Key

Reporting

Category

M

Organize and share information, stories, experiences, ideas, and feelings with others in both formal and informal situations.

D

Participate in creative responses to text (e.g., debates, dramatizations, and speeches).

D

Deliver a focused, well-organized oral presentation, using multiple sources of information from any content area utilizing visual aids for contextual support.

M

Read aloud, discuss, and present, using correct stress, pitch, juncture, punctuation, expression, and rate.

I

Approach texts according to their type, using appropriate skills and prior knowledge.

D

Continue to develop an awareness of the sounds of language through repeated exposure to a variety of auditory experiences.

D

Evaluate patterns of rhyme and rhythm and consider their effect on meaning.

M

Demonstrate the ability to read fluently with expression, accuracy, and poise from a variety of texts.

M

Participate in guided reading.

M

Adjust speed based on the purpose for reading.

D

Use reference sources to build background knowledge for reading.

D

Use previously learned strategies to front load text (e.g., skimming and scanning, connecting to prior knowledge).

D

Preview text, using supports such as illustrations/pictures, captions, graphs, diagrams, headings, subheadings, and footnotes.

A

T

Use text features (e.g., sidebars, footnotes, and endnotes) to determine meaning.

A

T

Locate information using available text features (e.g., maps, charts, graphics, indexes, glossaries, table of contents, and appendices).

D

Relate the significance of the selections studied to students' life experiences.

D

Examine significant words to be encountered in the text.

D

Make predictions about text.

D

Relate selections studied to prior experience, historical knowledge, current events, and cultural background.

A Boy at War Powerpoint

A

MG

Formulate appropriate questions during the reading of the text.

ine inferences from selected passages.

D

Use self-monitoring and self-correcting strategies while reading.

D

Engage in reading between the lines.

A

MG

Recognize a reasonable prediction of future events of a passage.

D

Create mental pictures from abstract information.

A

MG

Determine inferences from selected passages.

A

T

Select information using keywords and headings.

D

Verify or modify pre-reading purposes as additional information is obtained.

D

Explore ways to interact with text.

D

Indicate, analyze, and evaluate the sequence of events.

D

Recognize and state the main idea/central element in a given reading selection, noting supporting details.

D

Identify the author’s purpose and analyze to determine whether purpose is met.

D

Analyze the text to find contextual support for ideas, opinions, and responses to questions.

A

T

Identify instances of bias and stereotyping in print and nonprint contexts.

A

T

Recognize and identify the techniques of propaganda (i.e., bandwagon, loaded words, and testimonials).

A

T

Identify examples of sound devices within context (e.g., rhyme, alliteration, assonance, slant thyme, repetition, and internal rhyme).

A

T

Identify individual written selections as technical, narrative, persuasive, and/or descriptive in mode. Types of Text

A

MG

Determine cause and effect relationships in context.

M

Identify statements as fact or opinion.

D

Reflect on comprehension strategies utilized.

A

MG

Identify an appropriate title to reinforce the main idea of a passage or paragraph.

D

Read for a variety of purposes: literary experience, information, enjoyment, and vocabulary.

A

MG

Identify an appropriate title to reinforce the main idea of a passage or paragraph.

D

Visit libraries/media centers, book fairs, bookstores, and other print rich environments to explore books.

D

Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text genres, and recommendation of others).

D

Relate literary experiences (e.g., book discussions, literary circles, writing, oral presentations, and artistic expressions).

D

Read daily from self-selected materials.

D

Experience and develop an awareness of literature that reflects a diverse society.

D

Maintain a personal reading list or reading log/journal to reflect reading gains and accomplishments.

D

Build vocabulary by listening to literature, viewing films and documentaries, participating in class discussions, and reading self-selected and assigned texts.

D

Build vocabulary by reading and viewing from a wide variety of texts.

D

Analyze word meanings using roots, prefixes, and suffixes.

D

Use context clues, dictionaries, electronic sources, glossaries, and other resources as aids in determining word meanings.

A

V

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

D

Evaluate the use of synonyms, antonyms, homonyms, and multiple meaning words, and determine how they assist with understanding.

