustain a motivation for reading.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.01. Continue to develop oral language and listening skills.
LEARNING EXPECTATION
4.1.01.a. Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.
LEARNING EXPECTATION
4.1.01.b. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback).
LEARNING EXPECTATION
4.1.01.e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
LEARNING EXPECTATION
4.1.01.i. Use different voice levels and speech patterns for small groups, informal discussions, and reports.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.05. Read to develop fluency, expression, accuracy, and confidence.
LEARNING EXPECTATION
4.1.05.f. Read independently daily.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.06. Expand reading vocabulary.
LEARNING EXPECTATION
4.1.06.a. Build vocabulary by listening to literature, participating in discussions, and reading self-‐selected and assigned texts.
LEARNING EXPECTATION
4.1.06.i. Build vocabulary by reading from a wide variety of text and literary genres.
STRAND / STANDARD / COURSE
TN.1.0. Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of
print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.07. Employ pre-‐reading strategies to facilitate comprehension.
LEARNING EXPECTATION
4.1.07.a. Set a purpose for reading (e.g., to understand, to enjoy, to solve problems, to locate specific information/facts).
LEARNING EXPECTATION
4.1.07.b. Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing).
LEARNING EXPECTATION
4.1.07.c. Explore significant words to be encountered in selected/assigned text.
LEARNING EXPECTATION
4.1.07.f. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-‐print media.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.08. Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.
LEARNING EXPECTATION
4.1.08.a. Derive meaning while reading by
INDICATOR 4.1.08.a.2. Predicting outcomes based upon prior knowledge and adjusting appropriately.
INDICATOR 4.1.08.a.5. Expressing reactions and personal opinions to a selection.
INDICATOR 4.1.08.a.6. Making inferences.
INDICATOR 4.1.08.a.7. Verifying or modifying the pre-‐reading purpose.
INDICATOR 4.1.08.a.8. Drawing conclusions based on evidence gained.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND /
Accomplishments:
GUIDING QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
4.1.08. Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.
LEARNING EXPECTATION
4.1.08.b. Check for understanding after reading by
INDICATOR 4.1.08.b.6. Stating reasonable generalizations in reference to two pieces of text on a similar topic.
INDICATOR 4.1.08.b.7. Locating information to support opinions, predictions, and conclusions.
INDICATOR 4.1.08.b.11. Recognizing the theme of a single passage.
INDICATOR 4.1.08.b.12. Reflecting upon comprehension strategies utilized to make meaning from text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.10. Develop skills to facilitate reading to learn in a variety of content areas.
LEARNING EXPECTATION
4.1.10.a. Develop and maintain vocabulary specific to content and to current events.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.11. Read independently for a variety of purposes.
LEARNING EXPECTATION
4.1.11.a. Read for literary experience.
LEARNING EXPECTATION
4.1.11.b. Read to gain information.
LEARNING EXPECTATION
4.1.11.d. Read for enjoyment.
LEARNING EXPECTATION
4.1.11.e. Read to expand vocabulary.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.12. Experience various literary and media genres.
LEARNING EXPECTATION
4.1.12.d. Identify and describe the main and minor characters, considering the importance of their actions, motives, and appearances.
LEARNING EXPECTATION
4.1.12.e. Make inferences about print and non-‐print text.
LEARNING EXPECTATION
4.1.12.f. Compare and contrast events and characters using evidence cited from print and non-‐print text(s).
LEARNING EXPECTATION
4.1.12.j. Explore the concept of theme.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.13. Develop and sustain a motivation for reading.
LEARNING EXPECTATION
4.1.13.a. Visit libraries/media centers and book fairs to explore books.
LEARNING EXPECTATION
4.1.13.b. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others).
LEARNING EXPECTATION
4.1.13.c. Read daily from self-‐selected materials.
LEARNING 4.1.13.d. Relate literary experiences (e.g., book discussions, literacy
EXPECTATION circles, writing, oral presentations, artistic expressions).
LEARNING EXPECTATION
4.1.13.g. Choose to read as a leisure activity.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 1, the student is able to
LEARNING EXPECTATION
4.1.spi.5. Identify characters, setting, and plot in a passage.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 2, the student is able to
LEARNING EXPECTATION
4.1.spi.11. Recognize and use grade appropriate vocabulary within text.
LEARNING EXPECTATION
4.1.spi.15. Use available text features (e.g., graphics, glossaries, and illustrations) to make meaning from text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 3, the student is able to
LEARNING EXPECTATION
4.1.spi.22. Determine appropriate inferences and draw conclusions from text.
LEARNING EXPECTATION
4.1.spi.24. Locate information to support opinions, predictions, and conclusions.
Grade: 5
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.1. Language
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.1.15. Recognize and use grade appropriate vocabulary within context.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.2. Communication
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.2.4. Participate in teams for work and discussion.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.2. Communication
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.2.2. Listening: Use established rules for polite conversation (e.g., do not interrupt, face the speaker, listen attentively, provide appropriate feedback, take turns).
LEARNING EXPECTATION
0501.2.7. Speaking: Participate in creative and expressive responses to text (e.g., choral reading, discussion, dramatization, oral presentations, and personal experiences).
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.3.2. Write in various modes and genres, including narration, literary response, personal expression, description, and imaginative.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.3.1. Determine an audience and purpose for writing.
LEARNING EXPECTATION
0501.3.6. Respond in writing to literature studied (e.g., critique, journal, group project).
LEARNING EXPECTATION
0501.3.8. Compose and respond in writing to original questions and/or problems from all content areas.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.3.2. Identify the purpose for writing (i.e., to entertain, to inform, to share experiences, to persuade, to report).
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.5.2. Use logic to make inferences and to draw conclusions in a variety of oral and written contexts.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501 5.2. Make inferences and draw appropriate conclusions while reading, viewing, or listening to print and non-‐print media.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.5.6. Make inferences and draw appropriate conclusions from text.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL 0501.6. Informational Text
STRAND / GUIDING QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.6.1.
Apply appropriate skills and strategies to comprehend informational texts (e.g., pre-‐reading strategies, comprehension strategies, graphic organizers, questioning text).
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.6. Informational Text
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.6.1.
Use a variety of pre-‐reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate specific information/facts}, utilize reference sources to build background for reading, preview text features).
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.7. Media
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.7.2. Use print and non-‐print materials along with prior knowledge to provide background for writing and/or presenting.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING
0501.8. Literature
QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.8.1. Use previously learned comprehension strategies before, during, and after reading.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.8.1.
Use a variety of pre-‐reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate specific information/facts}, utilize reference sources to build background for reading, preview text features).
LEARNING EXPECTATION
0501.8.4. Build vocabulary by reading from a wide variety of texts and literary genres.
LEARNING EXPECTATION
0501.8.6. Understand the meaning of plot, character, setting, conflict, point of view, and theme in narration.
LEARNING EXPECTATION
0501.8.9. Distinguish between a stated and an implied theme.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.8.1. Identify setting, characters, plot, and theme.
LEARNING EXPECTATION
SPI 0501.8.6. Determine whether the theme is stated or implied within a passage.
STRAND / STANDARD /
TN.1.0. Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension,
COURSE interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Learning Expectations:
GUIDING QUESTION / LEARNING EXPECTATION
1.06. Expand reading vocabulary.
GUIDING QUESTION / LEARNING EXPECTATION
1.07. Reading strategies to facilitate comprehension.
GUIDING QUESTION / LEARNING EXPECTATION
1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
GUIDING QUESTION / LEARNING EXPECTATION
1.11. Read independently for a variety of purposes.
GUIDING QUESTION / LEARNING EXPECTATION
1.13. Develop and sustain a motivation for reading.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.01. Continue to develop oral language and listening skills.
LEARNING EXPECTATION
5.1.01.a. Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.
LEARNING EXPECTATION
5.1.01.b. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback).
LEARNING EXPECTATION
5.1.01.e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
LEARNING EXPECTATION
5.1.01.i. Use different voice levels and speech patterns for small groups, informal discussions, and reports.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.04. Use decoding strategies to read unfamiliar words.
LEARNING EXPECTATION
5.1.04.e. Decode unknown grade level words utilizing learned strategies and verify word meanings within the context.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.05. Read to develop fluency, expression, accuracy, and confidence.
LEARNING EXPECTATION
5.1.05.f. Read independently daily.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.06. Expand reading vocabulary.
LEARNING EXPECTATION
5.1.06.a. Build vocabulary by listening to literature, participating in discussions, and reading self-‐selected texts.
LEARNING EXPECTATION
5.1.06.i. Explore the impact of vocabulary in evaluating ideas, information, and experiences.
LEARNING EXPECTATION
5.1.06.k. Build vocabulary by reading from a wide variety of text and literary genres.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.07. Employ pre-‐reading strategies to facilitate comprehension.
LEARNING EXPECTATION
5.1.07.a. 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).
LEARNING EXPECTATION
5.1.07.b. Utilize reference sources to build background for reading.
LEARNING EXPECTATION
5.1.07.c. Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing, outlining).
LEARNING EXPECTATION
5.1.07.d. Explore significant words to be encountered in selected/assigned text.
LEARNING EXPECTATION
5.1.07.e. Preview text using text features (e.g., illustrations/pictures, captions, graphs, diagrams, and headings).
LEARNING EXPECTATION
5.1.07.g. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-‐print media.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
LEARNING EXPECTATION
5.1.08.a. Derive meaning while reading by
INDICATOR 5.1.08.a.2. Predicting outcomes based upon prior knowledge and adjusting appropriately.
INDICATOR 5.1.08.a.5. Expressing reactions and personal opinions to a selection or relating the selection to a personal experience.
INDICATOR 5.1.08.a.6. Making inferences and recognizing unstated assumptions.
INDICATOR 5.1.08.a.7. Verifying or modifying the pre-‐reading purpose.
INDICATOR 5.1.08.a.8. Drawing conclusions based on evidence gained.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
LEARNING EXPECTATION
5.1.08.b. Check for understanding after reading by
INDICATOR 5.1.08.b.6. Stating reasonable generalizations in reference to two or more pieces of text on a similar topic.
INDICATOR 5.1.08.b.11. Recognizing a common theme between two passages.
INDICATOR 5.1.08.b.12. Reflecting upon comprehension strategies utilized to make meaning from text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.10. Develop skills to facilitate reading to learn in a variety of content areas.
LEARNING EXPECTATION
5.1.10.a. Develop and maintain vocabulary specific to content and to current events.
LEARNING EXPECTATION
5.1.10.c. Apply comprehension skills and strategies to informational text (e.g., prereading and active comprehension).
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.11. Read independently for a variety of purposes.
LEARNING EXPECTATION
5.1.11.a. Read for literary experience.
LEARNING EXPECTATION
5.1.11.b. Read to gain information.
LEARNING EXPECTATION
5.1.11.d. Read for enjoyment.
LEARNING EXPECTATION
5.1.11.e. Read to expand vocabulary.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.12. Experience various literary and media genres.
LEARNING EXPECTATION
5.1.12.d. Interpret a character's feelings and identify his motives.
LEARNING EXPECTATION
5.1.12.e. Trace changes in the main character and describe how this affects the plot.
LEARNING EXPECTATION
5.1.12.f. Make inferences about print and non-‐print text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.13. Develop and sustain a motivation for reading.
LEARNING EXPECTATION
5.1.13.a. Visit libraries/media centers and book fairs to explore books.
LEARNING 5.1.13.b. Use personal criteria to select reading material (e.g.,
EXPECTATION personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others).
LEARNING EXPECTATION
5.1.13.c. Read daily from self-‐selected materials.
LEARNING EXPECTATION
5.1.13.d. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions).
LEARNING EXPECTATION
5.1.13.g. Choose to read as a leisure activity.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 1, the student is able to
LEARNING EXPECTATION
5.1.spi.5. Identify setting, characters, and plot in a passage.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 2, the student is able to
LEARNING EXPECTATION
5.1.spi.6. Recognize and use grade appropriate vocabulary within context.
LEARNING EXPECTATION
5.1.spi.9. Determine word meanings within context.
LEARNING EXPECTATION
5.1.spi.14. Determine inferences from selected passages.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL
Performance Indicators State:
STRAND / GUIDING QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
At Level 3, the student is able to
LEARNING EXPECTATION
5.1.spi.22. Determine whether the theme is stated or implied within a passage.
LEARNING EXPECTATION
5.1.spi.25. Identify information to support opinions, predictions, and conclusions.
Science
Grade: 4
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
GLE.0407.Inq. Grade Level Expectations
INDICATOR GLE.0407.Inq.1. Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data.
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
0407.Inq. Checks for Understanding
INDICATOR 0407.Inq.1. Identify specific investigations that could be used to
answer a particular question and identify reasons for this choice.
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
SPI.0407.Inq. State Performance Indicators
INDICATOR SPI.0407.Inq.1. Select an investigation that could be used to answer a specific question.
STRAND / STANDARD / COURSE
TN.T/E. Technology and Engineering
CONCEPTUAL STRAND / GUIDING QUESTION
CS.T/E. Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.T/E. How do science concepts, engineering skills, and applications of technology improve the quality of life?
LEARNING EXPECTATION
0407.T/E. Checks for Understanding
INDICATOR 0407.T/E.3. Determine criteria to evaluate the effectiveness of a solution to a specified problem.
STRAND / STANDARD / COURSE
TN.3. Life Science: Flow of Matter and Energy
CONCEPTUAL STRAND / GUIDING QUESTION
CS.3. Matter and energy flow through the biosphere.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.3. What scientific information explains how matter and energy flow through the biosphere?
