Scholastic System 44 - Scholastic | Books for...

Scholastic System 44

correlated to

Tennessee ELA Standards: Grades 4-12

January 2010

Scholastic’s System 44 Correlated to the Tennessee English Language Arts Standards (Effective 2009-2010)

Grade 4

System 44 Correlated to the Tennessee 2009-2010 Curriculum Standards / Page 1 January 2010

Tennessee English Language Arts Standards (Effective 2009-2010)

Scholastic’s System 44

Standard 1 – Language Grade Level Expectations

GLE 0401.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling.

Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART Series 4: Lesson 28: Final Blends: TG 200-203, Flip Chart 28, Word Building Kit, Elkonin Boxes, SAM: L28 Vocabulary Series 7: Lesson 35: Digraph sh: TG 228-231, Flip Chart 35, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L35 Vocabulary Series 7: Lesson 36: ch, -tch: TG 232-235, Flip Chart 36, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L36 Vocabulary Series 7: Lesson 37: Digraph th: TG 236-239, Flip Chart 37, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L37 Vocabulary Series 16: Lesson 62: Using Patterns to Determine Vowel Sounds: TG 334-335, Flip Chart 62, Word Building Kit, SAM: L62 Vocabulary Series 19: Lesson 68: r-Controlled Vowel ar: TG 350-353, Flip Chart 68, Word Building Kit, Sound and Articulation DVD, SAM: L68 Vocabulary Series 19: Lesson 69: r-Controlled Vowels er, ir, ur: TG 362-365, Flip Chart 69, Word Building Kit, Sound and Articulation DVD, SAM: L69 Vocabulary Series 19: Lesson 70: Other /sh/ Spellings: TG 366-369, Flip Chart 70, Word Building Kit, Sound and Articulation DVD, SAM: L70 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 74: r-Controlled Vowel Syllables: TG 382-385, Flip Chart 74, Word Building Kit, SAM: L74 Vocabulary Series 21: Lesson 75: Diphthongs oi, oy: TG 386-389, Flip Chart 75, Word Building Kit, Sound and Articulation DVD, SAM: L75 Vocabulary Series 21: Lesson 77: Diphthongs ou (cloud), ow (owl): TG 394-397, Flip Chart 77, Word Building Kit, Sound and


Grade 4




Articulation DVD, SAM: L77 Vocabulary GLE 0401.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.

GLE 0401.1.3 Demonstrate knowledge of Standard English sentence structure.

Checks for Understanding (Formative/Summative Assessment)

√ 0401.1.1 Know and use appropriately the meaning, forms, and functions of nouns (including singular and plural, common and proper, singular and plural possessives), verbs (including action and linking, regular and irregular forms, correct tenses, agreement in person and number with both simple and compound subjects), adjectives (including proper comparison forms, articles), pronouns (including subject, object, and possessive; singular and plural; agreement with antecedents), and adverbs (i.e., proper comparison forms, negatives).

Series 1: Lesson 12: Recognizing and Using Possessives: TG 136-137, Flip Chart 12, SAM: L12 SMART Series 4: Lesson 29: Recognizing and Using Contractions: TG 204-205, Flip Chart 29, Word Building Kit, SAM: L29 Vocabulary Series 7: Lesson 39: Ending -es: TG 242-245, Flip Chart 39, Word Building Kit, SAM: L39 Vocabulary

√ 0401.1.2 Recognize usage errors (e.g., double negatives, troublesome word groups: {to/too/two, their/there/they’re, its/it’s, sit/set, lie/lay}).

√ 0401.1.3 Capitalize correctly sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, and parts of friendly and business letters.

√ 0401.1.4 Use correct punctuation at the ends of sentences.

The 44Book provides interactive practice in spelling, and writing, and provides opportunities to meet this objective.

√ 0401.1.5 Demonstrate the correct usage of commas (e.g., series, direct address, following introductory words, dates, addresses, quotations, letters, and compound sentences).

√ 0401.1.6 Demonstrate the correct usage of quotation marks (e.g., in direct quotations and in titles).

√ 0401.1.7 Spell correctly high-frequency and commonly misspelled words appropriate to grade level.

√ 0401.1.8 Form and spell correctly contractions, plurals, and possessives.

The Following Matches Provide Opportunities to Meet this Objective:


Grade 4




Series 1: Lesson 12: Recognizing and Using Possessives: TG 136-137, Flip Chart 12, SAM: L12 SMART Series 4: Lesson 29: Recognizing and Using Contractions: TG 204-205, Flip Chart 29, Word Building Kit, SAM: L29 Vocabulary Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-289, Flip Chart 50, Word Building Kit, SAM: L50 SMART Series 20: Lesson 72: Morphological Word Families: TG 376-377, Flip Chart 72, SAM: L72 SMART

√ 0401.1.9 Abbreviate words correctly.

√ 0401.1.10 Spell correctly words commonly used in content specific vocabulary.

Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART Series 4: Lesson 28: Final Blends: TG 200-203, Flip Chart 28, Word Building Kit, Elkonin Boxes, SAM: L28 Vocabulary Series 7: Lesson 35: Digraph sh: TG 228-231, Flip Chart 35, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L35 Vocabulary Series 7: Lesson 36: ch, -tch: TG 232-235, Flip Chart 36, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L36 Vocabulary Series 7: Lesson 37: Digraph th: TG 236-239, Flip Chart 37, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L37 Vocabulary Series 16: Lesson 62: Using Patterns to Determine Vowel Sounds: TG 334-335, Flip Chart 62, Word Building Kit, SAM: L62 Vocabulary Series 19: Lesson 68: r-Controlled Vowel ar: TG 350-353, Flip Chart 68, Word Building Kit, Sound and Articulation DVD, SAM: L68 Vocabulary Series 19: Lesson 69: r-Controlled Vowels er, ir, ur: TG 362-365, Flip Chart 69, Word Building Kit, Sound and Articulation DVD, SAM: L69 Vocabulary Series 19: Lesson 70: Other /sh/ Spellings: TG 366-369, Flip Chart 70, Word Building Kit, Sound and Articulation DVD, SAM: L70 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation


Grade 4




DVD, SAM: L71 Vocabulary Series 20: Lesson 74: r-Controlled Vowel Syllables: TG 382-385, Flip Chart 74, Word Building Kit, SAM: L74 Vocabulary Series 21: Lesson 75: Diphthongs oi, oy: TG 386-389, Flip Chart 75, Word Building Kit, Sound and Articulation DVD, SAM: L75 Vocabulary Series 21: Lesson 77: Diphthongs ou (cloud), ow (owl): TG 394-397, Flip Chart 77, Word Building Kit, Sound and Articulation DVD, SAM: L77 Vocabulary

√ 0401.1.11 Write legibly in manuscript and cursive.

Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART The 44Book provides interactive practice in spelling, and writing, and provides opportunities to meet this objective.

√ 0401.1.12 Use appropriate language structure in oral and written communication (e.g., subject-verb agreement in simple and compound sentences, correct word order within a sentence, correct placement of detailed words and phrases).

√ 0401.1.13 Use complete sentences in writing.

√ 0401.1.14 Recognize and edit incomplete sentences and run-on sentences.

√ 0401.1.15 Combine simple sentences into compound sentences.

√ 0401.1.16 Define and recognize synonyms, antonyms, and homonyms.

√ 0401.1.17 Continue to develop word consciousness (e.g., word play, word walls, word sorts).

√ 0401.1.18 Use a variety of previously learned strategies (e.g., understanding of roots and affixes, context clues, reference sources) to determine the meaning of unfamiliar words.

The Following Matches Provide Opportunities to Meet this Objective: Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-289, Flip Chart 50, Word Building Kit, SAM: L50 SMART Series 12: Lesson 52: Inflectional Endings –ed, -ing (with doubling): TG 294-297, Flip Chart 52, Word Building Kit, SAM: L52 Vocabulary Series 13: Lesson 54: Changing –y to -i: TG 304-307, Flip Chart 54, Word Building Kit, SAM: L54 Vocabulary Series 20: Lesson 72: Morphological Word Families: TG 376-377, Flip Chart 72, SAM: L72 SMART

State Performance Indicators

SPI 0401.1.1 Identify the correct use of nouns (i.e., common and proper, plurals, possessives) and pronouns (i.e., subject, object, and agreement) within context.


SPI 0401.1.2 Identify the correct use of


Grade 4




verbs (i.e., agreement, tenses, action and linking) within context. SPI 0401.1.3 Identify the correct use of adjectives (i.e., comparison forms and articles) and adverbs (i.e., comparison forms and negatives) within context.

SPI 0401.1.4 Identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks.

SPI 0401.1.5 Select the best way to correct incomplete sentences within context.

SPI 0401.1.6 Identify the correct use of commas (i.e., series, dates, addresses, friendly letters, introductory words, compound sentences) within context.

SPI 0401.1.7 Recognize usage errors occurring within context (i.e., double negatives, troublesome words: to/too/two, their/there/they’re, its/it’s).

SPI 0401.1.8 Identify correctly or incorrectly spelled words in context.

Series 1: Lesson 3: The Code: TG 106-109, Flip Chart 3, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp. 9-10, 44Book p. 8, SAM: L3 Vocabulary Series 1: Lesson 4: The Code: TG 110-113, Flip Chart 4, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp.11-12, 44Book p. 9, SAM: L4 Vocabulary Series 1: Lesson 6: The Code: TG 116-119, Flip Chart 6, Word Building Kit, Sound & Articulation DVD, Elkonin Boxes, Decodable Digest p.13, 44Book p. 10, SAM: L5 Vocabulary Series 1: Lesson 7: Blending Sounds Into Words: TG 120-121, Flip Chart 7, Word Building KitSAM: L7 SMART Series 1: Lesson 8: Segmenting Words Into Sounds: TG 122-123, Flip Chart 8, Word Building Kit, Elkonin Boxes, SAM: L8 SMART Series 1: Lesson 9: The Code: TG 124-127, Flip Chart 9, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp.14-15, 44Book p. 11, SAM: L9 Vocabulary Series 1: Lesson 10: The Code: TG 128-129, Flip Chart 10, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp.16-17, 44Book p. 12, SAM: L10 Vocabulary Series 1: Lesson 11: Word Strategies: TG 132-135, Flip Chart 11, Word Building Kit, Decodable Digest p.18, 44Book p. 14, SAM: L11 Vocabulary Series 2: Lesson 13: Short i: TG 140-143, Flip Chart 13, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L13 Vocabulary Series 2: Lesson 14: Consonants d, f: TG 144-147, Flip Chart 14, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L14 Vocabulary Series 2: Lesson 15: Consonants h, k: TG 148-151, Flip Chart 15, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L15 Vocabulary Series 2: Lesson 16: Short o: TG 152-155, Flip Chart 16, Word


Grade 4




Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L16 Vocabulary Series 2: Lesson 17: Short o: TG 152-155, Flip Chart 17, Word Building Kit, Sound and Articulation DVD, SAM: L17 Vocabulary Series 2: Lesson 18: -ck: TG 160-163, Flip Chart 18, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L18 Vocabulary Series 3: Lesson 19: s- Blends: TG 166-169, Flip Chart 19, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L19 Vocabulary Series 3: Lesson 20: Short e: TG 170-173, Flip Chart 20, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L20 Vocabulary Series 3: Lesson 21: Consonants j, w: TG 174-177, Flip Chart 21, Word Building Kit, Sound and Articulation DVD, SAM: L21 Vocabulary Series 3: Lesson 22: Short u: TG 178-181, Flip Chart 22, Word Building Kit, Sound and Articulation DVD, SAM: L22 Vocabulary Series 3: Lesson 23: Contrasting Short Vowels: TG 182-183, Flip Chart 23, Sound and Articulation DVD, SAM: L23 SMART Series 3: Lesson 24: Consonants g, y: TG 184-187, Flip Chart 24, Word Building Kit, Sound and Articulation DVD, SAM: L24 Vocabulary Series 3: Lesson 25: Consonants v, z, q: TG 188-191, Flip Chart 25, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L25 Vocabulary Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART Series 4: Lesson 27: Double Consonants (ff, ll, ss): TG 196-199, Flip Chart 27, Word Building Kit, Elkonin Boxes, SAM: L27 Vocabulary Series 4: Lesson 28: Final Blends: TG 200-203, Flip Chart 28, Word Building Kit, Elkonin Boxes, SAM: L28 Vocabulary Series 5: Lesson 32: l-Blends: TG 214-217, Flip Chart 32, Word Building Kit, Elkonin Boxes, SAM: L32 Vocabulary Series 5: Lesson 33: r-Blends: TG 218-221, Flip Chart 33, Word Building Kit, Elkonin Boxes, SAM: L33 Vocabulary Series 5: Lesson 34: Two- and Three-Letter Blends: TG 222-225, Flip Chart 34, Word Building Kit, Elkonin Boxes, SAM: L34 Vocabulary Series 7: Lesson 35: Digraph sh: TG 228-231, Flip Chart 35, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L35 Vocabulary Series 7: Lesson 36: ch, -tch: TG 232-235, Flip Chart 36, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L36 Vocabulary Series 7: Lesson 37: Digraph th: TG 236-239, Flip Chart 37, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L37 Vocabulary Series 7: Lesson 39: Ending -es: TG 242-245, Flip Chart 39,


Grade 4




Word Building Kit, SAM: L39 Vocabulary Series 8: Lesson 40: Endings –ing, -ed /ed/, -ed /d/ /t/: TG 246-249, Flip Chart 40, Word Building Kit, SAM: L40 Vocabulary Series 9: Lesson 42: Unstressed Closed Syllables (a, e, i, o, u): TG 254-257, Flip Chart 42, Word Building Kit, SAM: L42 Vocabulary Series 9: Lesson 43: Consonant + -le, -el, -al: TG 258-261, Flip Chart 43, Word Building Kit, SAM: L43 Vocabulary Series 10: Lesson 44: Long a (a_e): TG 262-265, Flip Chart 44, Word Building Kit, Sound and Articulation DVD, SAM: L44 Vocabulary Series 10: Lesson 45: Long i (i_e): TG 266-269, Flip Chart 45, Word Building Kit, Sound and Articulation DVD, SAM: L45 Vocabulary Series 10: Lesson 46: Soft c and g: TG 270-273, Flip Chart 46, Word Building Kit, Sound and Articulation DVD, SAM: L46 Vocabulary Series 11: Lesson 47: Long o (o_e): TG 276-279, Flip Chart 47, Word Building Kit, Sound and Articulation DVD, SAM: L47 Vocabulary Series 11: Lesson 48: Long u (u_e): TG 280-283, Flip Chart 48, Word Building Kit, Sound and Articulation DVD, SAM: L48 Vocabulary Series 11: Lesson 49: VCe Syllables: TG 284-287, Flip Chart 49, Word Building Kit, SAM: L49 Vocabulary Series 12: Lesson 51: Inflectional Endings –ed, -ing (drop e): TG 290-293, Flip Chart 51, Word Building Kit, SAM: L51 Vocabulary Series 12: Lesson 52: Inflectional Endings –ed, -ing (with doubling): TG 294-297, Flip Chart 52, Word Building Kit, SAM: L52 Vocabulary Series 13: Lesson 53: y as a Vowel: TG 300-303, Flip Chart 53, Word Building Kit, SAM: L53 Vocabulary Series 13: Lesson 54: Changing –y to -i: TG 304-307, Flip Chart 54, Word Building Kit, SAM: L54 Vocabulary Series 13: Lesson 55: wh, ph: TG 308-311, Flip Chart 55, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L55 Vocabulary Series 14: Lesson 56: Silent Consonants: TG 312-315, Flip Chart 56, Word Building Kit, Elkonin Boxes, SAM: L56 Vocabulary Series 14: Lesson 60: Unstressed Open Syllables: TG 324-327, Flip Chart 60, Word Building Kit, SAM: L60 Vocabulary Series 15: Lesson 61: Long a (ai, ay): TG 330-333, Flip Chart 61, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L61 Vocabulary Series 16: Lesson 63: Long o (oa, ow): TG 336-339, Flip Chart 63, Word Building Kit, SAM: L63 Vocabulary Series 17: Lesson 64: Long e (ea, ee, ie): TG 340-343, Flip Chart 64, Word Building Kit, Sound & Articulation DVD, Elkonin Boxes, SAM: L64 Vocabulary Series 17: Lesson 66: Vowel Team Syllables: TG 344-347,


Grade 4




Flip Chart 65, Word Building Kit, SAM: L66 Vocabulary Series 18: Lesson 66: Long i (igh): TG 350-353, Flip Chart 66, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L66 Vocabulary Series 18: Lesson 67: Other Long Vowel Spellings: TG 354-357, Flip Chart 67, Word Building Kit, SAM: L67 Vocabulary Series 19: Lesson 68: r-Controlled Vowel ar: TG 350-353, Flip Chart 68, Word Building Kit, Sound and Articulation DVD, SAM: L68 Vocabulary Series 19: Lesson 70: Other /sh/ Spellings: TG 366-369, Flip Chart 70, Word Building Kit, Sound and Articulation DVD, SAM: L70 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 73: air (hair, are (scare), ear (bear): TG 378-381, Flip Chart 73, Word Building Kit, Sound and Articulation DVD, SAM: L73 Vocabulary Series 20: Lesson 74: r-Controlled Vowel Syllables: TG 382-385, Flip Chart 74, Word Building Kit, SAM: L74 Vocabulary Series 21: Lesson 75: Diphthongs oi, oy: TG 386-389, Flip Chart 75, Word Building Kit, Sound and Articulation DVD, SAM: L75 Vocabulary Series 21: Lesson 76: Syllables With oi, oy: TG 390-393, Flip Chart 76, Word Building Kit, SAM: L76 Vocabulary Series 21: Lesson 77: Diphthongs ou (cloud), ow (owl): TG 394-397, Flip Chart 77, Word Building Kit, Sound and Articulation DVD, SAM: L77 Vocabulary Series 21: Lesson 78: Syllables With ou, ow: TG 398-401, Flip Chart 78, Word Building Kit, SAM: L78 Vocabulary Series 22: Lesson 79: oo (boot), ew (news), u_e (tube): TG 404-407, Flip Chart 79, Word Building Kit, Sound & Articulation DVD, Elkonin boxes, SAM: L79 Vocabulary Series 22: Lesson 80: Syllables with oo, ew, u_e : TG 408-411, Flip Chart 80, Word Building Kit, SAM: L80 Vocabulary Series 23: Lesson 81: oo (book), u (put): TG 412-15, Flip Chart 81, Word Building Kit, Sound & Articulation DVD, SAM: L81 Vocabulary Series 23: Lesson 82: Syllables With oo, u: TG 416-19, Flip Chart 82, Word Building Kit, SAM: L82 Vocabulary Series 23: Lesson 83: aw (paw), au (cause), a (ball): TG 420-23, Flip Chart 83, Word Building Kit, Sound & Articulation DVD, SAM: L83 Vocabulary Series 23: Lesson 84: Syllables With aw, au, a: TG 424-27, Flip Chart 84, Word Building Kit, SAM: L84 Vocabulary

SPI 0401.1.9 Choose the correct formation of plurals, contractions, and possessives within context.

The Following Provides Opportunities to Meet this Objective: Series 1: Lesson 12: Recognizing and Using Possessives: TG 136-137, Flip Chart 12, SAM: L12 SMART Series 4: Lesson 29: Recognizing and Using Contractions: TG 204-205, Flip Chart 29, Word Building Kit, SAM: L29 Vocabulary Series 7: Lesson 39: Ending -es: TG 242-245, Flip Chart 39, Word Building Kit, SAM: L39 Vocabulary


Grade 4




SPI 0401.1.10 Choose the correct use of quotation marks and commas in direct quotations.

SPI 0401.1.11 Identify sentences with correct subject-verb agreement (person and number).

SPI 0401.1.12 Select appropriate antonyms, synonyms, and homonyms within context.

SPI 0401.1.13 Recognize and use grade appropriate vocabulary within context.

The System 44 software adjusts content delivery and pace of instruction to meet each student’s needs. Images and context sentences build mental models for each target word.

SPI 0401.1.14 Use prefixes, suffixes, and root words as aids in determining meaning within context.

The Following Matches Provide Opportunities to Meet this Objective: Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-289, Flip Chart 50, Word Building Kit, SAM: L50 SMART Series 20: Lesson 72: Morphological Word Families: TG 376-377, Flip Chart 72, SAM: L72 SMART

SPI 0401.1.15 Identify grade level compound words, contractions, and common abbreviations within context.

Series 4: Lesson 29: Recognizing and Using Contractions: TG 204-205, Flip Chart 29, Word Building Kit, SAM: L29 Vocabulary Series 4: Lesson 29: Recognizing and Using Contractions: TG 204-205, Flip Chart 29, Word Building Kit, SAM: L29 Vocabulary

SPI 0401.1.16 Determine the meaning of unfamiliar words using context clues, dictionaries, and glossaries.


Standard 2 – Communication Grade Level Expectations GLE 0401.2.1 Continue to develop oral language skills necessary for communication.

Whole and small-group instruction of the System 44 passages provides opportunities to meet this objective.

GLE 0401.2.2 Continue to develop listening skills necessary for communication.



Listening

√ 0401.2.1 Listen attentively by facing the speaker, asking questions, and summarizing what is said.


√ 0401.2.2 Use established rules for attentive listening (e.g., do not interrupt, ask questions, provide appropriate feedback).


√ 0401.2.3 Understand and follow multi-step directions (e.g., follow directions for a game).

√ 0401.2.4 Formulate and respond to questions from teachers and group members.



Grade 4




√ 0401.2.5 Construct a summary of a speech.

Speaking √ 0401.2.6 Use rules for polite conversation.


√ 0401.2.7 Participate in creative responses to text (e.g., choral reading, discussion, dramatization, oral presentations).


√ 0401.2.8 Express reactions, personal experiences, and opinions orally.


√ 0401.2.9 Create and deliver an oral presentation on an assigned topic (e.g., book reports, demonstrations, science/social studies projects).

√ 0401.2.10 Use different voice levels and speech patterns for small groups, informal discussions, and reports.


√ 0401.2.11 Interpret and use a variety of non-verbal communication techniques (e.g., gestures, facial expression, posture).

√ 0401.2.12 Participate in recitations of assigned/self-selected passages.


√ 0401.2.13 Continue to develop group discussion skills and to work in teams.


√ 0401.2.14 Recognize specific roles assumed by team members in completing tasks.

State Performance Indicators SPI 0401.2.1 Identify the main idea and supporting points of a speech.

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.


SPI 0401.2.3 Select the best summary of a speech.

Standard 3 – Writing Grade Level Expectations GLE 0401.3.1 Write for a variety of purposes and to a variety of audiences.

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).

GLE 0401.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and


Grade 4




publishing. Checks for Understanding (Formative/Summative Assessment)

√ 0401.3.1 Determine an audience and a purpose for writing.

√ 0401.3.2 Write for a variety of purposes: to entertain, persuade, inform, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., take notes, synthesize information).

√ 0401.3.3 Practice writing to a prompt within a specified time limit.

√ 0401.3.4 Write poems, stories, and essays based upon personal reflections, observations, and experiences.

√ 0401.3.5 Write friendly and business letters.

√ 0401.3.6 Compare in writing two persons or things.

√ 0401.3.7 Write creative, imaginative, and original responses to literature (e.g., poems, raps, stories).

√ 0401.3.8 Use all steps in the writing process: brainstorm and organize ideas, create a first draft, revise and proofread draft, share completed work.

√ 0401.3.9 Arrange ideas by using graphic organizers (e.g., listing clustering, story maps, webs).

√ 0401.3.10 Select and refine a topic. √ 0401.3.11 Develop a topic sentence with supporting details and a concluding sentence to form a paragraph.

√ 0401.3.12 Construct varied sentences (i.e., syntactic variety) to add interest.

√ 0401.3.13 Arrange multi-paragraph work in a logical and coherent order.

√ 0401.3.14 Use appropriate time-order or transitional words.

√ 0401.3.15 Incorporate vivid language into writing.

√ 0401.3.16 Use correct page format (e.g., paragraphs, margins, indentations, titles).

√ 0401.3.17 Revise to clarify and refine ideas, to distinguish among important, unimportant, and irrelevant information, and to enhance word selection.

√ 0401.3.18 Use resources (e.g., dictionary, thesaurus, computer) to aid in


Grade 4




the writing process. √ 0401.3.19 Develop and use a classroom rubric for written work and use for peer review and editing.

√ 0401.3.20 Use technology to publish and present.

√ 0401.3.21 Identify and explore opportunities for publication (e.g., local/national contests, Internet websites, newspapers, periodicals, school displays).

State Performance Indicators SPI 0401.3.1 Identify the purpose for writing (i.e., to entertain, to inform, to share experiences).

SPI 0401.3.2 Identify the audience for which a text is written.

SPI 0401.3.3 Choose a topic sentence for a paragraph.

SPI 0401.3.4 Select details that support a topic sentence.

SPI 0401.3.5 Rearrange sentences to form a sequential, coherent paragraph.

SPI 0401.3.6 Choose the supporting sentence that best fits the context and flow of ideas in a paragraph.

SPI 0401.3.7 Identify sentences irrelevant to a paragraph’s theme or flow.

SPI 0401.3.8 Select appropriate time-order or transitional words to enhance the flow of a writing sample.

SPI 0401.3.9 Select an appropriate title that reflects the topic of a written selection.

SPI 0401.3.10 Complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing.

Standard 4 – Research Grade Level Expectations GLE 0401.4.1 Conduct research to access and present information.

GLE 0401.4.2 Collect, organize, and determine the reliability of researched information.

GLE 0401.4.3 Present research results in a written report.


√ 0401.4.1 Define and narrow a topic for research.

√ 0401.4.2 Use current technology as a research and communication tool for personal


Grade 4




interest, research, and clarification. √ 0401.4.3 Gather and record information on a research topic from a variety of sources.

√ 0401.4.4 Evaluate the reliability of sources on a given topic.

√ 0401.4.5 Use a graphic organizer to organize information from text or technological sources.

√ 0401.4.6 Write a research report using notes taken from three or more sources.

√ 0401.4.7 Utilize the dictionary, glossary, thesaurus, and other word-referenced materials.

√ 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).

State Performance Indicators SPI 0401.4.1 Select appropriate sources from which to gather information on a given topic.

SPI 0401.4.2 Rank the reliability of sources on a given topic.

SPI 0401.4.3 Complete a graphic organizer (e.g., chart, web) organizing material collected from text or technological sources.

SPI 0401.4.4 Differentiate among the kinds of information available in a variety of reference materials (i.e., dictionary, thesaurus, atlas, encyclopedia).

Standard 5 – Logic Grade Level Expectations

GLE 0401.5.1 Continue to develop logic skills to facilitate learning and to enhance thoughtful reasoning.

Success Passages provide practice in reading and rereading increasingly challenging connected text. Multiple scaffolds accompany each passage. Additionally, comprehension activities promote reading for meaning in a discrepancy format in which students must read and compare content of similar captions.

GLE 0401.5.2 Use logic to make inferences and draw conclusions in a variety of oral and written contexts.


GLE 0401.5.3 Apply logic skills to classroom situations and to selections read.

Checks for Understanding


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(Formative/Summative Assessment)

√ 0401.5.1 Distinguish between fact/opinion and cause/effect.


√ 0401.5.2 Make inferences and draw conclusions while reading, viewing, or listening to print and non-print media.


√ 0401.5.3 Make and adjust predictions while reading, viewing, or listening to print and non-print media.


√ 0401.5.4 Determine the problem in a story, discover its solution, and consider logical alternate solutions.


√ 0401.5.5 Complete word analogies employing synonyms and antonyms.


SPI 0401.5.1 Locate information to support opinions, predictions, and conclusions.


SPI 0401.5.2 Recognize cause/effect relationships within context.


SPI 0401.5.3 Distinguish between fact/opinion and reality/fantasy.

SPI 0401.5.4 Choose a logical word to complete an analogy using synonyms and antonyms.

SPI 0401.5.5 Make inferences and draw appropriate conclusions from text.


SPI 0401.5.6 Indicate the sequence of events in text.

Success Passages provide practice in reading and rereading increasingly challenging connected text. Multiple scaffolds


Grade 4




accompany each passage. Additionally, comprehension activities promote reading for meaning in a discrepancy format in which students must read and compare content of similar captions.

Standard 6 – Informational Text Grade Level Expectations

GLE 0401.6.1 Apply skills and strategies to comprehend informational texts.

In the Success Strand, students apply their newly acquired skills to read texts. Before reading, students watch a 44-second anchor video to help them build background knowledge and create mental models of text. Success Passages provide practice in reading and rereading increasingly challenging connected text. Multiple scaffolds accompany each passage. Additionally, comprehension activities promote reading for meaning in a discrepancy format in which students must read and compare content of similar captions.

GLE 0401.6.2 Recognize the different text features of informational texts (e.g., separate text boxes, diagrams, captions, charts, graphs).

Success Passages provide practice in reading and rereading increasingly challenging connected text and provide opportunities to meet this objective.


√ 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).

In the Success Strand, students apply their newly acquired skills to read texts. Before reading, students watch a 44-second anchor video to help them build background knowledge and create mental models of text.

√ 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).

Success Passages provide practice in reading and rereading increasingly challenging connected text and comprehension activities promote reading for meaning in a discrepancy format in which students must read and compare content of similar captions.

√ 0401.6.3 Check for understanding after reading (e.g., identify the author’s purpose; locate information to support opinions, predictions, and conclusions).


√ 0401.6.4 Use common text features to enhance understanding (e.g., headings, key words, graphics, captions, side bars).


√ 0401.6.5 Understand sequence of events from text.


√ 0401.6.6 Determine the main idea and supporting details from text.



Grade 4




√ 0401.6.7 Preview text using text features (e.g., illustration, graphs, diagrams).


√ 0401.6.8 Understand a variety of informational texts, which include primary sources (e.g., autobiographical sketches, letters, diaries, Internet sites).

Success Passages provide practice in reading and rereading increasingly challenging connected text and comprehension activities provide opportunities to meet this objective.

√ 0401.6.9 Use parts of text (e.g., title, title page, table of contents, chapter title, glossary, and index) as aids in understanding informational text.


√ 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).

State Performance Indicators SPI 0401.6.1 Select questions used to focus and clarify thinking before, during, and after reading text.



Grade 4




SPI 0401.6.2 Identify the stated main idea and supporting details in text.


SPI 0401.6.3 Use table of contents, title page, and glossary to locate information.


SPI 0401.6.4 Use headings, graphics, and captions to make meaning from text.


SPI 0401.6.5 Interpret information using a chart, map, or timeline.

Passages in the Success strand provide practice in reading increasingly challenging connected text. Multiple scaffolds accompany these passages. Comprehension activities promote reading for meaning in a discrepancy format in which students must read and compare the content of similar captions.

SPI 0401.6.6 Use available text features (e.g., graphics and illustrations) to make meaning from text.

Passages in the Success strand provide practice in reading increasingly challenging connected text. Multiple scaffolds accompany these passages. Comprehension activities promote reading for meaning in a discrepancy format in which students must read and compare the content of similar captions.

SPI 0401.6.7 Arrange instructions in sequential order.

Standard 7 – Media Grade Level Expectations GLE 0401.7.1 Recognize that media can be a source of information and entertainment.

GLE 0401.7.2 Use media to publish and present information.


√ 0401.7.1 Recognize that media can be a source of information and entertainment.

√ 0401.7.2 Use print and non-print materials along with prior knowledge to provide background for writing and /or presenting.

√ 0401.7.3 Use media to enhance reports and oral presentations.

√ 0401.7.4 Use libraries/media centers to access media sources.

√ 0401.7.5 Develop an awareness of the effects of media (e.g., television, print materials, Internet, magazines, cell phones, ipods) on daily life.


Grade 4




State Performance Indicators SPI 0401.7.1 Select the most appropriate and reliable media for accessing information, writing a report, or making a presentation.

SPI 0401.7.2 Identify the main idea in a visual image.

SPI 0401.7.3 Choose the most effective medium to enhance a short oral presentation (e.g., still pictures, model, diorama, PowerPoint, recording).

SPI 0401.7.4 From a list of media, identify the medium that is available to you that was probably not available to previous generations.

Standard 8 – Literature Grade Level Expectations GLE 0401.8.1 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

GLE 0401.8.2 Experience various literary genres, including fiction/nonfiction, poetry, drama, short stories, folk tales, and myths.

GLE 0401.8.3 Know and understand the basic characteristics of the genres studied.

GLE 0401.8.4 Recognize and understand basic literary terms (e.g., simile, metaphor, setting, point of view, alliteration, onomatopoeia).


√ 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).

√ 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).

√ 0401.8.3 Check for understanding after reading (e.g., identify the author’s purpose; locate information to support opinions, predictions, and conclusions).

√ 0401.8.4 Build vocabulary by listening to literature, participating in discussions, and reading self-selected and assigned


Grade 4




texts. √ 0401.8.5 Read with fluency from a variety of texts (e.g., poetry, drama, current events, novels).

√ 0401.8.6 Recognize varying forms of text (e.g., poems {lines and stanzas), plays {acts, stage directions}, novels{chapters}.

√ 0401.8.7 Read, view, and recognize various literary genres (e.g., poetry, novels, short stories, plays, historical fiction, nonfiction).

√ 0401.8.8 Determine the problem of a story, discover its solution, and consider alternate solutions.

√ 0401.8.9 Sequence the events of a selection from beginning to end, determining how the incidents are connected and lead to a solution/conclusion.

√ 0401.8.10 Identify and describe main and minor characters, considering the importance of their actions, motives, and appearances.

√ 0401.8.11 Compare and contrast different version/representations of the same stories/events that reflect different cultures.

√ 0401.8.12 Explore first person point of view.