M

Foster word consciousness (e.g., word play, word walls, graphic organizers, nuances of words, and power words).

D

Analyze and use useful mnemonic devices (e.g., rhyming words, vocabulary cartoons, and kinesthetic activities) to acquire new vocabulary.

A

V

Choose a logical word or phrase to complete an analogy, using scrambled words and homophones in addition to previously learned analogies.

D

Recognize the historical influences on and changes to the English language as part of vocabulary study.

A

V

Recognize commonly used foreign phrases (e.g., e pluribus unum, c’est la vie, bon jour, hasta la vista, bon voyage, mi casa es su casa).

D

Distinguish between the connotation and denotation of words.

D

Recognize that word choices help to create a mood.

D

Discover ways by which a language acquires new words (e.g., brand names, acronyms).

D

Identify the base/root word of a word having affixes.

D

Determine the meaning of prefixes and suffixes through identification and usage.

A

V

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

A

V

Recognize the effect of stressed and unstressed syllables to aid in identifying the meaning of multiple meaning words.

D

Decode unknown grade level words utilizing previous learned strategies and verify the word’s meaning within the context of the selection.

A

C

Determine an author’s purpose for writing or a student’s purpose for reading. Skills for life; Reading for a Purpose

D

Identify themes, stated, implied, and recurring.

A

C

Identify an implied theme from a selection or related selections.

D

Read, view, and recognize various literary types.

D

Recognize the elements of various literary and media types.

I

Explore the elements that determine types of fiction (e.g., suspense/mystery, comedy/humor, drama, historical fiction, romance, legends, and myths).

I

Connect recurring themes to previously read materials and current readings.

A

C

Recognize literacy elements that shape meaning within context (e.g., symbolism, foreshadowing, flashback, irony, mood, and tone).

A

C

Identify how the author reveals character (e.g., physical characteristics, dialog, what others say about him, and what he does).

D

Evaluate strategies and devices used by authors to create mood.

D

Explain the exposition, rising action, climax, falling action, and resolution/denouement.

D

Distinguish among varying types of conflict (e.g., man vs. man, man vs. nature, and man vs. himself).

A

C

Identify on a graphic organizer the points at which various plot elements occur.

I

Explore subplots in literary selections and films.

D

Compare and contrast plot elements between or among stories.

D

Determine whether the characters are stereotypical or realistic.

A

C

Recognize the author’s point of view (i.e., first person, third person, limited, or omniscient).

A

C

Determine how a story changes if the point of view is changed.

D

Summarize, paraphrase, and evaluate selected passages.

D

Use deductive reasoning to facilitate and to extend understanding of texts.

D

Examine the differences among nonfiction materials (e.g., letters; memoirs; diaries; journals; documentaries; autobiographies; biographies; and educational, informational, and technical texts).

A

MG

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

A

MG

Determine the influence of culture and ethnicity on the themes and issues of literary texts.

A

T

Identify examples within context of similes, metaphors, alliteration, onomatopoeia, personification, and hyperbole.

Learning Vocabulary can be fun

D

Demonstrate knowledge of literary elements that shape meaning and determine tone, such as symbolism, idioms, puns, flashback, foreshadowing, irony, mood, and tone.

I

Explore the concept of allusion.

A

C

Distinguish among different genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies, and essays) and their distinguishing characteristics.

A

T

Locate information using available text features (e.g., maps, charts, graphs, indexes, glossaries, tables of contents, and appendices). 

D

Determine appropriate reference sources in various formats (encyclopedias, periodicals, and internet).

D

Use media to view, read, and represent information.

D

Use current technology as a research communication tool.

D

Compare a variety of reference sources.

D

Retrieve, organize, represent, analyze, and evaluate information to demonstrate knowledge acquired.

D

Evaluate resources for reliability and validity.

D

Refine skimming and scanning skills.

D

Develop and use notes.

D

Evaluate the impact of bias on daily life.

A

WP

Identify the  purpose for writing (e.g., to inform, describe, explain, and persuade).