LEARNING EXPECTATION
GLE.0407.3. Grade Level Expectations
INDICATOR GLE.0407.3.1. Demonstrate that plants require light energy to grow and survive.
STRAND / STANDARD / COURSE
TN.5. Life Science: Biodiversity and Change
CONCEPTUAL STRAND / GUIDING QUESTION
CS.5. A rich variety of complex organisms have developed in response to a continually changing environment.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.5. How does natural selection explain how organisms have changed over time?
LEARNING EXPECTATION
GLE.0407.5. Grade Level Expectations
INDICATOR GLE.0407.5.1. Analyze physical and behavioral adaptations that enable organisms to survive in their environment.
STRAND / STANDARD / COURSE
TN.5. Life Science: Biodiversity and Change
CONCEPTUAL STRAND / GUIDING QUESTION
CS.5. A rich variety of complex organisms have developed in response to a continually changing environment.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.5. How does natural selection explain how organisms have changed over time?
LEARNING EXPECTATION
0407.5. Checks for Understanding
INDICATOR 0407.5.3. Investigate tropisms that plants exhibit in response to changes in their environment.
Grade: 5
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING GLE.0507.Inq. Grade Level Expectations
EXPECTATION
INDICATOR GLE.0507.Inq.1. Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data.
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
0507.Inq. Checks for Understanding
INDICATOR 0507.Inq.1. Identify specific investigations that could be used to answer a particular question and identify reasons for this choice.
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
SPI.0507.Inq. State Performance Indicators
INDICATOR SPI.0507.Inq.1. Select an investigation that could be used to answer a specific question.
STRAND / STANDARD / COURSE
TN.T/E. Technology and Engineering
CONCEPTUAL STRAND / GUIDING QUESTION
CS.T/E. Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
GUIDING QUESTION / LEARNING
GQ.T/E. How do science concepts, engineering skills, and applications of technology improve the quality of life?
EXPECTATION
LEARNING EXPECTATION
0507.T/E. Checks for Understanding
INDICATOR 0507.T/E.3. Determine criteria to evaluate the effectiveness of a solution to a specified problem.
Social Studies
Grade: 4
STRAND / STANDARD / COURSE
TN.4.1.
Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.
CONCEPTUAL STRAND / GUIDING QUESTION
4.1.03. Recognize the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to the development of civilizations.
GUIDING QUESTION / LEARNING EXPECTATION
4.1.03.a. Show different cultural regions on a map identifying such things as religion, language, and ethnicity.
STRAND / STANDARD / COURSE
TN.4.6.
Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.
CONCEPTUAL STRAND / GUIDING QUESTION
4.6.01. Recognize the impact of individual and group decisions.
GUIDING QUESTION / LEARNING EXPECTATION
4.6.01.b. Work independently and cooperatively to accomplish goals.
STRAND / STANDARD / COURSE
TN.4.6.
Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.
CONCEPTUAL STRAND / GUIDING QUESTION
4.6.02. Understand how groups can impact change at the local, state, and national level.
GUIDING QUESTION / LEARNING EXPECTATION
4.6.02.a. Explain how group and institutional influences such as religious beliefs, laws, and peer pressure, on people, events, and elements of culture.
Grade: 5
STRAND / STANDARD / COURSE
TN.5.1.
Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.
CONCEPTUAL STRAND / GUIDING QUESTION
5.1.03. Recognize the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to the development of civilizations.
GUIDING QUESTION / LEARNING EXPECTATION
5.1.03.c. Summarize the contributions of people of selected racial, ethnic, and religious groups to our national liberty.
STRAND / STANDARD / COURSE
TN.5.6.
Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.
CONCEPTUAL STRAND / GUIDING QUESTION
5.6.01. Recognize the impact of individual and group decisions on citizens and communities in a democratic republic.
GUIDING QUESTION / LEARNING EXPECTATION
5.6.01.b. Identify the accomplishments of notables who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics.
Arts Education
Grade: 4
STRAND / STANDARD / COURSE
TN.D. Dance
CONCEPTUAL STRAND / GUIDING QUESTION
1.0. Elements and Skills: Students will identify and demonstrate movement elements and skills in performing dance.
GUIDING QUESTION / LEARNING EXPECTATION
1.1.
The student will demonstrate and describe the following underlying principles of movement: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery.
GUIDING QUESTION / LEARNING EXPECTATION
1.5. The student will design and perform a variety of individual to group spatial relationships.
STRAND / STANDARD / COURSE
TN.D. Dance
CONCEPTUAL STRAND / GUIDING QUESTION
2.0. Choreography: Students will understand choreographic principles, processes, and structures.
GUIDING QUESTION / LEARNING EXPECTATION
2.1. The student will create sequences or simple dances that demonstrate repetition.
GUIDING QUESTION / LEARNING EXPECTATION
2.3. The student will categorize and compare the choreographic elements of space, time and energy.
GUIDING QUESTION / LEARNING EXPECTATION
2.4. The student will choreograph movement that demonstrates the structures or forms of AB, ABA, canon, and call and response.
GUIDING QUESTION / LEARNING EXPECTATION
2.5. The student will describe and reproduce the choreographic structure of a dance viewed in class, in the theatre, or on video/DVD.
STRAND / STANDARD / COURSE
TN.D. Dance
CONCEPTUAL STRAND / GUIDING QUESTION
3.0. Creativity and Communication: Students will understand dance as a way to create and communicate meaning.
GUIDING QUESTION / LEARNING EXPECTATION
3.2. The student will create a dance that successfully communicates a chosen theme and teach to another dance student.
STRAND / STANDARD / COURSE
TN.D. Dance
CONCEPTUAL STRAND / GUIDING QUESTION
5.0. Cultural/Historical: Students will demonstrate and understand dance in various cultures and historical periods.
GUIDING 5.1. The student will perform and compare folk and social
QUESTION / LEARNING EXPECTATION
dances from various cultures and historical periods.
STRAND / STANDARD / COURSE
TN.D. Dance
CONCEPTUAL STRAND / GUIDING QUESTION
6.0. Health: Students will make connections between dance and healthful living.
GUIDING QUESTION / LEARNING EXPECTATION
6.2. The student will design a health plan that will enhance one's ability to dance.
GUIDING QUESTION / LEARNING EXPECTATION
6.3. The student will explain how dance has improved one's personal health and wellness.
STRAND / STANDARD / COURSE
TN.D. Dance
CONCEPTUAL STRAND / GUIDING QUESTION
7.0. Interdisciplinary Connections: Students will make connections between dance and other disciplines.
GUIDING QUESTION / LEARNING EXPECTATION
7.1. The student will demonstrate how dance and other art forms share the same themes and concepts.
STRAND / STANDARD / COURSE
TN.V. Visual Arts
CONCEPTUAL STRAND / GUIDING QUESTION
1.0. Media, Techniques, and Processes: Students will understand and apply media, techniques, and processes.
GUIDING QUESTION / LEARNING EXPECTATION
1.1. The student will use a variety of tools and materials to create a work of art.
GUIDING QUESTION / LEARNING EXPECTATION
1.2. The student will use a variety of techniques and processes to produce original works of art that reflect ideas, concepts, symbols and themes.
STRAND / STANDARD /
TN.V. Visual Arts
COURSE
CONCEPTUAL STRAND / GUIDING QUESTION
2.0. Structures and Functions: Students will use knowledge of structures and functions.
GUIDING QUESTION / LEARNING EXPECTATION
2.4. The student will create art works to meet various functions.
STRAND / STANDARD / COURSE
TN.V. Visual Arts
CONCEPTUAL STRAND / GUIDING QUESTION
3.0. Evaluation: Students will choose and evaluate a range of subject matter, symbols, and ideas.
GUIDING QUESTION / LEARNING EXPECTATION
3.2. The student will utilize subject matter, symbols, and ideas in their own artworks.
STRAND / STANDARD / COURSE
TN.V. Visual Arts
CONCEPTUAL STRAND / GUIDING QUESTION
5.0. Reflection and Assessment: Students will reflect upon and assess the characteristics and merits of their work and the work of others.
GUIDING QUESTION / LEARNING EXPECTATION
5.2. The student will discuss the characteristics and merits of their work and the work of others.
Grade: 5
STRAND / STANDARD / COURSE
TN.D. Dance
CONCEPTUAL STRAND / GUIDING QUESTION
1.0. Elements and Skills: Students will identify and demonstrate movement elements and skills in performing dance.
GUIDING QUESTION / LEARNING EXPECTATION
1.1.
The student will apply the following underlying principles of movement in the execution of a dance sequence: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery.
GUIDING QUESTION /
1.6. The student will design and perform a variety of group to group spatial relationships.
LEARNING EXPECTATION
GUIDING QUESTION / LEARNING EXPECTATION
1.7. The student will identify the technical vocabulary for given dance movements.
STRAND / STANDARD / COURSE
TN.D. Dance
CONCEPTUAL STRAND / GUIDING QUESTION
2.0. Choreography: Students will understand choreographic principles, processes, and structures.
GUIDING QUESTION / LEARNING EXPECTATION
2.1. The student will create sequences or simple dances that demonstrate contrast.
GUIDING QUESTION / LEARNING EXPECTATION
2.3. The student will compose dances using the choreographic elements of space, time, and energy.
GUIDING QUESTION / LEARNING EXPECTATION
2.4. The student will choreograph movement that demonstrates the structures or forms of AB, ABA, canon, call and response, theme and variation, and narrative.
GUIDING QUESTION / LEARNING EXPECTATION
2.5. The student will analyze the choreographic structure of a dance viewed in class, in the theatre, or on video/DVD and support that position.
STRAND / STANDARD / COURSE
TN.D. Dance
CONCEPTUAL STRAND / GUIDING QUESTION
3.0. Creativity and Communication: Students will understand dance as a way to create and communicate meaning.
GUIDING QUESTION / LEARNING EXPECTATION
3.2. The student will create a dance that successfully communicates multiple themes, teach the dance to another student and perform.
STRAND / STANDARD / COURSE
TN.D. Dance
CONCEPTUAL STRAND / GUIDING
5.0. Cultural/Historical: Students will demonstrate and understand dance in various cultures and historical periods.
QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
5.1. The student will research and perform a folk or social dance from a chosen culture.
STRAND / STANDARD / COURSE
TN.D. Dance
CONCEPTUAL STRAND / GUIDING QUESTION
6.0. Health: Students will make connections between dance and healthful living.
GUIDING QUESTION / LEARNING EXPECTATION
6.2. The student will implement an effective health plan through review and revision.
GUIDING QUESTION / LEARNING EXPECTATION
6.3. The student will improve one's personal health and wellness through dance.
STRAND / STANDARD / COURSE
TN.V. Visual Arts
CONCEPTUAL STRAND / GUIDING QUESTION
1.0. Media, Techniques, and Processes: Students will understand and apply media, techniques, and processes.
GUIDING QUESTION / LEARNING EXPECTATION
1.2. The student will develop skills in a variety of techniques and processes to produce original works of art that reflect ideas, concepts, symbols and themes.
STRAND / STANDARD / COURSE
TN.V. Visual Arts
CONCEPTUAL STRAND / GUIDING QUESTION
2.0. Structures and Functions: Students will use knowledge of structures and functions.
GUIDING QUESTION / LEARNING EXPECTATION
2.3. The student will create artworks to meet various functions.
STRAND / STANDARD / COURSE
TN.V. Visual Arts
CONCEPTUAL 3.0. Evaluation: Students will choose and evaluate a range of
STRAND / GUIDING QUESTION
subject matter, symbols, and ideas.
GUIDING QUESTION / LEARNING EXPECTATION
3.2. The student will experiment with subject matter, symbols, and ideas to create meaning in their own artworks.
Health and PE
Grade: 4
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.2: Personal Health and Wellness: The student will understand the importance of personal hygiene practices as related to healthy living.
GUIDING QUESTION / LEARNING EXPECTATION
2.1. The student will demonstrate the importance of personal hygiene practices;
GUIDING QUESTION / LEARNING EXPECTATION
2.2. The student will describe physical/emotional/social health implications of personal hygiene;
GUIDING QUESTION / LEARNING EXPECTATION
2.4. The student will analyze the changes in health and hygiene needs related to adolescence.
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.9: Disease Prevention and Control: The student will understand attitudes and behaviors for preventing and controlling disease.
GUIDING QUESTION / LEARNING EXPECTATION
9.1. The student will identify common germs (pathogens);
GUIDING QUESTION / LEARNING EXPECTATION
9.4. The student will distinguish between safe and risky behaviors as related to disease prevention.
STRAND / TN.PE. Physical Education
STANDARD / COURSE
CONCEPTUAL STRAND / GUIDING QUESTION
PE.1:
Movement Forms/Motor Skills and Movement Patterns: A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
GUIDING QUESTION / LEARNING EXPECTATION
1.11. The student will use responsible behavior in safety procedures for all physical activities
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL STRAND / GUIDING QUESTION
PE.5: Personal and Social Responsibility: A physically educated person exhibits responsible personal and social behavior that respects self and others in physical activity settings.
GUIDING QUESTION / LEARNING EXPECTATION
5.1. The student will apply rules, procedures and safe practices
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL STRAND / GUIDING QUESTION
PE.6: Values Physical Activity: A physically educated person values physical activity for health, enjoyment, challenge, self-‐expression and/or social interaction.