√ 0401.8.13 Recognize sound devices in poetry (e.g., alliteration, rhythm, rhyme, repetition, onomatopoeia).

√ 0401.8.14 Explore the concept of theme.

√ 0401.8.15 Recognize and interpret basic literary devices (e.g., imagery, simile, metaphor, personification, hyperbole).

√ 0401.8.16 Develop an awareness of literature as a reflection of its culture.

State Performance Indicators SPI 0401.8.1 Recognize plot features of fairy tales, folk tales, fables, and myths.

SPI 0401.8.2 Identify characters, setting, and plot in a passage.

SPI 0401.8.3 Determine the problem in a story and recognize its solution.

SPI 0401.8.4 Make appropriate predictions about text.

SPI 0401.8.5 Identify the forms of text (e.g., poems, drama, fiction, nonfiction).


Grade 4




SPI 0401.8.6 Identify and interpret similes and metaphors.

SPI 0401.8.7 Identify the author’s purpose (e.g., to entertain, to inform, to persuade, to share feelings).

SPI 0401.8.8 Recognize the sounds of language (i.e., alliteration, rhyme, and repetition).


Grade 5

System 44, Stage A Correlated to the Tennessee 2009-2010 Curriculum Standards / Page 1 January 2010



Standard 1 – Language Grade Level Expectations

GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling.

Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART Series 4: Lesson 28: Final Blends: TG 200-203, Flip Chart 28, Word Building Kit, Elkonin Boxes, SAM: L28 Vocabulary Series 7: Lesson 35: Digraph sh: TG 228-231, Flip Chart 35, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L35 Vocabulary Series 7: Lesson 36: ch, -tch: TG 232-235, Flip Chart 36, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L36 Vocabulary Series 7: Lesson 37: Digraph th: TG 236-239, Flip Chart 37, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L37 Vocabulary Series 16: Lesson 62: Using Patterns to Determine Vowel Sounds: TG 334-335, Flip Chart 62, Word Building Kit, SAM: L62 Vocabulary Series 19: Lesson 68: r-Controlled Vowel ar: TG 350-353, Flip Chart 68, Word Building Kit, Sound and Articulation DVD, SAM: L68 Vocabulary Series 19: Lesson 69: r-Controlled Vowels er, ir, ur: TG 362-365, Flip Chart 69, Word Building Kit, Sound and Articulation DVD, SAM: L69 Vocabulary Series 19: Lesson 70: Other /sh/ Spellings: TG 366-369, Flip Chart 70, Word Building Kit, Sound and Articulation DVD, SAM: L70 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 74: r-Controlled Vowel Syllables: TG 382-385, Flip Chart 74, Word Building Kit, SAM: L74 Vocabulary Series 21: Lesson 75: Diphthongs oi, oy: TG 386-389, Flip Chart 75, Word Building Kit, Sound and Articulation DVD, SAM: L75 Vocabulary Series 21: Lesson 77: Diphthongs ou (cloud), ow (owl): TG 394-397, Flip Chart 77, Word Building Kit, Sound and Articulation DVD, SAM: L77 Vocabulary

GLE 0501.1.2 Demonstrate knowledge


Grade 5




of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. GLE 0501.1.3 Demonstrate knowledge of Standard English sentence structure.


√ 0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (including common/proper, singular/plural, possessives, predicate nouns), verbs (including action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), pronouns (including agreement with antecedent, reflexive, possessive, correct pronoun case), adjectives (including common/proper, predicate adjectives, demonstrative adjectives, proper comparative forms), adverbs (including proper comparative forms, adverbs of degree {too, very}), conjunctions (including coordinating), interjections, and prepositions (place prepositional phrases in correct location within the sentence).


√ 0501.1.2 Recognize usage errors (e.g., double negatives, troublesome words {to/too/two, their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn}).

√ 0501.1.3 Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary.

√ 0501.1.4 Capitalize sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, parts of friendly letters and business letters.

√ 0501.1.5 Use correct end of sentence punctuation.

The 44Book provides interactive practice in spelling, and writing, and provides opportunities to meet this objective.

√ 0501.1.6 Demonstrate knowledge of the meaning and function of certain marks of punctuation, including colons (between the hour and minute and after the greeting of a business letter), semicolons, apostrophes, quotation marks, and commas used in these ways: direct address, items in a series,


Grade 5




following introductory words, in dates and addresses, quotations, parts of a letter, and before coordinating conjunctions in compound sentences. √ 0501.1.7 Demonstrate the correct use of quotation marks in conversation, including their use with capitalization, end marks, and explanatory material.

√ 0501.1.8 Spell correctly high-frequency and commonly misspelled words appropriate to grade level.

Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 3: The Code: TG 106-109, Flip Chart 3, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp. 9-10, 44Book p. 8, SAM: L3 Vocabulary Series 1: Lesson 4: The Code: TG 110-113, Flip Chart 4, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp.11-12, 44Book p. 9, SAM: L4 Vocabulary Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 6: The Code: TG 116-119, Flip Chart 6, Word Building Kit, Sound & Articulation DVD, Elkonin Boxes, Decodable Digest p.13, 44Book p. 10, SAM: L5 Vocabulary Series 1: Lesson 9: The Code: TG 124-127, Flip Chart 9, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp.14-15, 44Book p. 11, SAM: L9 Vocabulary Series 1: Lesson 10: The Code: TG 128-129, Flip Chart 10, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp.16-17, 44Book p. 12, SAM: L10 Vocabulary Series 2: Lesson 13: Short i: TG 140-143, Flip Chart 13, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L13 Vocabulary Series 2: Lesson 14: Consonants d, f: TG 144-147, Flip Chart 14, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L14 Vocabulary Series 2: Lesson 15: Consonants h, k: TG 148-151, Flip Chart 15, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L15 Vocabulary Series 2: Lesson 16: Short o: TG 152-155, Flip Chart 16, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L16 Vocabulary Series 2: Lesson 17: Short o: TG 152-155, Flip Chart 17, Word Building Kit, Sound and Articulation DVD, SAM: L17 Vocabulary Series 2: Lesson 18: -ck: TG 160-163, Flip Chart 18, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L18 Vocabulary Series 3: Lesson 20: Short e: TG 170-173, Flip Chart 20, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L20 Vocabulary Series 3: Lesson 21: Consonants j, w: TG 174-177, Flip Chart 21, Word Building Kit, Sound and Articulation DVD, SAM: L21


Grade 5




Vocabulary Series 3: Lesson 22: Short u: TG 178-181, Flip Chart 22, Word Building Kit, Sound and Articulation DVD, SAM: L22 Vocabulary Series 3: Lesson 24: Consonants g, y: TG 184-187, Flip Chart 24, Word Building Kit, Sound and Articulation DVD, SAM: L24 Vocabulary Series 3: Lesson 25: Consonants v, z, q: TG 188-191, Flip Chart 25, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L25 Vocabulary Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART

√ 0501.1.9 Form and spell correctly contractions, plurals, and possessives.

The Following Matches Support this Objective: Series 1: Lesson 12: Recognizing and Using Possessives: TG 136-137, Flip Chart 12, SAM: L12 SMART Series 4: Lesson 29: Recognizing and Using Contractions: TG 204-205, Flip Chart 29, Word Building Kit, SAM: L29 Vocabulary Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-289, Flip Chart 50, Word Building Kit, SAM: L50 SMART Series 20: Lesson 72: Morphological Word Families: TG 376-377, Flip Chart 72, SAM: L72 SMART

√ 0501.1.10 Abbreviate words correctly.

√ 0501.1.11 Write legibly in manuscript and cursive.

Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART The 44Book provides interactive practice in spelling, and writing, and provides opportunities to meet this objective.

√ 0501.1.12 Use appropriate language structure in oral and written communication (e.g., subject-verb agreement in simple and compound sentences, correct syntax, correct placement of modifiers).

√ 0501.1.13 Recognize and edit incomplete sentences and run-on sentences.

√ 0501.1.14 Eliminate reliance on simple sentences by combining independent clauses, by creating compound subjects and/or predicates, by using introductory phrases or clauses, or by appropriate use of a semicolon.


√ 0501.1.16 Use a variety of previously learned strategies (e.g., understanding of roots and affixes, context clues, reference sources) to determine the meaning of unfamiliar words.

The Following Matches Provide Opportunities to Meet this Objective: Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-289, Flip Chart 50, Word Building Kit, SAM: L50 SMART Series 12: Lesson 52: Inflectional Endings –ed, -ing (with doubling): TG 294-297, Flip Chart 52, Word Building Kit, SAM: L52 Vocabulary


Grade 5




Series 13: Lesson 54: Changing –y to -i: TG 304-307, Flip Chart 54, Word Building Kit, SAM: L54 Vocabulary Series 20: Lesson 72: Morphological Word Families: TG 376-377, Flip Chart 72, SAM: L72 SMART

State Performance Indicators SPI 0501.1.1 Identify the correct use of nouns (i.e., singular/plural, possessives, predicate nouns, nouns as objects) and pronouns (i.e., agreement, subject, object) within context.


SPI 0501.1.2 Identify the correct use of verbs (i.e., agreement, tenses, action and linking) within context.

SPI 0501.1.3 Identify the correct use of adjectives (i.e., comparison forms and articles) and adverbs (i.e., comparison forms and negatives) within context.

SPI 0501.1.4 Recognize usage errors occurring within context (e.g., double negatives, troublesome words {to/too/two, their/there/they’re, lie/lay, sit/set, leave/let, learn/teach}).

SPI 0501.1.5 Identify sentences with correct use of commas (i.e., series, dates, addresses, friendly letters, compound sentences, coordinating conjunctions, and introductory words) and of colons within context.

SPI 0501.1.6 Choose the correct use of quotation marks and commas in direct quotations.

SPI 0501.1.7 Identify correctly or incorrectly spelled words in context, including the correct spelling of plurals and possessives.

Series 1: Lesson 3: The Code: TG 106-109, Flip Chart 3, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp. 9-10, 44Book p. 8, SAM: L3 Vocabulary Series 1: Lesson 4: The Code: TG 110-113, Flip Chart 4, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp.11-12, 44Book p. 9, SAM: L4 Vocabulary Series 1: Lesson 6: The Code: TG 116-119, Flip Chart 6, Word Building Kit, Sound & Articulation DVD, Elkonin Boxes, Decodable Digest p.13, 44Book p. 10, SAM: L5 Vocabulary Series 1: Lesson 7: Blending Sounds Into Words: TG 120-121, Flip Chart 7, Word Building KitSAM: L7 SMART Series 1: Lesson 8: Segmenting Words Into Sounds: TG 122-123, Flip Chart 8, Word Building Kit, Elkonin Boxes, SAM: L8 SMART Series 1: Lesson 9: The Code: TG 124-127, Flip Chart 9, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp.14-15, 44Book p. 11, SAM: L9 Vocabulary Series 1: Lesson 10: The Code: TG 128-129, Flip Chart 10, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp.16-17, 44Book p. 12, SAM: L10 Vocabulary Series 1: Lesson 11: Word Strategies: TG 132-135, Flip Chart 11, Word Building Kit, Decodable Digest p.18, 44Book p. 14, SAM:


Grade 5




L11 Vocabulary Series 2: Lesson 13: Short i: TG 140-143, Flip Chart 13, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L13 Vocabulary Series 2: Lesson 14: Consonants d, f: TG 144-147, Flip Chart 14, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L14 Vocabulary Series 2: Lesson 15: Consonants h, k: TG 148-151, Flip Chart 15, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L15 Vocabulary Series 2: Lesson 16: Short o: TG 152-155, Flip Chart 16, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L16 Vocabulary Series 2: Lesson 17: Short o: TG 152-155, Flip Chart 17, Word Building Kit, Sound and Articulation DVD, SAM: L17 Vocabulary Series 2: Lesson 18: -ck: TG 160-163, Flip Chart 18, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L18 Vocabulary Series 3: Lesson 19: s- Blends: TG 166-169, Flip Chart 19, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L19 Vocabulary Series 3: Lesson 20: Short e: TG 170-173, Flip Chart 20, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L20 Vocabulary Series 3: Lesson 21: Consonants j, w: TG 174-177, Flip Chart 21, Word Building Kit, Sound and Articulation DVD, SAM: L21 Vocabulary Series 3: Lesson 22: Short u: TG 178-181, Flip Chart 22, Word Building Kit, Sound and Articulation DVD, SAM: L22 Vocabulary Series 3: Lesson 23: Contrasting Short Vowels: TG 182-183, Flip Chart 23, Sound and Articulation DVD, SAM: L23 SMART Series 3: Lesson 24: Consonants g, y: TG 184-187, Flip Chart 24, Word Building Kit, Sound and Articulation DVD, SAM: L24 Vocabulary Series 3: Lesson 25: Consonants v, z, q: TG 188-191, Flip Chart 25, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L25 Vocabulary Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART Series 4: Lesson 27: Double Consonants (ff, ll, ss): TG 196-199, Flip Chart 27, Word Building Kit, Elkonin Boxes, SAM: L27 Vocabulary Series 4: Lesson 28: Final Blends: TG 200-203, Flip Chart 28, Word Building Kit, Elkonin Boxes, SAM: L28 Vocabulary Series 5: Lesson 32: l-Blends: TG 214-217, Flip Chart 32, Word Building Kit, Elkonin Boxes, SAM: L32 Vocabulary Series 5: Lesson 33: r-Blends: TG 218-221, Flip Chart 33, Word Building Kit, Elkonin Boxes, SAM: L33 Vocabulary Series 5: Lesson 34: Two- and Three-Letter Blends: TG 222-225, Flip Chart 34, Word Building Kit, Elkonin Boxes, SAM: L34 Vocabulary Series 7: Lesson 35: Digraph sh: TG 228-231, Flip Chart 35,


Grade 5




Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L35 Vocabulary Series 7: Lesson 36: ch, -tch: TG 232-235, Flip Chart 36, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L36 Vocabulary Series 7: Lesson 37: Digraph th: TG 236-239, Flip Chart 37, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L37 Vocabulary Series 7: Lesson 39: Ending -es: TG 242-245, Flip Chart 39, Word Building Kit, SAM: L39 Vocabulary Series 8: Lesson 40: Endings –ing, -ed /ed/, -ed /d/ /t/: TG 246-249, Flip Chart 40, Word Building Kit, SAM: L40 Vocabulary Series 9: Lesson 42: Unstressed Closed Syllables (a, e, i, o, u): TG 254-257, Flip Chart 42, Word Building Kit, SAM: L42 Vocabulary Series 9: Lesson 43: Consonant + -le, -el, -al: TG 258-261, Flip Chart 43, Word Building Kit, SAM: L43 Vocabulary Series 10: Lesson 44: Long a (a_e): TG 262-265, Flip Chart 44, Word Building Kit, Sound and Articulation DVD, SAM: L44 Vocabulary Series 10: Lesson 45: Long i (i_e): TG 266-269, Flip Chart 45, Word Building Kit, Sound and Articulation DVD, SAM: L45 Vocabulary Series 10: Lesson 46: Soft c and g: TG 270-273, Flip Chart 46, Word Building Kit, Sound and Articulation DVD, SAM: L46 Vocabulary Series 11: Lesson 47: Long o (o_e): TG 276-279, Flip Chart 47, Word Building Kit, Sound and Articulation DVD, SAM: L47 Vocabulary Series 11: Lesson 48: Long u (u_e): TG 280-283, Flip Chart 48, Word Building Kit, Sound and Articulation DVD, SAM: L48 Vocabulary Series 11: Lesson 49: VCe Syllables: TG 284-287, Flip Chart 49, Word Building Kit, SAM: L49 Vocabulary Series 12: Lesson 51: Inflectional Endings –ed, -ing (drop e): TG 290-293, Flip Chart 51, Word Building Kit, SAM: L51 Vocabulary Series 12: Lesson 52: Inflectional Endings –ed, -ing (with doubling): TG 294-297, Flip Chart 52, Word Building Kit, SAM: L52 Vocabulary Series 13: Lesson 53: y as a Vowel: TG 300-303, Flip Chart 53, Word Building Kit, SAM: L53 Vocabulary Series 13: Lesson 54: Changing –y to -i: TG 304-307, Flip Chart 54, Word Building Kit, SAM: L54 Vocabulary Series 13: Lesson 55: wh, ph: TG 308-311, Flip Chart 55, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L55 Vocabulary Series 14: Lesson 56: Silent Consonants: TG 312-315, Flip Chart 56, Word Building Kit, Elkonin Boxes, SAM: L56 Vocabulary Series 14: Lesson 60: Unstressed Open Syllables: TG 324-327, Flip Chart 60, Word Building Kit, SAM: L60 Vocabulary Series 15: Lesson 61: Long a (ai, ay): TG 330-333, Flip Chart 61, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L61 Vocabulary


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Series 16: Lesson 63: Long o (oa, ow): TG 336-339, Flip Chart 63, Word Building Kit, SAM: L63 Vocabulary Series 17: Lesson 64: Long e (ea, ee, ie): TG 340-343, Flip Chart 64, Word Building Kit, Sound & Articulation DVD, Elkonin Boxes, SAM: L64 Vocabulary Series 17: Lesson 66: Vowel Team Syllables: TG 344-347, Flip Chart 65, Word Building Kit, SAM: L66 Vocabulary Series 18: Lesson 66: Long i (igh): TG 350-353, Flip Chart 66, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L66 Vocabulary Series 18: Lesson 67: Other Long Vowel Spellings: TG 354-357, Flip Chart 67, Word Building Kit, SAM: L67 Vocabulary Series 19: Lesson 68: r-Controlled Vowel ar: TG 350-353, Flip Chart 68, Word Building Kit, Sound and Articulation DVD, SAM: L68 Vocabulary Series 19: Lesson 70: Other /sh/ Spellings: TG 366-369, Flip Chart 70, Word Building Kit, Sound and Articulation DVD, SAM: L70 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 73: air (hair, are (scare), ear (bear): TG 378-381, Flip Chart 73, Word Building Kit, Sound and Articulation DVD, SAM: L73 Vocabulary Series 20: Lesson 74: r-Controlled Vowel Syllables: TG 382-385, Flip Chart 74, Word Building Kit, SAM: L74 Vocabulary Series 21: Lesson 75: Diphthongs oi, oy: TG 386-389, Flip Chart 75, Word Building Kit, Sound and Articulation DVD, SAM: L75 Vocabulary Series 21: Lesson 76: Syllables With oi, oy: TG 390-393, Flip Chart 76, Word Building Kit, SAM: L76 Vocabulary Series 21: Lesson 77: Diphthongs ou (cloud), ow (owl): TG 394-397, Flip Chart 77, Word Building Kit, Sound and Articulation DVD, SAM: L77 Vocabulary Series 21: Lesson 78: Syllables With ou, ow: TG 398-401, Flip Chart 78, Word Building Kit, SAM: L78 Vocabulary Series 22: Lesson 79: oo (boot), ew (news), u_e (tube): TG 404-407, Flip Chart 79, Word Building Kit, Sound & Articulation DVD, Elkonin boxes, SAM: L79 Vocabulary Series 22: Lesson 80: Syllables with oo, ew, u_e : TG 408-411, Flip Chart 80, Word Building Kit, SAM: L80 Vocabulary Series 23: Lesson 81: oo (book), u (put): TG 412-15, Flip Chart 81, Word Building Kit, Sound & Articulation DVD, SAM: L81 Vocabulary Series 23: Lesson 82: Syllables With oo, u: TG 416-19, Flip Chart 82, Word Building Kit, SAM: L82 Vocabulary Series 23: Lesson 83: aw (paw), au (cause), a (ball): TG 420-23, Flip Chart 83, Word Building Kit, Sound & Articulation DVD, SAM: L83 Vocabulary Series 23: Lesson 84: Syllables With aw, au, a: TG 424-27, Flip Chart 84, Word Building Kit, SAM: L84 Vocabulary

SPI 0501.1.8 Identify within context a variety of appropriate sentence-


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combining techniques (i.e., comma used with a coordinating conjunction, use of semicolon, introductory phrases and/or clauses). SPI 0501.1.9 Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, periods to join or separate elements) within context.

SPI 0501.1.10 Select the best way to correct incomplete sentences within context.

SPI 0501.1.11 Determine word meanings within context.

SPI 0501.1.12 Recognize root words, prefixes, and syllabication as aids in determining meaning within context.


SPI 0501.1.13 Select appropriate synonyms, antonyms, and homonyms within context.

SPI 0501.1.14 Identify compound words, contractions, and common abbreviations within context.

SPI 0501.1.15 Recognize and use grade appropriate vocabulary within context.


SPI 0501.1.16 Determine the correct meaning/usage of multiple meaning words within context.


Standard 2 – Communication Grade Level Expectations GLE 0501.2.1 Continue to develop critical listening skills necessary for comprehension and task completion.


GLE 0501.2.2 Continue to develop strategies for expressing thoughts and ideas clearly and effectively.


GLE 0501.2.3 Explore the organizational structures of speeches.

GLE 0501.2.4 Participate in teams for work and discussion.



Listening

√ 0501.2.1 Listen attentively by facing the speaker, asking questions, and summarizing what is said.


√ 0501.2.2 Use established rules for polite conversation (e.g., do not



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interrupt, face the speaker, listen attentively, provide appropriate feedback, take turns,). √ 0501.2.3 Give multi-step directions. √ 0501.2.4 Formulate and respond to questions from teachers and group members.


√ 0501.2.5 Identify the targeted audience and purpose for a speech.


Speaking √ 0501.2.7 Participate in creative responses to text (e.g., choral reading, discussion, dramatization, oral presentations and personal experiences).


√ 0501.2.8 Use different voice levels and speech patterns in formal and informal situations.


√ 0501.2.9 Participate in recitations of assigned/self-selected passages.


√ 0501.2.10 Create and deliver an oral presentation using visual aids or props.

√ 0501.2.11 Recognize common organizational structures of speeches (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect).

√ 0501.2.12 Formulate the criteria needed in selecting a good group leader (e.g., understands the group task, works well with others, keeps the group on task).

State Performance Indicators SPI 0501.2.1 Identify the audience for a given speech.

SPI 0501.2.2 Identify the criteria necessary for a good group leader appropriate to a particular task (i.e., understands the group task, works well with others, keeps the group on task).

SPI 0501.2.3 Choose the best summary of a speech.

SPI 0501.2.4 Organize ideas in the most effective order for an oral presentation.

Standard 3 – Writing Grade Level Expectations GLE 0501.3.1 Write for a variety of


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purposes and to a variety of audiences. GLE 0501.3.2 Write in various modes and genres, including narration, literary response, personal expression, description, and imaginative.

GLE 0501.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing.


√ 0501.3.1 Determine an audience and a purpose for writing.

√ 0501.3.2 Write for a variety of purposes: to entertain, persuade, inform, describe, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., clarify thinking, take notes, synthesize information, enhance communication).

√ 0501.3.3 Practice writing to narrative and descriptive prompts within a specified time limit.

√ 0501.3.4 Write poems, stories, and essays based upon personal reflections, observations, and experiences.

√ 0501.3.5 Compare and contrast two persons, places, things, or ideas.

√ 0501.3.6 Respond in writing to literature studied (e.g., critique, journal, group project).

√ 0501.3.7 Create a well-developed story or passage summary, as well as personal reflections and imaginative writing samples.

√ 0501.3.8 Compose and respond in writing to original questions and/or problems from all content areas.

The 44Book provides interactive practice in reading, spelling, and writing and provides opportunities to meet this objective.

√ 0501.3.9 Explore writing in the expository mode.

√ 0501.3.10 Recognize and use all steps in the writing process: prewriting, drafting, revising, editing/proofing, evaluating, publishing.

√ 0501.3.11 Construct an outline with main ideas and supporting details

√ 0501.3.12 Select and refine a topic. √ 0501.3.13 Compose clear, coherent, well-organized multi-paragraphed works.

√ 0501.3.14 Develop a paragraph


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with a topic sentence, supporting details, and a concluding sentence. √ 0501.3.15 Demonstrate syntactic variety.

√ 0501.3.16 Use precise language, including vivid words and figurative language.

√ 0501.3.17 Use appropriate time-order or transitional words and phrases.

√ 0501.3.18 Use correct page format (e.g., paragraphs, margins, indentations, title).

√ 0501.3.19 Revise to clarify thought, to refine ideas, and to distinguish between important and unimportant information.

√ 0501.3.20 Use resources (e.g., dictionary, thesaurus, computer) to aid in the writing process.

√ 0501.3.21 Demonstrate confidence and competence in using the Tennessee Writing Assessment rubric while evaluating one’s own writing and the writing of others.

√ 0501.3.22 Use technology to publish and present.


State Performance Indicators (see note*** at end of SPIs)


SPI 0501.3.2 Identify the purpose for writing (i.e., to entertain, to inform, to share experiences, to persuade, to report).


SPI 0501.3.4 Identify the sentence irrelevant to a paragraph’s theme or flow.

SPI 0501.3.5 Select an appropriate concluding sentence for a well-developed paragraph.

SPI 0501.3.6 Rearrange sentences to form a sequential, coherent paragraph.

SPI 0501.3.7 Select details that


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support a topic sentence. SPI 0501.3.8 Select vivid and active words for a writing sample.

SPI 0501.3.9 Choose the sentence that best supports the topic sentence and fits the flow of ideas in a paragraph.

SPI 0501.3.10 Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.

SPI 0501.3.11 Rearrange paragraphs from a narrative writing selection in sequential and chronological order.


SPI 0501.3.13 Complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing.

*** Writing is also assessed through the writing component of the Tennessee Comprehensive Assessment Program (TCAP). The TCAP Writing Assessment requires students to write a rough draft essay in response to an assigned prompt (topic) within a limited time period. Fifth-grade students are asked to write a narrative essay (a story), eighth-grade students an expository essay (an explanation), and eleventh-grade students a persuasive essay (an argument). The writing samples are scored holistically.

Standard 4 – Research Grade Level Expectations GLE 0501.4.1 Conduct research to access and present information.

GLE 0501.4.2 Collect, organize, determine reliability, and use information researched.

GLE 0501.4.3 Collect, organize, determine reliability, and use information researched


√ 0501.4.1 Define and narrow a topic for research.

√ 0501.4.2 Discern and use appropriate reference sources in various formats (e.g., interviews with


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family and community; encyclopedia, card/electronic catalogs, almanacs, magazines, newspapers). √ 0501.4.3 Use current technology as a research and communication tool for personal interest, research, and clarification.

√ 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.

√ 0501.4.5 Evaluate and determine the reliability of sources on a given topic.

√ 0501.4.6 Organize information from text or technological sources using a graphic organizer.

√ 0501.4.7 Develop a note-taking system that includes important concepts, paraphrases, summaries, and identification of reference sources.

√ 0501.4.8 Write a research report using and citing three or more sources.

√ 0501.4.9 Distinguish between necessary and unnecessary bibliographical information in a citation.

√ 0501.4.10 Cite three or more sources, including the title, author, and page number(s).

State Performance Indicators SPI 0501.4.1 Identify the most reliable information sources available for preparing a research report.

SPI 0501.4.2 Identify information that should or should not be included in a citation.

SPI 0501.4.3 Complete a graphic organizer (e.g., chart, web) organizing material collected from text or technological sources.

SPI 0501.4.4 Select appropriate sources from which to gather information on a given topic.

Standard 5 – Logic Grade Level Expectations GLE 0501.5.1 Refine logic skills to facilitate learning and to enhance thoughtful reasoning.

GLE 0501.5.2 Use logic to make inferences and draw conclusions in a variety of oral and written contexts.



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GLE 0501.5.3 Explore the concept of persuasive devices.



√ 0501.5.1 Distinguish between fact/opinion, between cause/effect, and between fantasy/reality.


√ 0501.5.2 Make inferences and draw appropriate conclusions while reading, viewing, or listening to print and non-print media.


√ 0501.5.3 Make and adjust predictions while reading, viewing, or listening to print and non-print media.


√ 0501.5.4 Construct and complete analogies using synonyms, antonyms, homonyms, categories, and subcategories.

√ 0501.5.5 Recognize examples of persuasive devices (e.g., bandwagon, loaded terms, testimonial, name-calling).


State Performance Indicators SPI 0501.5.1 Locate information to support opinions, predictions, and conclusions.


SPI 0501.5.2 Identify stated or implied cause and effect relationships in text.


SPI 0501.5.3 Distinguish between fact/opinion and reality/fantasy.

SPI 0501.5.4 Determine the conflict in a text and recognize its solution.


SPI 0501.5.5 Select a logical word to complete an analogy using synonyms, antonyms, homonyms, categories, and subcategories.

SPI 0501.5.6 Make inferences and draw appropriate conclusions from text.


SPI 0501.5.7 Indicate the correct sequence of events in text.


Standard 6 – Informational Text Grade Level Expectations GLE 0501.6.1 Apply appropriate skills and strategies to comprehend informational texts (e.g., pre-reading

In the Success Strand, students apply their newly acquired skills to read texts. Before reading, students watch a 44-second anchor video to help them build background knowledge and create


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strategies, comprehension strategies, graphic organizers, questioning text).

mental models of text. Success Passages provide practice in reading and rereading increasingly challenging connected text. Multiple scaffolds accompany each passage. Additionally, comprehension activities promote reading for meaning in a discrepancy format in which students must read and compare content of similar captions.

GLE 0501.6.2 Recognize the different text features of informational texts (e.g., separate text boxes, diagrams, captions, charts, graphs).


GLE 0501.6.3 Explore the organizational structures of informational texts.



√ 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).


√ 0501.6.2 Derive meaning while reading (e.g., use metacognitive and self monitoring reading strategies to improve comprehension {reread, ask for help, self-questioning, draw on earlier reading}).


√ 0501.6.3 Check for understanding after reading (e.g., summarize, identify the author’s purpose).


√ 0501.6.4 Use common text features to enhance understanding (e.g., headings, key words, graphics, captions, side bars, chapter titles, glossaries).


√ 0501.6.5 Understand sequence of events from text.


√ 0501.6. Determine the main idea and supporting details from text.


√ 0501.6.7 Skim text to develop a general overview of content or to locate specific information.


√ 0501.6.8 Understand a variety of informational texts, including primary sources (e.g., autobiographical sketches, letters, diaries, Internet



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sites). √ 0501.6.9 Follow multi-tasked instructions in informational and technical texts (e.g., programming technological equipment, complete/repair a model plane/car).

√ 0501.6.10 Summarize information presented in text.


√ 0501.6.11 Explore the organizational structures of informational text (e.g., chronological, sequential, cause-effect, comparison-contrast, problem-solution).



SPI 0501.6.1 Select questions used to focus and clarify thinking before, during, and after reading text.

In the Success Strand, students apply their newly acquired skills to read texts. Before reading, students watch a 44-second anchor video to help them build background knowledge and create mental models of text. Success Passages provide practice in reading and rereading increasingly challenging connected text and provide opportunities to meet this objective through whole and small-group instruction of the System 44 passages.


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SPI 0501.6.2 Select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, sidebars.)

Success Passages provide practice in reading and rereading increasingly challenging connected text and provide opportunities to meet this objective. Success Passages provide practice in reading and rereading increasingly challenging connected text and provide opportunities to meet this objective.

SPI 0501.6.3 Locate information using available text features (e.g., maps, charts, graphics)


SPI 0501.6.4 Identify the stated main idea and supporting details in text.


SPI 0501.6.5 Select the best summary of a text.


SPI 0501.6.6 Arrange a set of instructions in sequential order.

Standard 7 – Media Grade Level Expectations GLE 0501.7.1 Recognize that media can be a source of information and entertainment.

GLE 0501.7.2 Use media to publish and present information.

GLE 0501.7.3 Understand that the choice of medium influences the message in a presentation.

GLE 0501.7.4 Be aware of how message or meaning changes when a written work is translated into a visual presentation.


√ 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.

√ 0501.7.2 Use print and non-print materials along with prior knowledge to provide background for writing and/or presenting.

√ 0501.7.3 Use media to conduct research and prepare reports.

√ 0501.7.4 Use libraries/media centers to access media sources.

√ 0501.7.5 Use media to enhance reports and oral presentations.

√ 0501.7.6 Examine the effects of media (e.g., television, print materials, Internet, magazines, cell phones) on


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daily life. State Performance Indicators SPI 0501.7.1 Select the most appropriate medium or media for accessing information, writing a report, or enhancing an oral presentation.

SPI 0501.7.2 Determine the main idea in a visual image.

SPI 0501.7.3 Identify the mood created by a visual image.

SPI 0501.7.4 Identify the various functions of media in daily life (i.e., communication, entertainment, information, persuasion).

Standard 8 – Literature Grade Level Expectations GLE 0501.8.1 Use previously learned comprehension strategies before, during, and after reading.

GLE 0501.8.2 Experience various literary genres, including fiction and nonfiction, poetry, drama, chapter books, biography/autobiography, short stories, folk tales, myths, science fiction.

GLE 0501.8.3 Understand the basic characteristics of the genres (e.g., narratives, prose, poetry, drama) studied.

GLE 0501.8.4 Recognize and understand basic literary terms (e.g., simile, metaphor, setting, point of view, alliteration, onomatopoeia).


√ 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).

√ 0501.8. 2 Derive meaning while reading (e.g., use metacognitive and self-monitoring reading strategies to improve comprehension {reread, ask for help, draw on earlier reading}).

√ 0501.8. 3 Check for understanding after reading (e.g., summarize, identify the author’s purpose).

√ 0501.8. 4 Build vocabulary by reading from a wide variety of texts and


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literary genres. √ 0501.8.5 Recognize varying forms of text (e.g., poems {lines and stanzas}, plays {acts, stage directions}, novels {chapters}).

√ 0501.8.6 Understand the meaning of plot, character, setting, conflict, point of view, and theme in narration.

√ 0501.8.7 Explore the various kinds of conflict (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology).