Author’s Purpose Pop-Ups (Interactive)

D

Select, limit, and refine a topic.

A

WP

Identify the targeted audience for a selected passage.

D

Identify the mode, usage level, and conventions for appropriate sharing of information with the selected audience.

D

Use print and nonprint materials along with prior knowledge, content area knowledge, and personal experiences to provide background for writing.

D

Use appropriate organizational strategies, including outlining and other graphic organizers, to produce a prewriting plan.

D

Generate, focus, and organize ideas.

A

WP

Complete a graphic organizer (clustering, listing, mapping, and webbing) with information from notes for writing a writing selection.

Mind Mapping

Spider Graphic

A

WO

Select an appropriate thesis statement for a writing selection.

Main Idea (Interactive)

Main Idea Battleship Game

A

WA

Support thesis with elaboration, using supporting details, supporting examples, and/or anecdotes.

Paragraph Structure for Short Essays

A

WA

Support and/or illustrate key ideas clearly using illustrations, anecdotes, descriptions, and facts.

A

WA

Write engaging introductory paragraphs and strong and clinching concluding paragraphs.

A

WO

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

A

WA

Write well-organized and coherently developed paragraphs.

Effective Paragraphs

A

WP

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

A

WO

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

A

WA

Use precise language including active verbs, vivid words, colorful modifiers, figurative language, imagery, and experiment with incorporating allusion.

Clear and Concise Language

A

WP

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

A

WA

Demonstrate facility in the use of language.

D

Determine if word choices are appropriate for the target audience.

I

Explore tone as a way to develop a unique and consistent voice in original works.

A

WA

Compose clear and correctly punctuated complex sentences to vary sentence structure.

Powerpoint for Sentence Types

Worksheet for Sentence Types (10 Sentences)

A

WP

Identify within context a variety of appropriate sentence-combining techniques (e.g., comma + coordinating conjunction, use of semi-colon, and introductory phrases or clauses).

Powerpoint Presentation on Use of Colons, Semicolons, and Commas

Powerpoint Presentation on Use of Colons, Semicolons, and Commas for teachers

A

WP

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

D

Enrich writing with information gathered from the various content areas.

A

WO

Select appropriate transitional devices or time order words to enhance the flow of the writing.

Transition Words

D

Enrich writing with information gathered from the various content areas.

D

Revise writing to focus on purpose and audience.

D

Revise writing to focus on fluency of thought and coherence (e.g., sentences and paragraphs flow smoothly together, evidence of syntactic variety/varied sentence structures).

D

Analyze writing for clarity of thought.

D

Determine the effectiveness of the organization of the written draft (e.g., chronological order or sequence maintained, creative introduction, appropriate thesis, supportive statements, and effective transitions).

A

WA

Revise and edit writing for elements of language.

D

Proofread using prior knowledge and experience, reference materials, and technology.

M

Use appropriate proofreading symbols.

M

Create readable documents.

A

WA

Integrate all steps of the writing process: prewriting, drafting, revising, editing, and publishing.

Essays

D

Publish a final draft.

A

WO

Select the most appropriate title for a passage.

D

Develop and use a rubric for evaluation.

D

Recognize the strengths, errors, and challenges in peers' writing and make appropriate comments of praise and suggestions for improvement.

D

Evaluate improvements made in own work and others’ work.

D

Identify multiple sources of technology to prepare and present work and to add photographs, graphs, tables, and/or illustrations to support the focus of the work.

A

T

Identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, and internet source).

D

Identify opportunities for publication (e.g., local and national contests, internet websites, and newspapers/ periodicals).

A

T

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

M

Write competently in the narrative and descriptive modes.

D

Write frequently in the expository mode.

M

Apply the Tennessee state assessment rubric to an expository essay.

A

WA

Write well-developed, organized, and coherent essays in response to expository prompts.

The Five-Paragraph Essay

Guide to Writing a Basic Essay

Sample Expository Essay

Food for Thought

D

Incorporate varied expository structures (e.g., problem/solution, compare/contrast).

D

Use models of expository writing.

