pacing guides 11-12.pdf - Campbell County Schools

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Campbell County School System TCAP Achievement Kindergarten Language Arts Revised 2011-2012

Criterion Referenced Test (CRT) Reporting Categories with Grade Level Expectations (GLE)

Includes Common Core K Standards Not Aligned with TN State Standards*

Grade Level

Expectations

GLE’s

Standard 1 Language

1st 6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

5

Weeks

5th

6

Weeks

6th

6

Weeks

GLE 0001.1.1 Demonstrate an emerging understanding of basic English usage, mechanics,

spelling, and sentence structure.

X

See 1st

Gd.

CLE’s

GLE 0001.1.2 Employ a variety of strategies to decode words and expand vocabulary. X

GLE 0001.1.3 Develop and maintain phonological awareness. X

GLE 0001.1.4 Begin to explore the alphabetic principle. X

Checks for Understanding (Formative/Summative Assessment)

√0001.1.1 Recognize end punctuation marks for statements (period), questions (question

mark) and emotions (exclamation mark).

X

√0001.1.2 Recognize capitalization at the beginning of sentences. X

√0001.1.3 Use capitalization when writing names. X

√0001.1.4 Spell own first and last name. X

√0001.1.5 Attempt to spell simple words using pre-to-early phonetic knowledge, sounds

of the alphabet, and knowledge of letter names.

X

√0001.1.6 Read high frequency words (e.g., the, and, can, color words, number words). X

√0001.1.7 Recognize nonlinguistic representations of words (e.g., picture dictionary,

room labels, common symbols such as stop signs).

X

√0001.1.8 Use context clues to identify vocabulary in text. X

√0001.1.9 Build vocabulary by reading, listening to, and discussing a variety of literature. X

Phonemic Awareness

√0001.1.10 Maintain phonemic awareness.

Understand that a phoneme is one distinct sound.

Use sound stretching of one-syllable words to identify each phoneme.

Use sound blending of each separately spoken phoneme to make

meaningful words.

Segment one-syllable words into individual sounds and blend the

sounds into whole words.

X

X

X

X

2

Recognize and produce rhyming words.

Recognize words that have the same beginning and ending sounds.

X

X

Phonics

√0001.1.11 Apply phonics generalizations in order to decode words.

Recognize and name all uppercase/lowercase letters of the alphabet.

Understand that the sequence of letters in a written word represents

the sequence of sounds in a word.

Use letter-sound matches to decode simple words.

Understand that as letters of a word change, so do the sounds

(alphabetic principle).

Make new words using common word families (e.g., b-at, p-at, c-at).

Use the first letter of a word paired with a picture as a decoding

strategy.

X

X

X

X

X

X

Standard 2 Communication

GLE 0001.2.1 Develop critical listening skills essential for comprehension, problem solving,

and task completion.

X

GLE 0001.2.2 Develop critical speaking skills essential for effective communication. X

Checks for Understanding

Listening

√0001.2.1 Use appropriate listening skills (e.g., do not interrupt, face speaker, ask

questions). X

√0001.2.2 Listen attentively to speaker for specific information. X

√0001.2.3 Understand and follow simple two-step oral directions. X

√0001.2.4 Summarize what has been heard using the logical sequence of events. X

Speaking

√0001.2.5 Use rules for conversation (e.g., raise hands take turns, and focus attention on

speaker). X

√0001.2.6 Speak clearly, properly, and politely; recognize the difference between formal

and informal language. X

√0001.2.7 Give simple two-step oral directions. X

√0001.2.8 Participate in group discussion.

Work productively in group discussion for a particular purpose (e.g.,

respond to literature, solve a problem).

Ask and respond to questions from teacher and other group members.

X

X

√0001.2.9 Retell a story, describing the plot, characters, and setting. X

√0001.2.10 Recite poems, stories, and songs. I → → → → →

3

Standard 3 Writing

GLE 0001.3.1 Use basic knowledge of simple capitalization and punctuation rules. X

GLE0001.3.2 Employ a variety of strategies to generate story ideas. X

GLE 0001.3.3 Compose simple stories with teacher assistance. X

GLE0001.3.4 Evaluate own and group writing using a simple classroom rubric. X


√0001.3.1 Brainstorm ideas with teachers and peers, use graphic organizers (e.g., webs,

charts, diagrams) independently and/ or in group, draw pictures to generate

ideas, and use a variety of resources to gather information.

X

√0001.3.2 Use temporary/creative spelling to spell independently as needed. X

√0001.3.3 Add descriptive words and details to writing. X

√0001.3.4 Create legible documents for reading b the following: forming

uppercase/lowercase letters’ writing form left to right/top to bottom; and

tracing/reproducing letters and words correctly

X

√0001.3.5 Evaluate own and other people’s written work through small group discussion

and shared work.

X

√0001.3.6 Incorporate suggestions from teachers and peers. X

Standard 4 Research

GLE 0001.4.1 Define and narrow a research question appropriate to grade level and ability. X

GLE 0001.4.2 Select a source necessary to answer a research question. X

GLE000.1.4.3 Deliver an oral report on a research question. X


√0001.4.1 Narrow a research question so that the research process is manageable. X

√0001.4.2 Use the family and community as sources of information X

√0001.4.3 Present the answers to a research question orally to the class. X

Standard 5 Logic

GLE 0001.5.1 Develop an understanding of sequential events. X

GLE 0001.5.2 Recognize the relationship of actions and consequences. X


√0001.5.1 Arrange three items or events in sequential order. X

√0001.5.2 Identify the likely consequence of a particular action. X

Standard 6 Informational Text

GLE 0001.6.1 Comprehend the main idea of informational texts. X

GLE 0001.6.2 Recognize that illustrations support information in the texts. X


√0001.6.1 Respond appropriately to questions regarding the main idea of an X

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informational text.

√0001.6.2 Explore various forms of informational texts (e.g., charts, magazines, books). X

√0001.6.3 Use illustrations to help comprehend informational texts. X

Standard 7 Media

GLE 0001.7.1 Explore a variety of media. X


√0001.7.1 Experience and respond to a variety of media (e.g., books, audio tapes, film). X

√0001.7.2 Visit libraries/media centers and regularly check out materials. X

Standard 8 Literature

GLE 0001.8.1 Explore and experience various literary genres. X

GLE 0001.8.2 Employ a variety of basic reading comprehension strategies. X

GLE 0001.8.3 Develop reading fluency and accuracy. X

GLE 0001.8.4 Identify basic literary elements. X


√0001.8.1 Read picture books, alphabet and number books, Mother Goose rhymes and

other rhyming books, story books, fairy tales, poetry, and song lyrics.

X

√0001.8.2 Distinguish between fiction and nonfiction. X

√0001.8.3 Make predictions about text. X

√0001.8.4 Participate in the creation of graphic organizers (e.g., KWL charts, diagrams). X

√0001.8.5 Derive meaning while reading by employing the following strategies:

Asking questions to clarify meaning.

Participating in discussions.

Predicting what will happen next.

Creating mental images.

Using illustrations to gain meaning.

Relating knowledge from personal experience.

X

X

X

X

X

X

√0001.8.6 Identify the characters, setting, and events of a story. X

√0001.8.7 Read simple text containing familiar letter-sound correspondence and high

frequency words.

X

√0001.8.8 Understand that intonation and volume of voice assist with meaning. X

*No Matches Found Common Core LA

CC.K.R.F.1.a Print Concepts: Follow words from left to right, top to bottom, and page by

page.

C.C.K.W.1 Text Types and Purposes: Use a combination of drawing, dictating, and

writing to compose opinion pieces in which they tell a reader the topic or the

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name of the book they are writing about and state an opinion or preference

about the topic or book (e.g., My favorite book is …).

C.C.K.L.5.c Vocabulary Acquisition and Use: Identify real-life connections between words

and their use (e.g., note places at school that are colorful).

C.C.K.L.5.d Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs

describing the same general action (e.g., walk, march, strut, prance) by acting

out the meanings.

C.C.K.L.6 Vocabulary Acquisition and Use: Use words and phrases acquired through

conversations, reading and being read to, and responding to texts.

C.C.K-12.R.R.1 Key Ideas and Details: Read closely to determine what the text says explicitly

and to make logical inferences from it, cite specific textual evidence when

writing or speaking to support conclusions drawn from the text.

C.C.K-12.R.R.2 Key Ideas and Details: Determine central ideas or themes of a text and analyze

their development; summarize the key supporting details and ideas.

C.C.K-12.R.R.3 Key Ideas and Details: Analyze how and why individuals, events, and ideas

develop and interact over the course of a text.

C.C.K-12.R.R.4 Craft and Structure: Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative meanings, and

analyze how specific word choices shape meaning or tone.

C.C.K-12.R.R.5 Craft and Structure: Analyze the structure of texts, including how specific

sentences, paragraphs, and larger portions of the text (e.g., a section, chapter,

scene, or stanza) relate to each other and the whole.

C.C.K-12.R.R.6 Craft and Structure: Assess how point of view or purpose shapes the content

and style of a text.

C.C.K-12.R.R.7 Integration of Knowledge and Ideas: Integrate and evaluate content presented

in diverse formats and media, including visually and quantitatively, as well as

in words.

C.C.K-12.R.R.8 Integration of Knowledge and Ideas: Delineate and evaluate the argument and

specific claims in a text, including the validity of the reasoning as well as the

relevance and sufficiency of the evidence.

C.C.K-12.R.R.9 Integration of Knowledge and Ideas: Analyze how two or more texts address

similar themes or topics in order to build knowledge or to compare the

approaches the authors take.

C.C.K-12.R.R.10 Range of Reading and Level of Text Complexity: Read and comprehend

complex literary and informational texts independently and proficiently.