√ 0501.8.8 Begin to distinguish between first and third person points of view.

√ 0501.8.9 Distinguish between a stated and an implied theme.

√ 0501.8.10 Identify and describe main and minor characters, considering the importance of their actions, motives, and appearances.

√ 0501.8.11 Discuss similarities and differences in events and/or characters, using evidence cited in two or more texts.

√ 05401.8.12 Make connections among various texts showing similarities and differences.

√ 0501.8.13 Recognize elements particular to dramatic literature (e.g., time constraints, organizational structure, stage directions, dialogue).

√ 0501.8.14 Know and use basic literary devices (e.g., imagery, metaphor, simile, personification, hyperbole).

√ 0501.8.15 Recognize sound devices in poetry (e.g., onomatopoeia, alliteration, rhythm, rhyme, repetition).

√ 0501.8.16 Identify how culture, ethnicity, and historical eras are represented in literary text.

State Performance Indicators SPI 0501.8.1 Identify setting, characters, plot, and theme.

SPI 0501.8.2 Recognize reasonable predictions of future events within a given context.

SPI 0501.8.3 Distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies).


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SPI 0501.8.4 Identify and interpret the main incidents of a plot, their causes, how they influence future actions, and how they are resolved.

SPI 0501.8.5 Recognize that a story is told from first person point of view.

SPI 0501.8.6 Determine whether the theme is stated or implied within a passage.

SPI 0501.8.7 Identify similes, metaphors, personification, and hyperbole in context.

SPI 0501.8.8 Identify the effect of sound within context (i.e., onomatopoeia, alliteration, rhythm, rhyme, repetition).

SPI 0501.8.9 Identify the author’s purpose (i.e., to inform, to entertain, to share feelings, to describe, to persuade).


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Standard 1 – Language Grade Level Expectations GLE 0601.1.1 Demonstrate control of Standard English through the use of grammar and mechanics (punctuation, capitalization, and spelling).

Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART Series 4: Lesson 28: Final Blends: TG 200-203, Flip Chart 28, Word Building Kit, Elkonin Boxes, SAM: L28 Vocabulary Series 7: Lesson 35: Digraph sh: TG 228-231, Flip Chart 35, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L35 Vocabulary Series 7: Lesson 36: ch, -tch: TG 232-235, Flip Chart 36, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L36 Vocabulary Series 7: Lesson 37: Digraph th: TG 236-239, Flip Chart 37, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L37 Vocabulary Series 16: Lesson 62: Using Patterns to Determine Vowel Sounds: TG 334-335, Flip Chart 62, Word Building Kit, SAM: L62 Vocabulary Series 19: Lesson 68: r-Controlled Vowel ar: TG 350-353, Flip Chart 68, Word Building Kit, Sound and Articulation DVD, SAM: L68 Vocabulary Series 19: Lesson 69: r-Controlled Vowels er, ir, ur: TG 362-365, Flip Chart 69, Word Building Kit, Sound and Articulation DVD, SAM: L69 Vocabulary Series 19: Lesson 70: Other /sh/ Spellings: TG 366-369, Flip Chart 70, Word Building Kit, Sound and Articulation DVD, SAM: L70 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 74: r-Controlled Vowel Syllables: TG 382-385, Flip Chart 74, Word Building Kit, SAM: L74 Vocabulary Series 21: Lesson 75: Diphthongs oi, oy: TG 386-389, Flip Chart 75, Word Building Kit, Sound and Articulation DVD, SAM: L75 Vocabulary Series 21: Lesson 77: Diphthongs ou (cloud), ow (owl): TG 394-397, Flip Chart 77, Word Building Kit, Sound and


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Articulation DVD, SAM: L77 Vocabulary GLE 0601.1.2 Employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.

GLE 0601.1.3 Understand and use a variety of sentence structures.


√ 0601.1.1 Know and use appropriately the meaning, forms and functions of nouns (including collective nouns, nouns as objects, predicate nouns), pronouns (including proper pronoun case; objects of prepositions; agreement with antecedents in person and number; indefinite, relative, and demonstrative pronouns), verbs (including agreement with the subject in person and number, action verbs that take objects, linking verbs, helping verbs, verb phrases, verb tenses, regular and irregular verb forms), adjectives (including predicate adjectives, comparative and superlative forms), adverbs (including negatives, forms of comparative and superlative phrases), conjunctions (including coordinating, subordinating), interjections, and prepositions (place prepositional phrases correctly according to the words they modify within the sentence).


√ 0601.1.2 Recognize and correct usage errors (e.g., double negatives, troublesome words {to/too/two, their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among}).

√ 0601.1.3 Use capitalization correctly (e.g., proper adjectives, within quotations).

√ 0601.1.4 Demonstrate the correct use of commas (including after introductory words, to set off appositives and interrupters, before a coordinating conjunction joining independent clauses to form compound sentences), colons (including business letters, preceding a list of items), semicolons (including combining sentences), quotation

Series 1: Lesson 12: Recognizing and Using Possessives: TG 136-137, Flip Chart 12, SAM: L12 SMART Series 4: Lesson 29: Recognizing and Using Contractions: TG 204-205, Flip Chart 29, Word Building Kit, SAM: L29 Vocabulary


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marks (including explanatory material within the quote, proper use with end marks), and apostrophes (including forming singular and plural possessives). √ 0601.1.5 Spell correctly high frequency words, commonly misspelled words (appropriate to grade level), and words commonly used in content specific vocabulary.

Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 3: The Code: TG 106-109, Flip Chart 3, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp. 9-10, 44Book p. 8, SAM: L3 Vocabulary Series 1: Lesson 4: The Code: TG 110-113, Flip Chart 4, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp.11-12, 44Book p. 9, SAM: L4 Vocabulary Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 6: The Code: TG 116-119, Flip Chart 6, Word Building Kit, Sound & Articulation DVD, Elkonin Boxes, Decodable Digest p.13, 44Book p. 10, SAM: L5 Vocabulary Series 1: Lesson 9: The Code: TG 124-127, Flip Chart 9, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp.14-15, 44Book p. 11, SAM: L9 Vocabulary Series 1: Lesson 10: The Code: TG 128-129, Flip Chart 10, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp.16-17, 44Book p. 12, SAM: L10 Vocabulary Series 2: Lesson 13: Short i: TG 140-143, Flip Chart 13, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L13 Vocabulary Series 2: Lesson 14: Consonants d, f: TG 144-147, Flip Chart 14, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L14 Vocabulary Series 2: Lesson 15: Consonants h, k: TG 148-151, Flip Chart 15, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L15 Vocabulary Series 2: Lesson 16: Short o: TG 152-155, Flip Chart 16, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L16 Vocabulary Series 2: Lesson 17: Short o: TG 152-155, Flip Chart 17, Word Building Kit, Sound and Articulation DVD, SAM: L17 Vocabulary Series 2: Lesson 18: -ck: TG 160-163, Flip Chart 18, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L18 Vocabulary Series 3: Lesson 20: Short e: TG 170-173, Flip Chart 20, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L20 Vocabulary Series 3: Lesson 21: Consonants j, w: TG 174-177, Flip Chart 21, Word Building Kit, Sound and Articulation DVD, SAM: L21 Vocabulary


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Series 3: Lesson 22: Short u: TG 178-181, Flip Chart 22, Word Building Kit, Sound and Articulation DVD, SAM: L22 Vocabulary Series 3: Lesson 24: Consonants g, y: TG 184-187, Flip Chart 24, Word Building Kit, Sound and Articulation DVD, SAM: L24 Vocabulary Series 3: Lesson 25: Consonants v, z, q: TG 188-191, Flip Chart 25, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L25 Vocabulary Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART

√ 0601.1.6 Correct run-on sentences (e.g., use punctuation, conjunctions, or other means to separate the elements of a run-on) and sentence fragments (i.e., supply the missing sentence elements).

√ 0601.1.7 Identify and use adjective and adverb phrases and clauses.

√ 0601.1.8 Identify and use appositives and appositive phrases.

√ 0601.1.9 Identify and use infinitives and infinitive phrases.

√ 0601.1.10 Determine the difference between independent and subordinate clauses.

√ 0601.1.11 Recognize and differentiate between simple and compound sentences.

√ 0601.1.12 Identify the structure in imperative and interrogative sentences.

√ 0601.1.13 Use printed and electronic dictionaries, thesauruses, and glossaries to determine word pronunciation, spelling, and part of speech; to clarify meaning and improve understanding of words (including connotation and denotation); and to distinguish among contextually appropriate synonyms and definitions.


√ 0601.1.15 Identify and define English words derived from Latin and Greek words that form common roots (e.g., audio, auto, mal) and recognize English words that are based on them (e.g., audible, autobiography, malice).

The Following Matches Provide Opportunities to Meet this Objective: Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-289, Flip Chart 50, Word Building Kit, SAM: L50 SMART Series 12: Lesson 52: Inflectional Endings –ed, -ing (with doubling): TG 294-297, Flip Chart 52, Word Building Kit, SAM: L52 Vocabulary Series 13: Lesson 54: Changing –y to -i: TG 304-307, Flip Chart 54, Word Building Kit, SAM: L54 Vocabulary Series 20: Lesson 72: Morphological Word Families: TG 376-


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377, Flip Chart 72, SAM: L72 SMART √ 0601.1.16 Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary.

√ 0601.1.17 Explore common phrases and terms from other languages commonly used in English (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage).

State Performance Indicators SPI 0601.1.1 Identify the correct use of nouns (i.e., common/proper, singular/plural, possessives) and pronouns (i.e., agreement, subject, object) within context.


SPI 0601.1.2 Identify the correct use of verbs (i.e., action, linking, regular/irregular, agreement) within context.

SPI 0601.1.3 Identify the correct use of adjectives (i.e., common/proper, comparative forms) and adverbs (i.e., comparative forms) within context.

SPI 0601.1.4 Identify the correct use of prepositional phrases (place prepositional phrases correctly according to the words they modify within the sentence) within context.

SPI 0601.1.5 Identify the correct use of conjunctions (i.e., coordinating and subordinating) and interjections within context.

SPI 0601.1.6 Choose the correct use of quotation marks, commas (i.e., in direct quotations, with explanatory material within the quote, proper use with end marks) and colons (i.e., in business letters, preceding a list of items).

SPI 0601.1.7 Identify within context a variety of appropriate sentence-combining techniques (i.e., comma used with coordinating conjunctions, introductory words, appositives, interrupters).

SPI 0601.1.8 Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, and periods to join or separate elements).

SPI 0601.1.9 Recognize usage errors occurring within context (i.e., double negatives, troublesome words {to/to/two, their/there/they’re, its/it’s, sit/set, lie/lay,


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affect/effect, sit/set, lie/lay, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among}). SPI 0601.1.10 Identify the correct spelling of plurals and possessives.

The Following Matches Provide Opportunities to Meet this Objective: Series 1: Lesson 12: Recognizing and Using Possessives: TG 136-137, Flip Chart 12, SAM: L12 SMART Series 4: Lesson 29: Recognizing and Using Contractions: TG 204-205, Flip Chart 29, Word Building Kit, SAM: L29 Vocabulary Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-289, Flip Chart 50, Word Building Kit, SAM: L50 SMART Series 20: Lesson 72: Morphological Word Families: TG 376-377, Flip Chart 72, SAM: L72 SMART

SPI 0601.1.11 Identify sentences with correct subject-verb agreement (person/number) within context.

SPI 0601.1.12 Identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, interrupters) within context.

SPI 0601.1.13 Choose the appropriate interjection to complete a sentence.

SPI 0601.1.14 Select appropriate synonyms, antonyms, and homonyms within context.

SPI 0601.1.15 Use context clues and prior knowledge of roots and affixes to determine the meaning of multi-meaning words.


SPI 0601.1.16 Use context clues and prior knowledge of roots and affixes to determine the meaning of unfamiliar words.


SPI 0601.1.17 Use dictionaries, thesauruses, electronic sources, and glossaries as aids in determining the meaning of unfamiliar words.

SPI 0601.1.18 Identify correctly and incorrectly spelled words in context.

SPI 0601.1.19 Recognize and use grade-appropriate and content specific vocabulary within context.


SPI 0601.1.20 Use knowledge of root words, affixes, syllabication, and/or spelling patterns as aids in determining meaning within context.

The Following Matches Provide Opportunities to Meet this Objective: Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-289, Flip Chart 50, Word Building Kit, SAM: L50 SMART


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Series 20: Lesson 72: Morphological Word Families: TG 376-377, Flip Chart 72, SAM: L72 SMART

Standard 2 – Communication Grade Level Expectations Listening GLE 0601.2.1 Demonstrate critical listening skills essential for comprehension, evaluation, problem solving, and task completion.


GLE 0601.2.2 Begin to differentiate between summarizing and paraphrasing.

GLE 0601.2.3 Begin to distinguish between a summary and a critique.

GLE 0601.2.4 Identify the thesis and main points of a speech.

GLE 0601.2.5 Identify the organizational structure of a speech.

Speaking GLE 0601.2.6 Understand strategies for expressing ideas clearly and effectively in a variety of oral contexts.


GLE 0601.2.7 Deliver effective oral presentations.

GLE 0601.2.8 Participate in work teams and group discussions.



Listening √ 0601.2.1 Follow multi-step spoken instructions to perform single tasks, to answer questions, and to solve problems.

√ 0601.2.2 Identify the thesis of a speech in which the main idea may be explicitly or implicitly stated, concepts may be more abstract, and extended metaphors may be used, and determine the essential elements that elaborate it.

√ 0601.2.3 Differentiate between summarizing and paraphrasing.

√ 0601.2.4 Summarize information presented orally by others in which the main ideas may be explicitly or implicitly stated, including the purposes, major ideas, and supporting details or evidence.


√ 0601.2.5 Begin to paraphrase accurately ideas and information presented orally by others.




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√ 0601.2.7 Construct a critique of a speech.

√ 0601.2.8 Identify the organizational structure of a speech (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect).

√ 0601.2.9 Listen actively in group discussions by asking clarifying and elaborating questions and by managing internal (e.g., emotional state, prejudices) and external (e.g., physical setting, difficulty hearing, recovering from distractions) barriers to aid comprehension.


Speaking √ 0601.2.10 Include relevant facts, reasons, details, and examples to support a relatively complicated thesis.

√ 0601.2.11 Organize oral presentations incorporating a relatively simple three-part structure, previewing the content of presentation in introduction, offering ideas with supporting details, and providing a brief summary or conclusion.

√ 0601.2.12 Use an organizational structure appropriate for the topic and purpose (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect).

√ 0601.2.13 Logically arrange ideas and group related ideas in ways that enhance the topic.

√ 0601.2.14 Connect ideas using a variety of transition strategies that signal addition of information and relationships between ideas (e.g., use listing words such as first, in addition, but, and however).

√ 0601.2.15 Provide an effective conclusion that reinforces the focus of the presentation.

√ 0601.2.16 Employ presentation skills such as good eye contact, clear enunciation, effective speaking rate and volume, and natural gestures.

√ 0601.2.17 Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, to solve a problem, to make a decision) by adhering to the following:

Behavior of Individuals within the Group


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• Contribute appropriate and useful information and ideas that demonstrate a clear awareness of the context of the discussion and the goals of the group and are purposeful in moving the team toward its goal, and contributing to the topic of group discussion. • Consult and reference texts or other resources as a source for ideas or to support ideas under group discussion. • Ask relevant questions that move the team toward its goals and contribute to the topic of discussion. • Gain the floor in orderly ways, taking turns when speaking and listening with civility to the ideas of others (without interrupting). • Summarize and paraphrase essential information in from the input of others, and clarify points of agreement and disagreement.


Goals and Aims of the Group • Understand the purpose for working as a team and work according to that purpose. • Articulate the goals that have been provided for the team work and ask appropriate clarifying questions. • Identify task(s) needed to meet goal and purpose, and either meet assigned deadlines or set deadlines for completing each task.


Group Dynamics and Roles: • Understand the responsibilities of various roles within the team, either assigned or determined by the group (e.g., reporter, recorder, information gatherer, leader, timekeeper). • Maintain collaboration by ensuring that all appropriate ideas and contributions are respectfully acknowledged and valued by the team and follow a prescribed for accomplishing this task (e.g., list every idea in a brainstorming session before criticism is allowed). • Come to agreement by seeking consensus or following the majority, depending on the ground rules for decision making.




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SPI 0601.2.1 Identify the purpose of a speech (i.e., to inform, to describe, to explain, to persuade, to entertain).

SPI 0601.2.2 Identify the targeted audience of a speech.

SPI 0601.2.3 Identify the thesis and main points of a speech.

SPI 0601.2.4 Select the most appropriate behaviors for participating productively in a team (e.g., contribute appropriate and useful information and ideas, understand the purpose for working as a team, understand the responsibilities of various roles within the team).


SPI 0601.2.5 Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, timekeeper).


SPI 0601.2.6 Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).


SPI 0601.2.8 Select the best summary of a speech.

Standard 3 – Writing Grade Level Expectations GLE 0601.3.1 Write in a variety of modes for a variety of audiences and purposes.

GLE 0601.3.2 Employ a variety of prewriting strategies.

GLE 0601.3.3 Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and appropriate transitions.

GLE 0601.3.4 Refine strategies for editing and revising written work


√ 0601.3.1 Write in a variety of modes and genres, including description, narration, exposition, persuasion, literary response, personal expression, and imaginative.


√ 0601.3.3 Create somewhat complicated work-related texts, such as instructions, directions, letters, memos,


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e-mails, and reports that employ the techniques listed below.

• Select a medium or format appropriate to purpose for writing, and maintain focus on the purpose.

• Use varied strategies to achieve different purposes (e.g., providing facts and details or including examples to illustrate).

• Demonstrate awareness of audience through selection of medium or format, choice of supporting ideas, background information, and word choice and tone.

• Respond to opposing viewpoints and/or anticipate and answer potential questions from audience.

• Use accurate and accessible vocabulary to convey meaning.

• Provide accurate and relevant support for the main points in the text.

• Follow customary formats (e.g., use salutation, closing, and signature for business letters, and format for memos).

• Include formatting or visual elements to guide readers by highlighting specific categories of information and/or to signal transitions between steps (e.g., headings, bulleted lists).

• Use graphics and illustrative material effectively to support ideas in the text as appropriate to content and medium.

√ 0601.3.4 Develop focused, appropriate, and interesting topics for writing.

√ 0601.3.5 Create a thesis statement and include relevant facts, details, reasons, and examples that support the thesis.

√ 0601.3.6 Develop relevant details or reasons in a manner that meets the needs of the audience and purpose.

√ 0601.3.7 Organize writing using structures appropriate for the topic and that meet the needs of the audience (e.g., if using an anecdote to provide an example, use chronological order with


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sufficient time signals for the reader to follow easily). √ 0601.3.8 Use appropriate and effective words and phrases to indicate the organizational pattern (e.g., problem-solution, with order of steps necessary indicated in the solution).

GLE 0601.3.9 Use text features (e.g., headings, subheadings, formatting) as appropriate to signal simple relationships between ideas.

√ 0601.3.10 Use accurate and precise language to convey meaning.

√ 0601.3.11 Use strong verbs and figurative language (e.g., metaphors, similes) for emphasis or creative effect as appropriate to the purpose.

√ 0601.3.12 Use appropriate vocabulary, sentence structure, and grammar usage to distinguish between formal and informal language.

√ 0601.3.13 Incorporate some variety of syntactic structures for effect when appropriate (e.g., modifying phrases, parenthetical expressions).

√ 0601.3.14 Edit to craft a tone that is appropriate for the topic and audience, and supports the purpose.

√ 0601.3.15 Use language that conveys the writer’s point of view.

√ 0601.3.16 When other sources are used or referenced (such as in research, informational essays, or literary essays) adhere to the list below.

• Acknowledge source material (e.g., list sources).

• Understand the differences between/among quoting, paraphrasing, and summarizing.

• Quote, paraphrase, or summarize text, ideas, or other information taken from print or other electronic sources.

• Embed quotations and graphics from other sources, when appropriate.

√ 0601.3.17 Generate notes on text, and identify main and supporting ideas.

√ 0601.3.18 Edit writing for mechanics (punctuation, capitalization), spelling, and grammar (e.g., consistent verb tense, noun and pronoun agreement).

√ 0601.3.19 Based on readers’


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comments, revise papers to focus on topic or thesis, develop ideas, employ transitions, and identify a clear beginning and ending. √ 0601.3.20 Demonstrate confidence in using the Tennessee Writing Assessment Rubric while evaluating one’s own writing and the writing of others.

√ 0601.3.21 Use relatively basic software programs (e.g., Word, PowerPoint) to write texts and create graphics to present ideas visually and in writing.


State Performance Indicators SPI 0601.3.1 Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade).


SPI 0601.3.3 Select an appropriate thesis statement for a writing sample.

SPI 0601.3.4 Rearrange multi-paragraphed work in a logical and coherent order.

SPI 0601.3.5 Select illustrations, descriptions, and/or facts to support key ideas.

SPI 0601.3.6 Choose the supporting sentence that best fits the context flow of ideas in a paragraph.





SPI 0601.3.11 Complete a graphic organizer (e.g., clustering, listing, mapping, webbing) with information from notes for a writing selection.

SPI 0601.3.12 Select the most appropriate format for writing a specific


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work-related text (i.e., instructions, directions, letters, memos, e-mails, reports). Standard 4 – Research Grade Level Expectations GLE 0601.4.1 Define and narrow a problem or research topic.

GLE 0601.4.2 Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.

GLE 0601.4.3 Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from Web sites.

GLE 0601.4.4 Write a research paper, using primary and secondary sources and technology and graphics, as appropriate.


√ 0601.4.1 Narrow a topic so that the research process is manageable and the controlling idea is focused.

√ 0601.4.2 Take and organize notes on what is known and what needs to be researched about the topic.

√ 0601.4.3 Focus on relevant information and/or theories.

√ 0601.4.4 Distinguish between primary and secondary sources, defining the characteristics of each and evaluating each for their benefits and limitations.

√ 0601.4.5 Choose among sources provided and those found independently based on the usefulness, credibility, and reliability of the sources.

√ 0601.4.6 Identify reasons for choosing one source over another, including those found on websites.

√ 0601.4.7 Identify the characteristics and limitations of source material.

√ 0601.4.8 Provide relevant research information to develop and support a complicated topic.

√ 0601.4.9 Analyze and interpret data in multiple forms (e.g., a bar or circle graph) on a familiar topic.

√ 0601.4.10 Collect evidence in various ways (e.g., gathering relevant reasons,


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examples, and facts; defining key terms and ideas; identifying relationships such as cause-effect). √ 0601.4.11 Craft an introductory paragraph in which a thesis statement(s) clearly presents the topic of the documented essay.

√ 0601.4.12 Present a body of well-developed and specific facts and information pertinent to the topic, developed as a series of paragraphs which support the topic.

√ 0601.4.13 Connect ideas using a variety of transition strategies.

√ 0601.4.14 Create an effective organizing structure based on research information (e.g., description, problem-solution, question-answer, comparison-contrast, cause-effect).

√ 0601.4.15 Craft a conclusion in which closure is provided, such as by restating the topic and summarizing findings.

√ 0601.4.16 Acknowledge source material using a predetermined standard format (e.g., APA, MLA).

√ 0601.4.17 Understand the differences among quoting, paraphrasing, and summarizing.

√ 0601.4.18 Quote, paraphrase, or summarize text, ideas, or other information taken from print or electronic sources.

√ 0601.4.19 Follow a standard format and use the appropriate technology to embed text graphics, including a title, contents page, numbered pages, and a bibliography.

√ 0601.4.20 Include graphics and illustrative material effectively to support research ideas in the text.

State Performance Indicators SPI 0601.4.1 Select the most focused research topic.

SPI 0601.4.2 Rank research resources according to reliability.

SPI 0601.4.3 Determine the most appropriate research source for a given research topic.

SPI 0601.4.4 Distinguish between primary (i.e., letters, interviews, diaries, newspapers) and secondary (i.e., reference books, periodicals, Internet,


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biographies) sources. SPI 0601.4.5 Discern irrelevant research material from written text.

Standard 5 – Logic Grade Level Expectations GLE 0601.5.1 Use logic to make inferences and draw conclusions in a variety of oral and written contexts.


GLE 0601.5.2 Analyze text for fact and opinion, cause-effect, inferences, evidence, and conclusions.


GLE 0601.5.3 Explore deductive and inductive reasoning.


GLE 0601.5.4 Analyze written and oral communication for persuasive devices


Checks for Understanding (Formative / Summative Assessment)

√ 0601.5.1 Make logical predictions of future events in text.


√ 0601.5.2 Identify sequence of events in text.


√ 0601.5.3 Construct and complete analogies using synonyms, antonyms, homonyms, categories, subcategories, whole/part, and functions.

√ 0601.5.4 Identify and analyze stated or implied cause/effect relationships in text.


√ 0601.5.5 Determine simple criteria for recognizing factual claim and opinion (e.g., scientific method, provability, quality of evidence, sources).


√ 0601.5.6 Determine the relevance and quality of evidence given to support or oppose an argument.


√ 0601.5.7 Compare and contrast evidence and conclusions between two or more arguments on the same topic.


√ 0601.5.8 Define deductive and inductive reasoning.

√ 0601.5.9 Identify examples of deductive and inductive reasoning in text.


√ 0601.5.10 Identify and analyze the persuasive devices used in written and



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oral communication (e.g., bandwagon, loaded terms, testimonial, name-calling). State Performance Indicators SPI 0601.5.1 Predict future events of a given text.


SPI 0601.5.2 Determine whether a given statement in text is fact or opinion.


SPI 0601.5.3 Identify stated or implied cause-effect relationships.


SPI 0601.5.4 Identify examples of persuasive devices (i.e., bandwagon, loaded terms, testimonial, name-calling).


SPI 0601.5.5 Specify a logical word choice to complete an analogy, using synonyms, antonyms, homonyms, categories, subcategories, whole/part, and functions.

SPI 0601.5.6 Indicate the sequence of events in text.


SPI 0601.5.7 Make inferences and draw conclusions based on evidence in text.


Standard 6 – Informational Text Grade Level Expectations GLE 0601.6.1 Comprehend and summarize the main ideas and supporting details of informational texts.


GLE 0601.6.2 Identify the organizational structures of informational texts.


GLE 0601.6.3 Read, interpret, and analyze text features that support informational texts.


Checks for Understanding (Formative/Summative Assessments)

√ 0601.6.1 Use previously learned strategies to comprehend informational texts (e.g., formulate questions before, during, and after reading; visualize, predict, identify the writer’s purpose).


√ 0601.6.2 Identify/infer the stated or implied main idea of an informational



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text and identify the details supporting it.√ 0601.6.3 Recognize clear, but subtly stated relationships among ideas (e.g., cause/effect, comparative, sequential) in informational texts.


√ 0601.6.4 Make inferences and draw conclusions.


√ 0601.6.5 Summarize succinctly the main idea and supporting details (presented as text and/or visuals) in informational texts.


√ 0601.6.6 Summarize and critique texts (informational and literary).


√ 0601.6.7 Identify and analyze the organizational structures of informational texts (e.g., chronological, sequential, cause-effect, comparison-contrast, problem-solution)


√ 0601.6.8 Recognize that print format varies according to purpose and genre (e.g., prose, poetry, newspaper/magazine, letters, dramas, technical manuals, textbooks).


√ 0601.6.9 Use text features to locate information and make meaning from text (e.g., headings, key words, captions, tables of contents, footnotes, illustrations).


GLE 0601.6.10 Comprehend and interpret quantitative, technical, or mathematical information presented in maps, charts, graphs, time lines, tables, and diagrams.


√ 0601.6.11 Follow instructions in informational texts.

State Performance Indicators SPI 0601.6.1 Formulate clarifying questions for use before, during, and after reading.


SPI 0601.6.2 Identify the main idea and supporting details in a text.


SPI 0601.6.3 Use text features to locate Success Passages provide practice in reading and rereading


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information and make meaning from text (e.g., headings, key words, captions, footnotes).

increasingly challenging connected text. Multiple scaffolds accompany each passage. Additionally, comprehension activities promote reading for meaning in a discrepancy format in which students must read and compare content of similar captions.

SPI 0601.6.4 Interpret factual, quantitative, technical, or mathematical information presented in text features (e.g., maps, charts, graphs, time lines, tables, and diagrams).


SPI 0601.6.5 Locate and verify information in text to support inferences, opinions, predictions, and conclusions.


SPI 0601.6.6 Select the best summary of a text.


SPI 0601.6.7 Recognize that purpose determines text format.


SPI 0601.6.8 Choose the correct order of a set of instructions.

Standard 7 – Media Grade Level Expectations GLE 0601.7.1 Analyze media for their ability to inform, persuade, and entertain

GLE 0601.7.2 Examine the relationship between the visual (e.g., media images, painting, film, graphic arts) and the verbal in media.

GLE 0601.7.3 Recognize how visual and sound techniques and design elements (e.g., special effects, camera angles, music) carry or influence messages in various media.

GLE 0601.7.4 Apply and adapt the principles of written composition to create coherent media productions.


√ 0601.7.1 Interpret how the sounds, images, and words used in television, radio, film, and the Internet are used to support the purpose of the production; evaluate the effectiveness of the techniques.

√ 0601.7.2 Identify, analyze, and discuss the relationship between the visual (e.g., media images, painting, film, graphic arts) and the verbal in media and explain how the elements support or conflict with each other.

√ 0601.7.3 Identify visual and sound techniques and design elements (e.g., special effects, camera angles, lighting,


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and music in television/film or layout, pictures, and typeface in print materials) in various media, and explain how they carry or influence messages √ 0601.7.4 Present a clearly identifiable, explicit message, using visual, audio, and graphic effects and interactive features.

√ 0601.7.5 Demonstrate an awareness of audience needs through choice of medium and the selection of images, words, and sounds.

√ 0601.7.6 Consider potential audience reaction (e.g., being aware of verbal and nonverbal cues given by the audience during a presentation) to improve media productions.

State Performance Indicators SPI 0601.7.1 Select the medium that best reinforces a viewpoint or enhances a presentation.

SPI 0601.7.2 Select the visual image that best reinforces a viewpoint or enhances a presentation.

SPI 0601.7.3 Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe).

SPI 0601.7.4 Draw an inference from a non-print medium.

SPI 0601.7.5 Choose the statement that best summarizes/communicates the message presented by a medium.

SPI 0601.7.6 Identify the type of conflict (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology) represented in a non-print medium.

Standard 8 – Literature Grade Level Expectations GLE 0601.8.1 Read and comprehend a variety of works from various forms of literature.

GLE 0601.8.2 Understand the characteristics of various literary genres (e.g., poetry, novel, biography, short story, essay, drama).

GLE 0601.8.3 Recognize the conventions of various literary genres.

GLE 0601.8.4 Analyze works of literature for what they suggest about the historical period in which they were written.

GLE 0601.8.5 Identify and analyze


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common literary terms (e.g., personification, conflict, theme). Checks for Understanding (Formative/Summative Assessment)

√ 0601.8.1 Use previously learned strategies to comprehend informational texts (e.g., formulating questions before, during, and after reading; visualize, predict, identify the writer’s purpose).

√ 0601.8.2 Sequence and identify the plot’s main events, their causes, and the influence of each event on future actions in texts.

√ 0601.8.3 Identify plot development techniques (e.g., foreshadowing and flashbacks) and explain their function in the text.

√ 0601.8.4 Identify and describe characters’ (major/minor, antagonists/protagonists) features and relationships in literary texts.

√ 0601.8.5 Explore the concept of moral dilemma (as revealed by character motivation and behavior).

√ 0601.8.6 Differentiate between internal and external conflict.

√ 0601.8.7 Identify the kind(s) of conflict (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology) present in literary plots.

√ 0601.8.8 Identify the plot element of exposition (i.e., introduction of characters, setting, and conflict) in literary texts.

√ 0601.8.9 Identify and analyze the setting (location and time) and its impact on plot, character, and theme in literary texts.

√ 0601.8.10 Explore how the author reveals character (e.g., what the author tells us, what the characters say about him or her, what the character does, what the character says, what the character thinks).

√ 0601.8.11 Identify the narration and point of view (e.g., first person, third person) in literary texts.

√ 0601.8.12 Consider how forms and conventions within genres affect meaning (e.g., poetry, drama, essay).

√ 0601.8.13 Identify sound patterns (e.g., alliteration, onomatopoeia, rhyme scheme) figurative language (e.g.,


Grade 6




metaphor, simile), and other conventions of verse (e.g., limerick, lyric, narrative, haiku) in poetry. √ 0601.8.15 Identify and explain the stated or implied theme of a literary text.

√ 0601.8.16 Identify and explain the development of similar themes across two or more literary texts.

√ 0601.8.17 Identify the historical period in which a literary text was written and explain the text in light of this understanding.

√ 0601.8.18 Determine the appropriate meaning of figurative words and phrases (e.g., idioms, metaphors, similes) in passages.

State Performance Indicators SPI 0601.8.1 Distinguish among various literary genres (e.g., fiction, drama, nonfiction, poetry).

SPI 0601.8.2 Identify the setting and conflict of a passage.

SPI 0601.8.3 Determine the main ideas of plots, their causes, how they influence future actions, and how they are resolved.

SPI 0601.8.4 Distinguish between first and third person points of view.

SPI 0601.8.5 Identify the kind(s) of conflict present in a literary plot (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology).

SPI 0601.8.6 Identify the stated or implied theme of a literary text.

SPI 0601.8.7 Analyze figurative language (i.e., hyperbole, similes, metaphors, personification,) within context.

SPI 0601.8.8 Identify examples of sound devices (i.e., accent, alliteration, onomatopoeia, rhyme, and repetition).

SPI 0601.8.9 Identify patterns of rhyme and rhythm.