GUIDING QUESTION / LEARNING EXPECTATION
6.1. The student will experience enjoyment while participating in physical activity
Grade: 5
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.2: Personal Health and Wellness: The student will understand the importance of personal hygiene practices as related to healthy living.
GUIDING QUESTION / LEARNING EXPECTATION
2.1. The student will demonstrate the importance of personal hygiene practices;
GUIDING QUESTION /
2.2. The student will describe physical/emotional/social health implications of personal hygiene;
LEARNING EXPECTATION
GUIDING QUESTION / LEARNING EXPECTATION
2.4. The student will analyze the changes in health and hygiene needs related to adolescence.
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.9: Disease Prevention and Control: The student will understand attitudes and behaviors for preventing and controlling disease.
GUIDING QUESTION / LEARNING EXPECTATION
9.1. The student will identify common germs (pathogens);
GUIDING QUESTION / LEARNING EXPECTATION
9.4. The student will distinguish between safe and risky behaviors as related to disease prevention.
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL STRAND / GUIDING QUESTION
PE.1:
Movement Forms/Motor Skills and Movement Patterns: A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
GUIDING QUESTION / LEARNING EXPECTATION
1.11. The student will use responsible behavior in safety procedures for all physical activities
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL STRAND / GUIDING QUESTION
PE.5: Personal and Social Responsibility: A physically educated person exhibits responsible personal and social behavior that respects self and others in physical activity settings.
GUIDING QUESTION / LEARNING EXPECTATION
5.1. The student will apply rules, procedures and safe practices
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL STRAND / GUIDING QUESTION
PE.6: Values Physical Activity: A physically educated person values physical activity for health, enjoyment, challenge, self-‐expression and/or social interaction.
GUIDING QUESTION / LEARNING EXPECTATION
6.1. The student will experience enjoyment while participating in physical activity
Junior: Story Journey -‐ Skill Building Badges Summary: Juniors can earn five badges connected to aMUSE National Leadership Journey. The badges are: Geocacher, Animal Habitats, Playing the Past, Product Designer, and Social Butterfly.
Tennessee Curriculum Standards
Language Arts
Grade: 4
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.1. Language
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.1.13. Recognize and use grade appropriate vocabulary within context.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.2. Communication
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.2.2. Listening: Use established rules for attentive listening (e.g., do not interrupt, ask questions, provide appropriate feedback).
LEARNING EXPECTATION
0401.2.7. Speaking: Participate in creative responses to text (e.g., choral reading, discussion, dramatization, oral presentations).
LEARNING EXPECTATION
0401.2.9. Speaking: Create and deliver an oral presentation on an assigned topic (e.g., book reports, demonstrations, science/social studies projects).
LEARNING EXPECTATION
0401.2.13. Speaking: Continue to develop group discussion skills and to work in teams.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.2. Communication
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.2.2.
Given a list of interactive behaviors (i.e., taking turns, behaving courteously, not interrupting, listening, remaining on task), identify those that are appropriate (or inappropriate) for group activities.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0401.3.2.
Write in a variety of modes and genres (e.g., narration, description, personal expression, imaginative writing, response to literature, response to subject matter content).
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.3. Writing
GUIDING
State Performance Indicators
QUESTION / LEARNING EXPECTATION
LEARNING EXPECTATION
SPI 0401.3.1. Identify the purpose for writing (i.e., to entertain, to inform, to share experiences).
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0401.5.2. Use logic to make inferences and draw conclusions in a variety of oral and written contexts.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.5.2. Make inferences and draw conclusions while reading, viewing, or listening to print and non-‐print media.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.6. Informational Text
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.6.1.
Use a variety of pre-‐reading strategies (e.g., organize prior knowledge using a graphic organizer, explore significant words to be encountered, relate text to prior personal and historical experiences and current events).
LEARNING EXPECTATION
0401.6.2. Derive meaning while reading (e.g., express reactions and personal opinions to a selection, make inferences, draw conclusions based on evidence gained).
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.6. Informational Text
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.6.6. Use available text features (e.g., graphics and illustrations) to make meaning from text.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.7. Media
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.7.2. Use print and non-‐print materials along with prior knowledge to provide background for writing and /or presenting.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0401.8.1. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.8.1.
Use a variety of pre-‐reading strategies (e.g., organize prior knowledge using a graphic organizer, explore significant words to be encountered, relate text to prior personal and historical experiences and current events).
LEARNING EXPECTATION
0401.8.2. Derive meaning while reading (e.g., express reactions and personal opinions to a selection, make inferences, draw conclusions based on evidence gained).
LEARNING EXPECTATION
0401.8.3. Check for understanding after reading (e.g., identify the author's purpose; locate information to support opinions, predictions, and conclusions).
LEARNING EXPECTATION
0401.8.4. Build vocabulary by listening to literature, participating in discussions, and reading self-‐selected and assigned texts.
LEARNING EXPECTATION
0401.8.10. Identify and describe main and minor characters, considering the importance of their actions, motives, and appearances.
LEARNING EXPECTATION
0401.8.14. Explore the concept of theme.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.8.2. Identify characters, setting, and plot in a passage.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Learning Expectations:
GUIDING QUESTION / LEARNING EXPECTATION
1.06. Expand reading vocabulary.
GUIDING QUESTION / LEARNING EXPECTATION
1.07. Reading strategies to facilitate comprehension.
GUIDING QUESTION / LEARNING EXPECTATION
1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
GUIDING QUESTION / LEARNING EXPECTATION
1.10. Develop skills to facilitate reading to learn in a variety of content areas.
GUIDING QUESTION / LEARNING EXPECTATION
1.11. Read independently for a variety of purposes.
GUIDING QUESTION / LEARNING EXPECTATION
1.13. Develop and sustain a motivation for reading.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.01. Continue to develop oral language and listening skills.
LEARNING EXPECTATION
4.1.01.a. Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.
LEARNING EXPECTATION
4.1.01.b. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback).
LEARNING EXPECTATION
4.1.01.e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
LEARNING EXPECTATION
4.1.01.i. Use different voice levels and speech patterns for small groups, informal discussions, and reports.
STRAND / STANDARD /
TN.1.0. Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension,
COURSE interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.05. Read to develop fluency, expression, accuracy, and confidence.
LEARNING EXPECTATION
4.1.05.f. Read independently daily.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.06. Expand reading vocabulary.
LEARNING EXPECTATION
4.1.06.a. Build vocabulary by listening to literature, participating in discussions, and reading self-‐selected and assigned texts.
LEARNING EXPECTATION
4.1.06.i. Build vocabulary by reading from a wide variety of text and literary genres.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.07. Employ pre-‐reading strategies to facilitate comprehension.
LEARNING EXPECTATION
4.1.07.a. Set a purpose for reading (e.g., to understand, to enjoy, to solve problems, to locate specific information/facts).
LEARNING EXPECTATION
4.1.07.b. Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing).
LEARNING 4.1.07.c. Explore significant words to be encountered in
EXPECTATION selected/assigned text.
LEARNING EXPECTATION
4.1.07.f. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-‐print media.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.08. Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.
LEARNING EXPECTATION
4.1.08.a. Derive meaning while reading by
INDICATOR 4.1.08.a.2. Predicting outcomes based upon prior knowledge and adjusting appropriately.
INDICATOR 4.1.08.a.5. Expressing reactions and personal opinions to a selection.
INDICATOR 4.1.08.a.6. Making inferences.
INDICATOR 4.1.08.a.7. Verifying or modifying the pre-‐reading purpose.
INDICATOR 4.1.08.a.8. Drawing conclusions based on evidence gained.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.08. Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.
LEARNING EXPECTATION
4.1.08.b. Check for understanding after reading by
INDICATOR 4.1.08.b.6. Stating reasonable generalizations in reference to two pieces of text on a similar topic.
INDICATOR 4.1.08.b.7. Locating information to support opinions, predictions, and conclusions.
INDICATOR 4.1.08.b.11. Recognizing the theme of a single passage.
INDICATOR 4.1.08.b.12. Reflecting upon comprehension strategies utilized to make meaning from text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.10. Develop skills to facilitate reading to learn in a variety of content areas.
LEARNING EXPECTATION
4.1.10.a. Develop and maintain vocabulary specific to content and to current events.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.11. Read independently for a variety of purposes.
LEARNING EXPECTATION
4.1.11.a. Read for literary experience.
LEARNING EXPECTATION
4.1.11.b. Read to gain information.
LEARNING EXPECTATION
4.1.11.d. Read for enjoyment.
LEARNING EXPECTATION
4.1.11.e. Read to expand vocabulary.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING 4.1.12. Experience various literary and media genres.
QUESTION / LEARNING EXPECTATION
LEARNING EXPECTATION
4.1.12.d. Identify and describe the main and minor characters, considering the importance of their actions, motives, and appearances.
LEARNING EXPECTATION
4.1.12.e. Make inferences about print and non-‐print text.
LEARNING EXPECTATION
4.1.12.f. Compare and contrast events and characters using evidence cited from print and non-‐print text(s).
LEARNING EXPECTATION
4.1.12.j. Explore the concept of theme.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.13. Develop and sustain a motivation for reading.
LEARNING EXPECTATION
4.1.13.a. Visit libraries/media centers and book fairs to explore books.
LEARNING EXPECTATION
4.1.13.b. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others).
LEARNING EXPECTATION
4.1.13.c. Read daily from self-‐selected materials.
LEARNING EXPECTATION
4.1.13.d. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions).
LEARNING EXPECTATION
4.1.13.g. Choose to read as a leisure activity.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION /
At Level 1, the student is able to
LEARNING EXPECTATION
LEARNING EXPECTATION
4.1.spi.5. Identify characters, setting, and plot in a passage.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 2, the student is able to
LEARNING EXPECTATION
4.1.spi.11. Recognize and use grade appropriate vocabulary within text.
LEARNING EXPECTATION
4.1.spi.15. Use available text features (e.g., graphics, glossaries, and illustrations) to make meaning from text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 3, the student is able to
LEARNING EXPECTATION
4.1.spi.22. Determine appropriate inferences and draw conclusions from text.
LEARNING EXPECTATION
4.1.spi.24. Locate information to support opinions, predictions, and conclusions.
Grade: 5
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.1. Language
GUIDING
State Performance Indicators
QUESTION / LEARNING EXPECTATION
LEARNING EXPECTATION
SPI 0501.1.15. Recognize and use grade appropriate vocabulary within context.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.2. Communication
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.2.4. Participate in teams for work and discussion.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.2. Communication
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.2.2. Listening: Use established rules for polite conversation (e.g., do not interrupt, face the speaker, listen attentively, provide appropriate feedback, take turns).
LEARNING EXPECTATION
0501.2.7. Speaking: Participate in creative and expressive responses to text (e.g., choral reading, discussion, dramatization, oral presentations, and personal experiences).
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.3.2. Write in various modes and genres, including narration, literary response, personal expression, description, and imaginative.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.3.1. Determine an audience and purpose for writing.
LEARNING EXPECTATION
0501.3.6. Respond in writing to literature studied (e.g., critique, journal, group project).
LEARNING EXPECTATION
0501.3.8. Compose and respond in writing to original questions and/or problems from all content areas.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.3.2. Identify the purpose for writing (i.e., to entertain, to inform, to share experiences, to persuade, to report).
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING GLE 0501.5.2. Use logic to make inferences and to draw conclusions in a
EXPECTATION variety of oral and written contexts.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501 5.2. Make inferences and draw appropriate conclusions while reading, viewing, or listening to print and non-‐print media.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.5.6. Make inferences and draw appropriate conclusions from text.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.6. Informational Text
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.6.1.
Apply appropriate skills and strategies to comprehend informational texts (e.g., pre-‐reading strategies, comprehension strategies, graphic organizers, questioning text).
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.6. Informational Text
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.6.1.
Use a variety of pre-‐reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate specific information/facts}, utilize reference sources to build background for reading, preview text features).
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.7. Media
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.7.2. Use print and non-‐print materials along with prior knowledge to provide background for writing and/or presenting.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.8.1. Use previously learned comprehension strategies before, during, and after reading.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.8.1.
Use a variety of pre-‐reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate specific information/facts}, utilize reference sources to build background for reading, preview text features).
LEARNING EXPECTATION
0501.8.4. Build vocabulary by reading from a wide variety of texts and literary genres.
LEARNING EXPECTATION
0501.8.6. Understand the meaning of plot, character, setting, conflict, point of view, and theme in narration.
LEARNING EXPECTATION
0501.8.9. Distinguish between a stated and an implied theme.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.8.1. Identify setting, characters, plot, and theme.
LEARNING EXPECTATION
SPI 0501.8.6. Determine whether the theme is stated or implied within a passage.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Learning Expectations:
GUIDING QUESTION / LEARNING EXPECTATION
1.06. Expand reading vocabulary.
GUIDING QUESTION / LEARNING EXPECTATION
1.07. Reading strategies to facilitate comprehension.
GUIDING QUESTION / LEARNING EXPECTATION
1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
GUIDING QUESTION / LEARNING EXPECTATION
1.10. Develop skills to facilitate reading to learn in a variety of content areas.
GUIDING QUESTION / LEARNING EXPECTATION
1.11. Read independently for a variety of purposes.
GUIDING QUESTION / LEARNING EXPECTATION
1.13. Develop and sustain a motivation for reading.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.01. Continue to develop oral language and listening skills.
LEARNING EXPECTATION
5.1.01.a. Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.
LEARNING EXPECTATION
5.1.01.b. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback).