C.C.K-12.W.R.1 Text Types and Purposes: Write arguments to support claims in an analysis of

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substantive topics or texts, using valid reasoning and relevant and sufficient

evidence.

C.C.K-12.W.R.2 Text Types and Purposes: Write informative/explanatory texts to examine and

convey complex ideas and information clearly and accurately through the

effective selection, organization, and analysis of content.

C.C.K-12.W.R.3 Text Types and Purposes: Write narratives to develop real or imagined

experiences or events using effective technique, well-chosen details, and well-

structured event sequences.

C.C.K-12.W.R.4 Production and Distribution of Writing: Produce clear and coherent writing in

which the development, organization, and style are appropriate to task,

purpose, and audience.

C.C.K-12.W.R.5 Production and Distribution of Writing: Develop and strengthen writing as

needed by planning, revising, editing, rewriting, or trying a new approach.

C.C.K-12.W.R.6 Production and Distribution of Writing: Use technology, including the

Internet, to produce and publish writing and to interact and collaborate with

others.

C.C.K-12.W.R.7 Research to Build and Present Knowledge: Conduct short as well as more

sustained research projects based on focused questions, demonstrating

understanding of the subject under investigation.

C.C.K-12.W.R.8 Research to Build and Present Knowledge: Gather relevant information from

multiple print and digital sources, assess the credibility and accuracy of each

source, and integrate the information while avoiding plagiarism.

C.C.K-12.W.R.9 Research to Build and Present Knowledge: Draw evidence from literary or

informational texts to support analysis, reflection and research.

C.C.K-12.W.R.10 Range of Writing: Write routinely over extended time frames (time for

research, reflection, and revision) and shorter time frames (a single sitting or a

day or two) for a range of tasks, purposes, and audiences.

C.C.K-12.SL.1 Comprehension and Collaboration: Prepare for and participate effectively in a

range of conversations and collaborations with diverse partners, building on

others’ ideas and expressing their own clearly and persuasively.

C.C.K-12.SL.2 Comprehension and Collaboration: Integrate and evaluate information

presented in diverse media and formats, including visually, quantitatively, and

orally.

C.C.K-12.SL.3 Comprehension and Collaboration: Evaluate a speaker’s point of view,

reasoning, and use of rhetoric.

C.C.K-12.SL.4 Presentation of Knowledge and Ideas: Present information, findings, and

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supporting evidence such that listeners can follow the line of reasoning and the

organization, development, and style are appropriate to the task.

C.C.K-12.SL.5 Presentation of Knowledge and Ideas: Make strategic use of digital media and

visual displays of data to express information and enhance understanding of

presentations.

C.C.K-12.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts

and communicative tasks, demonstrating command of formal English when

indicated or appropriate.

C.C.K-12.LR.1 Conventions of Standard English: Demonstrate command of the conventions

of standard English grammar and usage when writing or speaking.

C.C.K-12.LR.2 Conventions of Standard English: Demonstrate command of the conventions

of standard English capitalization, punctuation, and spelling when writing.

C.C.K-12.LR.3 Knowledge of Language: Apply knowledge of language to understand how

language functions in different contexts, to make effective choices for meaning

or style, and to comprehend more fully when reading or listening.

C.C.K-12.LR.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of

unknown and multiple-meaning words and phrases by using context clues,

analyzing meaningful word parts, and consulting general and specialized

reference materials, as appropriate to the task.

C.C.K-12.LR.5 Vocabulary Acquisition and Use: Demonstrating understanding of word

relationships and nuances in word meanings.

C.C.K-12.LR.6 Vocabulary Acquisition and Use:

Acquire and use accurately a range of general academic and domain-specific

words and phrases sufficient for reading, writing, speaking, and listening at the

college and career readiness level, demonstrate independence in gathering

vocabulary knowledge when considering a word or phrase important to

comprehension or expression.

*These will need to be taught along with present standards.

Standard – Content Strand Campbell County School System Revised 2011-2012

GLE – Grade Level Expectation TCAP Achievement – Kindergarten – Mathematics

√ - Check for Understanding Criterion Referenced Test (CRT) Reporting Categories

Grade Level Expectations (GLE) and Checks for Understanding (CFU)

Standard 1 - Mathematical Processes 1

st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks

Chapters of Focus 1-3 4-6 7-10 11-13 14-16

Grade Level Expectations/Checks for Understanding

GLE 000.6.1.1 Use mathematical language, symbols, and definitions while

developing mathematical reasoning. I→ → → → X

See 1st Grade

CFU’s

GLE 0006.1.2 Apply and adapt a variety of appropriate strategies to problem

solving, including estimation, and reasonableness of the solution. X

√ 0006.1.2 Begin to develop the concept of estimation using concrete objects.

Textbook Reference: 6-3, 6-5 X

GLE 0006.1.3 Develop independent reasoning to communicate mathematical ideas

and derive algorithms and/or formulas. I→ → → → X

GLE 0006.1.4 Move flexibly between concrete and abstract representations of

mathematical ideas in order to solve problems, model mathematical

ideas, and communicate solution strategies. I→ → → → X

GLE 0006.1.5 Use mathematical ideas and processes in different settings to

formulate patterns, analyze graphs, set up and solve problems, and

interpret solutions.

I→ X

√ 0006.1.1 Model addition and subtraction (e.g., using a number chart, number

line and/or concrete objects).

Textbook Reference: 10-1, 11-1

X

√ 0006.1.8 Recognize a thermometer as a way of measuring temperature.


GLE 0006.1.6 Read and interpret the language of mathematics and use written/oral

communication to express mathematical ideas precisely. I→ → → → X

√ 0006.1.3 Use words to describe time (e.g., day, night, morning, afternoon,

yesterday, today, tomorrow).

Textbook Reference: 14-1, 14-2, 14-3, 14-7, 15-3 I→ → → → X

√ 0006.1.4 Tell time to the hour.

Textbook Reference: 14-4, 14-5, 14-6 X

√0006.1.7 Use words to describe temperature (e.g., day, night, morning,

afternoon. Textbook Reference: 15-6,15-7 I→ → → → X

2

GLE 0006.1.7 Recognize the historical development of mathematics, mathematics

in context, and the connections between mathematics and the real

world. I→ → → → X

√ 0006.1.5 Recognize a calendar as a way of measuring time.

Textbook Reference: 15-1, 15-2, 15-4, 15-5 I→ → → → X

√ 0006.1.6 Name and identify coins and their values.

Textbook Reference: 13-1, 13-2, 13-3, 13-4, 13-5, 13-6 X

√ 0006.1.9 Use age-appropriate books, stories, and videos to convey ideas of

mathematics.

Textbook Reference: Throughout the program. See Visual

Learning Bridge/Animation.

I→ → → → X

GLE 0006.1.8 Use technologies/manipulatives appropriately to develop

understanding of mathematical algorithms, to facilitate problem

solving, and to create accurate and reliable models of mathematical

concepts.

I→ → → → X

Standard 2 - Number and Operations

1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



GLE 0006.2.1 Count objects in a set and use numbers, including written numerals

to 25. I→ → X

See 1st

Grade CFU’s

√ 0006.2.1 Count objects to 25 using one-to-one correspondence and identify the

quantity in the counted group.

Textbook Reference: 4-1, 4-3, 5-1, 5-4, 5-7, 12-1, 12-2, 12-3, 12-4

X

√ 0006.2.2 Match quantities to 25 with numerals and written words.

Textbook Reference: 4-2, 4-4, 5-3, 5-6, 5-9, 12-1, 12-2, 12-3, 12-4 X

√ 0006.2.3 Count backward from 10 to 1.

Textbook Reference: 12-6, TN-2 X

√ 0006.2.4 Count to 20 by twos.


GLE 0006.2.2 Create, represent, and recognize a set with a given number of objects. X

√ 0006.2.5 Create a set with a given number of objects.

Textbook Reference: 4-6, 5-2, 5-5, 5-8 X

√ 0006.2.6 Quickly recognize the number of objects in a small set.


3

√ 0006.2.7 Recognize zero (0) as a set with “no objects.”

Textbook Reference: 4-5 X

√ 0006.2.8 Compare sets of ten or fewer objects and identify which are equal to,

more than, or less than others.


X

GLE 0006.2.3 Recognize, compare, and order sets of numerals by using both

cardinal and ordinal meanings. I→ X

√ 0006.2.9 Order the numbers through 25 using numerals and words.

Textbook Reference: TN-5 X

√ 0006.2.11 Recognize and use ordinal numbers (e.g., first, fourth, last).


GLE 0006.2.4 Understand addition as “putting together” and subtraction as

“breaking apart.” I→ → X

√ 0006.2.12 Model simple joining and separating situations with objects.

Textbook Reference: 10-1, 10-2, 10-3, 11-1, 11-2 X

√ 0006.2.13 Add and subtract single-digit numbers whose total or difference is

between 0 and 10.

Textbook Reference: 10-4, 10-5, 10-6, 11-4, 11-5, 11-6

X

√ 0006.2.14 Understand add as “put together” or “count on” and solve addition

problems with sums less than 20.

Textbook Reference: 10-1, 10-2, 10-5, 10-6

I→ → X

√ 0006.2.15 Understand subtraction as “break apart” or “take away” and solve

subtraction problems using numbers 1 through 10.

Textbook Reference: 11-4

I→ X

√ 0006.2.16 Model, demonstrate, and solve story problems that illustrate addition

and subtraction.

Textbook Reference: 10-1, 10-2, 10-3, 10-7, 11-1, 11-2, 11-3, 11-7

X

GLE 0006.2.5 Model the numbers 1 through 10 as “five and some ones.” I→ → X

√ 0006.2.10 Recognize 6 through 10 as “five and some ones.”