SPI 0601.8.10 Determine the author’s purpose for writing.


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Standard 1 – Language Grade Level Expectations GLE 0701.1.1 Demonstrate control of Standard English through the use of grammar, usage, and mechanics (punctuation, capitalization, and spelling).

Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART Series 4: Lesson 28: Final Blends: TG 200-203, Flip Chart 28, Word Building Kit, Elkonin Boxes, SAM: L28 Vocabulary Series 7: Lesson 35: Digraph sh: TG 228-231, Flip Chart 35, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L35 Vocabulary Series 7: Lesson 36: ch, -tch: TG 232-235, Flip Chart 36, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L36 Vocabulary Series 7: Lesson 37: Digraph th: TG 236-239, Flip Chart 37, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L37 Vocabulary Series 16: Lesson 62: Using Patterns to Determine Vowel Sounds: TG 334-335, Flip Chart 62, Word Building Kit, SAM: L62 Vocabulary Series 19: Lesson 68: r-Controlled Vowel ar: TG 350-353, Flip Chart 68, Word Building Kit, Sound and Articulation DVD, SAM: L68 Vocabulary Series 19: Lesson 69: r-Controlled Vowels er, ir, ur: TG 362-365, Flip Chart 69, Word Building Kit, Sound and Articulation DVD, SAM: L69 Vocabulary Series 19: Lesson 70: Other /sh/ Spellings: TG 366-369, Flip Chart 70, Word Building Kit, Sound and Articulation DVD, SAM: L70 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 74: r-Controlled Vowel Syllables: TG 382-385, Flip Chart 74, Word Building Kit, SAM: L74 Vocabulary Series 21: Lesson 75: Diphthongs oi, oy: TG 386-389, Flip Chart 75, Word Building Kit, Sound and Articulation DVD, SAM: L75 Vocabulary Series 21: Lesson 77: Diphthongs ou (cloud), ow (owl): TG 394-397, Flip Chart 77, Word Building Kit, Sound and Articulation


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DVD, SAM: L77 Vocabulary GLE 0701.1.2 Employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.

GLE 0701.1.3 Understand and use correctly a variety of sentence structures.


√ 0701.1.1 Know and use appropriately the meaning, forms, and functions of nouns (including collective nouns, compound nouns, noun clauses, noun functions as direct and indirect objects, and as predicate nouns), pronouns (including proper case: nominative, objective, possessive; reflexive pronouns, interrogative; demonstrative; agreement of pronouns with their antecedents), verbs (including agreement with subject in person and number, verbs that take objects, regular and irregular verb forms, correct use of the three perfect tenses), adjectives (including comparative and superlative forms, compound predicate adjectives, adjective clauses), adverbs (including comparative and superlative forms, punctuation with introductory adverb phrases and clauses, correct placement within the sentence), conjunctions (including coordinating, correlative, and subordinating conjunctions to combine words, phrases, clauses, and sentences), interjections, and prepositions (recognize prepositional phrases as adjective/adverb modifiers and note their functions in the sentence).


√ 0701.1.2 Recognize and correct usage errors (e.g., subject-verb agreement, pronoun case {with emphasis on who/whom}, double negatives, comparative and superlative forms, troublesome words {to/too/two, their/there/they’re, its/it’s, affect/effect, sit/set, lie/lay, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among, rise/raise, stationary/stationery}).

√ 0701.1.3 Use capitalization correctly (e.g., titles, friendly and business letters, quotations, proper adjectives).

√ 0701.1.4 Demonstrate the correct use of commas (including after introductory words, phrases or clauses; setting off appositives and interrupters; before coordinating



Grade 7




conjunction joining independent clauses to form compound sentences), colons (including in business letters or before a list of items in a series), semicolons (including combining sentences, between items in a series when the items already contain commas), underlining and italicizing (including titles; certain words, letters, figures; foreign words), quotation marks (inclusing with direct quotations, to set off dialogue, in titles, use of end punctuation with quotation marks) and apostrophes (including forming both singular and plural possessives). √ 0701.1.5 Spell correctly high-frequency, misspelled words (appropriate to grade level), and words commonly used in content specific vocabulary.

Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 3: The Code: TG 106-109, Flip Chart 3, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp. 9-10, 44Book p. 8, SAM: L3 Vocabulary Series 1: Lesson 4: The Code: TG 110-113, Flip Chart 4, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp.11-12, 44Book p. 9, SAM: L4 Vocabulary Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 6: The Code: TG 116-119, Flip Chart 6, Word Building Kit, Sound & Articulation DVD, Elkonin Boxes, Decodable Digest p.13, 44Book p. 10, SAM: L5 Vocabulary Series 1: Lesson 9: The Code: TG 124-127, Flip Chart 9, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp.14-15, 44Book p. 11, SAM: L9 Vocabulary Series 1: Lesson 10: The Code: TG 128-129, Flip Chart 10, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp.16-17, 44Book p. 12, SAM: L10 Vocabulary Series 2: Lesson 13: Short i: TG 140-143, Flip Chart 13, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L13 Vocabulary Series 2: Lesson 14: Consonants d, f: TG 144-147, Flip Chart 14, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L14 Vocabulary Series 2: Lesson 15: Consonants h, k: TG 148-151, Flip Chart 15, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L15 Vocabulary Series 2: Lesson 16: Short o: TG 152-155, Flip Chart 16, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L16 Vocabulary Series 2: Lesson 17: Short o: TG 152-155, Flip Chart 17, Word Building Kit, Sound and Articulation DVD, SAM: L17 Vocabulary Series 2: Lesson 18: -ck: TG 160-163, Flip Chart 18, Word


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Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L18 Vocabulary Series 3: Lesson 20: Short e: TG 170-173, Flip Chart 20, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L20 Vocabulary Series 3: Lesson 21: Consonants j, w: TG 174-177, Flip Chart 21, Word Building Kit, Sound and Articulation DVD, SAM: L21 Vocabulary Series 3: Lesson 22: Short u: TG 178-181, Flip Chart 22, Word Building Kit, Sound and Articulation DVD, SAM: L22 Vocabulary Series 3: Lesson 24: Consonants g, y: TG 184-187, Flip Chart 24, Word Building Kit, Sound and Articulation DVD, SAM: L24 Vocabulary Series 3: Lesson 25: Consonants v, z, q: TG 188-191, Flip Chart 25, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L25 Vocabulary Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART

√ 0701.1.6 Demonstrate knowledge of correct sentence structure by correcting run-on sentences (e.g., conjunctions, semicolons, periods to join or separate elements) and sentence fragments (e.g., supplying the missing elements).

√ 0701.1.7 Identify and use appositives and appositive phrases.

√ 0701.1.8 Identify and use infinitives and infinitives phrases.

√ 0701.1.9 Explore gerund and participial phrases.

√ 0701.1.10 Differentiate between independent and subordinate clauses.

√ 0701.1.11 Recognize and differentiate among simple, compound, and complex sentences.

√ 0701.1.12 Identify the complete subject and predicate of interrogative and inverted sentences.

√ 0701.1.13 Use printed and electronic dictionaries, thesauruses, and glossaries to determine the pronunciation, spelling, and part of speech of words; to clarify meaning and improve understanding of words (including connotation and denotation); and to distinguish among contextually appropriate synonyms and definitions.

√ 0701.1.14 Define and recognize word synonyms, antonyms, and homonyms.

√ 0701.1.15 Identify and define English words derived from Latin and Greek words that form common roots (e.g., audio, auto, mal) and recognize English words that are

The Following Matches Provide Opportunities to Meet this Objective: Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-289, Flip Chart 50, Word Building Kit, SAM: L50 SMART


Grade 7




based on them (e.g., audible, autobiography, malice).

Series 12: Lesson 52: Inflectional Endings –ed, -ing (with doubling): TG 294-297, Flip Chart 52, Word Building Kit, SAM: L52 Vocabulary Series 13: Lesson 54: Changing –y to -i: TG 304-307, Flip Chart 54, Word Building Kit, SAM: L54 Vocabulary Series 20: Lesson 72: Morphological Word Families: TG 376-377, Flip Chart 72, SAM: L72 SMART

√ 0701.1.16 Use roots and affixes to determine the meaning of unfamiliar words and to clarify the meaning of familiar words.

Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-289, Flip Chart 50, Word Building Kit, SAM: L50 SMART Series 12: Lesson 52: Inflectional Endings –ed, -ing (with doubling): TG 294-297, Flip Chart 52, Word Building Kit, SAM: L52 Vocabulary Series 13: Lesson 54: Changing –y to -i: TG 304-307, Flip Chart 54, Word Building Kit, SAM: L54 Vocabulary Series 20: Lesson 72: Morphological Word Families: TG 376-377, Flip Chart 72, SAM: L72 SMART

√ 0701.1.17 Continue to use previously learned strategies to distinguish among multi-meaning words and to determine the meaning of unfamiliar words.



√ 0701.1.19 Use textual structure (e.g., examples of cause-effect and compare-contrast relationships) to determine the meaning of unfamiliar words or distinguish multi-meaning words.

√ 0701.1.20 Demonstrate understanding of common phrases and terms from other languages commonly used in English (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage).

State Performance Indicators SPI 0701.1.1 Identify the correct use of nouns (i.e., common/proper, singular/plural, possessives, direct/indirect objects, predicate) and pronouns (i.e., agreement, reflexive, interrogative, demonstrative) within context.


SPI 0701.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, perfect tenses, verb phrases) within context.

SPI 0701.1.3 Identify the correct use of adjectives (i.e., common/proper, comparative/superlative, adjective clauses) and adverbs (comparative and superlative forms) within context.

SPI 0701.1.4 Identify the correct use of conjunctions (i.e., coordinating, correlative, subordinating) and interjections within context.

SPI 0701.1.5 Identify the correct use of


Grade 7




prepositional phrases (place correctly according to the words they modify within the sentence) within context. SPI 0701.1.6 Identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, interrupters) within context.

SPI 0701.1.7 Identify within context a variety of appropriate sentence combining techniques (i.e., comma with coordinating conjunction, use of semicolon, introductory phrases or clauses).

SPI 0701.1.8 Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, periods to join or separate elements) within context.

SPI 0701.1.9 Recognize usage errors occurring within context (i.e., double negatives, troublesome word pairs: {to/to/two, their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect, sit/set, lie/lay, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among, rise/raise, stationary/stationery}).

SPI 0701.1.10 Identify the correct use of colons (i.e., in business letters, preceding list of items) within context.

SPI 0701.1.11 Identify the correct use of appositives and appositive phrases within context.

SPI 0701.1.12 Identify the correct use of infinitives and infinitive phrases within context.

SPI 0701.1.13 Select the appropriate use of underlining/italicizing with titles, specific words, numbers, and letters.

SPI 0701.1.14 Form singular and plural possessives using apostrophes correctly.

The Following Matches Provide Opportunities to Meet this Objective: Series 1: Lesson 12: Recognizing and Using Possessives: TG 136-137, Flip Chart 12, SAM: L12 SMART Series 4: Lesson 29: Recognizing and Using Contractions: TG 204-205, Flip Chart 29, Word Building Kit, SAM: L29 Vocabulary Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-289, Flip Chart 50, Word Building Kit, SAM: L50 SMART Series 20: Lesson 72: Morphological Word Families: TG 376-377, Flip Chart 72, SAM: L72 SMART

SPI 0701.1.15 Choose the correct use of quotation marks and commas (i.e., in direct quotations, with explanatory material within the quote, proper use with end marks).

SPI 0701.1.16 Identify correctly and incorrectly spelled words in context.

SPI 0701.1.17 Use context clues and background knowledge of roots and affixes to determine the meaning of multi-meaning words.

The Following Matches Provide Opportunities to Meet this Objective: Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-


Grade 7




289, Flip Chart 50, Word Building Kit, SAM: L50 SMART Series 20: Lesson 72: Morphological Word Families: TG 376-377, Flip Chart 72, SAM: L72 SMART

SPI 0701.1.18 Use context clues and background knowledge of roots and affixes to determine the meaning of unfamiliar words.


SPI 0701.1.19 Replace unknown words in context with appropriate synonyms or antonyms.

SPI 0701.1.20 Recognize and use grade appropriate and/or content specific vocabulary within context.


SPI 0701.1.21 Decode unknown grade level words in context, using previously learned strategies as aids in determining meaning.


SPI 0701.1.22 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage).



GLE 0701.2.2 Distinguish among summaries, paraphrases, and critiques.


GLE 0701.2.4 Analyze the organizational structure of a speech.

Speaking GLE 0701.2.5 Understand strategies for expressing ideas clearly and effectively in a variety of oral contexts.






√ 0701.2.2 Identify the thesis of a speech in which the main idea may be explicitly or implicitly stated, concepts may be more abstract, and extended metaphors may be used; determine the essential elements that


Grade 7




elaborate it. √ 0701.2.3 Summarize information presented orally by others in which the main ideas may be explicitly or implicitly stated, including the purposes, major ideas, and supporting details or evidence.

√ 0701.2.4 Paraphrase accurately ideas and information presented orally by others.


√ 0701.2.5 Construct a summary and a paraphrase of a speech.

√ 0701.2.6 Construct a critique of a speech. √ 0701.2.7 Identify and analyze the structure of a speech (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect).




√ 0701.2.10 Organize oral presentations marinating a relatively simple three-part structure, previewing the content of presentation in introduction, offering ideas with supporting details, and providing a brief summary or conclusion.

√ 0701.2.11 Use an organizational pattern appropriate for the topic and purpose (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect).

√ 0701.2.12 Arrange ideas logically and group related ideas in ways that enhance the topic.




√ 0701.2.16 Participate productively in self-directed work teams for a particular purpose


Grade 7




(e.g., to interpret literature, to solve a problem, to make a decision) by adhering to the following: Behavior of Individuals within the Group

• Contribute appropriate and useful information and ideas that demonstrate a clear awareness of the context of the discussion and the goals of the group, are purposeful in moving the team toward its goal, and contribute to the topic of group discussion. • Consult and reference texts or other resources as a source for ideas or to support ideas under the group discussion. • Ask relevant questions that move the team toward its goals and contribute to the topic of discussion. • Gain the floor in orderly ways, taking turns when speaking and listening with civility to the ideas of others (without interrupting). • Summarize and paraphrase essential information in others’ input, and clarify points of agreement and disagreement.


Goals and Aims of the Group • Understand the purpose for working as a team and work according to that purpose. • Articulate the goals which have been provided for the team work and ask appropriate clarifying questions. • Identify task(s) needed to meet goal and purpose, and either meet assigned deadlines or set deadlines for completing each task.


Group Dynamics and Roles • Understand the responsibilities of various roles within the team, either assigned or determined by the group (e.g., reporter, recorder, information gatherer, leader, timekeeper). • Maintain collaboration by ensuring that all appropriate ideas and contributions are respectfully acknowledged and valued by the team and follow a prescribed for doing this (e.g., list every idea in a brainstorming session before criticism is allowed). • Come to agreement by seeking consensus or following the majority, depending on the ground rules for decision making.


State Performance Indicators SPI 0701.2.1 Identify the purpose of a speech


Grade 7




(i.e., to inform, to describe, to explain, to persuade, to entertain). SPI 0701.2.2 Identify the targeted audience of a speech.


SPI 0701.2.4 Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).


SPI 0701.2.6 Discern the organizational pattern of a speech (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect).

SPI 0701.2.7 Select the most appropriate behaviors for participating productively in a team (e.g., ask primarily relevant questions that move the team toward its goal and contribute to the topic of discussion, articulate the goals that have been provided for the team work and ask clarifying questions, come to agreement by seeking consensus or following the majority).


SPI 0701.2.8 Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, timekeeper).


SPI 0701.2.9 Distinguish between a summary and a critique.




GLE 0701.3.4 Refine strategies for editing and revising written work.




√ 0701.3.4 Create somewhat complicated work-related texts, such as instructions, directions, letters, memos, e-mails, and


Grade 7




reports using the techniques listed below. • Select a medium or format appropriate to purpose for writing, and maintain focus on the purpose.








• Use graphics and illustrative material effectively to support ideas in the text as appropriate to content and medium.




√ 0701.3.7 Organize writing using structures appropriate for the topic and that meet the needs of the audience (e.g., if using an anecdote to provide an example, use chronological order with sufficient time signals for the reader to follow easily).

√ 0701.3.8 Use appropriate and effective words and phrases to indicate the organizational pattern (e.g., for a problem/solution paper indicate the order of steps in the solution).

√ 0701.3.9 Use text features (e.g., headings, subheadings, formatting) as appropriate to signal relationships between ideas.


Grade 7




√ 0701.3.10 Use accurate and precise language to convey meaning.


√ 0701.3.12 Use appropriate vocabulary, sentence structure, and usage to distinguish between formal and informal language.







• Quote, paraphrase, or summarize text, ideas, or other information taken from print/ electronic sources.



√ 0701.3.18 Edit writing for mechanics (punctuation, capitalization), spelling, grammar (e.g., consistent verb tense, noun and pronoun agreement).

√ 0701.3.19 Drawing on reader’s comments, revise papers to focus on topic or thesis, develop ideas, employ transitions, and identify a clear beginning and ending.

√ 0701.3.20 Demonstrate confidence in using the Tennessee Writing Assessment Rubric while evaluating one’s own writing and the writing of others.

√ 0701.3.21 Use relatively basic software programs (e.g., Word, PowerPoint) to write texts and create graphics to present ideas visually and in writing.

√ 0701.3.22 Identify and explore opportunities for publication (e.g.,


Grade 7




local/national contests, Internet websites, newspapers, periodicals, school displays). State Performance Indicators SPI 0701.3.1 Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade, to entertain).



SPI 0701.3.4 Rearrange a multi-paragraphed work in a logical and coherent order.

SPI 0701.3.5 Select the appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.


SPI 0701.3.7 Identify the sentence(s) irrelevant to a paragraph’s theme or flow.


SPI 0701.3.9 Select illustrations, explanations, anecdotes, descriptions and/or facts to support key ideas.


SPI 0701.3.11 Identify individual writing selections as technical, narrative, persuasive and/or descriptive in mode.


SPI 0701.3.13 Select the most appropriate format for writing a specific work-related text (i.e., instructions, directions, letters, memos, e-mails, reports).

Standard 4 – Research Grade Level Expectations GLE 0701.4.1 Define and narrow a problem or research topic.



GLE 0701.4.4 Write a research paper, using primary and secondary sources and technology and graphics, as appropriate.


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√ 0701.4.5 Choose among sources provided and those found independently based on the usefulness, credibility, and reliability of the sources.

√ 0701.4.6 Identify reasons for choosing one source over another, including those found on websites.




√ 0701.4.10 Collect evidence in various ways (e.g., gathering relevant reasons, examples, and facts; defining key terms and ideas; identifying relationships such as cause/effect).

√ 0701.4.11 Craft an introductory paragraph in which the thesis statement(s) clearly presents the topic of the documented essay.


√ 0701.4.13 Connect ideas using a variety of transition strategies.



√ 0701.4.16 Acknowledge source material


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using a predetermined standard format (e.g., APA, MLA). √ 0701.4.17 Understand the differences among quoting, paraphrasing, and summarizing.


√ 0701.4.19 Follow a standard format and use the appropriate technology to embed text graphics, including a title, contents page, numbered pages, and a bibliography.

√ 0701.4.20 Include effective graphics and illustrative material to support research ideas in the text.

State Performance Indicators SPI 0701.4.1 Select the most focused research topic.

SPI 0701.4.2 Identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, Internet source).


SPI 0701.4.4 Distinguish between primary (i.e., interviews, letters, diaries, newspapers, personal narratives) and secondary (i.e., reference books, periodicals, Internet, biographies) sources.

SPI 0701.4.5 Discern irrelevant research material from written text.





GLE 0701.5.3 Demonstrate an understanding of deductive and inductive reasoning.


GLE 0701.5.4 Analyze written and oral communication for persuasive devices.


GLE 0701.5.5 Explore the concept of premises, including false premises.


GLE 0701.5.6 Explore the concept of logical fallacies.




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(Formative/Summative Assessment) √ 0701.5.1 Make logical predictions of future events in text.




√ 0701.5.3 Construct and complete analogies using synonyms, antonyms, homonyms, categories, subcategories, whole/part, functions, and verb forms.

√ 0701.5.4 Identify and analyze stated or implied cause/effect relationships in text.


√ 0701.5.5 Determine criteria for recognizing factual claim and opinion (e.g., scientific method, provability, quality of evidence, sources).




√ 0701.5.8 Identify and analyze examples of deductive and inductive reasoning in text.


√ 0701.5.9 Understand the meaning of the words “premise” and “fallacy.”


√ 0701.5.10 Identify and describe the structure of an argument, including its main claim and supporting premises.


√ 0701.5.11 Identify a variety of false premises, including those involving categorical claims (e.g., all mammals are human beings).

√ 0701.5.12 Identify the persuasive devices in written and oral communication (e.g., bandwagon, loaded terms, testimonial, name-calling, plain folks).


√ 0701.5.13 Explore common logical fallacies (e.g., appeal to fear, personal attack, false dilemma, false analogy) a variety of texts.


√ 0701.5.14 Explore the concepts of stereotyping and bias.


State Performance Indicators SPI 0701.5.1 Make predictions about the outcome of a given text.


SPI 0701.5.2 Evaluate text for fact/ opinion. Whole and small-group instruction of the System 44 passages provides opportunities to meet this objective.

SPI 0701.5.3 Identify stated or implied cause/effect relationships.

Success Passages provide practice in reading and rereading increasingly challenging connected text. Multiple scaffolds accompany each passage. Additionally, comprehension activities


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promote reading for meaning in a discrepancy format in which students must read and compare content of similar captions.

SPI 0701.5.4 Identify examples of persuasive devices (i.e., bandwagon, loaded terms, testimonial, name-calling, plain folks).


SPI 0701.5.5 Select the correct word or phrase to complete an analogy, using synonyms, antonyms, homonyms, categories, subcategories, whole/part, functions, verb forms).

SPI 0701.5.6 Identify an example of deductive or inductive reasoning in text.


SPI 0701.5.7 Identify a false premise in text. SPI 0701.5.8 Make inferences and draw conclusions based on evidence in text.




GLE 0701.6.2 Analyze the organizational structures of informational texts.




Checks for Understanding (Formative/Summative Assessments)



√ 0701.6.2 Identify/infer the details that support the main idea of an informational text and identify the details supporting it.


√ 0701.6.3 Recognize clear, but subtly stated relationships among ideas (e.g., cause/effect, comparative, sequential) in informational texts.







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√ 0701.6.6 Summarize, paraphrase, and critique texts.


√ 0701.6.7 Identify the organizational structures of informational texts (e.g., chronological, sequential, cause-effect, comparison-contrast, problem-solution).


√ 0701.6.8 Recognize that print format varies according to purpose and genre (e.g., prose, poetry, newspaper/magazine, letters, dramas, technical manuals, textbooks).


√ 0701.6.9 Use text features to locate information and make meaning from text (e.g., headings, key words, captions, tables of content, footnotes, illustrations).


√ 0701.6.10 Comprehend and interpret factual, quantitative, technical, or mathematical information presented in maps, charts, graphs, time lines, tables, and diagrams.


√ 0701.6.11 Follow instructions in informational or technical texts.

State Performance Indicators SPI 0701.6.1 Formulate clarifying questions before, during, or after reading.


SPI 0701.6.2 Identify the main idea and supporting details in text.


SPI 0701.6.3 Use text features to locate information and make meaning from text (e.g., headings, key words, captions, footnotes).


SPI 0701.6.4 Interpret factual, quantitative, technical, or mathematical information presented in text features (e.g., maps, charts, graphs, time lines, tables, and diagrams).


SPI 0701.6.5 Choose the correct order of instructions.

SPI 0701.6.6 Identify the organizational structure of an informational text (i.e., chronological, cause-effect, comparison-contrast, sequential, problem-solution).



Grade 7




Standard 7 – Media Grade Level Expectations GLE 0701.7.1 Analyze media for their ability to inform, persuade, and entertain.





√ 0701.7.1 Interpret how the sounds, images, and words used in television, radio, film, and the Internet are used to support the purpose of the production; evaluate the effectiveness of the techniques.


√ 0701.7.3 Identify visual and sound techniques and design elements (e.g., special effects, camera angles, lighting, and music in television/film or layout, pictures, and typeface in print materials) in various media, and explain how they carry or influence messages.

√ 0701.7.4 Present a clearly identifiable, explicit message, using visual, audio, and graphic effects and interactive features.

√ 0701.7.5 Demonstrate an awareness of audience needs through choice of medium and the selection of images, words, and sounds.

√ 0701.7.6 Consider potential audience reaction (e.g., being aware of verbal and nonverbal cues given by the audience during a presentation) to improve media productions.

State Performance Indicators 0701.7.1 Choose the most appropriate medium for a prescribed purpose and audience.

0701.7.2 Select the visual image that best reinforces a viewpoint or enhances a


Grade 7




presentation. 0701.7.3 Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe).

0701.7.4 Draw an inference from a non-print medium.

0701.7.5 Choose the statement that best summarizes/communicates the message presented by a medium.

0701.7.6 Identify the type of conflict (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology) represented in a non-print medium.





GLE 0701.8.5 Identify and analyze common literary terms (e.g., personification, conflict, theme).



√ 0701.8.2 Sequence and identify the plot’s main events, their causes, and the influence of each event on future actions.

√ 0701.8.3 Identify plot development techniques (e.g., foreshadowing and flashbacks) and explain their function in the text.

√ 0701.8.4 Identify and describe character (major/minor, antagonists/protagonists) features and relationships in literary texts.

√ 0701.8.5 Identify moral dilemmas in works of literature, as revealed by character motivation and behavior.

√ 0701.8.6 Differentiate between internal and external conflict.


Grade 7





√ 0701.8.8 Identify the basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement).


√ 0701.8.10 Explore how the author reveals character (e.g., what the author tells us, what the characters say about him or her, what the character does, what the character says, what the character thinks).

√ 0701.8.11 Identify the narration and point of view (e.g., first person, third person, third-person limited, third-person omniscient) in literary texts.

√ 0701.8.12 Consider how forms and conventions within genres (poetry, drama, essays, short stories) affect meaning.

√ 0701.8.13 Identify sound devices (e.g., alliteration, onomatopoeia, rhyme scheme), figurative language (e.g., metaphor, simile), and other conventions of verse in poetry (e.g., limerick, lyric, narrative, haiku) and explain how these contribute to the poem’s meaning and to the poem’s effect.

√ 0701.8.14 Explain the purpose and use of structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in plays that are read or viewed.

√ 0701.8.15 Identify and explain the stated or implied theme of a literary text.

√ 0701.8.16 Identify and explain the development of similar themes across two or more literary texts.

√ 0701.8.17 Identify the historical period in which a literary text was written and explain the text in light of this understanding.

√ 0701.8.18 Demonstrate understanding that an author’s individual viewpoint may differ from the general values, attitudes, and beliefs of the author’s society and culture.

√ 0701.1.19 Determine the appropriate meaning of figurative words and phrases (e.g., idiom, metaphor, simile, personification, pun) in passages.

√ 0701.1.20 Explore the concept of allusions. State Performance Indicators


Grade 7




SPI 0701.8.1 Demonstrate an understanding of the basic elements of plot: exposition, rising action, climax, falling action, resolution/denouement.

SPI 0701.8.2 Identify the author’s point of view (i.e., first person, third person objective, third person limited, third-person omniscient).

SPI 0701.8.3 Distinguish among different genres (e.g., poetry, drama, biography, novel) using their distinguishing characteristics.

SPI 0701.8.4 Determine the common characteristics of literary drama, nonfiction, novels, poetry, and short stories.

SPI 0701.8.5 Identify the stated or implied theme of a literary text.

SPI 0701.8.6 Identify how the author reveals character (i.e., what the author tells us, what the characters say about him or her, what the character does, what the character says, what the character thinks).

SPI 0701.8.7 Identify flashback, foreshadowing, and symbolism within context.

SPI 0701.8.8 Analyze the effects of sound (i.e., accent, alliteration, onomatopoeia, repetition, rhyme, internal rhyme) in context.


SPI 0701.8.10 Identify and analyze figurative language (i.e., hyperbole, simile, metaphor, personification, pun) within context.

SPI 0701.8.11 Recognize and identify words within context that reveal particular time periods and cultures.

SPI 0701.8.12 Identify the author’s purpose for writing.


Grade 8

System 44 Correlated to the Tennessee 2009-2010 Curriculum Standards / Page 1 Janaury 2010



Standard 1 – Language Grade Level Expectations GLE 0801.1.1 Demonstrate control of Standard English through the use of grammar, usage, and mechanics (punctuation, capitalization, and spelling).

Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART Series 4: Lesson 28: Final Blends: TG 200-203, Flip Chart 28, Word Building Kit, Elkonin Boxes, SAM: L28 Vocabulary Series 7: Lesson 35: Digraph sh: TG 228-231, Flip Chart 35, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L35 Vocabulary Series 7: Lesson 36: ch, -tch: TG 232-235, Flip Chart 36, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L36 Vocabulary Series 7: Lesson 37: Digraph th: TG 236-239, Flip Chart 37, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L37 Vocabulary Series 16: Lesson 62: Using Patterns to Determine Vowel Sounds: TG 334-335, Flip Chart 62, Word Building Kit, SAM: L62 Vocabulary Series 19: Lesson 68: r-Controlled Vowel ar: TG 350-353, Flip Chart 68, Word Building Kit, Sound and Articulation DVD, SAM: L68 Vocabulary Series 19: Lesson 69: r-Controlled Vowels er, ir, ur: TG 362-365, Flip Chart 69, Word Building Kit, Sound and Articulation DVD, SAM: L69 Vocabulary Series 19: Lesson 70: Other /sh/ Spellings: TG 366-369, Flip Chart 70, Word Building Kit, Sound and Articulation DVD, SAM: L70 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 74: r-Controlled Vowel Syllables: TG 382-385, Flip Chart 74, Word Building Kit, SAM: L74 Vocabulary Series 21: Lesson 75: Diphthongs oi, oy: TG 386-389, Flip Chart 75, Word Building Kit, Sound and Articulation DVD, SAM: L75 Vocabulary


Grade 8




Series 21: Lesson 77: Diphthongs ou (cloud), ow (owl): TG 394-397, Flip Chart 77, Word Building Kit, Sound and Articulation DVD, SAM: L77 Vocabulary

GLE 0801.1.2 Employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.

GLE 0801.1.3 Understand and use correctly a variety of sentence structures.


√ 0801.1.1 Know and use appropriately the meaning, forms, and functions of nouns (including predicate nouns, appositives), pronouns (including use of proper pronoun case: objective, nominative, and possessive; pronoun-antecedent agreement), verbs (including agreement with the subject in person and number, verbs that take objects, linking verbs with predicate nouns and adjectives, verb phrases, consistency in verb tense, regular and irregular verb forms, correct use of both simple and perfect tenses, proper use of active and passive voice, subjunctive mood), adjectives (including correct comparative and superlative forms, predicate adjectives, adjective phrases and clauses), adverbs (including correct comparative and superlative forms, adverb phrases and clauses, conjunctive adverbs), conjunctions (including coordinating, correlative, and subordinating conjunctions to combine sentences and sentence elements), interjections, and prepositions (including recognizing them as adjective or adverb modifiers and place properly within the sentence).


√ 0801.1.2 Recognize and correct usage errors (e.g., subject-verb agreement, pronoun case {with emphasis on who/whom}, double negatives, comparative and superlative forms, troublesome words {to/too/two, their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among, rise/raise, stationary/stationery, where/were, which/that/who}).

√ 0801.1.3 Use capitalization correctly (e.g., titles, business letters, quotations, proper nouns and adjectives).


Grade 8




√ 0801.1.4 Demonstrate the correct use of commas (including after introductory words, phrases or clauses; setting off appositives and interrupters; before coordinating conjunction joining independent clauses to form compound sentences), colons (including in business letters, before a list of items in a series, before a long or formal quotation), semicolons (including combining sentences, between items in a series when the items already contain commas, before conjunctive adverbs), underlining and italicizing (including titles; certain words, letters, figures; foreign words), quotation marks (including with direct quotations, to set off dialogue, in titles, correct use with end marks), apostrophes (including both singular and plural possessives), hyphens, and end marks.


√ 0801.1.5 Spell correctly high-frequency, misspelled words (appropriate to grade level), and words commonly used in content specific vocabulary.

Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 3: The Code: TG 106-109, Flip Chart 3, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp. 9-10, 44Book p. 8, SAM: L3 Vocabulary Series 1: Lesson 4: The Code: TG 110-113, Flip Chart 4, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp.11-12, 44Book p. 9, SAM: L4 Vocabulary Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 6: The Code: TG 116-119, Flip Chart 6, Word Building Kit, Sound & Articulation DVD, Elkonin Boxes, Decodable Digest p.13, 44Book p. 10, SAM: L5 Vocabulary Series 1: Lesson 9: The Code: TG 124-127, Flip Chart 9, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp.14-15, 44Book p. 11, SAM: L9 Vocabulary Series 1: Lesson 10: The Code: TG 128-129, Flip Chart 10, Word Building Kit, Sound & Articulation DVD, Decodable Digest pp.16-17, 44Book p. 12, SAM: L10 Vocabulary Series 2: Lesson 13: Short i: TG 140-143, Flip Chart 13, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L13 Vocabulary Series 2: Lesson 14: Consonants d, f: TG 144-147, Flip Chart 14, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L14 Vocabulary Series 2: Lesson 15: Consonants h, k: TG 148-151, Flip Chart 15, Word Building Kit, Sound and Articulation


Grade 8




DVD, Elkonin Boxes, SAM: L15 Vocabulary Series 2: Lesson 16: Short o: TG 152-155, Flip Chart 16, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L16 Vocabulary Series 2: Lesson 17: Short o: TG 152-155, Flip Chart 17, Word Building Kit, Sound and Articulation DVD, SAM: L17 Vocabulary Series 2: Lesson 18: -ck: TG 160-163, Flip Chart 18, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L18 Vocabulary Series 3: Lesson 20: Short e: TG 170-173, Flip Chart 20, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L20 Vocabulary Series 3: Lesson 21: Consonants j, w: TG 174-177, Flip Chart 21, Word Building Kit, Sound and Articulation DVD, SAM: L21 Vocabulary Series 3: Lesson 22: Short u: TG 178-181, Flip Chart 22, Word Building Kit, Sound and Articulation DVD, SAM: L22 Vocabulary Series 3: Lesson 24: Consonants g, y: TG 184-187, Flip Chart 24, Word Building Kit, Sound and Articulation DVD, SAM: L24 Vocabulary Series 3: Lesson 25: Consonants v, z, q: TG 188-191, Flip Chart 25, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L25 Vocabulary Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART

√ 0801.1.6 Demonstrate knowledge of correct sentence structure by correcting run-on sentences (e.g., using correct punctuation, forming separate sentences, using coordinating or subordinating clauses) and sentence fragments (e.g., supplying the missing sentence elements).