I

Write a persuasive paper with a clearly focused argument and relevant supporting details.

D

Write personal essays.

D

Produce a variety of creative work utilizing information gathered from the various content areas (e.g., journals, magazines, poems, letters to the editor, dialogues between famous people, and webpages).

D

Respond to original questions and/or problems from all content areas.

D

Respond to content area information, including fine arts, in creative ways (e.g., create graphic, nonprint essays; write poems; and create works of art).

D

Produce a variety of technical works utilizing knowledge from the content areas (e.g., explanations of projects and problems, science experiment projects, demonstrations, editorials, and documents).

D

Research topics and organize gathered information into presentable documents.

D

View, read, and/or listen to examples of various writing styles.

D

Produce a variety of creative works including responses to literature, autobiographical sketches, reflective pieces, poems, and stories.

D

Produce a variety of nonfiction pieces including, technical writing, career-related materials, analysis of literature, and persuasive essays.

D

Continue to use dictionaries, thesauri and other word referenced materials.

D

Use interviews, surveys, polls, graphs, and illustrations in writing and presenting as support for research.

D

Continue to use computer technology to find information, to create reports and presentations, and to support research.

D

Analyze and assemble gathered information into a research paper or document.

D

Continue to use examples and details collected from all available and reliable resources.

D

Write personal reflections to situations, experiences, and events for oneself and others.

D

Continue to write to acquire knowledge (e.g., express, organize, and clarify thinking, take notes, synthesize information, and enhance communication).

I

Give credit to both quoted and paraphrased materials used in research.

D

Utilize resources available in the media center.

D

Evaluate website sources for reliability.

A

G

Identify the correct use of the following:

·          nouns (e.g., common/proper, singular/plural, possessives, direct/indirect objects, and predicate nouns);

·          verbs (e.g., subject-verb agreement, transitive/intransitive, linking/action, tense consistency,  perfect tenses, regular/irregular, voice, and verb phrases);

·          pronouns (e.g., pronoun-antecedent agreement, reflexive, interrogative, demonstrative, pronoun case, and conjunctive adverbs);

·          adjectives (e.g., comparative/superlative, phrases and clauses, predicate adjectives, and common/proper);

Adjectives

·          adverbs (e.g., comparative/superlative, phrases and clauses, and conjunctive adverbs);

·          conjunctions (e.g., coordinating, correlative, subordinating to combine sentences and elements);

·          interjections.

A

G

Identify the correct placement of prepositions and prepositional phrases within context.

A

G

Select the correct pronoun/antecedent agreement for personal pronouns within context.

A

G

Recognize usage errors occurring within context.

·          subject/verb agreement;

·          pronoun case;

·          double negatives;

·          comparative/superlative forms;

·          troublesome word groups (were/where, which/that/who, who/whom).

D

Compare regional differences in dialect, speech, and usage and explore reasons for those differences.

D

Continue the correct use of capitalization (titles, business letters, quotations, proper nouns and adjectives).

A

G

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

A

G

Select the correct pronoun/antecedent agreement for personal pronouns within context.

A

G

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

M

Form both singular and plural possessives using apostrophes.

D

Spell correctly high frequency words, appropriate grade level words, and content area words.

D

Proofread for accuracy of spelling, using appropriate strategies to confirm spelling, and to correct errors.

A

G

Identify and use appositives and appositive phrases and infinitives and infinitive phrases.

A

G

Recognize the appropriate use of gerund and participial phrases.

D

Identify and place correctly within a sentence adjective, adverb, and noun clauses.

A

G

Select the most appropriate method to correct a run-on sentence (e.g., conjunctions, semi-colons, and periods to join or separate elements) within context.

D

Correct sentence fragments by supplying the missing sentence elements.

I

Identify the subject and predicate of an inverted order sentence.

D

Use subordination, apposition, coordination, and appropriate phrases (prepositional, transitional) to indicate clear relationships within a sentence or paragraph.

D

Distinguish between clauses (independent and subordinate) and phrases (verb, adjective, adverb, appositive, and prepositional).