√ 0006.2.17 Understand that numbers can be represented by different groupings.

Textbook Reference: 5-2, 5-5, 5-8, 5-10, 12-7 I→ → X

Standard 3 - Algebra

1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks


4


GLE 0006.3.1 Identify, duplicate, and extend simple number patterns and sequential

and growing patterns. I→ → → X

See 1st

Grade CFU’s

√ 0006.3.2 Name, copy, and extend patterns.

Textbook Reference: 3-1, 3-2, 3-3, 3-4, 3-5, 3-6, 12-10 X

√ 0006.3.3 Translate simple patterns into rules.


GLE 0006.3.2 Recognize attributes (such as color, shape, size) and patterns (such as

repeated pairs, bilateral symmetry). X

√ 0006.3.1 Use a variety of manipulatives (such as connecting cubes, number

cards, shapes) to create patterns.


√ 0006.3.4 Sort, order, and classify objects by attribute and identify objects that

do not belong to a particular group.


GLE 0006.3.3 Describe qualitative change. I→ → → X

√ 0006.3.5 Describe change in attributes according to qualitative criteria such as

longer/shorter, colder/warmer, heavier/lighter.

Textbook Reference: 8-1, 8-2, 8-3, 15-6, 15-7, TN-7, TN-8 I→ → → X

Standard 4 - Geometry and Measurement

1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



GLE 0006.4.1 Interpret and describe the physical world with geometric ideas and

vocabulary. I→ → → → X

√ 0006.4.1 Identify, name, and describe a variety of shapes (i.e., circles, square,

triangles, rectangles, hexagons, trapezoids) shown in various

positions.

Textbook Reference: 7-1, 7-2, 7-9, TN-3

X See 1

st

Grade CFU’s

√ 0006.4.2 Identify, name, and describe three-dimensional shapes (such as

sphere, cube, cone, cylinder).


I→ → X

√ 0006.4.3 Sort plane figures into groups, name and describe the attributes of the

shapes [such as number of sides and corners (vertices)].


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√ 0006.4.4. Sort solid figures into groups, name and describe the attributes of the

shapes.

Textbook Reference: 1-2, 1-4, 7-4, 7-5, 7-7 I→ → X

√ 0006.4.5 Use basic shapes and spatial reasoning to model objects and

construct more complex shapes.


I→ → X

GLE 0006.4.2 Use positional terms to specify locations with simple relationships. X

√ 0006.4.6 Identify positions (such as beside, inside, outside, above, below,

between, on, over, under, near, far, forward, backward, top, middle,

bottom, left, right) using models, illustrations, and stories.

Textbook Reference: 2-1, 2-2, 2-3, 2-4, 2-5, 2-6, TN-1

X

GLE 0006.4.3 Compare and order measurable attributes of objects directly (by

comparing them with each other) and indirectly (by comparing both

with a third object). X

√ 0006.4.7 Make direct and indirect comparisons between objects (such as

recognize which is shorter, longer, taller, lighter, heavier, or holds

more).

Textbook Reference: 9-1, 9-2, 9-3, 9-5, 9-6, 9-7, 9-8, 9-9, 9-10, TN-

4

X

Standard 5 – Data, Probability, and Statistics

1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



GLE 0006.5.1 Sort objects and use one or more attributes to solve problems. I→ → → → X

See 1st Grade

CFU’s

√ 0006.5.1 Sort objects into sets and describe how the objects were sorted.


√ 0006.5.3 Collect and count data.

Textbook Reference: 5-11, 16-1, 16-2, 16-3, 16-4, 16-5, 16-6, 16-7 X

GLE 0006.5.2 Re-sort objects using new attributes. X

√ 0006.5.2 Sort objects in different ways.


1

Campbell County School System TCAP Achievement Grade K Science

Criterion Referenced Test (CRT) Reporting Categories with State performance indicators (SPI)

Revised 2011-2012

Kindergarten: Embedded Inquiry 1st 6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks

Conceptual Strand Understanding about scientific inquiry and the

ability to conduct inquiry are essential for living in the 21st century.

Guiding Question What tools, skills, knowledge, and dispositions are

needed to conduct scientific inquiry?

See

1st gd.

1st 6

wks.

GLE

Grade Level Expectations GLE’s

GLE 0007.Inq.1 Observe the world of familiar objects using the senses and tools. X X X X X

GLE 0007.Inq.2 Ask questions, make logical predictions, plan investigations, and

represent data.

X X X X X

GLE 0007.Inq.3 Explain the data from an investigation. X X X X X

Checks for understanding CFU’s

√0007.Inq.1 Use senses and simple tools to make observations.

√0007.Inq.2 Communicate interest in simple phenomena and plan for simple

investigations.

√0007.Inq.3 Communicate understanding of simple data using age-appropriate

vocabulary.

√0007.Inq.4 Collect, discuss, and communicate findings from a variety of

investigations.

Kindergarten: Embedded Technology and Engineering

Conceptual Strand Society benefits when engineers apply scientific

discoveries to design materials and processes that develop into enabling

technologies.

Guiding Question How do science concepts, engineering skills, and

applications of technology improve the quality of life?

Grade Level Expectations

GLE 0007.T/E.1 Recognize that both natural materials and human-made tools have

specific characteristics that determine their use.

X X X X X

2

GLE 0007.T/E.2 Apply engineering design and creative thinking to solve practical

problems

X X X X X


√0007.T/E.1 Explain how simple tools are used to extend the senses, make life easier,

and solve everyday problems.

√0007.T/E.2 Invent designs for simple products.

√0007.T.E.3 Use tools to measure materials and construct simple products.

Kindergarten – Life Science

Standard 1 – Cells

Conceptual Strand 1 All living things are made of cells that perform

functions necessary for life.

Guiding Question 1 How are plant and animals cells organized to carry

on the processes of life?


GLE 0007.1.1 Recognize that many things are made of parts. X


√0007.1.1 Use puzzles to determine there are many parts that make up a whole.

√0007.1.2 Use building blocks to create a whole from the parts.

√0007.1.3 Take apart an object and describe how the parts work together.

Standard 2 – Interdependence

Conceptual Strand All life is interdependent and interacts with the

environment.

Guiding Question 2

How do living things interact with one another and with the non-living

elements of their environment?

Grade level Expectations

GLE 0007.2.1 Recognize that some things are living and some are not. X

GLE 0007.2.2 Know that people interact with their environment through their senses. X


√0007.2.1 Calculate objects or images of objects as living or non-living according

to their characteristics.

√0007.2.2 Use the senses to investigate and describe an object.

Standard 3 – Flow of matter and Energy

3

Conceptual Strand 3 Matter and energy flow through the biosphere

Guiding Question 3 What scientific information explains how matter and

energy flow through the biosphere?


GLE 007.3.1 Recognize that living things require water, food, and air. X


√0007.3.1 Observe plants and animals and make records of their similarities and

differences.

√0007.3.2 Record information about the care, feeding, and maintenance of a living

thing.

X

Standard 4 – Heredity

Conceptual Strand 4 Plants and animals reproduce and transmit

hereditary information between generations.

Guiding Question 4 What are the principal mechanisms by which living

things reproduce and transmit information between parents and

offspring?


GLE0007.4.1 Observe how plants and animals change as they grow. X

GLE 0007.4.2 Observe that offspring resemble their parents. X


√0007.4.1 Observe a plant to identify how it changes as it grows from a seed to the

adult plant and record data using non-standard measurement devices.

√0007.4.2 Match pictures of seedlings to adult plants and a juvenile to the adult

animal.

Standard 5 – Biodiversity and Change

Conceptual Strand 5 A rich variety of complex organisms have

developed in response to a continually changing environment.

Guiding Question 5 How does natural selection explain how organisms

have changed over time?


GLE 0007.5.1 Compare the basic features of plants and animals. X


√0007.5.1 Use a variety of representations to describe similarities and differences

4

among plants and animals.

√0007.5.2 Create a mural of an ecosystem and compare the characteristics of

animals and plants within that environment.

√0007.5.3 Match pictures of animal and plant characteristics needed for survival to

appropriate environments.

Standard 6 – The Universe

Conceptual Strand 6 The cosmos is vast and explored well enough to

know its basic structure and operational principles.

Guiding Question 6 What big ideas guide human understanding about

the origin and structure of the universe, Earth’s place in the cosmos, and

observable motions and patterns in the sky?


GLE 0007.6.1 Know the different objects that are visible in the day and night sky. X


√0007.6.1 Create a Venn diagram to compare the objects that can be seen in the day

and night sky.

√0007.6.2 Observe, discuss, and draw objects found in the day and night sky.

Standard 7 – The Earth

Conceptual Strand 7 Major geologic events that occur over eons or brief

moments in time continually shape and reshape the surface of the Earth,

resulting in continuous global change.

Guiding Question 7 How is the earth affected by long-tem and short

term geological cycles and the influence of man?

Grade level Expectations

GLE 0007.7.1 Identify non-living materials found on the surface of the earth. X

GLE 0007.7.2 Recognize that some objects are manmade and that some occur naturally. X


√0007.7.1 Identify non-living materials found on the school site and discuss how

these materials are similar and different.

√0007.7.2 Investigate and compare a variety of non-living materials using simple

tools.

√0007.7.3 Observe familiar environments and make lists of natural and man-made

objects.

5

Standard 8 – The Atmosphere

Conceptual Strand 8 The earth is surrounded by an active atmosphere

and an energy system that controls the distribution of life, local weather,

climate, and global temperature.

Guiding Question 8 How do the physical characteristics and the

chemical makeup of the atmosphere influence surface processes and life

on Earth?


GLE0007.8.1 Collect daily weather data at different times of the year. X


√0007.8.1 Collect, compare and record daily weather data during different seasons.