√ 0801.1.7 Distinguish between clauses (adjective, adverb, noun) and phrases (adjective, adverb, appositive, infinitive, prepositional, verb, verbal {including gerunds and participles}).

√ 0801.1.8 Differentiate between independent and subordinate clauses.

√ 0801.1.9 Recognize and differentiate among simple, compound, and complex sentences.

√ 0801.1.10 Use printed and electronic dictionaries, thesauruses, and glossaries to determine the pronunciation, spelling, and part of speech of words; to clarify meaning and improve understanding of words (including connotation and denotation); and to distinguish among contextually appropriate


Grade 8




synonyms and definitions. √ 0801.1.11 Define and recognize word synonyms, antonyms, and homonyms.

√ 0801.1.12 Identify and define English words derived from Latin and Greek words that form common roots (e.g., audio, auto, malus) and recognize English words that are based on them (e.g., audible, autobiography, malice).


√ 0801.1.13 Use roots and affixes to determine the meaning of unfamiliar words, to clarify the meaning of familiar words, and to make connections with word families (e.g., suffixes such as -phobia and -ology).

Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-289, Flip Chart 50, Word Building Kit, SAM: L50 SMART Series 12: Lesson 52: Inflectional Endings –ed, -ing (with doubling): TG 294-297, Flip Chart 52, Word Building Kit, SAM: L52 Vocabulary Series 13: Lesson 54: Changing –y to -i: TG 304-307, Flip Chart 54, Word Building Kit, SAM: L54 Vocabulary Series 20: Lesson 72: Morphological Word Families: TG 376-377, Flip Chart 72, SAM: L72 SMART

√ 0801.1.14 Continue to use previously learned strategies to distinguish among multi-meaning words and to determine the meaning of unfamiliar words.


√ 0801.1.15 Use textual structure (e.g., examples of cause-effect and compare-contrast relationships) to determine the meaning of unfamiliar words or distinguish multi-meaning words in texts about concrete and abstract topics (e.g., after the harvest, we had an abundance of apples, and so we made apple pie, apple sauce, and apple juice).


√ 0801.1.17 Demonstrate understanding of common phrases and terms from other languages commonly used in English (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum).

State Performance Indicators SPI 0801.1.1 Identify the correct use of nouns (i.e., common/proper, singular/plural, possessives, direct/indirect objects, predicate nouns) and pronouns (i.e., reflexive, interrogative, demonstrative) within context.

Series 1: Lesson 12: Recognizing and Using Possessives: TG 136-137, Flip Chart 12, SAM: L12 SMART Series 4: Lesson 29: Recognizing and Using Contractions: TG 204-205, Flip Chart 29, Word Building


Grade 8




Kit, SAM: L29 Vocabulary Series 7: Lesson 39: Ending -es: TG 242-245, Flip Chart 39, Word Building Kit, SAM: L39 Vocabulary

SPI 0801.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, perfect tenses, verb phrases) within context.

SPI 0801.1.3 Identify the correct use of adjectives (i.e., common/proper, comparative/superlative, adjective clauses) and adverbs (i.e., comparative/superlative) within context.

SPI 0801.1.4 Identify the correct use of conjunctions (i.e., coordinating, correlative, subordinating) and interjections within context.

SPI 0801.1.5 Identify the correct use of prepositional phrases (place correctly according to the words they modify within the sentence) within context.

SPI 0801.1.6 Identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, interrupters) within context.

SPI 0801.1.7 Identify within context a variety of appropriate sentence-combining techniques (i.e., comma + coordinating conjunction, use of semicolon, introductory phrases or clauses).

SPI 0801.1.8 Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, periods to join or separate elements).

SPI 0801.1.9 Identify the appropriate use of gerund and participial phrases.

SPI 0801.1.10 Identify the correct use of appositives/appositive phrases and infinitive/ infinitive phrases within context.

SPI 0801.1.11 Select the correct pronoun-antecedent agreement for personal pronouns within context.

SPI 0801.1.12 Identify correctly or incorrectly spelled words in context.

SPI 0801.1.13 Form singular and plural possessive using apostrophes correctly.

The Following Matches Provide Opportunities to Meet this Objective: Series 1: Lesson 12: Recognizing and Using Possessives: TG 136-137, Flip Chart 12, SAM: L12 SMART Series 4: Lesson 29: Recognizing and Using Contractions: TG 204-205, Flip Chart 29, Word Building Kit, SAM: L29 Vocabulary Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-289, Flip Chart 50, Word Building Kit, SAM: L50 SMART


Grade 8




Series 20: Lesson 72: Morphological Word Families: TG 376-377, Flip Chart 72, SAM: L72 SMART

SPI 0801.1.14 Recognize usage errors occurring within context (i.e., subject-verb agreement, pronoun case, double negatives, comparative/superlative forms, troublesome word pairs: {to/too/two, their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among, rise/raise, stationary/stationery, where/were, which/that/who})within context.

SPI 0801.1.15 Select the appropriate use of underlining/italicizing with titles, specific words, numbers, letters, and figures.

SPI 0801.1.16 Use context clues and/or knowledge of roots and affixes to determine the meaning of unfamiliar words.


SPI 0801.1.17 Choose the correct meaning/usage of a multi-meaning word by replacing the word in context with an appropriate synonym or antonym.

SPI 0801.1.18 Recognize the effect of stressed or unstressed syllable to aid in identifying the meaning of multiple meaning words.

SPI 0801.1.19 Recognize and use grade appropriate and/or content specific vocabulary.


SPI 0801.1.20 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim).



GLE 0801.2.2 Distinguish among summaries, paraphrases, and critiques.


GLE 0801.2.4 Analyze the structure of a speech.

Speaking GLE 0801.2.5 Understand strategies for Whole and small-group instruction of the System 44


Grade 8




expressing ideas clearly and effectively in a variety of oral contexts.

passages provides opportunities to meet this objective.





√ 0801.2.2 Identify the thesis of a speech in which the main idea may be explicitly or implicitly stated, concepts may be more abstract, and extended metaphors may be used, and determine the essential elements that elaborate it.

√ 0801.2.3 Summarize information presented orally by others in which the main ideas may be explicitly or implicitly stated, including the purposes, major ideas, and supporting details or evidence.

√ 0801.2.4 Paraphrase accurately ideas and information presented orally by others.


√ 0801.2.5 Construct a summary and a paraphrase of a speech.

√ 0801.2.6 Construct a critique of a speech. √ 0801.2.7 Identify and analyze the structure of a speech (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect).

√ 0801.2.8 Begin to analyze the ways in which the style and structure of a speech support or confound its meaning and purpose.




√ 0801.2.11 Organize oral presentations maintaining a relatively simple three-pale three-part structure, previewing the content of presentation in introduction, offering ideas with supporting details, and providing a brief summary or conclusion.


Grade 8




√ 0801.2.12 Use an organizational pattern appropriate for a topic and purpose (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect).

√ 0801.2.13 Arrange ideas logically and group related ideas in ways that enhance a topic.



√ 0801.2.16 Explore effective rhetorical devices such as rhetorical questions and anecdotes (to engage an audience), repetition (to reinforce ideas), and analogies (to convey complex ideas).


√ 0801.2.18 Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, solve a problem, make a decision) by adhering to the following:

Behavior of Individuals within the Group • Contribute appropriate and useful information and ideas that demonstrate a clear awareness of the context of the discussion and the goals of the group and are purposeful in moving the team toward its goal and contributing to the topic of group discussion. • Consult and reference texts or other resources as a source for ideas or to support ideas under the group discussion. • Ask primarily relevant questions that move the team toward its goals and contribute to the topic of discussion. • Gain the floor in orderly ways, taking turns when speaking and listening with civility to the ideas of others (without interrupting). • Summarize and paraphrase essential information in others’ input, and clarify points of agreement and disagreement.`


Goals and Aims of the Group • Understand the purpose for working as a team and work according to that purpose.



Grade 8




• Articulate the goals that have been provided for the team work and ask appropriate clarifying questions. • Identify task(s) needed to meet goal and purpose, and either meet assigned deadlines or set deadlines for completing each task.

Group Dynamics and Roles • Understand and meet responsibilities of various roles within the team, either assigned or determined by the group (e.g., reporter, recorder, information gatherer, leader). • Maintain collaboration by ensuring that all appropriate ideas and contributions are respectfully acknowledged and valued by the team and follow a prescribed for doing this (e.g., list every idea in a brainstorming session before criticism is allowed). • Come to agreement by seeking consensus or following the majority, depending on the ground rules for decision making.


State Performance Indicators SPI 0801.2.1 Identify the purpose of a speech (i.e., to inform, to describe, to explain, to persuade, to entertain).

SPI 0801.2.2 Identify the targeted audience of a speech.


SPI 0801.2.4 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).

SPI 0801.2.5 Organize a series of note cards in the most effective order for an oral presentation.

SPI 0801.2.6 Identify and analyze the organizational structure of a speech (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect).

SPI 0801.2.7 Select the most appropriate strategies for participating productively in a team (e.g., gain the floor in orderly ways, meet or set deadlines for completing each task, come to agreement by seeking consensus or following the majority).


SPI 0801.2.8 Identify the functions and responsibilities of individuals within an organized group (i.e., reporter, recorder, information gatherer, leader, timekeeper).



Grade 8




SPI 0801.2.9 Distinguish between a summary and a critique.




GLE 0801.3.4 Refine strategies for editing and revising written work.



√ 0801.3.2 Practice writing to expository prompts within a specified time.

√ 0801.3.3 Create work-related texts, such as instructions, directions, letters, memos, reports, and emails that employ using the techniques below.







• Follow customary formats (e.g., Use salutation, closing, and signature for business letters, and format for memos).


• Use effective graphics and illustrative


Grade 8




material effectively to support ideas in the text as appropriate to content and medium.




√ 0801.3.7 Organize writing using structures appropriate for the topic and that meet the needs of the audience (e.g., if using an anecdote to provide an example, use chronological order with sufficient time signals for the reader to follow easily).

√ 0801.3.8 Use appropriate and effective words and phrases to indicate the organizational pattern (e.g., problem-solution, indicate the order of steps in the solution).

√ 0801.3.9 Use text features (e.g., headings, subheadings, formatting) as appropriate to signal simple relationships between ideas.

0801.3.10 Use appropriate vocabulary, sentence structure, and usage to distinguish between formal and informal language.


√ 0801.3.12 Use correct sentence structures that are appropriate for audience and purpose.







• Quote, paraphrase, or summarize text, ideas, or other information taken from


Grade 8




print/ electronic sources. • Embed quotations and graphics from other sources, when appropriate.


√ 0801.3.18 Edit writing for mechanics (punctuation, capitalization), spelling, grammar (e.g., consistent verb tense, noun and pronoun agreement).

√ 0801.3.19 Drawing on reader’s comments, revise papers to focus on topic or thesis, develop ideas, employ transitions, and identify a clear beginning and ending.


√ 0801.3.21 Use relatively basic software programs (e.g., Word PowerPoint) to write texts and create graphics to present ideas visually and in writing.


State Performance Indicators (see note*** at the end of SPIs)

SPI 0801.3.1 Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade, to entertain).

SPI 0801.3.2 Identify the targeted audience for a selected passage.


SPI 0801.3.4 Rearrange multi-paragraphed work in a logical and coherent order.




SPI 0801.3.8 Select vivid words to strengthen a description (adjective or adverb) within a writing sample or passage.

SPI 0801.3.9 Select illustrations, explanations, anecdotes, descriptions and/or facts to support key ideas.



Grade 8




SPI 0801.3.11 Identify individual written selections as technical, narrative, persuasive, and/or descriptive in mode.


SPI 0801.3.13 Select the most appropriate format for a work-related text.

*** Writing is also assessed through the writing component of the Tennessee Comprehensive Assessment Program (TCAP). The TCAP Writing Assessment requires students to write a rough draft essay in response to an assigned prompt (topic) within limited time period. Fifth-grade students are asked to write a narrative essay (a story),eighth-grade students an expository essay (an explanation), and eleventh-grade studentsa persuasive essay (an argument). The writing samples are scored holistically.

Standard 4 – Research Grade Level Expectations GLE 0801.4.1 Define and narrow a problem or research topic.



GLE 0801.4.4 Write a research paper, using primary and secondary sources, a standard format, and technology and graphics, as appropriate.






√ 0801.4.5 Choose among sources


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provided and those found independently based on the usefulness, credibility, and reliability of the sources. √ 0801.4.6 Identify reasons for choosing one source over another, including those found on Web sites.




√ 0801.4.10 Collect evidence in various ways (e.g., gathering relevant reasons, examples, and facts; defining key terms and ideas; identifying relationships such as cause-effect).

√ 0801.4.11 Craft an introductory paragraph in which a thesis statement(s) clearly presents the topic of the documented essay.


√ 0801.4.13 Connect more complicated ideas using a variety of transition strategies.



√ 0801.4.16 Acknowledge source material using a predetermined standard format (e.g., APA, MLA).

√ 0801.4.17 Understand the differences among quoting, paraphrasing, and summarizing.


√ 0801.4.19 Embed graphics with good accuracy and some skill, when appropriate.

√ 0801.4.20 Follow a standard format and use appropriate technology to embed text graphics, including a title, a contents page, numbered pages, and a bibliography.

√ 0801.4.21 Include graphics and illustrative material effectively to support research ideas


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in the text. State Performance Indicators SPI 0801.4.1 Select the most focused research topic.

SPI 0801.4.2 Identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, Internet source).


SPI 0801.4.4 Distinguish between primary (i.e., interviews, letters, diaries, newspapers, autobiographies, personal narratives) and secondary (i.e., reference books, periodicals, Internet, biographies, informational texts).

SPI 0801.4.5 Discern irrelevant research material from written text.





GLE 0801.5.3 Distinguish between inductive and deductive reasoning.

GLE 0801.5.4 Analyze written and oral communication for persuasive devices.

GLE 0801.5.5 Identify and analyze premises, including false premises.

GLE 0801.5.6 Continue to explore logical fallacies.


√ 0801.5.1 Make logical predictions of future events in text.




√ 0801.5.3 Construct and complete analogies using synonyms, antonyms, homonyms, categories/subcategories, whole/part, functions, verb forms, rhymes, scrambled words and homophones.

√ 0801.5.4 Identify and analyze stated or implied cause-effect relationships in text.

Success Passages provide practice in reading and rereading increasingly challenging connected text. Multiple scaffolds accompany each passage. Additionally, comprehension activities promote reading for meaning in a discrepancy format in which students


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must read and compare content of similar captions. √ 0801.5.5 Determine simple criteria for recognizing factual claim and opinion (e.g., scientific method, provability, quality of evidence, sources).




√ 0801.5.8 Identify and analyze examples of deductive and inductive reasoning in text.


√ 0801.5.9 Identify and describe the structure of an argument, including its main claim and supporting premises.

0801.5.10 Identify a variety of false premises, including those involving categorical claims (e.g., all mammals are human beings).

√ 0801.5.11 Identify and analyze the persuasive devices used in written and oral communication (e.g., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal).


√ 0801.5.12 Continue to explore logical fallacies (e.g., appeal to fear, personal attack, false dilemma, false analogy) in a variety of texts.

√ 0801.5.13 Analyze examples of stereotyping and bias in text.

State Performance Indicators SPI 0801.5.1 Recognize a reasonable prediction of future events of a given text.


SPI 0801.5.2 Evaluate text for fact or opinion. Whole and small-group instruction of the System 44 passages provides opportunities to meet this objective.

SPI 0801.5.3 Analyze cause-effect relationships in text.


SPI 0801.5.4 Identify examples of persuasive devices (i.e., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal).


SPI 0801.5.5 Choose a logical word to complete an analogy, using synonyms, antonyms, homonyms, categories/subcategories, whole/part, functions, verb forms, rhymes, scrambled words, homophones.

SPI 0801.5.6 Identify an example of deductive Whole and small-group instruction of the System 44


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or inductive reasoning in text. passages provides opportunities to meet this objective. SPI 0801.5.7 Identify a false premise in text. SPI 0801.5.8 Identify instances of bias and stereotyping in print and non-print texts.

SPI 0801.5.9 Make inferences and draw conclusions based on evidence in text.




GLE 0801.6.2 Analyze the organizational structures of informational texts.





√ 0801.6.1 Use previously learned strategies to comprehend informational texts (e.g., formulating questions before, during, and after reading; visualize, predict, identify the writer’s purpose).


√ 0801.6.2 Identify/infer the stated or implied main idea of an informational text and identify the details supporting it.


√ 0801.6.3 Recognize clear, but subtly stated relationships among ideas (e.g., cause-effect, comparative, sequential) in informational texts.






√ 0801.6.6 Summarize, paraphrase, and critique texts (informational and literary).


√ 0801.6.7 Synthesize information across two or more informational texts and technical sources.


√ 0801.6.8 Identify the organizational structures of informational texts (e.g., chapters, numbered steps).



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√ 0801.6.9 Identify the organizational structures of informational texts (e.g., chronological, sequential, cause-effect, comparison-contrast, problem-solution).


√ 0801.6.10 Recognize that print format varies according to purpose and genre (e.g., prose, poetry, newspapers/magazines, letters, dramas, technical manuals, textbooks).


√ 0801.6.11 Use text features to locate information and make meaning from text (e.g., headings, key words, captions, tables of content, footnotes, illustrations).


√ 0801.6.12 Comprehend and interpret factual, quantitative, technical, or mathematical information presented in maps, charts, graphs, time lines, tables, and diagrams.


√ 0801.6.13 Follow instructions in informational texts.

√ 0801.6.14 Use previously learned strategies to comprehend informational texts (e.g., formulating questions, visualizing, predicting, identifying the author’s purpose).


√ 0801.6.15 Recognize and analyze written techniques such as understatement, overstatement, and irony.


State Performance Indicators SPI 0801.6.1 Formulate appropriate questions before, during, and after reading.


SPI 0801.6.2 Identify the main idea and supporting details in text.


SPI 0801.6.3 Use text features to locate information and make meaning from text (e.g., headings, key words, captions, footnotes).


SPI 0801.6.4 Interpret factual, quantitative, technical, or mathematical information presented in text features (e.g., maps, charts,



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graphs, time lines, tables, and diagrams). SPI 0801.6.5 Choose the correct order of a set of instructions.

SPI 0801.6.6 Identify the organizational structure of a text (i.e., chronological, cause-effect, comparison-contrast, sequential, problem-solution).


Standard 7 – Media Grade Level Expectations GLE 0801.7.1 Analyze media for their ability to inform, persuade, and entertain.





√ 0801.7.1 Interpret how the sounds, images, and words used in television, radio, film, and the Internet are used to support the purpose of the production and evaluate the effectiveness of the techniques.


√ 0801.7.3 Identify visual and sound techniques and design elements (e.g., special effects, camera angles, lighting, and music in television or film or layout, pictures, and typeface in newspapers, magazines, and print advertisements) in various media, and explain how they carry or influence messages.

√ 0801.7.4 Present a clearly identifiable, explicit message, using visual, audio, and graphic effects and interactive features.

√ 0801.7.5 Demonstrate awareness of audience needs through choice of medium and through images, words, and sounds.

√ 0801.7.6 Consider the potential audience reaction (e.g., being aware of verbal and nonverbal cues given by the audience during a presentation) to improve media productions.



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SPI 0801.7.1 Choose the most appropriate medium for a prescribed purpose and audience.

SPI 0801.7.2 Select a visual image that best reinforces a viewpoint or enhances a presentation.

SPI 0801.7.3 Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe).

SPI 0801.7.4 Draw an inference from a non-print medium.

SPI 0801.7.5 Choose the statement that best summarizes/communicates the message presented by a medium.

SPI 0801.7.6 Select the type of conflict (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology) represented in a non-print medium.





GLE 0801.8.5 Identify and analyze common literary terms (e.g., personification, conflict, theme).


√ 0801.8.1 Use previously learned strategies to comprehend informational texts (e.g., formulating questions before, during, and after reading; visualize; predict; identify the writer’s purpose).

√ 0801.8.2 Sequence and identify the plot’s events, their causes, and the influence of each event on future actions.

√ 0801.8.3 Identify plot development techniques (e.g., foreshadowing, flashbacks) and explain their function in the text.

√ 0801.8.4 Identify and describe character (major/minor, antagonists and protagonists) features and relationships in literary texts.

√ 0801.8.5 Identify and analyze moral dilemmas in works of literature, as revealed by


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characters’ motivation and behavior. √ 0801.8.6 Differentiate between internal and external conflict.


√ 0801.8.8 Identify the basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement).


√ 0801.8.10 Identify how the author reveals character (e.g., what the author tells us, what the characters say about him or her, what the character does, what the character says, what the character thinks).

√ 0801.8.11 Analyze the narration and point of view (e.g., first person, third person, third-person limited, third-person omniscient) in literary texts.

√ 0801.8.12 Consider how forms and conventions within genres (e.g., poetry, drama, essays, short stories) affect meaning.

√ 0801.8.13 Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole, pun).

√ 0801.8.14 Identify sound patterns (e.g., alliteration, onomatopoeia, rhyme scheme, assonance, internal rhyme, slant rhyme, repetition) and figurative language (e.g., metaphor, simile), and other conventions of verse (e.g., limerick, lyric, narrative, haiku) in poetry and explain how these contribute to the poem’s meaning and to the poem’s effect.

√ 0801.8.15 Explain the purpose and use of structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in plays that are read or viewed.

√ 0801.8.16 Identify and explain the theme of a literary text, distinguishing theme from topic.

√ 0801.8.17 Identify and explain the development of stated or implied similar themes across two or more literary texts.

√ 0801.8.18 Distinguish among the types of literary plot conflicts (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology, person vs. society).

√ 0801.8.19 Identify the historical period in


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which a literary text was written and explain the text in light of this understanding. √ 0801.8.20 Recognize that the author’s viewpoint may or may not reflect the culture or mores of the time in which the author lives.

√ 0801.8.21 Recognize and analyze biblical, classical, cultural, historical, and literary allusions.

√ 0801.8.22 Explore the concept of allegory. State Performance Indicators SPI 0801.8.1 Demonstrate an understanding of the basic elements of plot: exposition, rising action, climax, falling action, resolution/denouement.

SPI 0801.8.2 Identify and analyze the author’s point of view (i.e., first person, third person, third-person limited, third-person omniscient).

SPI 0801.8.3 Determine how a story changes if the point of view is changed.

SPI 0801.8.4 Distinguish among different genres (e.g., poetry, drama, biography, novel) using their distinguishing characteristics.

SPI 0801.8.5 Analyze the development of similar themes across two or more literary texts.

SPI 0801.8.6 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks).

SPI 0801.8.7 Identify and analyze examples of literary elements that shape meaning within context (i.e., flashback, foreshadowing, irony, mood, symbolism, tone).

SPI 0801.8.8 Analyze figurative language (i.e., idiom, metaphor, simile, personification, hyperbole, pun) within context.

SPI 0801.8.9 Analyze examples of sound devices within context (i.e., rhyme scheme, alliteration, free verse, repetition, internal rhyme, slant rhyme).


SPI 0801.8.11 Identify and analyze a literary character’s moral dilemma.

SPI 0801.8.12 Recognize and identify words within context that reveal particular time periods and cultures.

SPI 0801.8.13 Determine the influence of culture and ethnicity on the themes and issues


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of literary texts. SPI 0801.8.14 Identify the author’s purpose for writing.

Scholastic’s System 44 Correlated to the Tennessee English Language Arts (Effective 2009-2010)

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Standard 1 – Language Course Level Expectations CLE 3001.1.1 Demonstrate control of Standard English through the use of grammar, usage, and mechanics (punctuation, capitalization, and spelling).


CLE 3001.1.2 Employ a variety of The Following Provide Opportunities to Meet this Objective:


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strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases.

Spelling Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART Series 4: Lesson 28: Final Blends: TG 200-203, Flip Chart 28, Word Building Kit, Elkonin Boxes, SAM: L28 Vocabulary Series 7: Lesson 35: Digraph sh: TG 228-231, Flip Chart 35, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L35 Vocabulary Series 7: Lesson 36: ch, -tch: TG 232-235, Flip Chart 36, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L36 Vocabulary Series 7: Lesson 37: Digraph th: TG 236-239, Flip Chart 37, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L37 Vocabulary Series 16: Lesson 62: Using Patterns to Determine Vowel Sounds: TG 334-335, Flip Chart 62, Word Building Kit, SAM: L62 Vocabulary Series 19: Lesson 68: r-Controlled Vowel ar: TG 350-353, Flip Chart 68, Word Building Kit, Sound and Articulation DVD, SAM: L68 Vocabulary Series 19: Lesson 69: r-Controlled Vowels er, ir, ur: TG 362-365, Flip Chart 69, Word Building Kit, Sound and Articulation DVD, SAM: L69 Vocabulary Series 19: Lesson 70: Other /sh/ Spellings: TG 366-369, Flip Chart 70, Word Building Kit, Sound and Articulation DVD, SAM: L70 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 74: r-Controlled Vowel Syllables: TG 382-385, Flip Chart 74, Word Building Kit, SAM: L74 Vocabulary Series 21: Lesson 75: Diphthongs oi, oy: TG 386-389, Flip Chart 75, Word Building Kit, Sound and Articulation DVD, SAM: L75 Vocabulary Series 21: Lesson 77: Diphthongs ou (cloud), ow (owl): TG 394-397, Flip Chart 77, Word Building Kit, Sound and Articulation DVD, SAM: L77 Vocabulary Roots The Following Matches Provide Opportunities to Meet this


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Objective: Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-289, Flip Chart 50, Word Building Kit, SAM: L50 SMART Series 12: Lesson 52: Inflectional Endings –ed, -ing (with doubling): TG 294-297, Flip Chart 52, Word Building Kit, SAM: L52 Vocabulary Series 13: Lesson 54: Changing –y to -i: TG 304-307, Flip Chart 54, Word Building Kit, SAM: L54 Vocabulary Series 20: Lesson 72: Morphological Word Families: TG 376-377, Flip Chart 72, SAM: L72 SMART

CLE 3001.1.3 Understand and use correctly a variety of sentence structures.


√ 3001.1.1 Demonstrate a mastery of the definitions, usage, and functions of the eight parts of speech.

√ 3001.1.2 Apply a variety of strategies to correct sentence fragments and run-on sentences.

√ 3001.1.3 Know and apply a variety of sentence-combining techniques.

√ 3001.1.4 Identify basic sentence patterns (e.g., subject-verb, subject-action verb-direct object, subject-action verb-indirect object-direct object, subject-linking verb-subject complement, subject-action verb-direct object-object complement).

√ 3001.1.5 Know and use correctly Standard English conventions for punctuation, capitalization, and spelling.

Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART Series 4: Lesson 28: Final Blends: TG 200-203, Flip Chart 28, Word Building Kit, Elkonin Boxes, SAM: L28 Vocabulary Series 7: Lesson 35: Digraph sh: TG 228-231, Flip Chart 35, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L35 Vocabulary Series 7: Lesson 36: ch, -tch: TG 232-235, Flip Chart 36, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L36 Vocabulary Series 7: Lesson 37: Digraph th: TG 236-239, Flip Chart 37, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM:


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L37 Vocabulary Series 16: Lesson 62: Using Patterns to Determine Vowel Sounds: TG 334-335, Flip Chart 62, Word Building Kit, SAM: L62 Vocabulary Series 19: Lesson 68: r-Controlled Vowel ar: TG 350-353, Flip Chart 68, Word Building Kit, Sound and Articulation DVD, SAM: L68 Vocabulary Series 19: Lesson 69: r-Controlled Vowels er, ir, ur: TG 362-365, Flip Chart 69, Word Building Kit, Sound and Articulation DVD, SAM: L69 Vocabulary Series 19: Lesson 70: Other /sh/ Spellings: TG 366-369, Flip Chart 70, Word Building Kit, Sound and Articulation DVD, SAM: L70 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 74: r-Controlled Vowel Syllables: TG 382-385, Flip Chart 74, Word Building Kit, SAM: L74 Vocabulary Series 21: Lesson 75: Diphthongs oi, oy: TG 386-389, Flip Chart 75, Word Building Kit, Sound and Articulation DVD, SAM: L75 Vocabulary Series 21: Lesson 77: Diphthongs ou (cloud), ow (owl): TG 394-397, Flip Chart 77, Word Building Kit, Sound and Articulation DVD, SAM: L77 Vocabulary

√ 3001.1.6 Use print and electronic reference sources as aids in understanding all aspects of words (e.g., spelling, part of speech, definition, cognates, etymology, synonyms).

√ 3001.1.7 Use previously learned strategies to determine and clarify word meanings (e.g., roots, affixes, textual context).


√ 3001.1.8 Recognize and use the appropriate word in frequently confused words (e.g., to/too/two, their/there/they’re, it/it’s, you/you’re, whose/who’s, which/that/who, accept/except, affect/effect, between/among, capitol/capital, principal/principle, stationary/stationery, who/whom, allusion/illusion, complement/compliment, cite/site/sight,


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counsel/council, coarse/course, farther/further, lose/loose, fewer/less). 3001.1.9 Demonstrate understanding of common foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam).

State Performance Indicators SPI 3001.1.1 Demonstrate an understanding of the eight parts of speech, including their troublesome aspects, such as how to form the past and past participle of irregular but commonly used verbs.

SPI 3001.1.2 Identify the patterns of a given set of sentences (i.e., subject-verb, subject-action verb-direct object, subject-action verb-indirect object-direct object, subject-linking verb-subject complement, subject-action verb-direct object-object complement).

SPI 3001.1.3 Use a variety of techniques to correct sentence fragments.

SPI 3001.1.4 Combine a set of simple sentences into a single compound or complex sentence.

SPI 3001.1.5 Use commas correctly with appositives and introductory words, phrases, or clauses.

SPI 3001.1.6 Correct a run-on sentence by using a comma and coordinating conjunction, subordinate conjunction, or semicolon.

SPI 3001.1.7 Recognize correct subject-verb agreement with intervening elements.

SPI 3001.1.8 Select correct pronoun usage in a sentence (e.g., with compound elements such as between you and me, or following than or as).

SPI 3001.1.9 Select correct pronoun-antecedent agreement using collective nouns or indefinite pronouns.

SPI 3001.1.10 Recognize the correct placement of end marks with quotation marks.

SPI 3001.1.11 Recognize the correct


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usage of quotation marks in direct and indirect quotations. SPI 3001.1.12 Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words.


SPI 3001.1.13 Select the appropriate word in frequently confused words (i.e., to/too/two, their/there/they’re, it/it’s, you/you’re, whose/who’s, which/that/who, accept/except, affect/effect, between/among, capitol/capital, principal/principle, who/whom, stationary/stationery, allusion/illusion, complement/compliment, cite/site/sight, counsel/council, coarse/course, farther/further, lose/loose, fewer/less).

SPI 3001.1.14 Proofread a written passage for errors in punctuation and/or capitalization and/or spelling.

SPI 3001.1.15 Use a sample reference source to determine aspects of a given word (e.g., spelling, part of speech, definition, cognates, etymology, synonyms).

SPI 3001.1.16 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam).

Standard 2 – Communication Course Level Expectations Listening CLE 3001.2.1 Demonstrate critical listening skills essential for comprehension, evaluation, problem solving, and task completion.


CLE 3001.2.2 Summarize, paraphrase, and critique information presented orally by others.



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CLE 3001.2.3 Identify the thesis and main points of a challenging speech.

CLE 3001.2.4 Analyze the style and structure of a challenging speech.

Speaking CLE 3001.2.5 Understand strategies for expressing ideas clearly and effectively in a variety of oral contexts.


CLE 3001.2.6 Deliver effective oral presentations.

CLE 3001.2.7 Participate in work teams and group discussions.



Listening √ 3001.2.1 Follow multi-tasked or multi-dimensional instructions to perform a specific role in a task, answer difficult questions, and solve challenging problems.

√ 3001.2.2 Identify the thesis of a challenging speech in which the ideas may be subtle or implied, regardless of whether the organizational pattern is linear.

√ 3001.2.3 Summarize information presented orally by others, including the purposes, major ideas, and supporting details or evidence.

√ 3001.2.4 Paraphrase accurately multiple, challenging ideas and information presented orally by others.


√ 3001.2.5 Critique ideas and information presented orally by others.

√ 3001.2.6 Analyze the ways in which the style, structure, and rhetorical devices of a challenging speech support or confound its meaning or purpose, taking into account the speaker’s nonverbal gestures, credibility, and point of view.

√ 3001.2.7 Listen actively in group discussions by posing relevant questions and by eliminating barriers to communication.