LEARNING EXPECTATION
5.1.01.e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
LEARNING EXPECTATION
5.1.01.i. Use different voice levels and speech patterns for small groups, informal discussions, and reports.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION /
5.1.04. Use decoding strategies to read unfamiliar words.
LEARNING EXPECTATION
LEARNING EXPECTATION
5.1.04.e. Decode unknown grade level words utilizing learned strategies and verify word meanings within the context.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.05. Read to develop fluency, expression, accuracy, and confidence.
LEARNING EXPECTATION
5.1.05.f. Read independently daily.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.06. Expand reading vocabulary.
LEARNING EXPECTATION
5.1.06.a. Build vocabulary by listening to literature, participating in discussions, and reading self-‐selected texts.
LEARNING EXPECTATION
5.1.06.i. Explore the impact of vocabulary in evaluating ideas, information, and experiences.
LEARNING EXPECTATION
5.1.06.k. Build vocabulary by reading from a wide variety of text and literary genres.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING 5.1.07. Employ pre-‐reading strategies to facilitate comprehension.
QUESTION / LEARNING EXPECTATION
LEARNING EXPECTATION
5.1.07.a. 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).
LEARNING EXPECTATION
5.1.07.b. Utilize reference sources to build background for reading.
LEARNING EXPECTATION
5.1.07.c. Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing, outlining).
LEARNING EXPECTATION
5.1.07.d. Explore significant words to be encountered in selected/assigned text.
LEARNING EXPECTATION
5.1.07.e. Preview text using text features (e.g., illustrations/pictures, captions, graphs, diagrams, and headings).
LEARNING EXPECTATION
5.1.07.g. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-‐print media.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
LEARNING EXPECTATION
5.1.08.a. Derive meaning while reading by
INDICATOR 5.1.08.a.2. Predicting outcomes based upon prior knowledge and adjusting appropriately.
INDICATOR 5.1.08.a.5. Expressing reactions and personal opinions to a selection or relating the selection to a personal experience.
INDICATOR 5.1.08.a.6. Making inferences and recognizing unstated assumptions.
INDICATOR 5.1.08.a.7. Verifying or modifying the pre-‐reading purpose.
INDICATOR 5.1.08.a.8. Drawing conclusions based on evidence gained.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND /
Accomplishments:
GUIDING QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
5.1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
LEARNING EXPECTATION
5.1.08.b. Check for understanding after reading by
INDICATOR 5.1.08.b.6. Stating reasonable generalizations in reference to two or more pieces of text on a similar topic.
INDICATOR 5.1.08.b.11. Recognizing a common theme between two passages.
INDICATOR 5.1.08.b.12. Reflecting upon comprehension strategies utilized to make meaning from text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.10. Develop skills to facilitate reading to learn in a variety of content areas.
LEARNING EXPECTATION
5.1.10.a. Develop and maintain vocabulary specific to content and to current events.
LEARNING EXPECTATION
5.1.10.c. Apply comprehension skills and strategies to informational text (e.g., prereading and active comprehension).
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.11. Read independently for a variety of purposes.
LEARNING EXPECTATION
5.1.11.a. Read for literary experience.
LEARNING EXPECTATION
5.1.11.b. Read to gain information.
LEARNING EXPECTATION
5.1.11.d. Read for enjoyment.
LEARNING EXPECTATION
5.1.11.e. Read to expand vocabulary.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.12. Experience various literary and media genres.
LEARNING EXPECTATION
5.1.12.d. Interpret a character's feelings and identify his motives.
LEARNING EXPECTATION
5.1.12.e. Trace changes in the main character and describe how this affects the plot.
LEARNING EXPECTATION
5.1.12.f. Make inferences about print and non-‐print text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.13. Develop and sustain a motivation for reading.
LEARNING EXPECTATION
5.1.13.a. Visit libraries/media centers and book fairs to explore books.
LEARNING EXPECTATION
5.1.13.b. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others).
LEARNING EXPECTATION
5.1.13.c. Read daily from self-‐selected materials.
LEARNING EXPECTATION
5.1.13.d. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions).
LEARNING EXPECTATION
5.1.13.g. Choose to read as a leisure activity.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 1, the student is able to
LEARNING EXPECTATION
5.1.spi.5. Identify setting, characters, and plot in a passage.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 2, the student is able to
LEARNING EXPECTATION
5.1.spi.6. Recognize and use grade appropriate vocabulary within context.
LEARNING EXPECTATION
5.1.spi.9. Determine word meanings within context.
LEARNING EXPECTATION
5.1.spi.14. Determine inferences from selected passages.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 3, the student is able to
LEARNING EXPECTATION
5.1.spi.22. Determine whether the theme is stated or implied within a passage.
LEARNING EXPECTATION
5.1.spi.25. Identify information to support opinions, predictions, and conclusions.
Science
Grade: 4
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
GLE.0407.Inq. Grade Level Expectations
INDICATOR GLE.0407.Inq.1. Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data.
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
0407.Inq. Checks for Understanding
INDICATOR 0407.Inq.1. Identify specific investigations that could be used to answer a particular question and identify reasons for this choice.
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
SPI.0407.Inq. State Performance Indicators
INDICATOR SPI.0407.Inq.1. Select an investigation that could be used to answer a specific question.
STRAND / STANDARD / COURSE
TN.T/E. Technology and Engineering
CONCEPTUAL STRAND / GUIDING QUESTION
CS.T/E. Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.T/E. How do science concepts, engineering skills, and applications of technology improve the quality of life?
LEARNING EXPECTATION
GLE.0407.T/E. Grade Level Expectations
INDICATOR GLE.0407.T/E.1. Describe how tools, technology, and inventions help to answer questions and solve problems.
INDICATOR GLE.0407.T/E.2. Recognize that new tools, technology, and inventions are always being developed.
INDICATOR GLE.0407.T/E.3. Identify appropriate materials, tools, and machines that can extend or enhance the ability to solve a specified problem.
STRAND / STANDARD / COURSE
TN.T/E. Technology and Engineering
CONCEPTUAL STRAND / GUIDING QUESTION
CS.T/E. Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.T/E. How do science concepts, engineering skills, and applications of technology improve the quality of life?
LEARNING EXPECTATION
0407.T/E. Checks for Understanding
INDICATOR 0407.T/E.1. Explain how different inventions and technologies impact people and other living organisms.
INDICATOR 0407.T/E.2. Design a tool or a process that addresses an identified problem caused by human activity.
INDICATOR 0407.T/E.3. Determine criteria to evaluate the effectiveness of a solution to a specified problem.
INDICATOR 0407.T/E.4. Evaluate an invention that solves a problem and determine ways to improve the design.
STRAND / STANDARD / COURSE
TN.T/E. Technology and Engineering
CONCEPTUAL STRAND / GUIDING QUESTION
CS.T/E. Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.T/E. How do science concepts, engineering skills, and applications of technology improve the quality of life?
LEARNING EXPECTATION
SPI.0407.T/E. State Performance Indicators
INDICATOR SPI.0407.T/E.1. Select a tool, technology, or invention that was used to solve a human problem.
INDICATOR SPI.0407.T/E.2. Recognize the connection between a scientific advance and the development of a new tool or technology.
STRAND / STANDARD / COURSE
TN.2. Life Science: Interdependence
CONCEPTUAL STRAND / GUIDING QUESTION
CS.2. All life is interdependent and interacts with the environment.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.2. How do living things interact with one another and with the non-‐living elements of their environment?
LEARNING EXPECTATION
0407.2. Checks for Understanding
INDICATOR 0407.2.2. Design a simple experiment to illustrate the effects of competition, predation, and interdependency among living things.
STRAND / STANDARD / COURSE
TN.5. Life Science: Biodiversity and Change
CONCEPTUAL STRAND / GUIDING QUESTION
CS.5. A rich variety of complex organisms have developed in response to a continually changing environment.
GUIDING GQ.5. How does natural selection explain how organisms have
QUESTION / LEARNING EXPECTATION
changed over time?
LEARNING EXPECTATION
GLE.0407.5. Grade Level Expectations
INDICATOR GLE.0407.5.1. Analyze physical and behavioral adaptations that enable organisms to survive in their environment.
STRAND / STANDARD / COURSE
TN.5. Life Science: Biodiversity and Change
CONCEPTUAL STRAND / GUIDING QUESTION
CS.5. A rich variety of complex organisms have developed in response to a continually changing environment.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.5. How does natural selection explain how organisms have changed over time?
LEARNING EXPECTATION
0407.5. Checks for Understanding
INDICATOR 0407.5.1. Classify animals according to their physical adaptations for obtaining food, oxygen, and surviving within a particular environment.
INDICATOR 0407.5.2. Describe how animal behaviors such as migration, defense, means of locomotion, and hibernation enable them to survive in an environment.
STRAND / STANDARD / COURSE
TN.5. Life Science: Biodiversity and Change
CONCEPTUAL STRAND / GUIDING QUESTION
CS.5. A rich variety of complex organisms have developed in response to a continually changing environment.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.5. How does natural selection explain how organisms have changed over time?
LEARNING EXPECTATION
SPI.0407.5. State Performance Indicators
INDICATOR SPI.0407.5.1. Determine how a physical or behavioral adaptation can enhance the chances of survival.
INDICATOR SPI.0407.5.2. Infer the possible reasons why a species became endangered or extinct.
Grade: 5
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
GLE.0507.Inq. Grade Level Expectations
INDICATOR GLE.0507.Inq.1. Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data.
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
0507.Inq. Checks for Understanding
INDICATOR 0507.Inq.1. Identify specific investigations that could be used to answer a particular question and identify reasons for this choice.
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING SPI.0507.Inq. State Performance Indicators
EXPECTATION
INDICATOR SPI.0507.Inq.1. Select an investigation that could be used to answer a specific question.
STRAND / STANDARD / COURSE
TN.T/E. Technology and Engineering
CONCEPTUAL STRAND / GUIDING QUESTION
CS.T/E. Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.T/E. How do science concepts, engineering skills, and applications of technology improve the quality of life?
LEARNING EXPECTATION
GLE.0507.T/E. Grade Level Expectations
INDICATOR GLE.0507.T/E.1. Describe how tools, technology, and inventions help to answer questions and solve problems.
INDICATOR GLE.0507.T/E.2. Recognize that new tools, technology, and inventions are always being developed.
INDICATOR GLE.0507.T/E.3. Identify appropriate materials, tools, and machines that can extend or enhance the ability to solve a specified problem.
STRAND / STANDARD / COURSE
TN.T/E. Technology and Engineering
CONCEPTUAL STRAND / GUIDING QUESTION
CS.T/E. Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.T/E. How do science concepts, engineering skills, and applications of technology improve the quality of life?
LEARNING EXPECTATION
0507.T/E. Checks for Understanding
INDICATOR 0507.T/E.1. Explain how different inventions and technologies impact people and other living organisms.
INDICATOR 0507.T/E.2. Design a tool or a process that addresses an identified problem caused by human activity.
INDICATOR 0507.T/E.3. Determine criteria to evaluate the effectiveness of a solution to a specified problem.
INDICATOR 0507.T/E.4. Evaluate an invention that solves a problem and determine ways to improve the design.
STRAND / STANDARD / COURSE
TN.T/E. Technology and Engineering
CONCEPTUAL STRAND / GUIDING QUESTION
CS.T/E. Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.T/E. How do science concepts, engineering skills, and applications of technology improve the quality of life?
LEARNING EXPECTATION
SPI.0507.T/E. State Performance Indicators
INDICATOR SPI.0507.T/E.1. Select a tool, technology, or invention that was used to solve a human problem.
INDICATOR SPI.0507.T/E.2. Recognize the connection between a scientific advance and the development of a new tool or technology.
STRAND / STANDARD / COURSE
TN.2. Life Science: Interdependence
CONCEPTUAL STRAND / GUIDING QUESTION
CS.2. All life is interdependent and interacts with the environment.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.2. How do living things interact with one another and with the non-‐living elements of their environment?
LEARNING EXPECTATION
GLE.0507.2. Grade Level Expectations
INDICATOR GLE.0507.2.3. Establish the connections between human activities and natural disasters and their impact on the environment.
STRAND / STANDARD / COURSE
TN.2. Life Science: Interdependence
CONCEPTUAL STRAND / GUIDING QUESTION
CS.2. All life is interdependent and interacts with the environment.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.2. How do living things interact with one another and with the non-‐living elements of their environment?
LEARNING EXPECTATION
0507.2. Checks for Understanding
INDICATOR 0507.2.2. Classify interspecific relationships within an ecosystem as mutualism, commensalism, or parasitism.
INDICATOR 0507.2.3. Create a simple model illustrating the interspecific relationships within an ecosystem.
INDICATOR 0507.2.4. Analyze basic information from a body of text to identify key issues or assumptions about the relationships among organisms in an ecosystem.
INDICATOR 0507.2.5. Create a poster to illustrate how human activities and natural disasters affect the environment.
STRAND / STANDARD / COURSE
TN.2. Life Science: Interdependence
CONCEPTUAL STRAND / GUIDING QUESTION
CS.2. All life is interdependent and interacts with the environment.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.2. How do living things interact with one another and with the non-‐living elements of their environment?
LEARNING EXPECTATION
SPI.0507.2. State Performance Indicators
INDICATOR SPI.0507.2.3. Use information about the impact of human actions or natural disasters on the environment to support a simple hypothesis, make a prediction, or draw a conclusion.