√0007.8.2 Infer the relationship between temperature and seasonal change by

maintaining a paper chain on which dates are recorded and temperature

described according to different colors.

Standard 9 - Matter

Conceptual Strand 9 The composition and structure of matter is know,

and it behaves according to principles that are generally understood.

Guiding Question 9 how does the structure of matter influence its

physical and chemical behavior?


GLE 0007.9.1 Describe an object by its observable properties. X

GLE 0007.9.2 Identify objects and materials as solids or liquids X


√0007.9.1 Observe, identify, and compare the properties of various objects such as

color, shape, and size.

√0007.9.2 Observe, discuss, and compare characteristics of various solids and

liquids.

Standard 10 – Energy

Conceptual Strand 10 Various forms of energy are constantly being

transformed into other types without any net loss of energy from the

system.

Guiding Question 10 What basic energy related ideas are essential for

understanding the dependency of the natural and human-made worlds on

6

energy?


GLE 0007.10.1 Identify the sun as the source of heat and light. X

GLE 0007.10.2 Investigate the effect of the sun on a variety of materials. X


√0007.10.1 Place a thermometer in a sunny window and one in a shady area of the

classroom and record the temperatures over time. Compare, discuss, and

record any temperature differences.

√0007.10.2 Investigate the temperature differences in various locations around the

school. Discuss and record the results.

√0007.10.3 Place a thermometer under pieces of different colored paper on a sunny

window. Compare results and discuss possible causes.

Standard 11 – Motion

Conceptual Strand 11Objects move in ways that can e observed,

described, predicted, and measured.

Guiding Question 11 What causes objects to move differently under

different circumstances?


GLE 0007.11.1 Explore different ways that objects move. X


√007.11.1 Use a variety of objects to demonstrate different types of movement.

(e.g., straight line/zigzag, backwards/forward, side to side, in circles,

fast/slow).

Standard 12 Forces in Nature

Conceptual Strand 12 Everything in the universe exerts a gravitational

force on everything else: there is an interplay between magnetic fields

and electrical currents.

Guiding Question 12 What are the scientific principles that explain

gravity and electromagnetism?

Grade Level Expectations None for this Grade Level

1

Campbell County School System TCAP Achievement – Grade 1 – English Language Arts


Includes Common Core K Standards Not Aligned with TN State Standards*

Standard 1 Language 1

st 6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks

Grade Level

Expectations

GLE’s

See 2nd

grade

GLE’s

GLE 0101.1.1 Demonstrate control of basic Standard English usage, mechanics, spelling, and sentence

structure.

GLE 0101.1.2 Employ a variety of strategies to decode words and expand vocabulary

GLE 0101.1.3 Develop and maintain phonological awareness.

GLE 0101.1.4 Understand and apply the alphabetic principle.


√0101.1.1 Identify and correctly use adjectives (i.e., descriptive), nouns (i.e., singular and plural,

possessive), pronouns (i.e., substitution for nouns), and verbs (i.e., tense, subject-verb

agreement).

X

√0101.1.2 Use capital letters correctly (i.e., in the first word of a sentence, first and last names,

pronoun I, proper nouns).

X

√0101.1.3 Identify and use correct punctuation at the end of declarative sentences and questions. X

√0101.1.4 Form contractions using apostrophes. X

√0101.1.5 Understand that homophones are words that sound the same but are spelled differently and

mean different things (e.g., flower/flour, sun/son).

X

√0101.1.6 Understand that groups of words make sentences. X

√0101.1.7 Understand that word order helps determine the meaning of a sentence. X

√0101.1.8 Identify and correctly write complete sentences. X

2

√0101.1.9 Spell simple words using developing phonetic knowledge, sounds of the alphabet, and

simple consonant/vowel patterns.

Spell high frequency words correctly (e.g., Dolch list, Fry list).

Spell one-syllable words, using basic CVC, CVCE, and CVVC patterns.

Alphabetize words to the first letter.

X

√0101.1.10 Show evidence of expanding language through vocabulary growth.

Build vocabulary by reading, listening to, and discussing a variety of literature.

Use word families and a variety of active word walls.

Read high frequency words in context.

Recognize and identify compound words, synonyms, and antonyms.

Identify positional words (e.g., inside, outside, beside, between).

Identify simple multi-meaning words in context (e.g., fly, pop, bat).

Use a picture dictionary/beginning dictionary to determine word meaning.

X

√0101.1.11 Phonemic Awareness

Maintain phonemic awareness.

Understand that a phoneme is one distinct sound.


Use sound blending of each separately spoken phoneme to make meaningful

words.

Segment one-syllable words into individual sounds and blend the sounds into

whole words.

Recognize and produce rhyming words.

Recognize words that have the same beginning, middle, or ending wounds.

Understand words are made up of one or more syllables.

Substitute targeted sounds to change words (e.g., bed to bad, hat to bat).

Rearrange the letter sounds of a given word to create new words (e.g., pan to nap,

ten to net).

X

√0101.1.12 Phonics

Apply phonics generalizations in order to decode words.

Name all uppercase/lowercase letters of the alphabet.

Understand that the sequence of letters in a written word represents the

sequence of sounds in a word.

Use letter-sound matches and structural analysis to decode grade level words.

Use parts of words (e.g., root/base words, compound words, contractions,

prefixes, suffixes) to decode grade level words.

Apply long and short vowel rules when decoding text.

Use sounding out words; chunking words into smaller parts; and looking for

blends, digraphs, word families, etc. as a means of decoding unfamiliar

words.

Continue to decode unknown words that are grade-level appropriate.

X

3


GLE 0101.2.1 Develop critical listening skills essential for comprehension, problem solving, and task

completion.

X


Checks for Understanding Listening

√0101.2.1 Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions).

X


√0101.2.3 Understand and follow simple two and three step oral directions. X


Speaking

√0101.2.5 Use rules for conversation (e.g., take turns and focus attention on speaker).

X

√0101.2.6 Speak clearly, properly, and politely; recognize the difference between formal and informal

language.

X

√0101.2.7 Give multi-step oral directions. X


Work productively in group discussion for a particular purpose (e.g., respond to

literature, solve a problem).


X


√0101.2.10 Recite poems, stories, and songs. X

Standard 3 Writing

GLE 0101.3.1 Compose simple stories with a clear beginning, middle, and end.

GLE 0101.3.2 Employ a variety of strategies to generate story ideas.

GLE 0101.3.3 Begin to develop topic sentences.

GLE 0101.3.4 Evaluate own and other people’s written work using a simple classroom rubric.

GLE 0101.3.5 Determine how, when, and whether to incorporate graphics into written work.


√0101.3.1 Brainstorm ideas with teachers and peers, use graphic organizers (e.g., webs, charts, Venn

diagrams) independently and /or in group, draw pictures to generate ideas, and use a variety

of resources to gather information.

X

√0101.3.2 Use classroom resources that support the writing process. X

√0101.3.3 Begin to compose first drafts using the appropriate parts of the writing process with an

emphasis on planning and self-correcting.

X

√0101.3.4 Use temporary/creative spelling to spell independently as needed. X

√0101.3.5 Arrange events in a logical and sequential order when writing. X

√0101.3.6 Begin to add descriptive words and details to writing. X

√0101.3.7 Create legible documents for reading by the following: forming uppercase/lowercase

4

letters; utilizing correct spacing; writing from left to right/top to bottom; and

tracing/reproducing letters and words correctly. X

√0101.3.8 Evaluate own and other people’s written work through small group discussion and shared

work.

X


√0101.3.10 Use a simple rubric to evaluate writing. X

√0101.3.11 Illustrate written work with simple drawings. X

Standard 4 Research

GLE 0101.4.1 Define and narrow a research question appropriate to grade level and ability.

GLE 0101.4.2 Select a source necessary to answer the research question.

GLE 0101.4.3 Deliver an oral report that demonstrates a gathering of information.



√0101.4.2 Select two resources to answer a research question. X

√0101.4.3 Use the family and community as sources of information. X

√0101.4.4 Visit the library as a resource of information for research. X

√0101.4.5 Locate a print source for research (e.g., magazine, book). X

√0101.4.6 Present the answers to a research question orally to the class. X

Standard 5 Logic

GLE 0101.5.1 Further develop an understanding of sequential order.

GLE 0101.5.2 Recognize the relationship of actions and consequences.

GLE 0101.5.3 Make inferences and draw appropriate conclusions.


√0101.5.1 Arrange four or more items or events in sequential order. X

√0101.5.2 Recognize logical decisions and choices in reading selections. X

√0101.5.3 Make and adjust predictions in a variety of written and oral contexts. X

√0101.5.4 Compare and contrast information and ideas. X


GLE 0101.6.1 Follow simple directions in a short informational text.

GLE 0101.6.2 Identify the main ideas and supporting details of informational text.

GLE 0101.6.3 Recognize that a variety of graphics can support informational text.


√0101.6.1 Follow simple written directions to complete a task. X

√0101.6.2 Identify the main ideas and supporting details of information texts informational texts.

X

√0101.6.3 Explore a variety of informational texts (e.g., books, charts, newspapers, magazines).

X

√0101.6.4 Recognize and use text features to comprehend informational texts (e.g., time lines,

illustrations).

X

5


C.C.1.R.L.4 Craft and Structure: Identify words and phrases in stories or poems that suggest feelings or

appeal to the senses.

Standard 7 Media

GLE 0101.7.1 Explore a variety of media.

GLE 0101.7.2 Recognize the ability of media to inform, persuade, and entertain.


√0101.7.1 Experience and respond to a variety of media (e.g., books, audio, video, computer,

illustrations).

X


√0101.7.3 Understand the main idea in visual medium (e.g., pictures, cartoons, posters).