Speaking √ 3001.2.8 Include facts, reasons, details, and examples to support increasingly complex points.


√ 3001.2.9 Organize oral presentations to emphasize the purpose of the presentation, citing first the simple


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examples or arguments and then the more abstract ones. √ 3001.2.10 Utilize an organizational structure that enhances the appeal to the audience and is appropriate for the purpose (e.g., sequential, problem-solution, comparison-contrast, cause-effect).

√ 3001.2.11 Arrange ideas logically and maintain a consistent focus.


√ 3001.2.12 Signal clear connections among ideas through the consistent and effective use of a variety of transitions.

√ 3001.2.13 Provide a coherent and effective conclusion that reinforces the focus of the presentation.

√ 3001.2.14 Use effective rhetorical devices such as rhetorical questions, parallelism and repetition, analogies, and hyperbole.

√ 3001.2.15 Employ effective presentation skills, including good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language.


√ 3001.2.16 Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, solve a problem, make a decision) by adhering to the list below.


• Paraphrase all points of essential information from the input of others, emphasizing points of agreement and points of disagreement. • Contribute relevant and appropriate information and ideas that move the team towards its goal. • Ask relevant, focused questions. • Gain the floor in orderly, respectful ways and listen with civility to the ideas of others.


Goals and Aims of the Group • Understand the purpose for working as a team and working according to that purpose. • Articulate the goals for the team work, based on general task assigned. • Identify the needs of the team and share various resources to



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respond to those needs. Group Dynamics and Roles

• Assign roles and responsibilities for team members based on an understanding of their strengths and weaknesses and the dynamics of the team, identifying task(s) needed to meet goal and purpose, between tasks that are best completed as a team vs. tasks best completed individually, and set deadlines for completing each task. • Establish clear group agreements and ensure appropriate individual contributions are respected by the team. • Set the ground rules for decision making, either by reaching consensus, following the majority, or some other method.


State Performance Indicators SPI 3001.2.1 Identify the thesis and main points of a challenging speech.

SPI 3001.2.2 Distinguish between a summary and a paraphrase.

SPI 3001.2.3 Distinguish between a critique and a summary.

SPI 3001.2.4 Discern the structure of a challenging speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect).

SPI 3001.2.5 Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, and hyperbole).


SPI 3001.2.7 Select the most appropriate strategies for participating productively in a team (e.g., gaining the floor in orderly, respectful ways and listen with civility to the ideas of others; identify the needs of the team and sharing various resources to respond to those needs; establishing clear group agreements and ensuring appropriate individual contributions are respected by the team).


Standard 3 – Writing


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Course Level Expectations CLE 3001.3.1 Write in a variety of modes for a variety of audiences and purposes.

CLE 3001.3.2 Employ a variety of prewriting strategies.

CLE 3001.3.3 Organize ideas into an essay with a thesis statement in the introduction, well-constructed paragraphs, a conclusion, and transition sentences that connect paragraphs into a coherent whole.

CLE 3001.3.4 Revise documents to develop or support ideas clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in logic.


√ 3001.3.1 Write in a variety of modes (e.g., summary, explanation, description, persuasion, informational, literary analysis, creative expression).

√ 3001.3.2 Create increasingly complex work-related texts (e.g., instructions, directions, letters, bios, memos, e-mails, proposals, project plans, work orders, reports) that employ the strategies listed below.


• Effectively vary strategies (e.g., provide facts, describe the subject) to achieve complex purposes.

• Select a medium or format, arrange supporting ideas, and craft diction and tone that anticipate the audience’s needs.

• Anticipate problems, mistakes, and misunderstandings that might arise for the audience.

• Translate technical language into non-technical English.

• Provide ideas, examples, and comparisons to support the main points in the text.


• Use a variety of techniques to format the text.


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• Effectively employ formatting and other visual elements (e.g., headings, bulleted lists, effective use of white space on the page).

• Use graphics and illustrative material effectively to support ideas in the text.

√ 3001.3.3 Develop topics that address unfamiliar concepts removed from the student’s personal experiences and require in-depth analysis.

√ 3001.3.4 Use a variety of strategies when appropriate (e.g., comparisons, anecdotes, detailed descriptions) to provide facts, details, reasons, and examples that support and support the thesis.

√ 3001.3.5 Develop ideas as appropriate to audience and respond to readers’ potential questions and counterarguments.

√ 3001.3.6 Include relevant, specific, and compelling details.

√ 3001.3.7 Employ varied and appropriate organizational structures that support the topic.

√ 3001.3.8 Use transitional words and phrases to signal organizational patterns and to indicate relationships among ideas.

√ 3001.3.9 Create text features (e.g., headings, subheadings, formatting) as appropriate to signal important points.

√ 3001.3.10 Use precise language, considering audience and purpose (e.g., technical writing, creative expression).

√ 3001.3.11 Use compelling verbs and a variety of figurative language (e.g., personification, sarcasm, word play) for effect to meet the needs of audience and purpose.

√ 3001.3.12 Use a variety of correct sentence structures for effect.

√ 3001.3.13 When sources are used or referenced (e.g., in research, informational essays, literary essays), adhere to the list below.

• Acknowledge source material and create a reliable bibliography in a standard format.

• Cite sources using a standard format (MLA, APA) with a high


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degree of accuracy. • Appropriately quote, paraphrase, or summarize text, ideas, or other information taken from print or other electronic sources.

• Correctly incorporate ideas within text.


√ 3001.3.14 Generate notes while collecting information, following a logical note-taking system.

√ 3001.3.15 Create a detailed outline based on research, note-taking, or other method of generating content.

√ 3001.3.16 Revise to craft a tone, mood, and style that convey the writer’s attitude and are appropriate to audience.

√ 3001.3.17 Based on readers’ comments, revise papers to focus on the thesis, develop ideas, address potential objections, employ effective transitions, identify a clear beginning and ending, correct logic errors, and identify areas for further development.

√ 3001.3.18 Practice writing to a prompt within a specified time.


√ 3001.3.20 Use both basic and specialized software to incorporate graphics into writing products.

State Performance Indicators SPI 3001.3.1 Proofread a passage for correct punctuation, mechanics, and usage.

SPI 3001.3.2 Choose the most effective order of sentences in a paragraph.

SPI 3001.3.3 Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.

SPI 3001.3.4 Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.

SPI 3001.3.5 Demonstrate the ability to combine a set of simple sentences into a longer, more interesting sentence.


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SPI 3001.3.6 Select the thesis statement in a writing sample or passage.

SPI 3001.3.7 Evaluate the relevance of supporting sentences by deleting an irrelevant sentence in a passage.

SPI 3001.3.8 Rearrange the order of supporting paragraphs within a writing sample given a specified organizational pattern (e.g., comparison-contrast, chronological).

SPI 3001.3.9 Identify a statement that reveals the writer’s attitude.


SPI 3001.3.11 Determine the writer’s purpose in a writing sample.

SPI 3001.3.12 Identify sentences with nonparallel construction.

SPI 3001.3.13 Select the proper format to convey a set of work-related information.

SPI 3001.3.14 Select the most precise word to provide clarity appropriate to audience and purpose.

SPI 3001.3.15 Identify the mode in which a writing sample is written.

Standard 4 – Research Course Level Expectations CLE 3001.4.1 Define and narrow a problem or research topic.

CLE 3001.4.2 Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.

CLE 3001.4.3 Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from Web sites.

CLE 3001.4.4 Write an extended research paper, using primary and secondary sources and technology and graphics, as appropriate.

CLE 3001.4.5 Use a standard format to arrange text, to cite sources correctly, and to document quotations, paraphrases, and other information.


√ 3001.4.1 Narrow an increasingly complex topic so that the research


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process is manageable and a clear research question is identified. √ 3001.4.2 Take and organize notes on information relevant to the topic and identify areas for research.

√ 3001.4.3 Consider both implicit and explicit information relevant to the topic.

√ 3001.4.4 Use relevant data to support the research topic.

√ 3001.4.5 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search by including resources that are written by authorities in the topic area and written for an informed audience in the field.

√ 3001.4.6 Evaluate resources for their credibility, reliability, strengths, and limitations, using criteria appropriate to the discipline.

√ 3001.4.7 Collect evidence in varied ways to answer the research question.

√ 3001.4.8 Summarize, paraphrase, and report research information supporting or refuting the thesis, as appropriate.

√ 3001.4.9 Craft an introductory section in which a research topic is stated, point of view is stated or implied, terms are defined, and a research context is provided.

√ 3001.4.10 Maintain coherence through the consistent use of transitions.

√ 3001.4.11 Create an effective organizing structure based on increasingly complex research information, sometimes using multiple organizing structures within the essay.

√ 3001.4.12 Craft a conclusion in which the research question and topic are reemphasized, the main findings are summarized, and conclusions are drawn.

√ 3001.4.13 Acknowledge source material and create a bibliography, following a standard format and with a high degree of accuracy.

√ 3001.4.14 Cite sources using a standard format (e.g., MLA, APA), with a high degree of accuracy.

√ 3001.4.15 Appropriately quote, paraphrase, or summarize text, ideas, or other information taken from print or


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electronic sources. √ 3001.4.16 Support a research topic, follow a standard format and use appropriate technology to embed text graphics, including a title, numbered pages, and a bibliography.

State Performance Indicators SPI 3001.4.1 Select the research topic with the highest degree of focus.

SPI 3001.4.2 Differentiate between primary and secondary sources.

SPI 3001.4.3 Evaluate the reliability and credibility of sources for use in research.

SPI 3001.4.4 Evaluate the validity of Web pages as sources of information.

SPI 3001.4.5 Determine which statement presents an opposing view from those stated on a Web page.

SPI 3001.4.6 Identify information that must be cited or attributed within a writing sample.

Standard 5 – Logic Course Level Expectations CLE 3001.5.1 Use logic to make inferences and draw conclusions in a variety of challenging oral and written contexts.


CLE 3001.5.2 Analyze text for fact and opinion, cause-effect, inferences, evidence, and conclusions.


CLE 3001.5.3 Evaluate an argument, considering false premises, logical fallacies, and the quality of evidence presented.

CLE 3001.5.4 Analyze the logical features of an argument.

CLE 3001.5.5 Analyze written and oral communication for persuasive devices.

CLE 3001.5.6 Analyze deductive and inductive arguments.



√ 3001.5.1 Construct and complete challenging word analogies.

√ 3001.5.2 Analyze the text for stated or implied cause/effect relationships.


√ 3001.5.3 Describe the structure of a multifaceted argument with a stated main claim or conclusion and explicit or implicit premises.

√ 3001.5.4 Identify the elements of Whole and small-group instruction of the System 44 passages


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deductive and inductive arguments. provides opportunities to meet this objective. √ 3001.5.5 Identify the roles premises play in developing deductive and inductive arguments.

√ 3001.5.6 Evaluate the relevance and quality of evidence given to support or oppose an argument.

√ 3001.5.7 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions.

√ 3001.5.8 Distinguish between evidence which is directly stated and evidence which is implied.


√ 3001.5.9 Identify false statements and explain how they are used in certain kinds of persuasive arguments.

√ 3001.5.10 Explain why common logical fallacies (e.g., the appeal to fear, personal attack {ad hominem}, false dilemma, false analogy) do not prove the point being argued.

√ 3001.5.11. Identify and analyze persuasive devices that are used in written and oral communication (e.g., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal, misuse of statistics).


√ 3001.5.12 Identify and analyze similarities and differences in evidence, premises, and conclusions between two or more arguments on the same topic.

√ 3001.5.13 Evaluate the function of verbal techniques such as ambiguity and paradox in constructing an argument.

State Performance Indicators SPI 3001.5.1 Make inferences and draw conclusions based on evidence in text.


SPI 3001.5.2 Choose a logical word to complete an analogy.

SPI 3001.5.3 Evaluate text for fact and opinion.


SPI 3001.5.4 Analyze cause/effect relationships in text.


SPI 3001.5.5 Select the persuasive device (i.e., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal, misuse of statistics).



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SPI 3001.5.6 Identify and analyze the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy) within a given argument.

SPI 3001.5.7 Differentiate between the stated and implied evidence of a given argument.


SPI 3001.5.8 Determine whether a given argument employs deductive or inductive reasoning.


SPI 3001.5.9 Identify a statement that reveals the writer’s biases, stereotypes, assumptions, or values within a writing sample.


SPI 3001.5.10 Identify a false premise in text.

SPI 3001.5.11 Distinguish the strongest or weakest point of an argument within a passage.

Standard 6 – Informational Text Course Level Expectations CLE 3001.6.1 Comprehend and summarize the main ideas of informational and technical texts and determine the essential elements that elaborate them.


CLE 3001.6.2 Analyze the organizational structures of informational and technical texts.


CLE 3001.6.3 Read, interpret, and analyze graphics that support informational and technical texts.



√ 3001.6.1 Identify the main ideas in informational and technical texts.


√ 3001.6.2 Identify and distinguish the essential and non-essential details that support the main idea of informational texts.


√ 3001.6.3 Recognize clear, subtle, or implied relationships among ideas in informational and technical texts.


√ 3001.6.4 Draw appropriate inferences and conclusions in informational and technical texts.



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√ 3001.6.5 Summarize in a concise and well-organized way the main ideas and supporting details in informational and technical texts.


√ 3001.6.6 Summarize, paraphrase, and critique information in texts (informational, technical, and literary).


√ 3001.6.7 Distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique.

√ 3001.6.8 Synthesize information across multiple informational and technical texts and sources.


√ 3001.6.9 Analyze the organizational structure of an informational or technical text (e.g., sequential, problem-solution, comparison-contrast, cause-effect).


√ 3001.6.10 Identify and analyze involved or unconventional organizational structures that may be found informational and technical texts.


√ 3001.6.11 Evaluate informational and technical texts for clarity, coherence and appropriateness of graphics.


√ 3001.6.12 Follow extended multi-tasked or multi-dimensional instructions in informational and technical texts to perform specific tasks, answer questions, or solve problems.

State Performance Indicators SPI 3001.6.1 Discern the stated or implied main idea and supporting details of informational and technical passages.


SPI 3001.6.2 Use the graphics of informational and technical passages to answer questions.


SPI 3001.6.3 Determine the appropriateness of a graphic used to support an informational or technical passage.


SPI 3001.6.4 Identify the organizational structure of an informational or technical text (e.g., sequential, problem-solution, comparison-contrast, cause-effect).


SPI 3001.6.5 Synthesize information across two or more informational or technical texts.


Standard 7 – Media Course Level Expectations CLE 3001.7.1 Evaluate the aural, visual,


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and written images and other special effects used in television, radio, film, and the Internet for their ability to inform, persuade, and entertain. CLE 3001.7.2 Examine the agreements and conflicts between the visual (e.g., media images, painting, film, graphic arts) and the verbal.

CLE 3001.7.3 Recognize how visual and sound techniques or design (e.g., special effects, camera angles, music) carry or influence messages in various media.

CLE 3001.7.4 Apply and adapt the principles of written composition to create coherent media productions.


√ 3001.7.1 Recognize the effects of sound, visual images, and language on audience.

√ 3001.7.2 Analyze and apply visual and verbal presentations of the same subject matter that agree or conflict in matters of culture, audience, and medium.

√ 3001.7.3 Analyze and apply visual and sound techniques and design elements (e.g., special effects, camera angles, lighting and music in television and film; layout, pictures, and typeface in newspaper, magazines, and print advertisements; layout, navigation, links, and interactive features on websites).

√ 3001.7.4 Present clearly identifiable messages using an appropriate medium and increasingly complex visual, audio, and graphic effects and interactive features.

√ 3001.7.5 Demonstrate consistent and effective audience focus through purposeful choice of medium; compelling images, words, and sounds; and focused supporting ideas.

√ 3001.7.6 Demonstrate awareness of the transactional nature of media by considering audience in preparing productions.

√ 3001.7.7 Use visual images, text, graphics, music and/or sound effects that relate to and support clear, explicit messages.


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State Performance Indicators SPI 3001.7.1 Draw an inference from a non-print medium.

SPI 3001.7.2 Select the type of conflict represented in a non-print medium.

SPI 3001.7.3 Choose a visual image that best reinforces a viewpoint.

SPI 3001.7.4 Determine the impact of production elements (e.g., font, color, layout, graphics, light, camera angle) on a message.

SPI 3001.7.5 Match a focused message to an appropriate medium.

SPI 3001.7.6 Infer the mood represented in a non-print medium.

SPI 3001.7.7 Consider the treatment of a particular subject or event in two or more media (e.g., newspaper and visual art, narrative and poem, diary and magazine article).

Standard 8 – Literature Course Level Expectations CLE 3001.8.1 Demonstrate knowledge of significant works of world literature.

CLE 3001.8.2 Understand the characteristics of various literary genres (e.g., poetry, novel, biography, short story, essay, drama).

CLE 3001.8.3 Recognize the conventions of various literary genres and understand how they articulate the writer’s vision.

CLE 3001.8.4 Analyze works of literature for what they suggest about the historical period in which they were written.

CLE 3001.8.5 Know and use appropriate literary terms to derive meaning and comprehension from various literary genres.


√ 3001.8.1 Analyze the setting, plot, theme, characterization, and narration of classic and contemporary short stories and novels.

√ 3001.8.2 Demonstrate understanding of non-linear plot progressions.

√ 3001.8.3 Analyze how plot elements (e.g., exposition, rising action, climax, falling action, resolution/denouement) function and advance action.

√ 3001.8.4 Analyze the role and


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function of characters (major/minor, protagonists/antagonists) and determine ways in which the author reveals those characters (e.g., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks). √ 3001.8.5 Analyze the moral dilemmas in works of literature, as revealed by character motivation and behavior.

√ 3001.8.6 Identify ways that the plot shapes the character and presentation of moral dilemmas in texts.

√ 3001.8.7 Identify how setting and changes in setting can affect the literary elements (e.g., plot, character, theme, tone) in texts.

√ 3001.8.8 Analyze the narration and point of view in increasingly complex texts in which the narrator and point of view shift with multiple characters acting as narrators.

√ 3001.8.9 Explain the impact of the author’s choice of a particular point of view (e.g., first person, third person objective, third-person limited, third-person omniscient).

√ 3001.8.10 Demonstrate understanding that form relates to meaning (e.g., compare a poem, an essay, and a novel on the same theme or topic).

√ 3001.8.11 Recognize and identify the characteristics of lyric poetry, blank verse, free verse, epic, sonnet, dramatic poetry, and ballad.

√ 3001.8.12 Identify, analyze, and evaluate the effect and use of metrics (especially iambic pentameter), rhyme scheme (e.g., end, internal, slant, eye), rhythm, alliteration, and other conventions of verse in more challenging poetry (including poetic forms such as lyric, blank verse, epic, sonnet, dramatic poetry).

√ 3001.8.13 Identify and analyze elements of literary drama (e.g., dramatic irony, dialogue, soliloquy, monologue, aside).

√ 3001.8.14 Identify, analyze, and


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evaluate the development of the theme(s) of a literary text. √ 3001.8.15 Identify, analyze, and evaluate the development of similar or contrasting themes across two or more literary texts of varying complexity.

√ 3001.8.16 Analyze literary texts to identify the author’s attitudes, viewpoints, and beliefs and to compare these to the larger historical context of the texts.

√ 3001.8.17 Identify and analyze the use of literary elements such as allegory, paradox, satire, and foreshadowing.


√ 3001.8.19 Identify and analyze biblical, classical, cultural, historical, and literary allusions.

State Performance Indicators SPI 3001.8.1 Identify and analyze examples of idiom, metaphor, simile, personification, hyperbole, or pun in poetry or prose.

SPI 3001.8.2 Differentiate among verbal, situational, and dramatic irony.

SPI 3001.8.3 Identify and analyze an author’s point of view (i.e., first person, third person, third-person limited, third-person omniscient).


SPI 3001.8.5 Determine the significance/meaning of a symbol in poetry or prose.

SPI 3001.8.6 Identify and analyze standard literary elements (i.e., allegory, paradox, parody, foreshadowing, flashback).

SPI 3001.8.7 Differentiate between mood and tone in poetry or prose.

SPI 3001.8.8 Determine the impact of setting on literary elements (i.e., plot, character, theme, tone.)

SPI 3001.8.9 Identify the common stated or implied theme in a series of


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passages. SPI 3001.8.10 Demonstrate knowledge of sound and metric devices (i.e., rhyme {internal, slant}, rhythm, repetition, alliteration, onomatopoeia).

SPI 3001.8.11 Demonstrate knowledge of the characteristics of lyric poetry, epics, sonnets, dramatic poetry, and ballads.

SPI 3001.8.12 Identify the elements of drama (i.e., stage directions, dialogue, soliloquy, monologue, aside).

SPI 3001.8.13 Locate words or phrases in a passage that provide historical or cultural cues.

SPI 3001.8.14 Identify classical, historical, and literary allusions in context.

SPI 3001.8.15 Identify and analyze basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement).

SPI 3001.8.16 Analyze how form relates to meaning (e.g., compare a poem and a newspaper article on the same theme or topic).


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Spelling Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART Series 4: Lesson 28: Final Blends: TG 200-203, Flip Chart 28, Word Building Kit, Elkonin Boxes, SAM: L28 Vocabulary Series 7: Lesson 35: Digraph sh: TG 228-231, Flip Chart 35, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L35 Vocabulary Series 7: Lesson 36: ch, -tch: TG 232-235, Flip Chart 36, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L36 Vocabulary Series 7: Lesson 37: Digraph th: TG 236-239, Flip Chart 37, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L37 Vocabulary Series 16: Lesson 62: Using Patterns to Determine Vowel Sounds: TG 334-335, Flip Chart 62, Word Building Kit, SAM: L62 Vocabulary Series 19: Lesson 68: r-Controlled Vowel ar: TG 350-353, Flip Chart 68, Word Building Kit, Sound and Articulation DVD, SAM: L68 Vocabulary Series 19: Lesson 69: r-Controlled Vowels er, ir, ur: TG 362-365, Flip Chart 69, Word Building Kit, Sound and Articulation DVD, SAM: L69 Vocabulary Series 19: Lesson 70: Other /sh/ Spellings: TG 366-369, Flip Chart 70, Word Building Kit, Sound and Articulation DVD, SAM: L70 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 74: r-Controlled Vowel Syllables: TG 382-385, Flip Chart 74, Word Building Kit, SAM: L74 Vocabulary Series 21: Lesson 75: Diphthongs oi, oy: TG 386-389, Flip Chart 75, Word Building Kit, Sound and Articulation DVD, SAM: L75 Vocabulary Series 21: Lesson 77: Diphthongs ou (cloud), ow (owl): TG 394-397, Flip Chart 77, Word Building Kit, Sound and Articulation DVD, SAM: L77 Vocabulary Roots Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-289,


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Flip Chart 50, Word Building Kit, SAM: L50 SMART Series 12: Lesson 52: Inflectional Endings –ed, -ing (with doubling): TG 294-297, Flip Chart 52, Word Building Kit, SAM: L52 Vocabulary Series 13: Lesson 54: Changing –y to -i: TG 304-307, Flip Chart 54, Word Building Kit, SAM: L54 Vocabulary Series 20: Lesson 72: Morphological Word Families: TG 376-377, Flip Chart 72, SAM: L72 SMART



√ 3002.1.1 Demonstrate a mastery of the definitions, usage, and functions of the eight parts of speech.



√ 3002.1.4 Identify basic sentence patterns (e.g., subject-verb, subject-action verb-direct object, subject-action verb-indirect object-direct object, subject-linking verb-subject complement, subject-action verb-direct object-object complement).


Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART Series 4: Lesson 28: Final Blends: TG 200-203, Flip Chart 28, Word Building Kit, Elkonin Boxes, SAM: L28 Vocabulary Series 7: Lesson 35: Digraph sh: TG 228-231, Flip Chart 35, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L35 Vocabulary Series 7: Lesson 36: ch, -tch: TG 232-235, Flip Chart 36, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L36 Vocabulary Series 7: Lesson 37: Digraph th: TG 236-239, Flip Chart 37, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L37 Vocabulary Series 16: Lesson 62: Using Patterns to Determine Vowel Sounds: TG 334-335, Flip Chart 62, Word Building Kit, SAM: L62 Vocabulary


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Series 19: Lesson 68: r-Controlled Vowel ar: TG 350-353, Flip Chart 68, Word Building Kit, Sound and Articulation DVD, SAM: L68 Vocabulary Series 19: Lesson 69: r-Controlled Vowels er, ir, ur: TG 362-365, Flip Chart 69, Word Building Kit, Sound and Articulation DVD, SAM: L69 Vocabulary Series 19: Lesson 70: Other /sh/ Spellings: TG 366-369, Flip Chart 70, Word Building Kit, Sound and Articulation DVD, SAM: L70 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 74: r-Controlled Vowel Syllables: TG 382-385, Flip Chart 74, Word Building Kit, SAM: L74 Vocabulary Series 21: Lesson 75: Diphthongs oi, oy: TG 386-389, Flip Chart 75, Word Building Kit, Sound and Articulation DVD, SAM: L75 Vocabulary Series 21: Lesson 77: Diphthongs ou (cloud), ow (owl): TG 394-397, Flip Chart 77, Word Building Kit, Sound and Articulation DVD, SAM: L77 Vocabulary

√ 3002.1.6 Use print and electronic reference sources as aids in understanding all aspects of words (e.g., spelling, part of speech, definition, cognates, etymology, synonyms).

√ 3002.1.7 Use previously learned strategies to determine and clarify word meanings (e.g., roots, affixes, textual context).


√ 3002.1.8 Recognize and use the appropriate word in frequently confused words (e.g., to/too/two, their/there/they’re, it/it’s, you/you’re, whose/who’s, which/that/who, accept/except, affect/effect, between/among, capitol/capital, principal/principle, stationary/stationery, who/whom, allusion/illusion, complement/compliment, cite/site/sight, counsel/council, coarse/course, farther/further, lose/loose, fewer/less, advice/advise, precede/proceed, adapt/adopt, eminent/imminent, assure/ensure/insure).


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√ 3002.1.9 Demonstrate understanding of common foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi ).

State Performance Indicators SPI 3002.1.1 Demonstrate an understanding of the eight parts of speech, including their troublesome aspects, such as how to form the past and past participle of irregular but commonly used verbs.

SPI 3002.1.2 Identify the patterns of a given set of sentences (i.e., subject-verb, subject-action verb-direct object, subject-action verb-indirect object-direct object, subject-linking verb-subject complement, subject-action verb-direct object-object complement).

SPI 3002.1.3 Combine a set of simple sentences into a single compound or complex sentence.

SPI 3002.1.4 Use sentence-combining techniques, effectively avoiding problematic comma splices, run-on sentences, and sentence fragments.

SPI 3002.1.5 Use commas correctly with appositives and introductory words, phrases, or clauses.

SPI 3002.1.6 Use commas to set off nonessential elements in a sentence.

SPI 3002.1.7 Correct a run-on sentence by using a comma and coordinating conjunction, subordinate conjunction, or semicolon.

SPI 3002.1.8 Recognize correct subject-verb agreement with intervening elements.

SPI 3002.1.9 Recognize a shift in either verb tense or point or view within a writing sample.

SPI 3002.1.10 Select correct pronoun usage in a sentence (e.g., with compound elements such as between you and me, or following than or as).

SPI 3002.1.11 Select correct pronoun-


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antecedent agreement using collective nouns or indefinite pronouns. SPI 3002.1.12 Recognize the correct placement of end marks and other marks of punctuation with quotation marks used in dialogue.

SPI 3002.1.13 Select the appropriate word in frequently confused words (i.e., to/too/two, their/there/they’re, it/it’s, you/you’re, whose/who’s, which/that/who, accept/except, affect/effect, between/among, capitol/capital, principal/principle, stationary/stationery, who/whom, allusion/illusion, complement/compliment, cite/site/sight, counsel/council, coarse/course, farther/further, lose/loose, fewer/less, advice/advise, precede/proceed, adapt/adopt, eminent/imminent, assure/ensure/insure).

SPI 3002.1.14 Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words.


SPI 3002.1.15 Proofread a written passage for errors in punctuation and/or capitalization and/or spelling.

SPI 3002.1.16 Use a sample reference source to determine aspects of a given word (e.g., spelling, part of speech, definition, cognates, etymology, synonyms).

SPI 3002.1.17 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi ).

Standard 2 – Communication Listening


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Course Level Expectations CLE 3002.2.1 Demonstrate critical listening skills essential for comprehension, evaluation, problem solving, and task completion.




CLE 3002.2.3 Identify the thesis and main points of a challenging speech.

CLE 3002.2.4 Analyze the style and structure of a challenging speech.







Listening √ 3002.2.1 Follow multi-tasked or multi-dimensional instructions to perform a specific role in a task, answer difficult questions, and solve challenging problems.

√ 3002.2.2 Identify the thesis of a challenging speech in which the ideas may be subtle or implied, regardless of whether the organizational pattern is linear.

√ 3002.2.3 Summarize information presented orally by others, including the purposes, major ideas, and supporting details or evidence.





√ 3002.2.7 Listen actively in group discussions by posing relevant questions and by eliminating barriers to communication.


Speaking


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√ 3002.2.8 Include facts, reasons, details, and examples to support increasingly complex points.


√ 3002.2.9 Organize oral presentations to emphasize the purpose of the presentation, citing first the simple examples or arguments and then the more abstract ones.

√ 3002.2.10 Utilize an organizational structure that enhances the appeal to the audience and is appropriate for the purpose (e.g., sequential, problem-solution, comparison-contrast, cause-effect).

√ 3002.2.11 Arrange ideas logically and maintain a consistent focus.


√ 3002.2.12 Signal clear connections among ideas through the consistent and effective use of a variety of transitions.

√ 3002.2.13 Provide a coherent and effective conclusion that reinforces the focus of the presentation.

√ 3002.2.14 Use effective rhetorical devices such as rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes).

√ 3002.2.15 Employ effective presentation skills, including good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language.




• Paraphrase all points of essential information from the input of others, emphasizing points of agreement and points of disagreement. • Contribute relevant and appropriate information and ideas that move the team towards its goal. • Ask relevant, focused questions. • Gain the floor in orderly, respectful ways and listen with civility to the ideas of others.


Goals and Aims of the Group • Understand the purpose for working as a team and working according to



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that purpose. • Articulate the goals for the team work, based on general task assigned. • Identify the needs of the team and share various resources to respond to those needs.

Group Dynamics and Roles • Assign roles and responsibilities for team members based on an understanding of their strengths and weaknesses and the dynamics of the team. Identifying task(s) needed to meet goal and purpose, including purposefully identifying tasks that are best completed as a team vs. tasks best completed individually, and set deadlines for completing each task. • Establish clear group agreements and ensure appropriate individual contributions are respected by the team. • Set the ground rules for decision making, either by reaching consensus, following the majority, or some other method.


State Performance Indicators SPI 3002.2.1 Identify the thesis and main points of a challenging speech.



SPI 3002.2.4 Discern the structure of a challenging speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect).

SPI 3002.2.5 Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes).


SPI 3002.2.7 Select the most appropriate strategies for participating productively in a team (e.g., gaining the floor in orderly, respectful ways and listen with civility to the ideas of others; identify the needs of the team and sharing various resources to



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respond to those needs; establishing clear group agreements and ensuring appropriate individual contributions are respected by the team). Standard 3 – Writing Course Level Expectations CLE 3002.3.1 Write in a variety of modes for a variety of audiences and purposes.



CLE 3002.3.4 Revise documents to develop or support ideas clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in logic.


√ 3002.3.1 Write in a variety of modes (e.g., summary, explanation, persuasion, informational, literary analysis, creative expression).

√ 3002.3.2 Create increasingly complex work-related texts (e.g., instructions, directions, letters, bios, memos, e-mails, proposals, project plans, work orders, reports) that employ the Strategies listed below.


• Utilize various strategies (e.g., provide facts, describe the subject) to achieve complex purposes.

• Select a medium or format, arrange supporting ideas, and craft diction and tone that anticipate the audience’s needs.

• Anticipate problems, mistakes, and misunderstandings that might arise for the audience.

• Translate technical language into non-technical English.

• Provide ideas, examples, and comparisons to support the main points in the text.

• Follow customary formats (e.g., use salutation, closing, and signature for


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business letters, and format for memos). • Use a variety of techniques to format the text.

• Employ formatting and other visual elements effectively (e.g., headings, bulleted lists, effective use of white space on the page).

• Use graphics and illustrative material effectively to support ideas in the text.

√ 3002.3.3 Develop topics that address unfamiliar concepts removed from the student’s personal experiences and require in-depth analysis.

√ 3002.3.4 Use a variety of strategies when appropriate (e.g., comparisons, anecdotes, detailed descriptions) to provide facts, details, reasons, and examples that support and support the thesis.

√ 3002.3.5 Develop ideas as appropriate to audience and respond to readers’ potential questions and counterarguments.


√ 3002.3.7 Employ varied and appropriate organizational structures that support the topic.

√ 3002.3.8 Use transitional words and phrases to signal organizational patterns and to indicate relationships among ideas.

√ 3002.3.9 Create text features (e.g., headings, subheadings, formatting) as appropriate to signal important points.

√ 3002.3.10 Use precise language, considering audience and purpose (e.g., technical writing, creative expression).

√ 3002.3.11 Use compelling verbs and a variety of figurative language (e.g., personification, sarcasm, word play) for effect to meet the needs of audience and purpose.

√ 3002.3.12 Use a variety of correct sentence structures for effect.

√ 3002.3.13 When sources are used or referenced (e.g., in research, informational essays, literary essays), adhere to list below.

• Acknowledge source material and create a reliable bibliography in a standard format.


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• Cite sources using a standard format (MLA, APA) with a high degree of accuracy.