STRAND / STANDARD / COURSE
TN.5. Life Science: Biodiversity and Change
CONCEPTUAL STRAND / GUIDING QUESTION
CS.5. A rich variety of complex organisms have developed in response to a continually changing environment.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.5. How does natural selection explain how organisms have changed over time?
LEARNING EXPECTATION
0507.5. Checks for Understanding
INDICATOR 0507.5.1. Classify animals according to their physical characteristics.
INDICATOR 0507.5.2. Design a model to illustrate how an animal's physical characteristics enable it to survive in a particular environment.
STRAND / STANDARD / COURSE
TN.5. Life Science: Biodiversity and Change
CONCEPTUAL STRAND / GUIDING QUESTION
CS.5. A rich variety of complex organisms have developed in response to a continually changing environment.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.5. How does natural selection explain how organisms have changed over time?
LEARNING EXPECTATION
SPI.0507.5. State Performance Indicators
INDICATOR SPI.0507.5.1. Identify physical and behavioral adaptations that enable animals such as, amphibians, reptiles, birds, fish, and mammals to survive in a particular environment.
Social Studies
Grade: 4
STRAND / STANDARD / COURSE
TN.4.1.
Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.
CONCEPTUAL STRAND / GUIDING QUESTION
4.1.02. Discuss cultures and human patterns of places and regions of the world.
GUIDING QUESTION / LEARNING EXPECTATION
4.1.02.b. Compare how people from different cultures think about and handle their physical environments and social conditions.
STRAND / STANDARD / COURSE
TN.4.6.
Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.
CONCEPTUAL STRAND / GUIDING QUESTION
4.6.01. Recognize the impact of individual and group decisions.
GUIDING QUESTION / LEARNING EXPECTATION
4.6.01.a. Analyze a particular event to identify reasons individuals might respond to it in different ways.
GUIDING QUESTION / LEARNING
4.6.01.b. Work independently and cooperatively to accomplish goals.
Grade: 5
STRAND / STANDARD / COURSE
TN.5.1.
Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.
CONCEPTUAL STRAND / GUIDING QUESTION
5.1.spi. Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.spi.2.
Interpret how culture changes over time as a consequence of industrialization, technology or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music and the growth of government services).
STRAND / STANDARD / COURSE
TN.5.3.
Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.
CONCEPTUAL STRAND / GUIDING QUESTION
5.3.01.
Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective.
GUIDING QUESTION / LEARNING EXPECTATION
5.3.01.a. Locate the major physical features and cities of the United States on a map or globe.
STRAND / STANDARD / COURSE
TN.5.3.
Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.
CONCEPTUAL STRAND / GUIDING QUESTION
5.3.02. Recognize the interaction between human and physical systems around the world.
GUIDING QUESTION / LEARNING EXPECTATION
5.3.02.b. Explain human modifications of the physical environment.
STRAND / STANDARD / COURSE
TN.5.6.
Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.
CONCEPTUAL STRAND / GUIDING QUESTION
5.6.02. Understand how groups can create change at the local, state, and national level.
GUIDING QUESTION / LEARNING EXPECTATION
5.6.02.a. Give examples of the role of institutions in furthering both continuity and change.
Arts Education
Grade: 4
STRAND / STANDARD / COURSE
TN.D. Dance
CONCEPTUAL STRAND / GUIDING QUESTION
5.0. Cultural/Historical: Students will demonstrate and understand dance in various cultures and historical periods.
GUIDING QUESTION / LEARNING EXPECTATION
5.1. The student will perform and compare folk and social dances from various cultures and historical periods.
STRAND / STANDARD / COURSE
TN.M. Music
CONCEPTUAL STRAND / GUIDING QUESTION
1.0. Singing: Students will sing, alone and with others, a varied repertoire of music.
GUIDING QUESTION / LEARNING EXPECTATION
1.2. The student will sing expressively using proper vocal technique.
STRAND / STANDARD / COURSE
TN.T. Theatre
CONCEPTUAL STRAND / GUIDING QUESTION
2.0. Character Acting: Students will develop basic acting skills by portraying characters in improvised and scripted scenes.
GUIDING 2.1 The student will apply sensory and emotional experiences
QUESTION / LEARNING EXPECTATION
to create a character.
GUIDING QUESTION / LEARNING EXPECTATION
2.2 The student will use imagination to form and express thought, feeling and character.
GUIDING QUESTION / LEARNING EXPECTATION
2.3 The student will develop characters to solve dramatic problems in individual and group settings.
GUIDING QUESTION / LEARNING EXPECTATION
2.6 The student will utilize the voice to express thought, feeling and characterization.
STRAND / STANDARD / COURSE
TN.T. Theatre
CONCEPTUAL STRAND / GUIDING QUESTION
4.0. Directing: Students will direct by planning classroom dramatizations.
GUIDING QUESTION / LEARNING EXPECTATION
4.2 The student will develop leadership and collaborative skills by planning classroom dramatizations.
Grade: 5
STRAND / STANDARD / COURSE
TN.D. Dance
CONCEPTUAL STRAND / GUIDING QUESTION
3.0. Creativity and Communication: Students will understand dance as a way to create and communicate meaning.
GUIDING QUESTION / LEARNING EXPECTATION
3.2. The student will create a dance that successfully communicates multiple themes, teach the dance to another student and perform.
STRAND / STANDARD / COURSE
TN.D. Dance
CONCEPTUAL STRAND / GUIDING QUESTION
5.0. Cultural/Historical: Students will demonstrate and understand dance in various cultures and historical periods.
GUIDING 5.1. The student will research and perform a folk or social
QUESTION / LEARNING EXPECTATION
dance from a chosen culture.
STRAND / STANDARD / COURSE
TN.M. Music
CONCEPTUAL STRAND / GUIDING QUESTION
1.0. Singing: Students will sing, alone and with others, a varied repertoire of music.
GUIDING QUESTION / LEARNING EXPECTATION
1.2. The student will demonstrate the ability to sing expressively using proper vocal technique.
STRAND / STANDARD / COURSE
TN.T. Theatre
CONCEPTUAL STRAND / GUIDING QUESTION
2.0. Character Acting: Students will develop basic acting skills by portraying characters in improvised and scripted scenes.
GUIDING QUESTION / LEARNING EXPECTATION
2.1 The student will apply sensory and emotional experiences to create a character.
GUIDING QUESTION / LEARNING EXPECTATION
2.2 The student will use imagination to form and to express thought, feeling and character.
GUIDING QUESTION / LEARNING EXPECTATION
2.3 The student will use characterization to solve dramatic problems in individual and group settings.
GUIDING QUESTION / LEARNING EXPECTATION
2.6 The student will employ vocal techniques to express thought, feeling and characterization.
STRAND / STANDARD / COURSE
TN.T. Theatre
CONCEPTUAL STRAND / GUIDING QUESTION
3.0. Scene Design: Students will design by developing environments for improvised and scripted scenes.
GUIDING QUESTION /
3.3 The student will experiment with creating costumes, properties and scenery for improvised or scripted scenes.
LEARNING EXPECTATION
STRAND / STANDARD / COURSE
TN.T. Theatre
CONCEPTUAL STRAND / GUIDING QUESTION
4.0. Directing: Students will direct by organizing rehearsals for improvised and scripted scenes.
GUIDING QUESTION / LEARNING EXPECTATION
4.2 The student will develop leadership and collaborative skills through directing improvised and scripted scenes.
Junior: It’s Your World Journey -‐ Skill Building Badges Summary: Juniors can earn five badges connected to Agent of Change National Leadership Journey. The badges are: Digital Photographer, Staying Fit, Musician, Entertainment Technology, and Scribe.
Tennessee Curriculum Standards
Language Arts
Grade: 4
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.1. Language
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.1.13. Recognize and use grade appropriate vocabulary within context.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.2. Communication
GUIDING QUESTION / LEARNING
Checks for Understanding (Formative/Summative Assessment)
EXPECTATION
LEARNING EXPECTATION
0401.2.2. Listening: Use established rules for attentive listening (e.g., do not interrupt, ask questions, provide appropriate feedback).
LEARNING EXPECTATION
0401.2.4. Listening: Formulate and respond to questions from teachers and group members.
LEARNING EXPECTATION
0401.2.7. Speaking: Participate in creative responses to text (e.g., choral reading, discussion, dramatization, oral presentations).
LEARNING EXPECTATION
0401.2.13. Speaking: Continue to develop group discussion skills and to work in teams.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.2. Communication
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.2.2.
Given a list of interactive behaviors (i.e., taking turns, behaving courteously, not interrupting, listening, remaining on task), identify those that are appropriate (or inappropriate) for group activities.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0401.3.2.
Write in a variety of modes and genres (e.g., narration, description, personal expression, imaginative writing, response to literature, response to subject matter content).
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL 0401.3. Writing
STRAND / GUIDING QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.3.4. Write poems, stories, and essays based upon personal reflections, observations, and experiences.
LEARNING EXPECTATION
0401.3.7. Write creative, imaginative, and original responses to literature (e.g., poems, raps, stories).
LEARNING EXPECTATION
0401.3.10. Select and refine a topic.
LEARNING EXPECTATION
0401.3.16. Use correct page format (e.g., paragraphs, margins, indentations, titles).
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.3.1. Identify the purpose for writing (i.e., to entertain, to inform, to share experiences).
LEARNING EXPECTATION
SPI 0401.3.9. Select an appropriate title that reflects the topic of a written selection.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.4. Research
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0401.4.1. Conduct research to access and present information.
STRAND / STANDARD /
TN.0401. English Language Arts (0401)
COURSE
CONCEPTUAL STRAND / GUIDING QUESTION
0401.4. Research
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.4.1. Define and narrow a topic for research.
LEARNING EXPECTATION
0401.4.2. Use current technology as a research and communication tool for personal interest, research, and clarification.
LEARNING EXPECTATION
0401.4.3. Gather and record information on a research topic from a variety of sources.
LEARNING EXPECTATION
0401.4.6. Write a research report using notes taken from three or more sources.
LEARNING EXPECTATION
0401.4.8.
Use and discern appropriate reference sources in various formats (e.g., interviews with family and community; encyclopedia, card/electronic catalogs, almanacs, magazines, newspapers).
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.4. Research
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.4.1. Select appropriate sources from which to gather information on a given topic.
LEARNING EXPECTATION
SPI 0401.4.4. Differentiate among the kinds of information available in a variety of reference materials (i.e., dictionary, thesaurus, atlas, encyclopedia).
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.5. Logic
GUIDING
Grade Level Expectations
QUESTION / LEARNING EXPECTATION
LEARNING EXPECTATION
GLE 0401.5.2. Use logic to make inferences and draw conclusions in a variety of oral and written contexts.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.5.2. Make inferences and draw conclusions while reading, viewing, or listening to print and non-‐print media.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.6. Informational Text
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.6.1.
Use a variety of pre-‐reading strategies (e.g., organize prior knowledge using a graphic organizer, explore significant words to be encountered, relate text to prior personal and historical experiences and current events).
LEARNING EXPECTATION
0401.6.2. Derive meaning while reading (e.g., express reactions and personal opinions to a selection, make inferences, draw conclusions based on evidence gained).
LEARNING EXPECTATION
0401.6.8. Understand a variety of informational texts, including primary sources (e.g., autobiographical sketches, letters, diaries, Internet sites).
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.6. Informational Text
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.6.6. Use available text features (e.g., graphics and illustrations) to make meaning from text.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.7. Media
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0401.7.1.
Use media (e.g., photographs, PowerPoint, dioramas, videos, the arts, online catalogs, nonfiction books, encyclopedias, Internet) to view, read, and represent information and to conduct research.
LEARNING EXPECTATION
0401.7.2. Use print and non-‐print materials along with prior knowledge to provide background for writing and /or presenting.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0401.8.1. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.8. Literature
GUIDING QUESTION /
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
LEARNING EXPECTATION
0401.8.1.
Use a variety of pre-‐reading strategies (e.g., organize prior knowledge using a graphic organizer, explore significant words to be encountered, relate text to prior personal and historical experiences and current events).
LEARNING EXPECTATION
0401.8.2. Derive meaning while reading (e.g., express reactions and personal opinions to a selection, make inferences, draw conclusions based on evidence gained).
LEARNING EXPECTATION
0401.8.3. Check for understanding after reading (e.g., identify the author's purpose; locate information to support opinions, predictions, and conclusions).
LEARNING EXPECTATION
0401.8.4. Build vocabulary by listening to literature, participating in discussions, and reading self-‐selected and assigned texts.
LEARNING EXPECTATION
0401.8.10. Identify and describe main and minor characters, considering the importance of their actions, motives, and appearances.
LEARNING EXPECTATION
0401.8.14. Explore the concept of theme.
STRAND / STANDARD / COURSE
TN.0401. English Language Arts (0401)
CONCEPTUAL STRAND / GUIDING QUESTION
0401.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0401.8.2. Identify characters, setting, and plot in a passage.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Learning Expectations:
GUIDING QUESTION / LEARNING EXPECTATION
1.06. Expand reading vocabulary.
GUIDING 1.07. Reading strategies to facilitate comprehension.
QUESTION / LEARNING EXPECTATION
GUIDING QUESTION / LEARNING EXPECTATION
1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
GUIDING QUESTION / LEARNING EXPECTATION
1.11. Read independently for a variety of purposes.
GUIDING QUESTION / LEARNING EXPECTATION
1.13. Develop and sustain a motivation for reading.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.01. Continue to develop oral language and listening skills.
LEARNING EXPECTATION
4.1.01.a. Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.
LEARNING EXPECTATION
4.1.01.b. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback).