X

√0101.7.4 Enhance oral presentations with a visual medium. X


GLE 0101.8.1 Explore and experience various literary genres.

GLE 0101.8.2 Employ a variety of basic reading comprehension strategies.

GLE 0101.8.3 Develop reading fluency and accuracy.

GLE 0101.8.4 Identify basic literary elements.


√0101.8.1 Read picture books, alphabet and number books, rhyming books, storybooks, fairy tales,

poetry, and nonfiction text.

X

√0101.8.2 Distinguish between fiction/nonfiction and fantasy/reality. X

√0101.8.3 Identify parts of a book (e.g., front cover and back cover, table of contents, index glossary,

title page author, illustrator).

X

√0101.8.4 Make predictions about text. X

√0101.8.5 Participate in the creation of graphic organizers. X



Participating in discussions.




Answering the five W + H questions (i.e., Who, What, When, Where, How, Why).

Relating knowledge from personal experience, and/or other text.

X

√0101.8.7 Identify the characters, plot, and setting of a story. X

√0101.8.8 Participate in shared reading and small group guided reading. X

√0101.8.9 Read simple text containing familiar letter-sound correspondence and high frequency

words. X

√0101.8.10 Read orally with fluency and accuracy. X

6

C.C.1.L.5.b Vocabulary Acquisition and Use: Use words and phrases acquired through conversations,

reading and being read to, and responding to texts.

C.C.1.L.5.c Vocabulary Acquisition and Use: Identify real-life connections between words and their

use (e.g., note places at home that are cozy).

C.C.1.L.5.d Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs differing in

manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity

(e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

C.C.1.L.6 Vocabulary Acquisition and Use: Use words and phrases acquired through conversations,

reading and being read to, and responding to texts, including using frequently occurring

conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she

nibbles too much because she likes that).

C.C.K-12.R.R.1 Key Ideas and Details: Read closely to determine what the text says explicitly and to make

logical inferences from it, cite specific textual evidence when writing or speaking to

support conclusions drawn from the text.

C.C.K-12.R.R.2 Key Ideas and Details: Determine central ideas or themes of a text and analyze their

development; summarize the key supporting details and ideas.

C.C.K-12.R.R.3 Key Ideas and Details: Analyze how and why individuals, events, and ideas develop and

interact over the course of a text.

C.C.K-12.R.R.4 Craft and Structure: Interpret words and phrases as they are used in a text, including

determining technical, connotative, and figurative meanings, and analyze how specific

word choices shape meaning or tone.

C.C.K-12.R.R.5 Craft and Structure: Analyze the structure of texts, including how specific sentences,

paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate

to each other and the whole.

C.C.K-12.R.R.6 Craft and Structure: Assess how point of view or purpose shapes the content and style of a

text.

C.C.K-12.R.R.7 Integration of Knowledge and Ideas: Integrate and evaluate content presented in diverse

formats and media, including visually and quantitatively, as well as in words.

C.C.K-12.R.R.8 Integration of Knowledge and Ideas: Delineate and evaluate the argument and specific

claims in a text, including the validity of the reasoning as well as the relevance and

sufficiency of the evidence.

C.C.K-12.R.R.9 Integration of Knowledge and Ideas: Analyze how two or more texts address similar

themes or topics in order to build knowledge or to compare the approaches the authors

take.

C.C.K12.R.R.10 Range of Reading and Level of Text Complexity: Read and comprehend complex literary

and informational texts independently and proficiently.

C.C.K-12.W.R.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive

topics or texts, using valid reasoning and relevant and sufficient evidence.

C.C.K-12.W.R.2 Text Types and Purposes: Write informative/explanatory texts to examine and convey

7

complex ideas and information clearly and accurately through the effective selection,

organization, and analysis of content.

C.C.K-12.W.R.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or

events using effective technique, well-chosen details, and well-structured event sequences.

C.C.K-12.W.R.4 Production and Distribution of Writing: Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose, and audience.

C.C.K-12.W.R.5 Production and Distribution of Writing: Develop and strengthen writing as needed by

planning, revising, editing, rewriting, or trying a new approach.

C.C.K-12.W.R.6 Production and Distribution of Writing: Use technology, including the Internet, to produce

and publish writing and to interact and collaborate with others.

C.C.K-12.W.R.7 Research to Build and Present Knowledge: Conduct short as well as more sustained

research projects based on focused questions, demonstrating understanding of the subject

under investigation.

C.C.K-12.W.R.8 Research to Build and Present Knowledge: Gather relevant information from multiple

print and digital sources, assess the credibility and accuracy of each source, and integrate

the information while avoiding plagiarism.

C.C.K-12.W.R.9 Research to Build and Present Knowledge: Draw evidence from literary or informational

texts to support analysis, reflection and research.

C.C.K12.W.R.10 Range of Writing: Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting or a day or two) for a

range of tasks, purposes, and audiences.

C.C.K-12.SL.1 Comprehension and Collaboration: Prepare for and participate effectively in a range of

conversations and collaborations with diverse partners, building on others’ ideas and

expressing their own clearly and persuasively.

C.C.K-12.SL.2 Comprehension and Collaboration: Integrate and evaluate information presented in diverse

media and formats, including visually, quantitatively, and orally.

C.C.K-12.SL.3 Comprehension and Collaboration: Evaluate a speaker’s point of view, reasoning, and use

of rhetoric.

C.C.K-12.SL.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting

evidence such that listeners can follow the line of reasoning and the organization,

development, and style are appropriate to the task.

C.C.K-12.SL.5 Presentation of Knowledge and Ideas: Make strategic use of digital media and visual

displays of data to express information and enhance understanding of presentations.

C.C.K-12.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and

communicative tasks, demonstrating command of formal English when indicated or

appropriate.

C.C.K-12.LR.1 Conventions of Standard English: Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.


8

English capitalization, punctuation, and spelling when writing.

C.C.K-12.LR.3 Knowledge of Language: Apply knowledge of language to understand how language

functions in different contexts, to make effective choices for meaning or style, and to

comprehend more fully when reading or listening.

C.C.K-12.LR.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and

multiple-meaning words and phrases by using context clues, analyzing meaningful word

parts, and consulting general and specialized reference materials, as appropriate to the task.

C.C.K-12.LR.5 Vocabulary Acquisition and Use: Demonstrating understanding of word relationships and

nuances in word meanings.


Acquire and use accurately a range of general academic and domain-specific words and

phrases sufficient for reading, writing, speaking, and listening at the college and career

readiness level, demonstrate independence in gathering vocabulary knowledge when

considering a word or phrase important to comprehension or expression.


For the school year 2011-2012 1st grade teachers will have to make certain all 1

st grade

students have been taught the no match Common Core K standards also.

C.C.K.L.5.c Vocabulary Acquisition and Use: Identify real-life connections between words and their

use (e.g., note places at school that are colorful).

C.C.K.L.5.d Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs describing

the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

C.C.K.L.6 Vocabulary Acquisition and Use: Use words and phrases acquired through conversations,



GLE – Grade Level Expectation TCAP Achievement – Grade 1 – Mathematics



Standard 1 – Mathematical Processes 1

st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



GLE 0106.1.1 Use mathematical language, symbols, and definitions while

developing mathematical reasoning. X

See 2nd

Grade CFU’s

√ 0106.1.8 Recognize the “word clues” and mathematical symbols for addition

and subtraction.

Textbook Reference: Page TN 29 X


solving, including estimation, and reasonableness of the solution. I→ → → → X





ideas, and communicate solution strategies. I→ → → → X

√ 0106.1.7 Apply spatial sense to recreate a figure from memory.


√ 0106.1.10 Match the spoken, written, concrete, and pictorial representations of

whole numbers, one-half, and one-fourth.

Textbook Reference: 19-1, 19-2, 19-3

X



interpret solutions. I→ → → X

√ 0106.1.3 Compare units of time.

Textbook Reference: 15-4, Page TN 32 X

√ 0106.1.5 Use a thermometer to measure temperature.


√ 0106.1.6 Recognize scales as a way of measuring weight.


X

2

GLE 0106.1.6 Read and interpret the language of mathematics and use written/oral

communication to express mathematical ideas precisely. X

√ 0106.1.1 Describe the relationship between days and months.


√ 0106.1.2 Read and write time to the hour, half-hour, and quarter-hour.


GLE 0106.1.7 Recognize the historical development of mathematics, mathematics in

context, and the connections between mathematics and the real world. I→ → → X

√ 0106.1.4 Count the value of a set of coins up to fifty cents.



mathematics.

Textbook Reference: Throughout the Program. See Visual Learning

Bridge/Animation

X




concepts.

I→ → → → X

Standard 2 – Number and Operations

1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



GLE 0106.2.1 Understand and use number notation and place value to 100. I→ → X

See 2nd

Grade CFU’s

√ 0106.2.1 Read and write numerals up to 100.


√ 0106.2.6 Recognize the place value of numbers (tens, ones).


√ 0106.2.15 Represent whole numbers between 10 and 100 in groups of tens and

ones.


X

GLE 0106.2.2 Compare and order whole numbers to 100. I→ → X

√ 0106.2.2 Write numbers up to 10 in words.


3

√ 0106.2.3 Count forward and backward by ones beginning with any number less

than 100.

Textbook Reference: 10-4, TN-9

X

√ 0106.2.4 Skip count by twos, fives, and tens.


√ 0106.2.5 Order and compare (less than, greater than, or equal to) whole

numbers to 100.

Textbook Reference: 1-6, 2-1, 2-2, 2-4, 12-1, 12-3, 12-4, 12-6, 12-7,

12-8

X

√ 0106.2.16 Represent whole numbers up to 100 on a number line.