• Appropriately quote, paraphrase, or summarize text, ideas, or other information taken from print or other electronic sources.

• Correctly incorporate ideas within text.


√ 3002.3.14 Generate notes while collecting information, following a logical note-taking system.

√ 3002.3.15 Create a detailed outline based on research, note-taking, or other method of generating content.

√ 3002.3.16 Revise to craft a tone, mood, and style that convey the writer’s attitude and are appropriate to audience.

√ 3002.3.17 Based on reader’s comments, revise papers to focus on the thesis, develop ideas, address potential objections, employ effective transitions, identify a clear beginning and ending, correct logic errors, and identify areas for further development.

√ 3002.3.18 Practice writing to a prompt within a specified time.


√ 3002.3.20 Use both basic and specialized software to incorporate graphics into writing products.

State Performance Indicators SPI 3002.3.1 Proofread a passage for correct punctuation, mechanics, and usage.



SPI 3002.3.4 Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.

SPI 3002.3.5 Demonstrate the ability to combine a set of simple sentences into a longer, more interesting sentence.


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SPI 3002.3.6 Determine the most effective placement of information using a prewriting graphic organizer.



SPI 3002.3.9 Rearrange the order of supporting paragraphs within a writing sample given a specified organizational pattern (e.g., comparison-contrast, chronological).




SPI 3002.3.13 Identify sentences that use effective parallelism within a writing sample.


SPI 3002.3.15 Select the most precise word to provide clarity appropriate to audience and purpose.

SPI 3002.3.16 Identify the mode in which a writing sample is written.



CLE 3002.4.3 Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from Web sites.





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√ 3002.4.1 Narrow an increasingly complex topic so that the research process is manageable and a clear research question is identified.

√ 3002.4.2 Take and organize notes on information relevant to the topic and identify areas for research.

√ 3002.4.3 Consider both implicit and explicit information relevant to the topic.

√ 3002.4.4 Use relevant data to support the research topic.

√ 3002.4.5 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search by including resources that are written by authorities in the topic area and written for an informed audience in the field.

√ 3002.4.6 Evaluate resources for their credibility, reliability, strengths, and limitations, using criteria appropriate to the discipline.

√ 3002.4.7 Collect evidence in varied ways to answer the research question.

√ 3002.4.8 Summarize, paraphrase, and report research information supporting or refuting the thesis, as appropriate.

√ 3002.4.9 Craft an introductory section in which a research topic is stated, point of view is stated or implied, terms are defined, and a research context is provided.

√ 3002.4.10 Maintain coherence through the consistent use of transitions.

√ 3002.4.11 Create an effective organizing structure based on increasingly complex research information, sometimes using multiple organizing structures within the essay.

√ 3002.4.12 Craft a conclusion in which the research question and topic are reemphasized, the main findings are summarized, and conclusions are drawn.

√ 3002.4.13 Acknowledge source material and create a bibliography, following a standard format and with a high degree of accuracy.

√ 3002.4.14 Cite sources using a standard format (e.g., MLA, APA), with a high degree of accuracy.

√ 3002.4.15 Appropriately quote, paraphrase, or summarize text, ideas, or other information taken from print or


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electronic sources. √ 3002.4.16 To support a research topic, follow a standard format and use appropriate technology to embed text graphics, including a title, numbered pages, and a bibliography.







Standard 5 – Logic Course Level Expectations CLE 3002.5.1 Use logic to make inferences and draw conclusions in a variety of challenging oral and written contexts.


CLE 3002.5.2 Analyze text for fact and opinion, cause-effect, inferences, evidence, and conclusions.


CLE 3002.5.3 Evaluate an argument, considering false premises, logical fallacies, and the quality of evidence presented.







√ 3002.5.2 Analyze text for stated or implied cause-effect relationships.


√ 3002.5.3 Describe the structure of a multi-faceted argument with a stated main claim or conclusion and explicit or implicit premises.

√ 3002.5.4 Analyze the elements of deductive and inductive arguments.



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√ 3002.5.5 Identify the roles premises play in developing deductive and inductive arguments.

√ 3002.5.6 Evaluate the relevance and quality of evidence given to support or oppose an argument.


3√ 002.5.8 Distinguish between evidence which is directly stated and evidence which is implied.


√ 3002.5.9 Identify false statements and explain how they are used in certain kinds of persuasive arguments.

√ 3002.5.10 Explain why common logical fallacies (e.g., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy, slippery slope, non sequitur, false authority) do not prove the point being argued.

√ 3002.5.11 Identify and analyze persuasive devices that are used in written and oral communication (e.g., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal, misuse of statistics, transfer).


√ 3002.5.12 Identify and analyze similarities and differences in evidence, premises, and conclusions between two or more arguments on the same topic.

√ 3002.5.13 Evaluate the function of verbal techniques such as ambiguity and paradox in constructing an argument.








SPI 3002.5.5 Select the persuasive device (i.e., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal, misuse of statistics, transfer).


SPI 3002.5.6 Identify the logical fallacy


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(i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy, slippery slope, non sequitur, false authority) within a given argument. SPI 3002.5.7 Differentiate between the stated and implied evidence of a given argument.







SPI 3002.5.11 Identify the main claim, premise(s), evidence, or conclusion of a given argument.

SPI 3002.5.12 Select an additional sentence to add to an argument within a persuasive text.

SPI 3002.5.13 Select a rebuttal statement that best refutes the writer’s viewpoint.

SPI 3002.5.14 Distinguish the strongest or weakest point of a given argument.

Standard 6 – Informational Text Course Level Expectations CLE 3002.6.1 Comprehend and summarize the main ideas of informational and technical texts and determine the essential elements that elaborate them.


CLE 3002.6.2 Analyze the organizational structures of informational and technical texts.


CLE 3002.6.3 Read, interpret, and analyze graphics that support informational and technical texts.



√ 3002.6.1 Identify the main ideas in informational and technical texts.


√ 3002.6.2 Identify and distinguish the essential and non-essential details that support the main idea of informational texts.



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√ 3002.6.3 Recognize clear, subtle, or implied relationships among ideas in informational and technical texts.


√ 3002.6.4 Draw appropriate inferences and conclusions in informational and technical texts.


√ 3002.6.5 Summarize in a concise and well-organized way the main ideas and supporting details in informational and technical texts.




√ 3002.6.7 Distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique.

√ 3002.6.8 Synthesize information across multiple informational and technical texts and sources.




√ 3002.6.10 Identify and analyze involved or unconventional organizational structures that may be found informational and technical texts.


√ 3002.6.11 Evaluate informational and technical texts for clarity, coherence and appropriateness of graphics.


√ 3002.6.12 Follow extended multi-tasked or multi-dimensional instructions in informational and technical texts to perform specific tasks, answer questions, or solve problems.

State Performance Indicators SPI 3002.6.1 Discern the stated or implied main idea and supporting details of informational and technical passages.


SPI 3002.6.2 Use the graphics of informational and technical passages to answer questions.


SPI 3002.6.3 Determine the appropriateness of a graphic used to support an informational or technical passage.


SPI 3002.6.4 Identify the organizational structure of an informational or technical text (e.g., sequential, problem-solution, comparison-contrast, cause-effect).


SPI 3002.6.5 Synthesize information Whole and small-group instruction of the System 44 passages


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across two or more informational or technical texts.

provides opportunities to meet this objective.

Standard 7 – Media Course Level Expectations CLE 3002.7.1 Evaluate the aural, visual, and written images and other special effects used in television, radio, film, and the Internet for their ability to inform, persuade, and entertain.

CLE 3002.7.2 Examine the agreements and conflicts between the visual (e.g., media images, painting, film, graphic arts) and the verbal.




√ 3002.7.1 Recognize the effects of sound, visual images, and language on audience.

√ 3002.7.2 Analyze the ways in which visual and verbal presentations of the same subject matter that agree or conflict in matters of culture, audience, and medium.

√ 3002.7.3 Analyze the effects of visual and sound techniques and design elements (e.g., special effects, camera angles, lighting and music in television and film; layout, pictures, and typeface in newspaper, magazines, and print advertisements; layout, navigation, links, and interactive features on websites).

√ 3002.7.4 Present clearly identifiable messages using an appropriate medium and increasingly complex visual, audio, and graphic effects and interactive features.


√ 3002.7.6 Demonstrate awareness of the transactional nature of media by considering audience in preparing productions.


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√ 3002.7.7 Use visual images, text, graphics, music and/or sound effects that relate to and support clear, explicit messages.



SPI 3002.7.3 Choose a visual image that best reinforces a viewpoint.


SPI 3002.7.5 Match a focused message to an appropriate medium.



Standard 8 – Literature Course Level Expectations CLE 3002.8.1 Demonstrate knowledge of significant works of world literature.



CLE 3002.8.4 Analyze works of literature for what they suggest about the historical period in which they were written.



√ 3002.8.1 Analyze the setting, plot, theme, characterization, and narration of classic and contemporary short stories and novels.

√ 3002.8.2 Demonstrate understanding of non-linear plot progressions.

√ 3002.8.3 Analyze how plot elements (e.g., exposition, rising action, climax,


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falling action, resolution/denouement) function and advance action. √ 3002.8.4 Analyze the role and function of characters (major/minor, protagonists and antagonists) and determine ways in which the author reveals those characters (e.g., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks).

√ 3002.8.5 Analyze the moral dilemmas in works of literature, as revealed by characters’ motivation and behavior.

√ 3002.8.6 Identify ways that the plot shapes the character and presentation of moral dilemmas in texts.

√ 3002.8.7 Identify how setting and changes in setting can affect the literary elements (e.g., plot, character, theme, tone) in texts.

√ 3002.8.8 Analyze the narration and point of view in increasingly complex texts in which the narrator and point of view shift with multiple characters acting as narrators.

√ 3002.8.9 Explain the impact of the author’s choice of a particular point of view (e.g., first person, third person, third-person limited, third-person omniscient).

√ 3002.8.10 Demonstrate understanding that form relates to meaning (e.g., compare a poem, an essay, and a novel on the same theme or topic).

√ 3002.8.11 Recognize and identify the characteristics of lyric poetry, blank verse, free verse, epic, sonnet, dramatic poetry, and ballad.

√ 3002.8.12 Identify, analyze, and evaluate the effect and use of metrics (especially iambic pentameter), rhyme scheme (e.g., end, internal, slant, eye), rhythm, alliteration, and other conventions of verse in more challenging poetry (including poetic forms such as lyric, blank verse, epic, sonnet, dramatic poetry).


√ 3002.8.14 Identify, analyze, and


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evaluate the development of the theme(s) of a literary text. √ 3002.8.15 Identify, analyze, and evaluate the development of similar or contrasting themes across two or more literary texts of varying complexity.

√ 3002.8.16 Analyze literary texts to identify the author’s attitudes, viewpoints, and beliefs and to compare these to the larger historical context of the texts.

√ 3002.8.17 Identify and analyze the use of literary elements such as allegory, paradox, satire, and foreshadowing.


√ 3002.8.19 Identify and analyze biblical, classical, cultural, historical, and literary allusions.

State Performance Indicators SPI 3002.8.1 Identify examples of idiom, metaphor, simile, personification, hyperbole, or pun in poetry or prose.


SPI 3002.8.3 Identify and analyze an author’s point of view (i.e., first person, third person, third-person limited, third-person omniscient.


SPI 3002.8.5 Determine the significance/meaning of a symbol in poetry or prose.

SPI 3002.8.6 Differentiate between mood and tone in poetry or prose.

SPI 3002.8.7 Determine the impact of setting on literary elements (i.e., plot, character, theme, tone.)

SPI 3002.8.8 Identify and analyze the common theme in a series of passages.

SPI 3002.8.9 Demonstrate knowledge of sound and metric devices (i.e., rhyme {internal, slant}, rhythm, blank verse, free verse, repetition, alliteration, onomatopoeia).

SPI 3002.8.10 Demonstrate knowledge of


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the characteristics of lyric poetry, epics, sonnets, dramatic poetry, and ballads. SPI 3002.8.11 Identify and analyze the elements of drama (i.e., stage directions, dialogue, soliloquy, monologue, aside).


SPI 3002.8.13 Identify and analyze standard literary elements (i.e., allegory, parable, paradox, parody, satire, foreshadowing, flashback).



SPI 3002.8.16 Analyze how form relates to meaning (e.g., compare a poem and a newspaper on the same theme or topic).

Scholastic’s System 44 Correlated to the Tennessee Language Arts Standards (Effective 2009-2010)

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Spelling Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART Series 4: Lesson 28: Final Blends: TG 200-203, Flip Chart 28, Word Building Kit, Elkonin Boxes, SAM: L28 Vocabulary Series 7: Lesson 35: Digraph sh: TG 228-231, Flip Chart 35, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L35 Vocabulary Series 7: Lesson 36: ch, -tch: TG 232-235, Flip Chart 36, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L36 Vocabulary Series 7: Lesson 37: Digraph th: TG 236-239, Flip Chart 37, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L37 Vocabulary Series 16: Lesson 62: Using Patterns to Determine Vowel Sounds: TG 334-335, Flip Chart 62, Word Building Kit, SAM: L62 Vocabulary Series 19: Lesson 68: r-Controlled Vowel ar: TG 350-353, Flip Chart 68, Word Building Kit, Sound and Articulation DVD, SAM: L68 Vocabulary Series 19: Lesson 69: r-Controlled Vowels er, ir, ur: TG 362-365, Flip Chart 69, Word Building Kit, Sound and Articulation DVD, SAM: L69 Vocabulary Series 19: Lesson 70: Other /sh/ Spellings: TG 366-369, Flip Chart 70, Word Building Kit, Sound and Articulation DVD, SAM: L70 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 74: r-Controlled Vowel Syllables: TG 382-385, Flip Chart 74, Word Building Kit, SAM: L74 Vocabulary Series 21: Lesson 75: Diphthongs oi, oy: TG 386-389, Flip Chart 75, Word Building Kit, Sound and Articulation DVD, SAM: L75 Vocabulary Series 21: Lesson 77: Diphthongs ou (cloud), ow (owl): TG 394-397, Flip Chart 77, Word Building Kit, Sound and Articulation DVD, SAM: L77 Vocabulary Roots Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-289,


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Flip Chart 50, Word Building Kit, SAM: L50 SMART Series 12: Lesson 52: Inflectional Endings –ed, -ing (with doubling): TG 294-297, Flip Chart 52, Word Building Kit, SAM: L52 Vocabulary Series 13: Lesson 54: Changing –y to -i: TG 304-307, Flip Chart 54, Word Building Kit, SAM: L54 Vocabulary Series 20: Lesson 72: Morphological Word Families: TG 376-377, Flip Chart 72, SAM: L72 SMART


CLE 3003.1.4 Consider language as a reflection of its time and culture.





Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART Series 4: Lesson 28: Final Blends: TG 200-203, Flip Chart 28, Word Building Kit, Elkonin Boxes, SAM: L28 Vocabulary Series 7: Lesson 35: Digraph sh: TG 228-231, Flip Chart 35, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L35 Vocabulary Series 7: Lesson 36: ch, -tch: TG 232-235, Flip Chart 36, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L36 Vocabulary Series 7: Lesson 37: Digraph th: TG 236-239, Flip Chart 37, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L37 Vocabulary Series 16: Lesson 62: Using Patterns to Determine Vowel Sounds: TG 334-335, Flip Chart 62, Word Building Kit, SAM: L62 Vocabulary Series 19: Lesson 68: r-Controlled Vowel ar: TG 350-353, Flip Chart 68, Word Building Kit, Sound and Articulation DVD, SAM: L68 Vocabulary Series 19: Lesson 69: r-Controlled Vowels er, ir, ur: TG 362-365, Flip Chart 69, Word Building Kit, Sound and Articulation DVD, SAM: L69 Vocabulary


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Series 19: Lesson 70: Other /sh/ Spellings: TG 366-369, Flip Chart 70, Word Building Kit, Sound and Articulation DVD, SAM: L70 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 74: r-Controlled Vowel Syllables: TG 382-385, Flip Chart 74, Word Building Kit, SAM: L74 Vocabulary Series 21: Lesson 75: Diphthongs oi, oy: TG 386-389, Flip Chart 75, Word Building Kit, Sound and Articulation DVD, SAM: L75 Vocabulary Series 21: Lesson 77: Diphthongs ou (cloud), ow (owl): TG 394-397, Flip Chart 77, Word Building Kit, Sound and Articulation DVD, SAM: L77 Vocabulary

√ 3003.1.4 Be aware of the power of language well-used as a reflection and change agent of its time and culture (e.g., political correctness, ethnic identity, persuasion).

√ 3003.1.5 Use roots and affixes to determine or clarify the meaning of specialized vocabulary across the content areas (e.g., antecedent, antebellum, circumference, millimeter, amphibian, heterogeneous).


√ 3003.1.6 Recognize and use the appropriate word in frequently confused words (e.g., to/too/two, their/there/they’re, it/it’s, you/you’re, whose/who’s, which/that/who, accept/except, affect/effect, between/among, capitol/capital, principal/principle, stationary/stationery, who/whom, allusion/illusion, complement/compliment, cite/site/sight, counsel/council, coarse/course, farther/further, lose/loose, fewer/less, advice/advise, precede/proceed, adapt/adopt, eminent/imminent, assure/ensure/insure, allude/elude, elicit, illicit, discreet/discrete, censor/censure/sensor, conscience/conscious).

√ 3003.1.7 Use the origins, history,


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and evolution of words and concepts to enhance understanding. √ 3003.1.8 Consider why certain words have come into the English language or undergone a semantic change within the last fifteen years.

√ 3003.1.9 Demonstrate understanding of common foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc, cause célèbre, magnum opus, persona non grata, quid pro quo, je ne sais quoi, modus operandi, nom de plume, haute couture, mea culpa).

State Performance Indicators SPI 3003.1.1 Demonstrate the correct use of commas and lesser-used punctuation marks (e.g., hyphens, dashes, colons) in complex and sophisticated constructions.

SPI 3003.1.2 From a group of grammatically-correct sentences, choose the clearest, most coherent sentence.

SPI 3003.1.3 Identify the patterns of challenging complex sentences.

SPI 3003.1.4 Use phrases and clauses in a variety of ways to create sophisticated complex sentences.

SPI 3003.1.5 Use previously learned techniques such as recognizing cognates, root words, affixes, foreign phrases, and textual context to identify unfamiliar words, including those specific to a particular content area.

The Following Provides Opportunities to Meet this Objective: Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-289, Flip Chart 50, Word Building Kit, SAM: L50 SMART Series 12: Lesson 52: Inflectional Endings –ed, -ing (with doubling): TG 294-297, Flip Chart 52, Word Building Kit, SAM: L52 Vocabulary Series 13: Lesson 54: Changing –y to -i: TG 304-307, Flip Chart 54, Word Building Kit, SAM: L54 Vocabulary Series 20: Lesson 72: Morphological Word Families: TG 376-377, Flip Chart 72, SAM: L72 SMART

SPI 3003.1.6 Select the appropriate word in frequently confused words (i.e., to/too/two, their/there/they’re, it/it’s, you/you’re, whose/who’s, which/that/who, accept/except,


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affect/effect, between/among, capitol/capital, principal/principle, stationary/stationery, who/whom, allusion/illusion, complement/compliment, cite/site/sight, counsel/council, coarse/course, farther/further, lose/loose, fewer/less, advice/advise, precede/proceed, adapt/adopt, eminent/imminent, assure/ensure/insure, allude/elude, elicit, illicit, discreet/discrete, censor/censure/sensor, conscience/conscious). SPI 3003.1.7 From a given list, choose the word that has entered the English language within the last fifteen years.

SPI 3003.1.8 Choose correctly or incorrectly spelled words.

The Following Provide Opportunities to Meet this Objective: Spelling Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART Series 4: Lesson 28: Final Blends: TG 200-203, Flip Chart 28, Word Building Kit, Elkonin Boxes, SAM: L28 Vocabulary Series 7: Lesson 35: Digraph sh: TG 228-231, Flip Chart 35, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L35 Vocabulary Series 7: Lesson 36: ch, -tch: TG 232-235, Flip Chart 36, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L36 Vocabulary Series 7: Lesson 37: Digraph th: TG 236-239, Flip Chart 37, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L37 Vocabulary Series 16: Lesson 62: Using Patterns to Determine Vowel Sounds: TG 334-335, Flip Chart 62, Word Building Kit, SAM: L62 Vocabulary Series 19: Lesson 68: r-Controlled Vowel ar: TG 350-353, Flip Chart 68, Word Building Kit, Sound and Articulation DVD, SAM: L68 Vocabulary Series 19: Lesson 69: r-Controlled Vowels er, ir, ur: TG 362-365, Flip Chart 69, Word Building Kit, Sound and Articulation DVD, SAM: L69 Vocabulary Series 19: Lesson 70: Other /sh/ Spellings: TG 366-369, Flip Chart 70, Word Building Kit, Sound and Articulation DVD, SAM: L70


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Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 74: r-Controlled Vowel Syllables: TG 382-385, Flip Chart 74, Word Building Kit, SAM: L74 Vocabulary Series 21: Lesson 75: Diphthongs oi, oy: TG 386-389, Flip Chart 75, Word Building Kit, Sound and Articulation DVD, SAM: L75 Vocabulary Series 21: Lesson 77: Diphthongs ou (cloud), ow (owl): TG 394-397, Flip Chart 77, Word Building Kit, Sound and Articulation DVD, SAM: L77 Vocabulary Roots Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-289, Flip Chart 50, Word Building Kit, SAM: L50 SMART Series 12: Lesson 52: Inflectional Endings –ed, -ing (with doubling): TG 294-297, Flip Chart 52, Word Building Kit, SAM: L52 Vocabulary Series 13: Lesson 54: Changing –y to -i: TG 304-307, Flip Chart 54, Word Building Kit, SAM: L54 Vocabulary Series 20: Lesson 72: Morphological Word Families: TG 376-377, Flip Chart 72, SAM: L72 SMART

SPI 3003.1.9 Proofread for errors in capitalization and punctuation.

SPI 3003.1.10 Identify pronoun antecedents in complex sentence constructions and correct ambiguous references.

SPI 3003.1.11 Correctly choose verb forms in terms of tense, voice (i.e., active and passive), and mood for continuity.

SPI 3003.1.12 Identify the language of origin from which a set of words is borrowed.

SPI 3003.1.13 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc, cause célèbre, magnum opus, persona non grata, quid pro quo, je ne sais quoi,


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modus operandi, nom de plume, haute couture, mea culpa). Standard 2 – Communication Course Level Expectations Listening CLE 3003.2.1 Demonstrate critical listening skills essential for comprehension, evaluation, problem solving, and task completion.




CLE 3003.2.3 Identify the thesis and main pints of a complex speech.

CLE 3003.2.4 Analyze the style and structure of a complex speech.







Listening √ 3003.2.1 Follow multi-tasked or multi-dimensional spoken instructions to perform a specific role in a task, answer difficult questions, and solve challenging problems.

√ 3003.2.2 Identify the thesis of a complex speech in which ideas may be abstract, theoretical, and philosophical and in which the organization is not necessarily linear, but may proceed from point to point; distinguish the essential and less important details that may subtly elaborate it.

√ 3003.2.3 Summarize concisely information presented orally by others including the purposes, major ideas, and supporting details or evidence, and demonstrate the ability to distinguish more important from less important details.





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√ 3003.2.7 Listen actively in group discussions by asking clarifying, elaborating, and synthesizing questions and by managing internal (e.g., emotional state, prejudices) and external barriers (e.g., physical setting, difficulty hearing, recovering from distractions) to aid comprehension.


Speaking √ 3003.2.8 Include abstract and theoretical ideas, valid arguments, substantive and relevant details, and sound evidence to support complex points effectively.

√ 3003.2.9 Organize an oral presentation on a complex topic by breaking the topic into parts accessible to listeners, emphasizing key concepts or points, and closing with a recommendation or observation on the relevance of the subject to a wider context.

√ 3003.2.10 Utilize an organizational structure that enhances the appeal to the audience and is appropriate for the purpose (e.g., sequential, problem-solution, comparison- contrast, cause-effect).

√ 3003.2.11 Provide a coherent and effective conclusion that reinforces the presentation in a powerful way, presents the topic in a new light (e.g., as a call to action, placing the topic in context to emphasize its importance), and brings the talk to a clear and logical close.

√ 3003.2.12 Use effective rhetorical devices such as

• rhetorical questions to engage the audience;

• parallelism and repetition to reinforce ideas;

• analogies to convey complex ideas;

• metaphors and similes to develop ideas on multiple levels;


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• alliteration to call attention to ideas and fix them in the audience’s minds;

• hyperbole or understatement for humor or impact; and

• antithesis to establish contrasting relationships.

√ 3003.2.13 Employ presentation skills including good eye contact, correct enunciation, appropriate rate and volume, effective gestures.




• Clarify, summarize, and paraphrase essential information from group members’ input. • Contribute relevant and appropriate information that moves the team towards its goals. • Ask relevant and challenging questions. • Gain the floor in orderly, respectful ways and listen to and respond with civility to the ideas of others.


Goals and Aims of the Group • Understand the purpose for working as a team and work according to that purpose. • Develop and articulate the goals for the team work and design tasks and strategies to reach the stated goal. • Identify the needs of the team or group and evaluate and share various resources (e.g., texts, experts, websites) to respond to those needs.


Group Dynamics and Roles • Assign and develop roles and responsibilities for team members based on an understanding of their strengths and weaknesses and the dynamics of the team. • Identify and assign task(s) and develop a timeline for completion. • Establish group agreements and ensure appropriate contributions are



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respected by the team. • Use appropriate decision-making processes by coming to a consensus or by following the majority. • Monitor whether the team dynamics are fostering achievement of the goal (e.g., monitor whether other team members are understanding and following discussion, seek additional ideas, summarize progress)

State Performance Indicators SPI 3003.2.1 Identify the thesis and main points of a complex speech.



SPI 3003.2.4 Discern the structure of a complex speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect).

SPI 3003.2.5 Identify the rhetorical devices used in a complex speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, simile, alliteration, antithesis).

SPI 3003.2.6 Select the most appropriate strategies for participating productively in a team (e.g., contributing relevant and appropriate information that moves the team towards its goals; understanding the purpose of working as a team and working according to that purpose; assigning and developing roles and responsibilities for team members based on an understanding of their strengths and weaknesses and the dynamics of the team).


Standard 3 – Writing Course Level Expectations CLE 3003.3.1 Write in a variety of modes, with particular emphasis on persuasion, for a variety of purposes and audiences.


CLE 3003.3.3 Organize ideas into an essay with a thesis statement in the introduction, well-constructed


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paragraphs, a conclusion, and transition sentences that connect paragraphs into a coherent whole. CLE 3003.3.4 Revise documents to develop or support ideas more clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in logic.


√ 3003.3.1 Write in a variety of modes (e.g., a summary; an explanation; a description; a creative expression; a literary analysis, informational, research, or argumentative essay).

√ 3003.3.2 Create sophisticated, complex work-related texts (e.g., instructions, directions, letters, bios, memos, e-mails, proposals, project plans, work orders, reports) that employ the strategies below.

• Select a medium or format appropriate to purpose for writing.

• Vary strategies to achieve complex purposes.

• Sustain consistent and effective focus on audience through format, ideas, and word choice.

• Anticipate potential problems, mistakes, and misunderstandings and respond to counterarguments.

• Translate technical language into non-technical English when necessary.

• Provide specific ideas, extended examples, and appropriate comparisons to support the main points in the text.

• Use an organizational strategy appropriate for medium, purpose, and audience.

• Follow customary formats (e.g., use salutation, closing and signature for business letters, and appropriate format for memos).

• Format text purposefully and effectively to support comprehension and enable the reader to find information quickly and easily (e.g., format by designing graphics to convey complex information).


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• Employ formatting and varied visual elements to guide the reader (e.g., headings, bulleted lists, effective use of white space on the page).

• Include clear and purposeful illustrative material to support ideas effectively in the text.

√ 3003.3.3 Develop topics that address unfamiliar and abstract concepts removed from students’ personal experiences and require in-depth analysis.

√ 3003.3.4 Use a variety of strategies when appropriate (e.g., comparisons, anecdotes, detailed descriptions) to provide facts, details, reasons, and examples that support the thesis.

√ 3003.3.5 Develop and elaborate on ideas as appropriate to audience and anticipate and respond to readers’ potential questions and counterarguments.


√ 3003.3.7 Employ organizational structures and support, and incorporate multiple patterns when appropriate (e.g., combine question-answer and comparison-contrast and utilize cause-and-effect as one example of comparison).

√ 3003.3.8 Create text features (e.g., headings subheadings, formatting) as appropriate to signal important points.

√ 3003.3.9 Use transitions to signal organizational patterns and to connect and contrast ideas.

√ 3003.3.10 Use precise language appropriate to audience and purpose (e.g., connotative words in essays, exact terminology in technical writing).

√ 3003.3.11 Use compelling verbs and a variety of figurative language (e.g., irony, caricature, symbols, allusions) to address the needs of audience and purpose.

√ 3003.3.12 Use clear sentence structure in developing increasingly complex syntax. (e.g., combining short sentences, varying sentence beginnings, using a variety of sentence types,


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incorporating parallel structures). √ 3003.3.13 Employ grammar, usage, and mechanics as rhetorical tools, using incorrect structures as appropriate for effect (e.g., utilize short sentences or fragments for effect or have a single-sentence paragraph for effect).

√ 3003.3.14 When other sources are used or referenced (e.g., in research, informational, or literary essays), adhere to the list below.

• Skillfully acknowledge source material (create a reliable bibliography, list of works cited, and/or works consulted).

• Cite sources using a standard format appropriate to the discipline (e.g., MLA, APA), with a high degree of accuracy.

• Strategically and skillfully quote, paraphrase, or summarize text, ideas, or other information taken from print or electronic sources.

• Incorporate ideas and quotations effectively and correctly within text.


√ 3003.3.15 Generate notes while collecting information.

√ 3003.3.16 Create a detailed outline based on research, note-taking, or some other method of generating content.

√ 3003.3.17 Edit writing for mechanics (e.g., punctuation, capitalization), spelling, grammar (e.g., pronoun-antecedent relationship, use of modifying phrases), style (e.g., eliminating verbiage), and tone and mood as appropriate to audience, purpose, and context.


√ 3003.3.19 Use software (e.g., Photoshop, Acrobat, Dreamweaver, Pagemaker) to incorporate both basic and specialized effects into writing.


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√ 3003.3.20 Determine how and when to employ technology effectively in written communication.

√ 3003.3.21 Practice writing to a persuasive prompt within a specified time.


√ 3003.3.23 Refine the techniques of a persuasive essay, including logical reasons, coherent organization, rebuttal arguments, rhetorical devices, and relevant illustrations.

State Performance Indicators (see note*** at end of SPIs)

SPI 3003.3.1 Proofread a passage for correct punctuation, mechanics, and usage.


SPI 3003.3.3 Select the most vivid and compelling word to strengthen a description.

SPI 3003.3.4 Select the most precise word from a given list of synonyms.

SPI 3003.3.5 Use a variety of strategies to combine a simple set of sentences into a longer, more complex sentence.

SPI 3003.3.6 Revise to correct a nonparallel construction.



SPI 3003.3.9 Rearrange the order of supporting paragraphs within a writing sample given a specified organizational pattern (comparison-contrast, chronological).





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***Writing is also assessed through the writing component of the Tennessee Comprehensive Assessment Program (TCAP). The TCAP Writing Assessment requires students to write a rough draft essay in response to an assigned writing prompt within a limited time period. Fifth-grade students are asked to write a narrative essay, eighth-grade students an expository essay, and eleventh-grade students a persuasive essay. The writing samples are scored holistically.



CLE 3003.4.3 Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.


CLE 3003.4.5 Use a standard format to arrange text, to cite sources, and to document quotations, paraphrases, and other information.


√ 3003.4.1 Focus on a complex topic that is sufficiently narrow to examine in depth and for which adequate information is available.

√ 3003.4.2 Take and organize notes on relevant knowledge, identifying multiple perspectives and areas for research.

√ 3003.4.3 Focus on factual and relevant data that are complex and


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theoretical. √ 3003.4.4 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search of resources that are recent and important and are written by authorities to a well-informed audience.

√ 3003.4.5 Select reliable resources using appropriate criteria and avoiding the overuse of any one source.

√ 3003.4.6 Collect evidence in varied ways to answer the research question (e.g., gathering relevant reasons, examples, and facts; defining key terms; setting up comparisons; analyzing relationships such as cause/effect).

√ 3003.4.7 Craft an introductory section including the limits of a research question, the perspective of the paper, a definition of terms, and a statement of the thesis.

√ 3003.4.8 Maintain coherence through the consistent and effective use of connective transitions.

√ 3003.4.9 Create an effective organizing structure based on complex research information, sometimes using multiple organizing structures within the essay.

√ 3003.4.10 Craft an effective conclusion, answering the research question, explaining the significance of the research findings, making appropriate recommendations, and suggesting future research needs.

√ 3003.4.11 Skillfully acknowledge source material (create a reliable bibliography or list of works cited and/or works consulted).

√ 3003.4.12 Cite sources using a standard format appropriate to the discipline (e.g., MLA, APA), with a high degree of accuracy.

√ 3003.4.13 Skillfully and strategically quote, paraphrase, or summarize text, ideas, or other information taken from print or electronic sources.

√ 3003.4.14 Support a research topic by following a standard format and use appropriate technology to embed text graphics including a title, an abstract, numbered pages, and a bibliography.


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Standard 5 – Logic Course Level Expectations CLE 3003.5.1 Use logic to make inferences and draw conclusions in a variety of complex oral and written contexts.


CLE 3003.5.2 Analyze text for fact and opinion, cause/effect, inferences, evidence, and conclusions.