LEARNING EXPECTATION
4.1.01.d. Formulate and respond to questions from teachers and other group members.
LEARNING EXPECTATION
4.1.01.e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
LEARNING EXPECTATION
4.1.01.i. Use different voice levels and speech patterns for small groups, informal discussions, and reports.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.05. Read to develop fluency, expression, accuracy, and confidence.
LEARNING EXPECTATION
4.1.05.f. Read independently daily.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.06. Expand reading vocabulary.
LEARNING EXPECTATION
4.1.06.a. Build vocabulary by listening to literature, participating in discussions, and reading self-‐selected and assigned texts.
LEARNING EXPECTATION
4.1.06.i. Build vocabulary by reading from a wide variety of text and literary genres.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.07. Employ pre-‐reading strategies to facilitate comprehension.
LEARNING EXPECTATION
4.1.07.a. Set a purpose for reading (e.g., to understand, to enjoy, to solve problems, to locate specific information/facts).
LEARNING EXPECTATION
4.1.07.b. Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing).
LEARNING EXPECTATION
4.1.07.c. Explore significant words to be encountered in selected/assigned text.
LEARNING EXPECTATION
4.1.07.f. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-‐print media.
STRAND / STANDARD /
TN.1.0. Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension,
COURSE interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.08. Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.
LEARNING EXPECTATION
4.1.08.a. Derive meaning while reading by
INDICATOR 4.1.08.a.2. Predicting outcomes based upon prior knowledge and adjusting appropriately.
INDICATOR 4.1.08.a.5. Expressing reactions and personal opinions to a selection.
INDICATOR 4.1.08.a.6. Making inferences.
INDICATOR 4.1.08.a.7. Verifying or modifying the pre-‐reading purpose.
INDICATOR 4.1.08.a.8. Drawing conclusions based on evidence gained.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.08. Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.
LEARNING EXPECTATION
4.1.08.b. Check for understanding after reading by
INDICATOR 4.1.08.b.6. Stating reasonable generalizations in reference to two pieces of text on a similar topic.
INDICATOR 4.1.08.b.7. Locating information to support opinions, predictions, and conclusions.
INDICATOR 4.1.08.b.11. Recognizing the theme of a single passage.
INDICATOR 4.1.08.b.12. Reflecting upon comprehension strategies utilized to make meaning from text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.09. Develop appropriate information skills and study skills to facilitate learning.
LEARNING EXPECTATION
4.1.09.a.
Use and discern appropriate reference sources in various format (e.g., interviews with family and community; encyclopedias, card/electronic catalogs, almanacs, magazines, and newspapers).
LEARNING EXPECTATION
4.1.09.b.
Use media (e.g., photographs, films, videos, the arts, on-‐line catalogs, nonfiction books, encyclopedias, CD-‐ROM references, internet) to view, read, and represent information.
LEARNING EXPECTATION
4.1.09.c. Use current technology as a research and communication tool for personal interest, research, and clarification.
LEARNING EXPECTATION
4.1.09.d. Understand a variety of informational texts, which include primary sources (e.g., autobiographical sketches, letters, and diaries; and internet sites).
LEARNING EXPECTATION
4.1.09.i. Gather and record information on a research topic using two different sources.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.10. Develop skills to facilitate reading to learn in a variety of content areas.
LEARNING EXPECTATION
4.1.10.a. Develop and maintain vocabulary specific to content and to current events.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING 4.1.11. Read independently for a variety of purposes.
QUESTION / LEARNING EXPECTATION
LEARNING EXPECTATION
4.1.11.a. Read for literary experience.
LEARNING EXPECTATION
4.1.11.b. Read to gain information.
LEARNING EXPECTATION
4.1.11.d. Read for enjoyment.
LEARNING EXPECTATION
4.1.11.e. Read to expand vocabulary.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.12. Experience various literary and media genres.
LEARNING EXPECTATION
4.1.12.d. Identify and describe the main and minor characters, considering the importance of their actions, motives, and appearances.
LEARNING EXPECTATION
4.1.12.e. Make inferences about print and non-‐print text.
LEARNING EXPECTATION
4.1.12.f. Compare and contrast events and characters using evidence cited from print and non-‐print text(s).
LEARNING EXPECTATION
4.1.12.j. Explore the concept of theme.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
4.1.13. Develop and sustain a motivation for reading.
LEARNING 4.1.13.a. Visit libraries/media centers and book fairs to explore
EXPECTATION books.
LEARNING EXPECTATION
4.1.13.b. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others).
LEARNING EXPECTATION
4.1.13.c. Read daily from self-‐selected materials.
LEARNING EXPECTATION
4.1.13.d. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions).
LEARNING EXPECTATION
4.1.13.g. Choose to read as a leisure activity.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 1, the student is able to
LEARNING EXPECTATION
4.1.spi.5. Identify characters, setting, and plot in a passage.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 2, the student is able to
LEARNING EXPECTATION
4.1.spi.11. Recognize and use grade appropriate vocabulary within text.
LEARNING EXPECTATION
4.1.spi.15. Use available text features (e.g., graphics, glossaries, and illustrations) to make meaning from text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL
Performance Indicators State:
STRAND / GUIDING QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
At Level 3, the student is able to
LEARNING EXPECTATION
4.1.spi.22. Determine appropriate inferences and draw conclusions from text.
LEARNING EXPECTATION
4.1.spi.23. Select sources from which to gather information on a given topic.
LEARNING EXPECTATION
4.1.spi.24. Locate information to support opinions, predictions, and conclusions.
Grade: 5
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.1. Language
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.1.15. Recognize and use grade appropriate vocabulary within context.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.2. Communication
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.2.4. Participate in teams for work and discussion.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND /
0501.2. Communication
GUIDING QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.2.2. Listening: Use established rules for polite conversation (e.g., do not interrupt, face the speaker, listen attentively, provide appropriate feedback, take turns).
LEARNING EXPECTATION
0501.2.4. Listening: Formulate and respond to questions from teachers and group members.
LEARNING EXPECTATION
0501.2.7. Speaking: Participate in creative and expressive responses to text (e.g., choral reading, discussion, dramatization, oral presentations, and personal experiences).
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.3.2. Write in various modes and genres, including narration, literary response, personal expression, description, and imaginative.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.3.1. Determine an audience and purpose for writing.
LEARNING EXPECTATION
0501.3.4. Write poems, stories, and essays based upon personal reflections, observations, and experiences.
LEARNING EXPECTATION
0501.3.6. Respond in writing to literature studied (e.g., critique, journal, group project).
LEARNING EXPECTATION
0501.3.8. Compose and respond in writing to original questions and/or problems from all content areas.
LEARNING EXPECTATION
0501.3.12. Select and refine a topic.
LEARNING EXPECTATION
0501.3.18. Use correct page format (e.g., paragraphs, margins, indentations, title).
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.3. Writing
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.3.2. Identify the purpose for writing (i.e., to entertain, to inform, to share experiences, to persuade, to report).
LEARNING EXPECTATION
SPI 0501.3.12. Select an appropriate title that reflects the topic of a written selection.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.4. Research
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.4.1. Conduct research to access and present information.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.4. Research
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.4.1. Define and narrow a topic for research.
LEARNING EXPECTATION
0501.4.2.
Discern and use appropriate reference sources in various formats (e.g., interviews with family and community; encyclopedia, card/electronic catalogs, almanacs, magazines, newspapers).
LEARNING EXPECTATION
0501.4.3. Use current technology as a research and communication tool for personal interest, research, and clarification.
LEARNING EXPECTATION
0501.4.4. Gather and record information on a research topic using three different sources, at least one of which must be a print source.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.4. Research
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.4.4. Select appropriate sources from which to gather information on a given topic.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.5.2. Use logic to make inferences and to draw conclusions in a variety of oral and written contexts.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.5. Logic
GUIDING
Checks for Understanding (Formative/Summative
QUESTION / LEARNING EXPECTATION
Assessment)
LEARNING EXPECTATION
0501 5.2. Make inferences and draw appropriate conclusions while reading, viewing, or listening to print and non-‐print media.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.5. Logic
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.5.6. Make inferences and draw appropriate conclusions from text.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.6. Informational Text
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.6.1.
Apply appropriate skills and strategies to comprehend informational texts (e.g., pre-‐reading strategies, comprehension strategies, graphic organizers, questioning text).
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.6. Informational Text
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.6.1. Use a variety of pre-‐reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to
locate specific information/facts}, utilize reference sources to build background for reading, preview text features).
LEARNING EXPECTATION
0501.6.8. Understand a variety of informational texts, including primary sources (e.g., autobiographical sketches, letters, diaries, Internet sites).
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.7. Media
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.7.1.
Use media (e.g., photographs, PowerPoint, dioramas, videos, the arts, online catalogs, nonfiction books, encyclopedias, Internet) to view, read, and represent information.
LEARNING EXPECTATION
0501.7.2. Use print and non-‐print materials along with prior knowledge to provide background for writing and/or presenting.
LEARNING EXPECTATION
0501.7.3. Use media to conduct research and prepare reports.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
Grade Level Expectations
LEARNING EXPECTATION
GLE 0501.8.1. Use previously learned comprehension strategies before, during, and after reading.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
Checks for Understanding (Formative/Summative Assessment)
LEARNING EXPECTATION
0501.8.1.
Use a variety of pre-‐reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate specific information/facts}, utilize reference sources to build background for reading, preview text features).
LEARNING EXPECTATION
0501.8.4. Build vocabulary by reading from a wide variety of texts and literary genres.
LEARNING EXPECTATION
0501.8.6. Understand the meaning of plot, character, setting, conflict, point of view, and theme in narration.
LEARNING EXPECTATION
0501.8.9. Distinguish between a stated and an implied theme.
STRAND / STANDARD / COURSE
TN.0501. English Language Arts (0501)
CONCEPTUAL STRAND / GUIDING QUESTION
0501.8. Literature
GUIDING QUESTION / LEARNING EXPECTATION
State Performance Indicators
LEARNING EXPECTATION
SPI 0501.8.1. Identify setting, characters, plot, and theme.
LEARNING EXPECTATION
SPI 0501.8.6. Determine whether the theme is stated or implied within a passage.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Learning Expectations:
GUIDING QUESTION / LEARNING EXPECTATION
1.06. Expand reading vocabulary.
GUIDING QUESTION / LEARNING EXPECTATION
1.07. Reading strategies to facilitate comprehension.
GUIDING QUESTION / LEARNING EXPECTATION
1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
GUIDING QUESTION / LEARNING EXPECTATION
1.11. Read independently for a variety of purposes.
GUIDING QUESTION / LEARNING EXPECTATION
1.13. Develop and sustain a motivation for reading.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.01. Continue to develop oral language and listening skills.
LEARNING EXPECTATION
5.1.01.a. Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.
LEARNING EXPECTATION
5.1.01.b. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback).
LEARNING EXPECTATION
5.1.01.d. Formulate and respond to questions from teachers and other group members.
LEARNING EXPECTATION
5.1.01.e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
LEARNING EXPECTATION
5.1.01.i. Use different voice levels and speech patterns for small groups, informal discussions, and reports.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.04. Use decoding strategies to read unfamiliar words.
LEARNING EXPECTATION
5.1.04.e. Decode unknown grade level words utilizing learned strategies and verify word meanings within the context.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.05. Read to develop fluency, expression, accuracy, and confidence.
LEARNING EXPECTATION
5.1.05.f. Read independently daily.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.06. Expand reading vocabulary.
LEARNING EXPECTATION
5.1.06.a. Build vocabulary by listening to literature, participating in discussions, and reading self-‐selected texts.
LEARNING EXPECTATION
5.1.06.i. Explore the impact of vocabulary in evaluating ideas, information, and experiences.
LEARNING EXPECTATION
5.1.06.k. Build vocabulary by reading from a wide variety of text and literary genres.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.07. Employ pre-‐reading strategies to facilitate comprehension.
LEARNING EXPECTATION
5.1.07.a. 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).
LEARNING EXPECTATION
5.1.07.b. Utilize reference sources to build background for reading.
LEARNING EXPECTATION
5.1.07.c. Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing, outlining).
LEARNING EXPECTATION
5.1.07.d. Explore significant words to be encountered in selected/assigned text.
LEARNING EXPECTATION
5.1.07.e. Preview text using text features (e.g., illustrations/pictures, captions, graphs, diagrams, and headings).
LEARNING EXPECTATION
5.1.07.g. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-‐print media.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
LEARNING EXPECTATION
5.1.08.a. Derive meaning while reading by
INDICATOR 5.1.08.a.2. Predicting outcomes based upon prior knowledge and adjusting appropriately.
INDICATOR 5.1.08.a.5. Expressing reactions and personal opinions to a selection or relating the selection to a personal experience.
INDICATOR 5.1.08.a.6. Making inferences and recognizing unstated assumptions.
INDICATOR 5.1.08.a.7. Verifying or modifying the pre-‐reading purpose.
INDICATOR 5.1.08.a.8. Drawing conclusions based on evidence gained.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING 5.1.08. Use active comprehension strategies to derive meaning
QUESTION / LEARNING EXPECTATION
while reading and check for understanding after reading.
LEARNING EXPECTATION
5.1.08.b. Check for understanding after reading by
INDICATOR 5.1.08.b.5. Selecting, prioritizing, and organizing information to meet a specific purpose.
INDICATOR 5.1.08.b.6. Stating reasonable generalizations in reference to two or more pieces of text on a similar topic.