√ 0106.2.17 Use the number line to create visual representations of sequences

(such as even numbers, tens, multiples of fives).


GLE 0106.2.3 Develop strategies for learning basic addition facts and related

subtraction facts. I→ → → X

√ 0106.2.7 Develop fluency with addition and subtraction facts of sums through

ten.

Textbook Reference: 6-1, 6-2, 6-3, 6-4, 6-5, 6-6, 7-1, 7-2, 7-3, 7-4,

7-5

X

√ 0106.2.8 Relate “counting on” and “counting back” to addition and subtraction

and understand them as inverse operations.

Textbook Reference: TN-8

X

√ 0106.2.9 Add three single-digit numbers.


√ 0106.2.10 Use models (such as discrete objects, connecting cubes, and number

lines) to represent “part-whole,” “adding to,” “taking away from,” and

“comparing to” situations to develop understanding of the meaning of

addition and subtraction.


6-1

X

GLE 0106.2.4 Use multiple representations (including groups of ten) to model two-

digit addition and subtraction. I→ → → → X

√ 0106.2.11 Recognize the “part-whole” relationship in representations of basic

fractions such as ½ and ¼.

Textbook Reference: 19-1, 19-2, 19-3, 19-4, 19-5

X

4

√ 0106.2.12 Use various models to develop strategies for solving arithmetic

problems.

Textbook Reference: 4-8, 5-4, 16-1, 16-2, 16-3, 16-5, 16-6, 16-7,

16-8, 20-1

X

√ 0106.2.13 Solve problems that require addition and subtraction of numbers

through 100.


X

√ 0106.2.14 Use composition and decomposition of numbers to identify and

discuss patterns.


X

Standard 3 - Algebra

1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



GLE 0106.3.1 Identify, describe, and extend simple number patterns to develop

strategies for adding and subtracting whole numbers. X

See 2nd

Grade CFU’s

√ 0106.3.1 Find repeating patterns on the number line, addition table, and

hundreds chart.

Textbook Reference: 9-1, 9-2, 9-3, 9-4, 10-4, 20-8, TN-8 X

√ 0106.3.2 Determine a reasonable next term in a given sequence and describe

the rule.


X

GLE 0106.3.2 Understand that addition and subtraction are inverse operations. I→ X

√ 0106.3.3 Use objects to illustrate the commutative property with basic facts and

show that subtraction is not commutative.

Textbook Reference: 3-3, 3-6, TN-3, Page TN 28 X

√ 0106.3.4 Demonstrate understanding of the basic equation a + b = c by using

objects to illustrate the number sentences (fact families) associated

with any particular sum.


X

√ 0106.3.5 Use various strategies to find unknowns in problems involving

addition and subtraction.


X

√ 0106.3.6 Use objects to demonstrate the inverse relationship between addition

and subtraction. X

5


√ 0106.3.7 Use the inverse relation between addition and subtraction to check

arithmetic problems.

Textbook Reference: 4-7, 7-2, 7-3, 7-4, 17-1, 17-2, 17-3, 17-4 I→ X

GLE 0106.3.3 Extend the strategies for basic facts to include other properties of

number and operations. I→ X

√ 0106.3.8 Determine whether a number is odd or even by pairing objects.

Textbook Reference: 10-6 I→ X

√ 0106.3.9 Recognize that zero is the identity element for addition.


Standard 4 – Geometry and Measurement

1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



GLE 0106.4.1 Recognize, describe, and draw geometric figures. X

√ 0106.4.1 Recognize and describe similarities and differences between 2-

dimensional figures (geometric attributes and properties).


X See 2

nd

Grade CFU’s

√ 0106.4.2 Recognize 2- and 3-dimensional figures from different perspectives

and orientations.


X

√ 0106.4.4 Identify 2-dimensional shapes as faces of 3-dimensional figures.

Textbook Reference: 14-5, 14-6, TN-6

X

GLE 0106.4.2 Compose and decompose geometric shapes. X

√ 0106.4.3 Model part-whole relationships and properties of plane and solid

figures by combining two or more shapes to make a larger shape of by

breaking apart an object into its smaller shapes.

Textbook Reference: 8-2, 8-3, 8-4, 8-8, TN-7

X

GLE 0106.4.3 Use non-standard units in linear measurement. X

√ 0106.4.5 Estimate and measure length using non-standard units (counting by

using groups of tens and ones) to represent addition.


X

√ 0106.4.6 Recognize the essential role of units in measurement, and understand X

6

the difference between standard and non-standard units.

Textbook Reference: 14-4, Page TN 30

√ 0106.4.7 Understand and use comparative words such as long, longer, longest;

short, shorter, shortest; tall, taller, tallest; high, higher, highest.


X


1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



GLE 0106.5.1 Use various representations to display and compare data. X

See 2nd

Grade CFU’s

√ 0106.5.1 Represent measurements and discrete data using concrete objects,

picture graphs, and bar graphs.


√ 0106.5.2 Represent data in both horizontal and vertical form.


√ 0106.5.3 Display data using appropriate titles and labels.

Textbook Reference: 18-9, 18-10, TN-13 X

√ 0106.5.4 Count and compare collected data.


1

Campbell County School System TCAP Achievement First Grade – Science

Criterion Referenced Test (CRT) Reporting categories with Grade Level Expectations (GLE)

Revised 2011-2012

Embedded Inquiry 1st 6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks

GLE # Grade Level Expectations

0107.Inq.1 Observe the world of familiar objects using the senses and tools. X X X X X X


0107.Inq.2 Ask questions, make logical predictions, plan investigations, and

represent data. X X X X X X


investigations.

0107.Inq.3 Explain the data from an investigation. X X X X X X


vocabulary.


investigations.

Embedded Technology and Engineering


0107.T/E.1 Recognize that both natural materials and human-made tools have

specific characteristics that determine their use. X X X X X X

√0107.T/E.1 Explain how simple tools are used to extend the senses, make life

easier, and solve everyday problems.

0107.T/E.2 Apply engineering design and creative thinking to solve practical

problems. X X X X X X


√0107.T/E.3 Use tools to measure materials and construct simple products.

Life Science

Standard 1: Cells


0107.1.1 Recognize that living things have parts that work together X

√0107.1.1 Combine pictures of major body parts to assemble a complete

2

animal.

0107.1.2 Use tools to examine major body parts and plant structures. X

√0107.1.2 Communicate the effect of using tools like magnifiers when

examining different body parts.

√107.1.3 Make diagrams to record and communicate observations.

Standard 2: Interdependence


0107.2.1 Distinguish between living and non-living things in an

environment. X

√0107.2.1 Identify the basic characteristics of living things.

√0107.2.2 Record information about living or non-living objects in local

environments.

√0107.2.3 Sort and classify a variety of living and non-living materials based

on their characteristics.

Standard 3: Flow of Matter ad Energy


0107.3.1 Recognize that living plants and animals are living things that grow

and change over time

X

√0107.3.1 Conduct investigations and record data about the growth of

different plants under varying conditions.

√0107.3.2 Describe what plants and animals need in order to grow and remain

healthy.

Standard 4: Heredity


0107.4.1 Observe and illustrate the life cycle of animals. X

√0107.4.1 Observe, describe, and record the life cycle of a particular animal.

0107.4.2 Describe ways in which animals closely resemble their parents. X

√0107.4.2 Match pictures of parents and related offspring by identifying

common characteristics.

Standard 5: Biodiversity and Change


0107.5.1 Investigate how plants and animals can be grouped according to

their habitats.

X

3

√0107.5.1 Observe plants and animals on the school grounds and group them

according to where they are found.

√0107.5.2 Create a chart of different habitats and match animals to specific

locations.

0107.5.2 Recognize that some organisms which formerly lived are no longer

found on earth.

X

√0107.5.3 Sort pictures or illustrations of animals into groups that are extinct

and those that still exist and offer possible explanations for

extinction.

Earth and Space Science Standard 6: The Universe


0107.6.1 Compare and describe features of the day and night sky. X

√0107.6.1 Create a chart of things that can be observed in the day and night

sky.

0107.6.2 Realize that the sun can only be seen during the day, while the

moon can be seen at night and sometimes during the day.

X

√0107.6.2 Identify objects in the sky and describe their observable similarities

and differences.

Standard 7: The Earth


0107.7.1 Realize that water, rocks, soil, living organisms, and manmade

objects make up the earth’s surface.

X

√0107.7.1 Create a diagram of the school grounds to identify where water,

rocks, soil, living organisms, and man-made objects are found.

√0107.7.2 Sample areas of the school grounds to identify where different

materials are found.

0107.7.2 Classify earth materials according to their physical properties. X

√0107.7.3 Use bagged samples of earth materials or pictures from different

areas to classify materials according to their use.

Standard 8: The Atmosphere


0107.8.1 Gather and interpret daily weather data. X X X X X

√0107.8.1 Collect daily weather information to predict what conditions might

4

occur on the following day.

√0107.8.2 Discuss what makes a weather prediction accurate or inaccurate.

Physical Science Standard 9: Matter


0107.9.1 Classify objects according to their physical properties. X

√0107.9.1 Classify solids according to their size, shape, color texture,

hardness, ability to change shape, magnetic attraction, whether they

sink or float, and use.

0107.9.2 Distinguish between the properties of solids and liquids. X

√0107.9.2 Compare liquids according to their color, ability to flow, solubility

in water, and use.

0107.9.3 Predict the changes that may occur when different materials are

mixed.

X

√0107.9.3 Investigate and describe the results of mixing different substances

such as salt and pepper, water and sand, water and oil, and water

and salt.

Standard 10: Energy


0107.10.1 Investigate the effect of the sun on land, water, and air. X

√0107.10.1 Predict and determine what happens over the course of a school day

when containers of sand, soil, and water with thermometers are

placed in a sunny window.