CLE 3003.5.3 Evaluate an argument, considering false premises, logical fallacies, and quality of evidence presented.







√ 3003.5.2 Analyze text for stated or implied cause/effect relationships.


√ 3003.5.3 Describe the structure of a multi-faceted argument with an unstated main claim and explicit or implicit premises.

√ 3003.5.4 Evaluate the relevance, quality, and sufficiency of evidence used to support or oppose an argument.



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√ 3003.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an argument.


√ 3003.5.7 Identify false premises and explain the role they play in argumentation.

√ 3003.5.8 Analyze common logical fallacies (e.g., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy, slippery slope, non sequitur, false authority, post hoc, straw man).

√ 3003.5.9 Differentiate among evidence, inferences, assumptions, and claims in argumentation (e.g., explain and evaluate op-eds, commercials, political cartoons, philosophical arguments).

√ 3003.5.10 Analyze and explain how a variety of logical arguments reach different and possibly conflicting conclusions on the same topic.

√ 3003.5.11 Identify and analyze persuasive devices that are used in written and oral communication (e.g., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal, misuse of statistics, transfer, card stacking).









SPI 3003.5.5 Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse of statistics, transfer, card stacking).


SPI 3003.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy, slippery slope, non sequitur, false authority, post hoc, straw man)


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within a given argument. SPI 3003.5.7 Differentiate between the implied and stated evidence of a given argument.






SPI 3003.5.11 Identify the main claim, premise(s), evidence, or conclusion of a given argument.

SPI 3003.5.12 Select an additional sentence to add to an argument within a persuasive text.

SPI 3003.5.13 Select a rebuttal statement that best refutes the writer’s viewpoint.

SPI 3003.5.14 Distinguish the strongest or weakest point of a given argument.

Standard 6 – Informational Text Course Level Expectations CLE 3003.6.1 Comprehend and summarize the main ideas of complex informational texts and determine the essential elements that elaborate them.


CLE 3003.6.2 Analyze the organizational structures of complex informational and technical texts.


CLE 3003.6.3 Read, interpret, and analyze graphics that support complex informational and technical texts.



√ 3003.6.1 Summarize in a concise and well-organized way the main ideas, supporting details, and relationships among ideas in complex informational and technical texts.




√ 3003.6.3 Recognize clear or subtle and implied relationships among ideas (e.g., cause/effect, comparative,



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sequential) in complex informational and technical texts. √ 3003.6.4 Synthesize information across multiple complex informational and technical texts.




√ 3003.6.6 Evaluate the ways in which the unconventional organizational structure of a complex informational or technical text supports or confounds its meaning or purpose.


√ 3003.6.7 Comprehend and evaluate complex information presented graphically.


√ 3003.6.8 Evaluate complex informational and technical texts for their clarity, simplicity, and coherence and for the appropriateness of their graphics and visual appeal.


√ 3003.6.9 Follow extended multi-tasked or multi-dimensional instructions in complex informational or technical texts.

State Performance Indicators SPI 3003.6.1 Discern the stated or implied main idea and supporting details of a complex informational or technical passage.


SPI 3003.6.2 Analyze information presented graphically in a complex informational or technical passage.


SPI 3003.6.3 Analyze the ways in which the organizational structure of a complex informational or technical text supports or confounds its meaning or purpose.


SPI 3003.6.4 Synthesize information across multiple complex informational or technical texts.



CLE 3003.7.2 Examine the agreements and conflicts between the visual (e.g., media images, painting, film, graphic


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arts) and the verbal. CLE 3003.7.3 Recognize how visual and sound techniques or design (e.g., special effects, camera angles, music) carry or influence messages in various media.



√ 3003.7.1 Analyze and evaluate the effects on the audience of the sounds, visuals, and language used in a wide array of media.

√ 3003.7.2 Identify, analyze, and evaluate the effectiveness of the relationship between visual elements (e.g., media images, painting, film, and graphic arts) and verbal messages in virtually any media, emphasizing the cultural context, audience, and purpose.

√ 3003.7.3 Evaluate the effectiveness of conventional and unconventional visual and sound techniques and design elements (e.g., special effects, camera angles, lighting, and music in television or film; layout, pictures, and typeface in newspapers, magazines, and print advertisements; layout, navigation, links, and interactive features on websites) to achieve specific purposes and deliver specific messages.


√ 3003.7.5 Understand the transactional nature of media by considering audience in preparing productions.

√ 3003.7.6 Employ conventional and unconventional visual images, text, graphics, music, and/or sound effects to achieve the purposes in complex media presentations.




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SPI 3003.7.5 Discern how the limitations imposed by a particular medium restrict the delivery of a particular message.


Standard 8 – Literature In Tennessee, American literature is customarily taught at the junior level.

Course Level Expectations CLE 3003.8.1 Demonstrate knowledge of significant works of American literature from the colonial period to the present and make relevant comparisons.



CLE 3003.8.4 Analyze works of American literature for what they suggest about the historical period in which they were written.



√ 3003.8.1 Analyze a literary work, using the characteristics of the literary time period that it represents.

√ 3003.8.2 Compare and contrast the elements (e.g., form, language, plot, and characters) of two works representing different literary periods (e.g., The Scarlet Letter and An American Tragedy).

√ 3003.8.3 Analyze how plot


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developments determine characters’ conflicts and dilemmas. √ 3003.8.4 Analyze the function and effect of plot elements (e.g., exposition, rising action, climax, falling action, resolution/denouement) in complex literary texts.

√ 3003.8.5 Analyze the role and function of characters (major/minor, protagonists/antagonists) and determine ways in which the author reveals those characters (e.g., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks).

√ 3003.8.6 Identify how setting and changes in setting can affect the literary elements (e.g., plot, character, theme, tone) in complex literary texts.

√ 3003.8.7 Analyze the narration and point of view (e.g., first person, third person objective, third-person limited, third-person omniscient) in complex literary texts, in which the narrator and point of view may shift with multiple characters acting as narrators and/or with some characters serving as unreliable narrators.

√ 3003.8.8 Consider the characteristics of genre and the limitations of form when interpreting complex texts.

√ 3003.8.9 Identify, analyze, and evaluate the effect and use of metrics (especially iambic pentameter), rhyme scheme (e.g., end, internal, slant, eye), rhythm, alliteration, and other conventions of verse in complex poetry (including poetic forms such as lyric, blank verse, epic, sonnet, dramatic poetry).

√ 3003.8.10 Recognize and identify the characteristics of lyric poetry, blank verse, free verse, epic, sonnet, dramatic poetry, and ballads.


√ 3003.8.12 Identify elements of literary drama (e.g., dramatic irony, soliloquy, stage direction, dialogue)


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and evaluate the ways in which they articulate a playwright’s vision in complex plays. √ 3003.8.13 Identify, analyze, and explain the multiple levels of theme(s) within a complex literary text and of similar or contrasting themes across two or more texts.

√ 3003.8.14 Analyze works of literature as reflections of the historical period in which they were written.

√ 3003.8.15 Analyze texts to identify the author’s attitudes, viewpoints, and beliefs and to critique how these relate to the larger historical, social, and cultural context of the texts.

√ 3003.8.16 Identify and analyze the use of literary elements, such as irony, archetype, allegory, parody, satire, parable, paradox, symbol, and foreshadowing.

√ 3003.8.17 Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole).

√ 3003.8.18 Use prior knowledge and explicit study to identify the meaning of biblical, classical, cultural, historical, and literary allusions, especially those which may be more obscure or extended (e.g., references to Phaeton and Icarus in Dante’s Inferno).

√ 3003.8.19 Identify the meaning of metaphors based on common literary allusions and conceits (e.g., the dogs of war, a face that launched a thousand ships, flying too close to the sun).

State Performance Indicators SPI 3003.8.1 Identify and analyze examples of idiom, metaphor, simile, personification, hyperbole, or pun in poetry or prose.


SPI 3003.8.3 Analyze the effect of literary point-of-view (first person, third person objective, third- person limited, third-person omniscient) on characters, theme, and conflict of a literary work.

SPI 3003.8.4 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other


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characters say about him or her, what the character does, what the character says, what the character thinks). SPI 3003.8.5 Identify the symbol of a literary passage and determine the theme it supports.

SPI 3003.8.6 Identify and analyze standard literary elements (i.e., archetype, allegory, parable, paradox, parody, satire, foreshadowing, flashback).

SPI 3003.8.7 Analyze the impact of setting on the mood and plot of a literary passage.

SPI 3003.8.8 Analyze sound and metric devices (i.e., rhyme {internal, slant}, rhythm, blank verse, free verse, repetition, alliteration, onomatopoeia).

SPI 3003.8.9 Demonstrate knowledge of the characteristics of lyric poetry, epics, sonnets, dramatic poetry, and ballads.

SPI 3003.8.10 Analyze the development of similar or contrasting themes across two or more literary passages.

SPI 3003.8.11 Identify and analyze the elements of drama (i.e., stage directions, dialogue, soliloquy, monologue, aside).


SPI 3003.8.13 Analyze texts to identify the author’s life experiences, attitudes, viewpoints, and beliefs and how these relate to the larger historical, social, and cultural context of his or her work.



SPI 3003.8.16 Analyze how form relates to meaning (e.g., compare a poem and a newspaper article on the same theme or topic).


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Standard 1 – Language The English IV (Grade 12) standards do not include Student Performance Indicator (SPIs). SPIs constitute guidelines for assessment of student progress. Since no formal state assessment is conducted at Grade 12, no standard summative criteria are required. Assessment is left to the instructor’s discretion.

Course Level Expectations CLE 3005.1.1 Demonstrate control of Standard English through the use of grammar, usage, and mechanics (punctuation, capitalization, and spelling).

Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART Series 4: Lesson 28: Final Blends: TG 200-203, Flip Chart 28, Word Building Kit, Elkonin Boxes, SAM: L28 Vocabulary Series 7: Lesson 35: Digraph sh: TG 228-231, Flip Chart 35, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L35 Vocabulary Series 7: Lesson 36: ch, -tch: TG 232-235, Flip Chart 36, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L36 Vocabulary Series 7: Lesson 37: Digraph th: TG 236-239, Flip Chart 37, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L37 Vocabulary Series 16: Lesson 62: Using Patterns to Determine Vowel Sounds: TG 334-335, Flip Chart 62, Word Building Kit, SAM: L62 Vocabulary Series 19: Lesson 68: r-Controlled Vowel ar: TG 350-353, Flip Chart 68, Word Building Kit, Sound and Articulation DVD, SAM: L68 Vocabulary Series 19: Lesson 69: r-Controlled Vowels er, ir, ur: TG 362-365, Flip Chart 69, Word Building Kit, Sound and Articulation DVD, SAM: L69 Vocabulary Series 19: Lesson 70: Other /sh/ Spellings: TG 366-369, Flip Chart 70, Word Building Kit, Sound and Articulation DVD, SAM: L70 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary


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Series 20: Lesson 74: r-Controlled Vowel Syllables: TG 382-385, Flip Chart 74, Word Building Kit, SAM: L74 Vocabulary Series 21: Lesson 75: Diphthongs oi, oy: TG 386-389, Flip Chart 75, Word Building Kit, Sound and Articulation DVD, SAM: L75 Vocabulary Series 21: Lesson 77: Diphthongs ou (cloud), ow (owl): TG 394-397, Flip Chart 77, Word Building Kit, Sound and Articulation DVD, SAM: L77 Vocabulary

CLE 3005.1.2 Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases.

The Following Provide Opportunities to Meet this Objective: Spelling Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART Series 4: Lesson 28: Final Blends: TG 200-203, Flip Chart 28, Word Building Kit, Elkonin Boxes, SAM: L28 Vocabulary Series 7: Lesson 35: Digraph sh: TG 228-231, Flip Chart 35, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L35 Vocabulary Series 7: Lesson 36: ch, -tch: TG 232-235, Flip Chart 36, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L36 Vocabulary Series 7: Lesson 37: Digraph th: TG 236-239, Flip Chart 37, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L37 Vocabulary Series 16: Lesson 62: Using Patterns to Determine Vowel Sounds: TG 334-335, Flip Chart 62, Word Building Kit, SAM: L62 Vocabulary Series 19: Lesson 68: r-Controlled Vowel ar: TG 350-353, Flip Chart 68, Word Building Kit, Sound and Articulation DVD, SAM: L68 Vocabulary Series 19: Lesson 69: r-Controlled Vowels er, ir, ur: TG 362-365, Flip Chart 69, Word Building Kit, Sound and Articulation DVD, SAM: L69 Vocabulary Series 19: Lesson 70: Other /sh/ Spellings: TG 366-369, Flip Chart 70, Word Building Kit, Sound and Articulation DVD, SAM: L70 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 74: r-Controlled Vowel Syllables: TG 382-385,


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Flip Chart 74, Word Building Kit, SAM: L74 Vocabulary Series 21: Lesson 75: Diphthongs oi, oy: TG 386-389, Flip Chart 75, Word Building Kit, Sound and Articulation DVD, SAM: L75 Vocabulary Series 21: Lesson 77: Diphthongs ou (cloud), ow (owl): TG 394-397, Flip Chart 77, Word Building Kit, Sound and Articulation DVD, SAM: L77 Vocabulary Roots Series 11: Lesson 50: Unlocking Multisyllable Words: TG 288-289, Flip Chart 50, Word Building Kit, SAM: L50 SMART Series 12: Lesson 52: Inflectional Endings –ed, -ing (with doubling): TG 294-297, Flip Chart 52, Word Building Kit, SAM: L52 Vocabulary Series 13: Lesson 54: Changing –y to -i: TG 304-307, Flip Chart 54, Word Building Kit, SAM: L54 Vocabulary Series 20: Lesson 72: Morphological Word Families: TG 376-377, Flip Chart 72, SAM: L72 SMART


CLE 3005.1.4 Consider language as a reflection of its time and culture.





Series 1: Lesson 1: Understanding the System TG 102-103, The System of Sounds and Spellings poster, Flip Chart 1, SAM: L1 SMART Series 1: Lesson 2: Identifying and Understanding Consonants & Vowels: TG 104-105, Flip Chart 2, Sound & Articulation DVD, SAM: L2 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 1: Lesson 5: Contrasting Long and Short Vowels: TG 114-115, Flip Chart 5, Sound & Articulation DVD, SAM: L5 SMART Series 3: Lesson 26: Contrasting Consonants: TG 192-193, Flip Chart 26, Sound and Articulation DVD, Handwriting Practice, SAM: L26 SMART Series 4: Lesson 28: Final Blends: TG 200-203, Flip Chart 28, Word Building Kit, Elkonin Boxes, SAM: L28 Vocabulary Series 7: Lesson 35: Digraph sh: TG 228-231, Flip Chart 35, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L35 Vocabulary Series 7: Lesson 36: ch, -tch: TG 232-235, Flip Chart 36, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L36 Vocabulary Series 7: Lesson 37: Digraph th: TG 236-239, Flip Chart 37, Word Building Kit, Sound and Articulation DVD, Elkonin Boxes, SAM: L37 Vocabulary Series 16: Lesson 62: Using Patterns to Determine Vowel


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Sounds: TG 334-335, Flip Chart 62, Word Building Kit, SAM: L62 Vocabulary Series 19: Lesson 68: r-Controlled Vowel ar: TG 350-353, Flip Chart 68, Word Building Kit, Sound and Articulation DVD, SAM: L68 Vocabulary Series 19: Lesson 69: r-Controlled Vowels er, ir, ur: TG 362-365, Flip Chart 69, Word Building Kit, Sound and Articulation DVD, SAM: L69 Vocabulary Series 19: Lesson 70: Other /sh/ Spellings: TG 366-369, Flip Chart 70, Word Building Kit, Sound and Articulation DVD, SAM: L70 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 71: r-Controlled Vowels or, ore: TG 372-375, Flip Chart 71, Word Building Kit, Sound and Articulation DVD, SAM: L71 Vocabulary Series 20: Lesson 74: r-Controlled Vowel Syllables: TG 382-385, Flip Chart 74, Word Building Kit, SAM: L74 Vocabulary Series 21: Lesson 75: Diphthongs oi, oy: TG 386-389, Flip Chart 75, Word Building Kit, Sound and Articulation DVD, SAM: L75 Vocabulary Series 21: Lesson 77: Diphthongs ou (cloud), ow (owl): TG 394-397, Flip Chart 77, Word Building Kit, Sound and Articulation DVD, SAM: L77 Vocabulary

√ 3005.1.4 Be aware of the power of language well-used as a reflection and change agent of its time and culture (e.g., political correctness, ethnic identity, persuasion).

√ 3005.1.5 Use roots and affixes to determine or clarify the meaning of specialized vocabulary across the content areas (e.g., antecedent, antebellum, circumference, millimeter, amphibian, heterogeneous).


√ 3005.1.6 Recognize and use the appropriate word in frequently confused words (e.g., to/too/two, their/there/they’re, it/it’s, you/you’re, whose/who’s, which/that/who, accept/except, affect/effect, between/among, capitol/capital, principal/principle, stationary/stationery, who/whom, allusion/illusion, complement/compliment, cite/site/sight, counsel/council, coarse/course, farther/further, lose/loose, fewer/less, advice/advise,


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precede/proceed, adapt/adopt, eminent/imminent, assure/ensure/insure, allude/elude, elicit/illicit, discrete/discreet, censor/censure/sensor, conscience/conscious, criteria/criterion, emigrate from/immigrate to, imply/infer, percent/percentage, perspective/prospective). √ 3005.1.7 Use the origins, history, and evolution of words and concepts to enhance understanding.

√ 3005.1.8 Demonstrate understanding of foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc, cause célèbre, magnum opus, persona non grata, quid pro quo, je ne sais quoi, modus operandi, nom de plume, haute couture, mea culpa, raison d’être, laissez faire, bête noire, en masse, in absentia, sub rosa, schadenfreude, noblesse oblige, sine qua non, deus ex machina, doppelgänger, coup d’état).

Standard 2 – Communication Course Level Expectations Listening CLE 3005.2.1 Demonstrate critical listening skills essential for comprehension, evaluation, problem solving, and task completion.




CLE 3005.2.3 Identify the thesis and main points of a complex speech.

CLE 3005.2.4 Analyze the style and structure of a complex speech.




CLE 3005.2.7 Participate in work teams Whole and small-group instruction of the System 44 passages


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and group discussions. provides opportunities to meet this objective. Checks for Understanding (Formative/Summative Assessment)

Listening √ 3005.2.1 Follow multi-tasked or multi-dimensional spoken instructions to perform a specific role in a task, answer difficult questions, and solve challenging problems.

√ 3005.2.2 Identify the thesis of a complex speech in which ideas may be abstract, theoretical, and philosophical and in which the organization is not necessarily linear, but may proceed from point to point; distinguish the essential and less important details that may subtly elaborate it.

√ 3005.2.3 Summarize concisely information presented orally by others including the purposes, major ideas, and supporting details or evidence, and demonstrate the ability to distinguish more important from less important details.





√ 3005.2.7 Listen actively in group discussions by asking clarifying, elaborating, and synthesizing questions and by managing internal (e.g., emotional state, prejudices) and external (e.g., physical setting, difficulty hearing, recovering from distractions) barriers to aid comprehension.


Speaking √ 3005.2.8 Include abstract and theoretical ideas, valid arguments, substantive and relevant details, and sound evidence to support complex points effectively.

√ 3005.2.9 Organize an oral presentation on a complex topic by breaking the topic into parts accessible to listeners, emphasizing key concepts or points, and closing with a recommendation or


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observation on the relevance of the subject to a wider context. √ 3005.2.10 Utilize an organizational structure that enhances the appeal to the audience and is appropriate for the purpose (e.g., sequential, problem-solution, comparison- contrast, cause-effect).

√ 3005.2.11 Provide a coherent and effective conclusion that reinforces the presentation in a powerful way, presents the topic in a new light (e.g., as a call to action, placing the topic in context to emphasize its importance) and brings the talk to a clear and logical close.

√ 3005.2.12 Use effective rhetorical devices such as

• rhetorical questions to engage the audience;

• parallelism and repetition to reinforce ideas;

• analogies to convey complex ideas; • metaphors and similes to develop ideas on multiple levels;

• alliteration to call attention to ideas and fix them in the audience’s minds;

• hyperbole or understatement for humor or impact; and

• antithesis to establish contrasting relationships.

√ 3005.2.13 Employ presentation skills including good eye contact, correct enunciation, appropriate rate and volume, effective gestures.




• Clarify, summarize, and paraphrase essential information from group members’ input. • Contribute relevant and appropriate information that moves the team towards its goals. • Ask relevant and challenging questions. • Gain the floor in orderly, respectful ways and listen to and respond with civility to the ideas of others.



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Goals and Aims of the Group • Understand the purpose for working as a team and work according to that purpose. • Develop and articulate the goals for the team work and design tasks and strategies to reach the stated goal. • Identify the needs of the team or group and evaluate and share various resources (e.g., texts, experts, websites) to respond to those needs.


Group Dynamics and Roles • Assign and develop roles and responsibilities for team members based on an understanding of their strengths and weaknesses and the dynamics of the team. • Identify and assign task(s) and develop a timeline for completion. • Establish group agreements and ensure appropriate contributions are respected by the team. • Use appropriate decision-making processes by coming to a consensus or by following the majority. • Monitor whether the team dynamics are fostering achievement of the goal (e.g., monitor whether other team members are understanding and following discussion, seek additional ideas, summarize progress).


Standard 3 – Writing Course Level Expectations CLE 3005.3.1 Write in a variety of modes for a variety of purposes and audiences.



CLE 3005.3.4 Revise documents to develop or support ideas more clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in logic.


√ 3005.3.1 Write in a variety of modes (e.g., a summary; an explanation; a description; a creative expression; a


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literary analysis, informational, research, or argumentative essay). √ 3005.3.2 Create sophisticated, complex work-related texts (e.g., instructions, directions, letters, bios, memos, e-mails, proposals, project plans, work orders, reports) that employ the following strategies:

• Select a medium or format appropriate to purpose for writing.

• Vary strategies to achieve complex purposes.

• Sustain consistent and effective focus on audience through format, ideas, and word choice.

• Anticipate potential problems, mistakes, and misunderstandings and respond to counterarguments.

• Translate technical language into non-technical English when necessary.

• Provide specific ideas, extended examples, and appropriate comparisons to support the main points in the text.

• Use an organizational strategy appropriate for medium, purpose, and audience.

• Follow customary formats (e.g., use salutation, closing and signature for business letters, and appropriate format for memos).

• Format text purposefully and effectively to support comprehension and enable the reader to find information quickly and easily (e.g., format by designing graphics to convey complex information).

• Employ formatting and varied visual elements to guide the reader (e.g., headings, bulleted lists, effective use of white space on the page).

• Include clear and purposeful illustrative material to support ideas effectively in the text.

√ 3005.3.3 Develop topics that address unfamiliar and abstract concepts removed from students’ personal experiences and require in-depth analysis.

√ 3005.3.4 Use a variety of strategies when appropriate (e.g., comparisons, anecdotes, detailed descriptions) to


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provide facts, details, reasons, and examples that support the thesis. √ 3005.3.5 Develop and elaborate on ideas as appropriate to audience and anticipate and respond to readers’ potential questions and counterarguments.


√ 3005.3.7 Employ organizational structures and support, and incorporate multiple patterns when appropriate (e.g., combine question-answer and comparison-contrast and utilize cause/effect as one example of comparison).

√ 3005.3.8 Create text features (e.g., headings subheadings, formatting) as appropriate to signal important points.

√ 3005.3.9 Use transitions to signal organizational patterns and to connect and contrast, and ideas.

√ 3005.3.10 Use precise language appropriate to audience and purpose (e.g., connotative words in essays, exact terminology in technical writing).

√ 3005.3.11 Use compelling verbs and a variety of figurative language (e.g., irony, caricature, symbols, allusions) to address the needs of audience and purpose.

√ 3005.3.12 Use clear sentence structure in developing increasingly complex syntax. (e.g., combining short sentences, varying sentence beginnings, using a variety of sentence types, incorporating parallel structures).

√ 3005.3.13 Employ grammar, usage, and mechanics as rhetorical tools, using incorrect structures as appropriate for effect (e.g., utilize short sentences or fragments for effect or have a single-sentence paragraph for effect).

√ 3005.3.14 When other sources are used or referenced (e.g., in research, informational, or literary essays), adhere to the list below.

• Skillfully acknowledge source material (create a reliable bibliography, list of works cited, and/or works consulted).

• Cite sources using a standard format appropriate to the discipline (e.g., MLA, APA), with a high degree


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of accuracy. • Strategically and skillfully quote, paraphrase, or summarize text, ideas, or other information taken from print or electronic sources.

• Incorporate ideas and quotations effectively and correctly within text.


√ 3005.3.15 Generate notes while collecting information.

√ 3005.3.16 Create a detailed outline based on research, note-taking, or some other method of generating content.

√ 3005.3.17 Edit writing for mechanics (e.g., punctuation, capitalization), spelling, grammar (e.g., pronoun-antecedent relationship, use of modifying phrases), style (e.g., eliminating verbiage), and tone and mood as appropriate to audience, purpose, and context.


√ 3005.3.19 Use software (e.g., Photoshop, Acrobat, Dreamweaver, Pagemaker) to incorporate both basic and specialized effects into writing.

√ 3005.3.20 Determine how and when to employ technology effectively in written communication.



CLE 3005.4.3 Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.



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√ 3005.4.1 Focus on a complex topic that is sufficiently narrow to examine in depth and that has adequate information available.

√ 3005.4.2 Take and organize notes on relevant knowledge, identifying multiple perspectives and areas for research.

√ 3005.4.3 Focus on factual and relevant data that are complex and theoretical.

√ 3005.4.4 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search of resources that are recent and important and are written by authorities to a well-informed audience.

√ 3005.4.5 Select reliable resources using appropriate criteria and avoiding the overuse of any one source.

√ 3005.4.6 Collect evidence in varied ways to answer the research question (e.g., gathering relevant reasons, examples, and facts; defining key terms; setting up comparisons; analyzing relationships such as cause and effect).

√ 3005.4.7 Craft an introductory section including the limits of a research question, the perspective of the paper, a definition of terms, and a statement of the thesis.

√ 3005.4.8 Maintain coherence through the consistent and effective use of connective transitions.

√ 3005.4.9 Create an effective organizing structure based on complex research information, sometimes using multiple organizing structures within the essay.

√ 3005.4.10 Craft an effective conclusion, answering the research question, explaining the significance of the research findings, making appropriate recommendations, and suggesting future research needs.

√ 3005.4.11 Skillfully acknowledge source material (create a reliable bibliography or list of works cited and/or works consulted).


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√ 3005.4.12 Cite sources using a standard format appropriate to the discipline (e.g., MLA, APA), with a high degree of accuracy.

√ 3005.4.13 Skillfully and strategically quote, paraphrase, or summarize text, ideas, or other information taken from print or electronic sources.

√ 3005.4.14 To support a research topic, follow a standard format and use appropriate technology to embed text graphics, including a title, an abstract, numbered pages, and a bibliography.

Standard 5 – Logic Course Level Expectations CLE 3005.5.1 Use logic to make inferences and draw conclusions in a variety of complex oral and written contexts.


CLE 3005.5.2 Analyze text for fact and opinion, cause/effect, inferences, evidence, and conclusions.


CLE 3005.5.3 Evaluate an argument, considering false premises, logical fallacies, and quality of evidence presented.







√ 3005.5.2 Analyze text for stated or implied cause/effect relationships.


√ 3005.5.3 Describe the structure of a multi-faceted argument with an unstated main claim and explicit or implicit premises.

√ 3005.5.4 Evaluate the relevance, quality, and sufficiency of evidence used to support or oppose an argument.


√ 3005.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an



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argument. √ 3005.5.7 Identify false premises and explain the role they play in argumentation.

√ 3005.5.8 Analyze common logical fallacies (e.g., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy, slippery slope, non sequitur, false authority, post hoc, straw man, begging the question, red herring).

√ 3005.5.9 Differentiate among evidence, inferences, assumptions, and claims in argumentation (e.g., explain and evaluate op-eds, commercials, political cartoons, philosophical arguments).

√ 3005.5.10 Analyze and explain how a variety of logical arguments reach different and possibly conflicting conclusions on the same topic.

√ 3005.5.11 Identify and analyze persuasive devices that are used in written and oral communication (e.g., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal, misuse of statistics, transfer, card stacking).


Standard 6 – Informational Text Course Level Expectations CLE 3005.6.1 Comprehend and summarize the main ideas of complex informational texts and determine the essential elements that elaborate them.


CLE 3005.6.2 Analyze the organizational structures of complex informational and technical texts.


CLE 3005.6.3 Read, interpret, and analyze graphics that support complex informational and technical texts.



√ 3005.6.1 Summarize in a concise and well-organized way the main ideas, supporting details, and relationships among ideas in complex informational and technical texts.




√ 3005.6.3 Recognize clear or subtle and Whole and small-group instruction of the System 44 passages


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implied relationships among ideas (e.g., cause/effect, comparative, sequential) in complex informational and technical texts.

provides opportunities to meet this objective.

√ 3005.6.4 Synthesize information across multiple complex informational and technical texts.




√ 3005.6.6 Evaluate the ways in which the unconventional organizational structure of a complex informational or technical text supports or confounds its meaning or purpose.


√ 3005.6.7 Comprehend and evaluate complex information presented graphically.


√ 3005.6.8 Evaluate complex informational and technical texts for their clarity, simplicity, and coherence and for the appropriateness of their graphics and visual appeal.


√ 3005.6.9 Follow extended multi-tasked or multi-dimensional instructions in complex informational or technical texts.


CLE 3005.7.2 Examine the agreements and conflicts between the visual (e.g., media images, painting, film, graphic arts) and the verbal.




√ 3005.7.1 Analyze and evaluate the effects on the audience of the sounds, visuals, and language used in a wide array of media.

√ 3005.7.2 Identify, analyze, and evaluate the effectiveness of the relationship


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between visual elements (e.g., media images, painting, film, and graphic arts) and verbal messages in virtually any media, emphasizing the cultural context, audience, and purpose. √ 3005.7.3 Evaluate the effectiveness of conventional and unconventional visual and sound techniques and design elements (e.g., special effects, camera angles, lighting, and music in television or film; layout, pictures, and typeface in newspapers, magazines, and print advertisements; layout, navigation, links, and interactive features on websites) to achieve specific purposes and deliver specific messages.


√ 3005.7.5 Understand the transactional nature of media by considering audience in preparing productions.

√ 3005.7.6 Employ conventional and unconventional visual images, text, graphics, music, and/or sound effects to achieve the purposes in complex media presentations.

Standard 8 – Literature In Tennessee, British literature is customarily taught at the senior level.

Course Level Expectations CLE 3005.8.1 Demonstrate knowledge of significant works of British literature from the Anglo-Saxon period to the present and make relevant comparisons.



CLE 3005.8.4 Analyze works of British literature for what they suggest about the historical period in which they were written.




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(Formative/Summative Assessment) √ 3005.8.1 Analyze a literary work, using the characteristics of the literary time period that it represents.

√ 3005.8.2 Compare and contrast the elements (e.g., form, language, plot, and characters) of two works representing different literary periods (e.g., Beowulf and Paradise Lost).

√ 3005.8.3 Analyze how plot developments determine characters’ conflicts and dilemmas.

√ 3005.8.4 Analyze function and effect of plot structure in complex literary texts.

√ 3005.8.5 Analyze the role and function of characters (major/minor, protagonists/antagonists) and determine ways in which the author reveals those characters (e.g., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks).

√ 3005.8.6 Identify how setting and changes in setting can affect the literary elements (e.g., plot, character, theme, tone) in complex literary texts.

√ 3005.8.7 Analyze the narration and point of view (e.g., first person, third person objective, third-person limited, third-person omniscient) in complex literary texts, in which the narrator and point of view may shift with multiple characters acting as narrators and/or with some characters serving as unreliable narrators.

√ 3005.8.8 Consider the characteristics of genre and the limitations of form when interpreting complex texts.

√ 3005.8.9 Identify, analyze, and evaluate the effect and use of metrics (especially iambic pentameter), rhyme scheme (e.g., end, internal, slant, eye), rhythm, alliteration, and other conventions of verse in complex poetry (including poetic forms such as lyric, blank verse, epic, sonnet, dramatic poetry).

√ 3005.8.10 Recognize and identify the characteristics of lyric poetry, blank verse, free verse, epic, sonnet, dramatic poetry, ballad)

√ 3005.8.11 Identify and analyze elements of literary drama (e.g., dramatic irony, dialogue, soliloquy, monologue,


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aside). √ 3005.8.12 Identify elements of literary drama and evaluate the ways in which they articulate a playwright’s vision (e.g., dramatic irony, soliloquy, stage direction, dialogue) in complex plays.

√ 3005.8.13 Identify, analyze, and explain the multiple levels of theme(s) within a complex literary text and of similar or contrasting themes across two or more texts.

√ 3005.8.14 Analyze works of literature as reflections of the historical period in which they were written.

√ 3005.8.15 Analyze texts to identify the author’s attitudes, viewpoints, and beliefs and to critique how these relate to the larger historical, social, and cultural context of the texts.

√ 3005.8.16 Identify and analyze the use of literary elements, such as irony, paradox, symbol, and foreshadowing.

√ 3005.8.17 Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole).

√ 3005.8.18 Use prior knowledge and explicit study to identify the meaning of biblical, classical, cultural, historical, and literary allusions, especially those which may be more obscure or extended (e.g., references to Phaeton and Icarus in Dante’s Inferno).

√ 3005.8.19 Identify the meaning of metaphors based on common literary allusions and conceits (e.g., the dogs of war, a face that launched a thousand ships, flying too close to the sun).

Scholastic System 44 - Scholastic | Books for...

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