INDICATOR 5.1.08.b.11. Recognizing a common theme between two passages.
INDICATOR 5.1.08.b.12. Reflecting upon comprehension strategies utilized to make meaning from text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.09. Develop appropriate informational skills and study skills to facilitate learning.
LEARNING EXPECTATION
5.1.09.a.
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).
LEARNING EXPECTATION
5.1.09.b.
Use media (e.g., photographs, videos, films, the arts, on-‐line catalogs, nonfiction books, encyclopedias, CD-‐ROM references, internet) to view, read, and represent information.
LEARNING EXPECTATION
5.1.09.c. Use current technology as a research and communication tool for personal interest, research, and clarification.
LEARNING EXPECTATION
5.1.09.d. Understand a variety of informational texts which include primary sources (e.g., autobiographical sketches, letters, and diaries, directions, and internet sites).
LEARNING EXPECTATION
5.1.09.k. Gather and record information on a research topic using three or more sources.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND /
Accomplishments:
GUIDING QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
5.1.10. Develop skills to facilitate reading to learn in a variety of content areas.
LEARNING EXPECTATION
5.1.10.a. Develop and maintain vocabulary specific to content and to current events.
LEARNING EXPECTATION
5.1.10.c. Apply comprehension skills and strategies to informational text (e.g., prereading and active comprehension).
LEARNING EXPECTATION
5.1.10.e. Determine and evaluate the reliability of sources on a given topic (e.g., editorials, newspapers, magazines, biographies, news reports and films).
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.11. Read independently for a variety of purposes.
LEARNING EXPECTATION
5.1.11.a. Read for literary experience.
LEARNING EXPECTATION
5.1.11.b. Read to gain information.
LEARNING EXPECTATION
5.1.11.d. Read for enjoyment.
LEARNING EXPECTATION
5.1.11.e. Read to expand vocabulary.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.12. Experience various literary and media genres.
LEARNING EXPECTATION
5.1.12.d. Interpret a character's feelings and identify his motives.
LEARNING EXPECTATION
5.1.12.e. Trace changes in the main character and describe how this affects the plot.
LEARNING EXPECTATION
5.1.12.f. Make inferences about print and non-‐print text.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Accomplishments:
GUIDING QUESTION / LEARNING EXPECTATION
5.1.13. Develop and sustain a motivation for reading.
LEARNING EXPECTATION
5.1.13.a. Visit libraries/media centers and book fairs to explore books.
LEARNING EXPECTATION
5.1.13.b. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others).
LEARNING EXPECTATION
5.1.13.c. Read daily from self-‐selected materials.
LEARNING EXPECTATION
5.1.13.d. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions).
LEARNING EXPECTATION
5.1.13.g. Choose to read as a leisure activity.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 1, the student is able to
LEARNING EXPECTATION
5.1.spi.5. Identify setting, characters, and plot in a passage.
STRAND / STANDARD /
TN.1.0. Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension,
COURSE interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 2, the student is able to
LEARNING EXPECTATION
5.1.spi.6. Recognize and use grade appropriate vocabulary within context.
LEARNING EXPECTATION
5.1.spi.9. Determine word meanings within context.
LEARNING EXPECTATION
5.1.spi.14. Determine inferences from selected passages.
STRAND / STANDARD / COURSE
TN.1.0.
Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
CONCEPTUAL STRAND / GUIDING QUESTION
Performance Indicators State:
GUIDING QUESTION / LEARNING EXPECTATION
At Level 3, the student is able to
LEARNING EXPECTATION
5.1.spi.22. Determine whether the theme is stated or implied within a passage.
LEARNING EXPECTATION
5.1.spi.25. Identify information to support opinions, predictions, and conclusions.
Science
Grade: 4
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
GLE.0407.Inq. Grade Level Expectations
INDICATOR GLE.0407.Inq.1. Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data.
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
0407.Inq. Checks for Understanding
INDICATOR 0407.Inq.1. Identify specific investigations that could be used to answer a particular question and identify reasons for this choice.
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
SPI.0407.Inq. State Performance Indicators
INDICATOR SPI.0407.Inq.1. Select an investigation that could be used to answer a specific question.
STRAND / STANDARD / COURSE
TN.T/E. Technology and Engineering
CONCEPTUAL STRAND / GUIDING QUESTION
CS.T/E. Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
GUIDING QUESTION /
GQ.T/E. How do science concepts, engineering skills, and applications of technology improve the quality of life?
LEARNING EXPECTATION
LEARNING EXPECTATION
GLE.0407.T/E. Grade Level Expectations
INDICATOR GLE.0407.T/E.2. Recognize that new tools, technology, and inventions are always being developed.
INDICATOR GLE.0407.T/E.3. Identify appropriate materials, tools, and machines that can extend or enhance the ability to solve a specified problem.
STRAND / STANDARD / COURSE
TN.T/E. Technology and Engineering
CONCEPTUAL STRAND / GUIDING QUESTION
CS.T/E. Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.T/E. How do science concepts, engineering skills, and applications of technology improve the quality of life?
LEARNING EXPECTATION
0407.T/E. Checks for Understanding
INDICATOR 0407.T/E.1. Explain how different inventions and technologies impact people and other living organisms.
STRAND / STANDARD / COURSE
TN.T/E. Technology and Engineering
CONCEPTUAL STRAND / GUIDING QUESTION
CS.T/E. Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.T/E. How do science concepts, engineering skills, and applications of technology improve the quality of life?
LEARNING EXPECTATION
SPI.0407.T/E. State Performance Indicators
INDICATOR SPI.0407.T/E.1. Select a tool, technology, or invention that was used to solve a human problem.
INDICATOR SPI.0407.T/E.2. Recognize the connection between a scientific advance and the development of a new tool or technology.
STRAND / STANDARD / COURSE
TN.10. Physical Science: Energy
CONCEPTUAL STRAND / GUIDING QUESTION
CS.10. Various forms of energy are constantly being transformed into other types without any net loss of energy from the system.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.10. What basic energy related ideas are essential for understanding the dependency of the natural and man-‐made worlds on energy?
LEARNING EXPECTATION
GLE.0407.10. Grade Level Expectations
INDICATOR GLE.0407.10.1. Distinguish among heat, radiant, and chemical forms of energy.
STRAND / STANDARD / COURSE
TN.10. Physical Science: Energy
CONCEPTUAL STRAND / GUIDING QUESTION
CS.10. Various forms of energy are constantly being transformed into other types without any net loss of energy from the system.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.10. What basic energy related ideas are essential for understanding the dependency of the natural and man-‐made worlds on energy?
LEARNING EXPECTATION
SPI.0407.10. State Performance Indicators
INDICATOR SPI.0407.10.1. Identify different forms of energy, such as heat, light, and chemical.
STRAND / STANDARD / COURSE
TN.11. Physical Science: Motion
CONCEPTUAL STRAND / GUIDING QUESTION
CS.11. Objects move in ways that can be observed, described, predicted, and measured.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.11. What causes objects to move differently under different circumstances?
LEARNING EXPECTATION
SPI.0407.11. State Performance Indicators
INDICATOR SPI.0407.11.2. Identify factors that influence the motion of an object.
Grade: 5
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
GLE.0507.Inq. Grade Level Expectations
INDICATOR GLE.0507.Inq.1. Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data.
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING EXPECTATION
0507.Inq. Checks for Understanding
INDICATOR 0507.Inq.1. Identify specific investigations that could be used to answer a particular question and identify reasons for this choice.
STRAND / STANDARD / COURSE
TN.Inq. Inquiry
CONCEPTUAL STRAND / GUIDING QUESTION
CS.Inq. Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
LEARNING SPI.0507.Inq. State Performance Indicators
EXPECTATION
INDICATOR SPI.0507.Inq.1. Select an investigation that could be used to answer a specific question.
STRAND / STANDARD / COURSE
TN.T/E. Technology and Engineering
CONCEPTUAL STRAND / GUIDING QUESTION
CS.T/E. Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.T/E. How do science concepts, engineering skills, and applications of technology improve the quality of life?
LEARNING EXPECTATION
GLE.0507.T/E. Grade Level Expectations
INDICATOR GLE.0507.T/E.2. Recognize that new tools, technology, and inventions are always being developed.
INDICATOR GLE.0507.T/E.3. Identify appropriate materials, tools, and machines that can extend or enhance the ability to solve a specified problem.
STRAND / STANDARD / COURSE
TN.T/E. Technology and Engineering
CONCEPTUAL STRAND / GUIDING QUESTION
CS.T/E. Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.T/E. How do science concepts, engineering skills, and applications of technology improve the quality of life?
LEARNING EXPECTATION
0507.T/E. Checks for Understanding
INDICATOR 0507.T/E.1. Explain how different inventions and technologies impact people and other living organisms.
STRAND / STANDARD / COURSE
TN.T/E. Technology and Engineering
CONCEPTUAL STRAND / GUIDING QUESTION
CS.T/E. Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
GUIDING QUESTION /
GQ.T/E. How do science concepts, engineering skills, and applications of technology improve the quality of life?
LEARNING EXPECTATION
LEARNING EXPECTATION
SPI.0507.T/E. State Performance Indicators
INDICATOR SPI.0507.T/E.1. Select a tool, technology, or invention that was used to solve a human problem.
INDICATOR SPI.0507.T/E.2. Recognize the connection between a scientific advance and the development of a new tool or technology.
STRAND / STANDARD / COURSE
TN.12. Physical Science: Forces in Nature
CONCEPTUAL STRAND / GUIDING QUESTION
CS.12. Everything in the universe exerts a gravitational force on everything else; there is an interplay between magnetic fields and electrical currents.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.12. What are the scientific principles that explain gravity and electromagnetism?
LEARNING EXPECTATION
GLE.0507.12. Grade Level Expectations
INDICATOR GLE.0507.12.1. Recognize that the earth attracts objects without directly touching them.
INDICATOR GLE.0507.12.2. Investigate how the shape of an object influences the way that it falls toward the earth.
INDICATOR GLE.0507.12.3. Provide examples of how forces can act at a distance.
STRAND / STANDARD / COURSE
TN.12. Physical Science: Forces in Nature
CONCEPTUAL STRAND / GUIDING QUESTION
CS.12. Everything in the universe exerts a gravitational force on everything else; there is an interplay between magnetic fields and electrical currents.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.12. What are the scientific principles that explain gravity and electromagnetism?
LEARNING EXPECTATION
0507.12. Checks for Understanding
INDICATOR 0507.12.1. Explain and give examples of how forces act at a distance.
INDICATOR 0507.12.2. Demonstrate how the shape of an object affects how it falls toward the earth.
INDICATOR 0507.12.3. Design and explain an investigation exploring the earth's pull on objects.
STRAND / STANDARD / COURSE
TN.12. Physical Science: Forces in Nature
CONCEPTUAL STRAND / GUIDING QUESTION
CS.12. Everything in the universe exerts a gravitational force on everything else; there is an interplay between magnetic fields and electrical currents.
GUIDING QUESTION / LEARNING EXPECTATION
GQ.12. What are the scientific principles that explain gravity and electromagnetism?
LEARNING EXPECTATION
SPI.0507.12. State Performance Indicators
INDICATOR SPI.0507.12.1. Recognize that the earth attracts objects without touching them.
INDICATOR SPI.0507.12.2. Identify the force that causes objects to fall to the earth.
INDICATOR SPI.0507.12.3. Use data to determine how shape affects the rate at which a material falls to earth.
Social Studies
Grade: 4
STRAND / STANDARD / COURSE
TN.4.6.
Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.
CONCEPTUAL STRAND / GUIDING QUESTION
4.6.01. Recognize the impact of individual and group decisions.
GUIDING QUESTION / LEARNING EXPECTATION
4.6.01.b. Work independently and cooperatively to accomplish goals.
Grade: 5
STRAND / STANDARD / COURSE
TN.5.5.
History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.
CONCEPTUAL STRAND / GUIDING QUESTION
5.5.14. Era 10 -‐Contemporary United States (1968 to the present): Understand economic, social, and cultural developments in the contemporary United States.
GUIDING QUESTION / LEARNING EXPECTATION
5.5.14.a. Explain the effect of the computer on contemporary life in America.