√0107.10.2 Predict and determine what happens over the course of a school day

when containers of sand, soil and water with thermometers are

placed in a shady location.

√0107.10.3 Compare the temperature at different places around the school such

as black top driveway, lawn, concrete areas, side of the building,

under a shade tree, wet area, in the ground.

Standard 11: Motion


0107.11.1 Investigate how forces (push, pull) can move an object or change its

direction.

X

√0107.11.1 Use familiar objects to explore how the movement can be changed.

5

√0107.11.2 Investigate and explain how different surfaces affect the movement

of an object.

Standard 12: Forces in Nature


0107.12.1 Investigate materials that are attracted to magnets. X

√0107.12.1 Identify and classify objects in the classroom as magnetic or non-

magnetic.

√0107.12.2 Make predictions about how various objects will be affected by a

magnet.

1

Campbell County School System TCAP Achievement Second Grade English Language Arts Revised 2011-2012


Includes Common Core Grade 2 Standards Not Aligned with TN State Standards*

Standard 1 Language

Grade Level

Expectations

GLE’s

1st 6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks

GLE 0201.1.1 Demonstrate control of basic English usage, mechanics, spelling and sentence structures. X

GLE 0201.1.2 Employ a variety of strategies to decode words and expand vocabulary. X

GLE 0201.1.3 Develop and maintain phonological awareness. X

GLE 0201.1.4 Understand and apply the alphabetic principle. X


√0201.1.1 Identify and correctly use adjectives (i.e., descriptive, comparative, superlative), nouns

(i.e., common and proper, singular and plural, possessive), pronouns (i.e., substitution for

nouns), and verbs (i.e., past and present tense, action and linking, regular and irregular,

subject-verb agreement).

X

√0201.1.2 Use capitals letters correctly (i.e., first and last names, pronoun I, proper nouns, first word

of a sentence).

X

√0201.1.3 Identify and use correct punctuation at the end of declarative, exclamatory, and

interrogative sentences. X

√0201.1.4 Form contractions correctly. X

√0201.1.5 Understand that a sentence is a group of words that has a subject and a verb and expresses a

complete thought X

√0201.1.6 Identify and correctly write complete sentences. X

√0201.1.7 Use commas correctly in a series. X

√0201.1.9 Spell simple words using developing phonetic knowledge, sound of the alphabet, and

simple consonant/vowel patterns.

Spell high frequency words correctly (e.g., Dolch list, Fry list).

Continue to spell words using basic CVC, CVCE, and CVVC patterns.

Alphabetize words to the second letter.

Use primary dictionaries to spell words correctly and verify spelling.

Spell regular and irregular plurals correctly (e.g., boy/boys, child/children).

Spell digraphs (e.g., ch, ea, ir), trigraphs (e.g., -igh, -tch). and blends (e.g., bl, br,

str).

X

2

Understand and spell basic words that sound the same but are spelled differently

and have different meanings (homophones, e.g., hair, hare; to, too, two).

Phonemic Awareness

√0201.1.10 Maintain phonemic awareness by adhering to the following:

Rearrange the letter sounds of a given word to create new words (e.g., top to pot;

sub to bus),


Use sound blending of each separately spoken phoneme to make meaningful

words.

Segment one-syllable words into individual sounds and blend the sounds into

whole words.

Identify and produce rhyming words.

Recognize words that have the same beginning, middle, or ending sounds.

Understand words are made up of one or more syllables.

Add, delete, and change targeted sounds to change words.

X

Phonics

√0201.1.11 Apply phonics generalizations in order to decode words in the following ways:

Read words containing r-controlled vowels (er, or, ar, ir, ur).

Apply knowledge of basic syllabication rules.

Use letter-sound matches and structural analysis to decode grade level words.

Use parts of words (e.g., root/base words, compound words, contractions,

prefixes, and suffixes) to decode grade level words.

Apply long and short vowel rules when decoding text.

Use sounding out words; chunking words into smaller parts; and looking for

blends, digraphs, diphthongs, word families, etc. as a means of decoding

unfamiliar words

Continue to decode unknown words that are grade-level appropriate.

X


GLE 0201.2.1 Develop critical listening skills essential for comprehension, problem solving, and task

completion.

X



√0201.2.1 Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions). X


√0201.2.3 Understand and follow multi-step oral directions. X

3


Speaking

√0201.2.5 Use rules for conversation (e.g., take turns and focus attention on speaker). X

√0201.2.6 Speak clearly, properly, and politely: recognize the difference between formal and informal

language.

X

√0201.2.7 Provide multi-step oral directions. X


Work productively in group discussion for a particular purpose (e.g., respond to

literature, solve a problem and plan a project).


X


√0201.2.10 Recite poems, stories, and songs. X

Standard 3 Writing

GLE 0201.3.1 Write in a variety of modes for different audiences and purposes. X

GLE 0201.3.2 Employ various prewriting strategies. X

GLE 0201.3.3 Organize ideas into a topic paragraph with complete coherent sentences. X

GLE 0201.3.4 Revise first drafts for clearer meaning, correct capitalization, and punctuation. X

GLE 0201.3.5 Evaluate own and other people’s written work. X

GLE 0201.3.6 Determine how, when, and whether to incorporate graphics into written work. X


√0201.3.1 Write to describe, entertain, and inform. X

√0201.3.2 Write in response to literature (e.g., create a new ending to a story, create class books,

summarize a story), compose a variety of written works (e.g., friendly letters, journal

entries, reports, experience stories) and begin to compose narratives (with a beginning,

middle, and end).

X

√0201.3.3 Brainstorm ideas with teachers and peers, use graphic organizers (e.g., webs, charts, Venn

diagrams) independently and/or in group, and use a variety of resources to gather

information.

X

√0201.3.4 Use classroom resources to support the writing process. X

√0201.3.5 Compose first drafts using the appropriate parts of the writing process with an emphasis on

planning, organizing, and self- correcting.

X

√0201.3.6 Use temporary/creative spelling to spell independently while transitioning to standard

spelling in first drafts.

X

√0201.3.7 Arrange events in a logical and sequential order when writing. X

√0201.3.8 Continue to add descriptive words and details to writing. X

√0201.3.9 Create legible documents for reading by forming legible letters and utilizing correct X

4

spacing.

√0201.3.10 Evaluate own and other people’s written work through small group discussion and shared

work. X


√0201.3.12 Use a simple rubric to evaluate writing X

√0201.3.13 Incorporate photographs or illustrations in written work X

Standard 4 Research

GLE 0201.4.1 Define and narrow a question for research appropriate to grade level and ability. X

GLE 0201.4.2 Gather relevant information to answer a research question. X

GLE 0201.4.3 Write a simple research report. X



√0201.4.2 Select three sources to answer a research question. X

√0201.4.3 Utilize the family and community as sources of information. X

√0201.4.4 Visit the library/media center as a source of information for research. X

√0201.4.5 Recognize and identify a variety of print and electronic resources available for information. X

√0201.4.6 Understand the purpose of reference materials. X

√0201.4.7 Write a simple research report that demonstrates a gathering of information. X

Standard 5 Logic

GLE 0201.5.1 Continue to develop the ability to think logically. X

GLE 0201.5.2 Apply logic in a variety of ways. X

GLE 0201.5.3 Make inferences and draw appropriate conclusions. X


√0201.5.1 Distinguish between fact and opinion. X

√0201.5.2 Given a sequence of events, choose an appropriate conclusion from a list of possibilities. X

√0201.5.3 Identify cause/effect relationships. X

√0201.5.4 Compare and contrast information and ideas. X

√0201.5.5 Apply sequential reasoning to a variety of written and oral contexts. X


GLE 0201.6.1 Follow simple multi-step directions in a short informational text. X

GLE 0201.6.2 Comprehend the main ideas and supporting details of informational texts. X

GLE 0201.6.3 Interpret the graphics that support informational texts. X


√0201.6.1 Follow simple multi-step directions in informational texts to complete a specific task. X

√0201.6.2 Identify and state the main ideas and supporting details of informational texts. X

5

√0201.6.3 Explore various forms of informational texts (e.g., newspapers, pamphlets, manuals,

magazines).

X

√0201.6.4 Recognize and use text features to comprehend informational texts (e.g., time lines, graphs,

charts, maps and legends, illustrations).

X

Standard 7 Media

GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. X

GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. X

√0201.7.1 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). X

√0201.7.2 Experience and respond to a variety of media (e.g., books, audio, video, iPods, computers,

illustrations).

X


√0201.7.4 Begin to utilize technology to create publications and presentations. X


GLE 0201.8.1 Explore and experience various literary genres. X

GLE 0201.8.2 Employ a variety of basic reading comprehension strategies. X

GLE 0201.8.3 Develop reading fluency and accuracy. X

GLE 0201.8.4 Identify basic literary elements. X

√0201.8.1 Read fables, folk tales, fairy tales, poetry, nonfiction, short stories, and chapter books. X

√0201.8.2 Identify parts of a book (e.g., table of contents, index, glossary, title page). X

√0201.8.3 Distinguish between fiction/nonfiction and fantasy/reality. X

√0201.8.4 Preview words necessary for understanding a reading selection X

√0201.8.5 Begin to create and utilize graphic organizers. X



Participate in discussions.




Answering the five W + H questions (i.e., Who, What, When, Where, How, Why).

Relating knowledge from personal experience, to other texts, and world events to

make meaning from text.

X

√0201.8.7 Participate in shared reading and small group guided reading. X

√0201.8.8 Read text containing familiar letter-sound correspondence and high frequency words. X

√0201.8.9 Read orally with fluency and accuracy, using appropriate pacing and expression. X

√0201.8.10 Identify the characters, plot, and setting of a story. X

6


C.C.2.L.5.a Vocabulary Acquisition and Use: Identify real-life connections between words and their

use (e.g., describe foods that are spicy or juicy).