Arts Education
Grade: 4
STRAND / STANDARD / COURSE
TN.M. Music
CONCEPTUAL STRAND / GUIDING QUESTION
1.0. Singing: Students will sing, alone and with others, a varied repertoire of music.
GUIDING QUESTION / LEARNING EXPECTATION
1.1. The student will demonstrate the ability to sing alone and in unison.
GUIDING QUESTION / LEARNING EXPECTATION
1.2. The student will sing expressively using proper vocal technique.
GUIDING QUESTION / LEARNING EXPECTATION
1.3. The student will sing simple harmonies.
STRAND / STANDARD / COURSE
TN.M. Music
CONCEPTUAL STRAND / GUIDING QUESTION
2.0. Playing Instruments: Students will perform on instruments, alone and with others, a varied repertoire of music.
GUIDING QUESTION / LEARNING EXPECTATION
2.1. The student will demonstrate the ability to play simple rhythmic patterns.
GUIDING QUESTION / LEARNING EXPECTATION
2.2. The student will demonstrate the ability to play simple melodic patterns.
STRAND / STANDARD / COURSE
TN.M. Music
CONCEPTUAL STRAND / GUIDING
9.0. Historical and Cultural Relationships: Students will understand music in relation to history and culture.
QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
9.2. The student will discuss the correlation of events, composers and music from various historical periods.
Grade: 5
STRAND / STANDARD / COURSE
TN.M. Music
CONCEPTUAL STRAND / GUIDING QUESTION
1.0. Singing: Students will sing, alone and with others, a varied repertoire of music.
GUIDING QUESTION / LEARNING EXPECTATION
1.1. The student will demonstrate the ability to sing alone and in unison.
GUIDING QUESTION / LEARNING EXPECTATION
1.2. The student will demonstrate the ability to sing expressively using proper vocal technique.
GUIDING QUESTION / LEARNING EXPECTATION
1.3. The student will demonstrate the ability to sing in parts.
STRAND / STANDARD / COURSE
TN.M. Music
CONCEPTUAL STRAND / GUIDING QUESTION
2.0. Playing Instruments: Students will perform on instruments, alone and with others, a varied repertoire of music.
GUIDING QUESTION / LEARNING EXPECTATION
2.1. The student will play syncopated and non-‐syncopated rhythms.
GUIDING QUESTION / LEARNING EXPECTATION
2.2. The student will play question and answer phrases.
GUIDING QUESTION / LEARNING EXPECTATION
2.3. The student will demonstrate skill in playing simple harmonies.
Health and PE
Grade: 4
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.1:
Personal Health and Wellness: The student will demonstrate the ability to implement decision making and goal setting skills to promote his/her personal health and wellness, thereby enhancing quality of life for himself/herself and those around him/her.
GUIDING QUESTION / LEARNING EXPECTATION
1.1. The student will identify effective decision making techniques;
GUIDING QUESTION / LEARNING EXPECTATION
1.3. The student will identify the influences that help an individuals form personal goals, values and standards;
GUIDING QUESTION / LEARNING EXPECTATION
1.4. The student will apply the decision-‐making process in developing personal goals and standards that affect family life;
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.2: Personal Health and Wellness: The student will understand the importance of personal hygiene practices as related to healthy living.
GUIDING QUESTION / LEARNING EXPECTATION
2.3. The student will identify ways to take responsibility for our personal health;
GUIDING QUESTION / LEARNING EXPECTATION
2.4. The student will analyze the changes in health and hygiene needs related to adolescence.
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.4: Personal Health and Wellness: The student will understand the relationship of physical activity and rest to healthy living.
GUIDING QUESTION /
4.1. The student will explain the importance of participation in the recommended one hour of daily physical activity;
LEARNING EXPECTATION
GUIDING QUESTION / LEARNING EXPECTATION
4.2. The student will identify personal physical activity goals needed to achieve overall wellness;
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.5: Nutrition: The student will understand the relationship of nutrition to healthy living.
GUIDING QUESTION / LEARNING EXPECTATION
5.1. The student will use the ''My Pyramid'' as a guide for choosing a variety of foods necessary for good health;
GUIDING QUESTION / LEARNING EXPECTATION
5.2. The student will explain how personal health and body composition is influenced by balancing diet and physical exercise.
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.6: Family Life: The student will understand the contributions of family relationships to healthy living.
GUIDING QUESTION / LEARNING EXPECTATION
6.1. The student will identify all families as unique;
GUIDING QUESTION / LEARNING EXPECTATION
6.2. The student will demonstrate respect for the responsibilities of each person within the family;
GUIDING QUESTION / LEARNING EXPECTATION
6.3. The student will identify how to improve family relationships;
GUIDING QUESTION / LEARNING EXPECTATION
6.4. The student will describe how family structures change.
GUIDING QUESTION /
6.5. The student will discuss ways that changes in the family can affect emotions;
LEARNING EXPECTATION
GUIDING QUESTION / LEARNING EXPECTATION
6.6. The student will understand cultural differences exist and influence family customs.
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.8: Emotional, Social, and Mental Health: The student will understand the importance of positive self-‐concept and interpersonal relationships for healthy living.
GUIDING QUESTION / LEARNING EXPECTATION
8.4. The student will identify positive and negative stress.
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.9: Disease Prevention and Control: The student will understand attitudes and behaviors for preventing and controlling disease.
GUIDING QUESTION / LEARNING EXPECTATION
9.1. The student will identify common germs (pathogens);
GUIDING QUESTION / LEARNING EXPECTATION
9.2. The student will compare and contrast communicable and non-‐communicable diseases;
GUIDING QUESTION / LEARNING EXPECTATION
9.3. The student will describe ways diseases are spread and prevented;
GUIDING QUESTION / LEARNING EXPECTATION
9.4. The student will distinguish between safe and risky behaviors as related to disease prevention.
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING
HE.10: Injury Prevention and Safety: The student will understand attitudes and behaviors for preventing injuries and deaths from injury.
QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
10.3. The student will demonstrate and explain appropriate choices related to reducing unintentional injuries.
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL STRAND / GUIDING QUESTION
PE.1:
Movement Forms/Motor Skills and Movement Patterns: A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
GUIDING QUESTION / LEARNING EXPECTATION
1.4. The student will acquire beginning skills in specialized movement forms
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL STRAND / GUIDING QUESTION
PE.2:
Movement Concepts and Principles: A physically educated person demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
GUIDING QUESTION / LEARNING EXPECTATION
2.1. The student will recognize and analyze knowledge of movement concepts and principles in basic skills
GUIDING QUESTION / LEARNING EXPECTATION
2.2. The student will apply movement concepts and principles to improve performance of self and others in motor skills
GUIDING QUESTION / LEARNING EXPECTATION
2.3. The student will recognize and apply movement concepts and principles that impact the quality of increasingly complex movement performance
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL STRAND / GUIDING QUESTION
PE.3: Physical Activity: A physically educated person participates regularly in physical activity.
GUIDING QUESTION / LEARNING EXPECTATION
3.1. The student will participate voluntarily in physical activity outside the physical education class
GUIDING QUESTION / LEARNING EXPECTATION
3.2. The student will identify and make use of opportunities at school and in the community for regular participation in physical activity
GUIDING QUESTION / LEARNING EXPECTATION
3.3. The student will use physical education skills and knowledge for increased physical activity at recess and in the community
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL STRAND / GUIDING QUESTION
PE.4: Fitness: A physically educated person achieves and maintains a health-‐enhancing level of physical fitness.
GUIDING QUESTION / LEARNING EXPECTATION
4.3. The student will identify activities associated with each component of health-‐related physical fitness
GUIDING QUESTION / LEARNING EXPECTATION
4.4. The student will evaluate and improve personal levels of health-‐related fitness
GUIDING QUESTION / LEARNING EXPECTATION
4.5. The student will recognize that time and effort are necessary for improving and maintaining fitness
GUIDING QUESTION / LEARNING EXPECTATION
4.6. The student will recognize the importance of nutrition relative to fitness
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL STRAND / GUIDING QUESTION
PE.5: Personal and Social Responsibility: A physically educated person exhibits responsible personal and social behavior that respects self and others in physical activity settings.
GUIDING QUESTION / LEARNING EXPECTATION
5.3. The student will recognize and value attributes of individuals
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL PE.6: Values Physical Activity: A physically educated person
STRAND / GUIDING QUESTION
values physical activity for health, enjoyment, challenge, self-‐expression and/or social interaction.
GUIDING QUESTION / LEARNING EXPECTATION
6.1. The student will experience enjoyment while participating in physical activity
Grade: 5 -‐ Adopted 2008
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.1:
Personal Health and Wellness: The student will demonstrate the ability to implement decision making and goal setting skills to promote his/her personal health and wellness, thereby enhancing quality of life for himself/herself and those around him/her.
GUIDING QUESTION / LEARNING EXPECTATION
1.1. The student will identify effective decision making techniques;
GUIDING QUESTION / LEARNING EXPECTATION
1.3. The student will identify the influences that help an individuals form personal goals, values and standards;
GUIDING QUESTION / LEARNING EXPECTATION
1.4. The student will apply the decision-‐making process in developing personal goals and standards that affect family life;
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.2: Personal Health and Wellness: The student will understand the importance of personal hygiene practices as related to healthy living.
GUIDING QUESTION / LEARNING EXPECTATION
2.3. The student will identify ways to take responsibility for our personal health;
GUIDING QUESTION / LEARNING EXPECTATION
2.4. The student will analyze the changes in health and hygiene needs related to adolescence.
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.4: Personal Health and Wellness: The student will understand the relationship of physical activity and rest to healthy living.
GUIDING QUESTION / LEARNING EXPECTATION
4.1. The student will explain the importance of participation in the recommended one hour of daily physical activity;
GUIDING QUESTION / LEARNING EXPECTATION
4.2. The student will identify personal physical activity goals needed to achieve overall wellness;
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.5: Nutrition: The student will understand the relationship of nutrition to healthy living.
GUIDING QUESTION / LEARNING EXPECTATION
5.1. The student will use the ''My Pyramid'' as a guide for choosing a variety of foods necessary for good health;
GUIDING QUESTION / LEARNING EXPECTATION
5.2. The student will explain how personal health and body composition is influenced by balancing diet and physical exercise.
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.6: Family Life: The student will understand the contributions of family relationships to healthy living.
GUIDING QUESTION / LEARNING EXPECTATION
6.1. The student will identify all families as unique;
GUIDING QUESTION / LEARNING EXPECTATION
6.2. The student will demonstrate respect for the responsibilities of each person within the family;
GUIDING QUESTION / LEARNING EXPECTATION
6.3. The student will identify how to improve family relationships;
GUIDING QUESTION / LEARNING EXPECTATION
6.4. The student will describe how family structures change.
GUIDING QUESTION / LEARNING EXPECTATION
6.5. The student will discuss ways that changes in the family can affect emotions;
GUIDING QUESTION / LEARNING EXPECTATION
6.6. The student will understand cultural differences exist and influence family customs.
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.8: Emotional, Social, and Mental Health: The student will understand the importance of positive self-‐concept and interpersonal relationships for healthy living.
GUIDING QUESTION / LEARNING EXPECTATION
8.4. The student will identify positive and negative stress.
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.9: Disease Prevention and Control: The student will understand attitudes and behaviors for preventing and controlling disease.
GUIDING QUESTION / LEARNING EXPECTATION
9.1. The student will identify common germs (pathogens);
GUIDING QUESTION / LEARNING EXPECTATION
9.2. The student will compare and contrast communicable and non-‐communicable diseases;
GUIDING QUESTION / LEARNING EXPECTATION
9.3. The student will describe ways diseases are spread and prevented;
GUIDING QUESTION / LEARNING EXPECTATION
9.4. The student will distinguish between safe and risky behaviors as related to disease prevention.
STRAND / STANDARD / COURSE
TN.HE. Health Education
CONCEPTUAL STRAND / GUIDING QUESTION
HE.10: Injury Prevention and Safety: The student will understand attitudes and behaviors for preventing injuries and deaths from injury.
GUIDING QUESTION / LEARNING EXPECTATION
10.3. The student will demonstrate and explain appropriate choices related to reducing unintentional injuries.
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL STRAND / GUIDING QUESTION
PE.1:
Movement Forms/Motor Skills and Movement Patterns: A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
GUIDING QUESTION / LEARNING EXPECTATION
1.4. The student will acquire beginning skills in specialized movement forms
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL STRAND / GUIDING QUESTION
PE.2:
Movement Concepts and Principles: A physically educated person demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
GUIDING QUESTION / LEARNING EXPECTATION
2.1. The student will recognize and analyze knowledge of movement concepts and principles in basic skills
GUIDING QUESTION / LEARNING EXPECTATION
2.2. The student will apply movement concepts and principles to improve performance of self and others in motor skills
GUIDING QUESTION / LEARNING EXPECTATION
2.3. The student will recognize and apply movement concepts and principles that impact the quality of increasingly complex movement performance
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL STRAND /
PE.3: Physical Activity: A physically educated person participates regularly in physical activity.
GUIDING QUESTION
GUIDING QUESTION / LEARNING EXPECTATION
3.1. The student will participate voluntarily in physical activity outside the physical education class
GUIDING QUESTION / LEARNING EXPECTATION
3.2. The student will identify and make use of opportunities at school and in the community for regular participation in physical activity
GUIDING QUESTION / LEARNING EXPECTATION
3.3. The student will use physical education skills and knowledge for increased physical activity at recess and in the community
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL STRAND / GUIDING QUESTION
PE.4: Fitness: A physically educated person achieves and maintains a health-‐enhancing level of physical fitness.
GUIDING QUESTION / LEARNING EXPECTATION
4.3. The student will identify activities associated with each component of health-‐related physical fitness
GUIDING QUESTION / LEARNING EXPECTATION
4.4. The student will evaluate and improve personal levels of health-‐related fitness
GUIDING QUESTION / LEARNING EXPECTATION
4.5. The student will recognize that time and effort are necessary for improving and maintaining fitness
GUIDING QUESTION / LEARNING EXPECTATION
4.6. The student will recognize the importance of nutrition relative to fitness
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL STRAND / GUIDING QUESTION
PE.5: Personal and Social Responsibility: A physically educated person exhibits responsible personal and social behavior that respects self and others in physical activity settings.
GUIDING QUESTION /
5.3. The student will recognize and value attributes of individuals
LEARNING EXPECTATION
STRAND / STANDARD / COURSE
TN.PE. Physical Education
CONCEPTUAL STRAND / GUIDING QUESTION
PE.6: Values Physical Activity: A physically educated person values physical activity for health, enjoyment, challenge, self-‐expression and/or social interaction.
GUIDING QUESTION / LEARNING EXPECTATION
6.1. The student will experience enjoyment while participating in physical activity