C.C.2.L.5.b Vocabulary Acquisition and Use: Distinguish shades of meaning among closely related

verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny,

scrawny).


reading and being read to, and responding to texts, including using adjectives and adverbs

to describe (e.g., when other kids

C.C.K-12.R.R.1 Key Ideas and Details: Read closely to determine what the text says explicitly and to make

logical inferences from it, cite specific textual evidence when writing or speaking to

support conclusions drawn from the text.

C.C.K-12.R.R.2 Key Ideas and Details: Determine central ideas or themes of a text and analyze their

development; summarize the key supporting details and ideas.

C.C.K-12.R.R.3 Key Ideas and Details: Analyze how and why individuals, events, and ideas develop and

interact over the course of a text.

C.C.K-12.R.R.4 Craft and Structure: Interpret words and phrases as they are used in a text, including

determining technical, connotative, and figurative meanings, and analyze how specific

word choices shape meaning or tone.

C.C.K-12.R.R.5 Craft and Structure: Analyze the structure of texts, including how specific sentences,

paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate

to each other and the whole.

C.C.K-12.R.R.6 Craft and Structure: Assess how point of view or purpose shapes the content and style of a

text.

C.C.K-12.R.R.7 Integration of Knowledge and Ideas: Integrate and evaluate content presented in diverse

formats and media, including visually and quantitatively, as well as in words.

C.C.K-12.R.R.8 Integration of Knowledge and Ideas: Delineate and evaluate the argument and specific

claims in a text, including the validity of the reasoning as well as the relevance and

sufficiency of the evidence.

C.C.K-12.R.R.9 Integration of Knowledge and Ideas: Analyze how two or more texts address similar

themes or topics in order to build knowledge or to compare the approaches the authors

take.

C.C.K-12.R.R.10 Range of Reading and Level of Text Complexity: Read and comprehend complex literary

and informational texts independently and proficiently.

C.C.K-12.W.R.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive

7

topics or texts, using valid reasoning and relevant and sufficient evidence.

C.C.K-12.W.R.2 Text Types and Purposes: Write informative/explanatory texts to examine and convey

complex ideas and information clearly and accurately through the effective selection,

organization, and analysis of content.

C.C.K-12.W.R.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or

events using effective technique, well-chosen details, and well-structured event sequences.

C.C.K-12.W.R.4 Production and Distribution of Writing: Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose, and audience.

C.C.K-12.W.R.5 Production and Distribution of Writing: Develop and strengthen writing as needed by

planning, revising, editing, rewriting, or trying a new approach.

C.C.K-12.W.R.6 Production and Distribution of Writing: Use technology, including the Internet, to produce

and publish writing and to interact and collaborate with others.

C.C.K-12.W.R.7 Research to Build and Present Knowledge: Conduct short as well as more sustained

research projects based on focused questions, demonstrating understanding of the subject

under investigation.

C.C.K-12.W.R.8 Research to Build and Present Knowledge: Gather relevant information from multiple

print and digital sources, assess the credibility and accuracy of each source, and integrate

the information while avoiding plagiarism.

C.C.K-12.W.R.9 Research to Build and Present Knowledge: Draw evidence from literary or informational

texts to support analysis, reflection and research.

C.C.K-12.W.R.10 Range of Writing: Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting or a day or two) for a

range of tasks, purposes, and audiences.

C.C.K-12.SL.1 Comprehension and Collaboration: Prepare for and participate effectively in a range of

conversations and collaborations with diverse partners, building on others’ ideas and

expressing their own clearly and persuasively.

C.C.K-12.SL.2 Comprehension and Collaboration: Integrate and evaluate information presented in diverse

media and formats, including visually, quantitatively, and orally.

C.C.K-12.SL.3 Comprehension and Collaboration: Evaluate a speaker’s point of view, reasoning, and use

of rhetoric.

C.C.K-12.SL.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting

evidence such that listeners can follow the line of reasoning and the organization,

development, and style are appropriate to the task.

C.C.K-12.SL.5 Presentation of Knowledge and Ideas: Make strategic use of digital media and visual

displays of data to express information and enhance understanding of presentations.

C.C.K-12.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and

8

communicative tasks, demonstrating command of formal English when indicated or

appropriate.


English grammar and usage when writing or speaking.


English capitalization, punctuation, and spelling when writing.

C.C.K-12.LR.3 Knowledge of Language: Apply knowledge of language to understand how language

functions in different contexts, to make effective choices for meaning or style, and to

comprehend more fully when reading or listening.

C.C.K-12.LR.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and

multiple-meaning words and phrases by using context clues, analyzing meaningful word

parts, and consulting general and specialized reference materials, as appropriate to the task.

C.C.K-12.LR.5 Vocabulary Acquisition and Use: Demonstrating understanding of word relationships and

nuances in word meanings.


Acquire and use accurately a range of general academic and domain-specific words and

phrases sufficient for reading, writing, speaking, and listening at the college and career

readiness level, demonstrate independence in gathering vocabulary knowledge when

considering a word or phrase important to comprehension or expression.


For the school year 2011-2012 2nd

grade teachers will have to make certain all 2nd

grade students have been taught the no match Common Core standards for K and

grade1 also.

C.C.K.L.5.c Vocabulary Acquisition and Use: Identify real-life connections between words and their

use (e.g., note places at school that are colorful).

C.C.K.L.5.d Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs describing

the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

C.C.K.L.6 Vocabulary Acquisition and Use: Use words and phrases acquired through conversations,


C.C.1.R.L.4 Craft and Structure: Identify words and phrases in stories or poems that suggest feelings or

appeal to the senses.

C.C.1.L.5.b Vocabulary Acquisition and Use: Use words and phrases acquired through conversations,


C.C.1.L.5.c Vocabulary Acquisition and Use: Identify real-life connections between words and their

use (e.g., note places at home that are cozy).

C.C.1.L.5.d Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs differing in

9

manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity

(e.g., large, gigantic) by defining or choosing them or by acting out the meanings.


reading and being read to, and responding to texts, including using frequently occurring

conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she

nibbles too much because she likes that).


GLE – Grade Level Expectation TCAP Achievement – Grade 2 – Mathematics




st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



GLE 0206.1.1 Use mathematical language, symbols, and definitions while

developing mathematical reasoning. I→ → → → X

See 3rd

Grade SPI’s


solving, including estimation, and reasonableness of the solution. X

√ 0206.1.3 Use strategies to make estimates of time.

Textbook Reference:15-3, Page TN 31 X

√ 0206.1.4 Solve problems involving elapsed time in hour and half-hour

intervals.


X





ideas, and communicate solution strategies.

X

√ 0206.1.8 Use concrete models or pictures to show whether a fraction is less

than a half, more than a half, or equal to a half.


X

√ 0206.1.9 Match the spoken, written, concrete, and pictorial representations of

halves, thirds, and fourths.


X



interpret solutions.

X

√ 0206.1.6 Read thermometers with Fahrenheit and Celsius scales.


√ 0206.1.7 Measure weight to the nearest pound or kilogram.


GLE 0206.1.6 Read and interpret the language of mathematics and use written/oral I→ → → → X

2

communication to express mathematical ideas precisely.

√ 0206.1.10 Develop a story problem that illustrates a given addition or

subtraction number sentence.


X

√ 0206.1.12 Write numbers and translate word clues to number sentences and vice

versa. Textbook Reference: 1-7, 2-8 X

GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in

context, and the connections between mathematics and the real world. I→ → → X

√ 0206.1.1 Read and write time up to five-minute intervals.

Textbook Reference: 15-1 15-2, 15-6 X

√0206.1.2 Relate days, dates, weeks, months, and years to a calendar.


√0206.1.5 Count the value of a set of coins up to one dollar and use the

transitive property of equality to recognize equivalent forms of values

up to $1.00.


X

√0206.1.15 Use age-appropriate books, stories, and videos to convey ideas of

mathematics.


X




concepts.

I→ → X

√ 0206.1.11 Use manipulatives to demonstrate addition and subtraction sentences

written symbolically.


√ 0206.1.13 Use manipulatives such as pattern blocks, tangrams, etc. to explore

geometric concepts of symmetry and transformations.


X

√ 0206.1.14 Create and observe numerical patterns on a calculator by repeatedly

adding or subtracting the same number from some starting number.


X


1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks

3



GLE 0206.2.1 Understand and use place value concepts to 1000. X

See 3rd

Grade SPI’s

√ 0206.2.2 Read and write numbers up to 1000 using numerals and words up to

100.


√ 0206.2.5 Compare and order multi-digit numbers up to 1000.


GLE 0206.2.2 Understand and use the base-ten numeration system. I→ → → → X

√ 0206.2.1 Starting at any number, count by ones, twos, fives, tens, and hundreds

up to 1000.


√ 0206.2.3 Locate and interpret numbers on a number line.


√ 0206.2.4 Recognize that place-value notation represents the sums of multiples

of powers of ten (e.g., 85 as 8 hundreds + 5 tens + 3 ones).


X

GLE 0206.2.3 Use efficient and accurate strategies to develop fluency with multi-

digit addition and subtraction. I→ X

√ 0206.2.6 Use various models such as number lines, pictures, and base-ten

blocks to illustrate addition and subtraction.


18-7, 19-2, Page TN 14

X

√ 0206.2.7 Develop fluency at recalling basic addition facts and related

subtraction facts.


3-4, 19-4, 19-6

X

√ 0206.2.8 Use efficient procedures, and understand why they work, to solve

problems involving the addition and subtraction of two and three digit

whole numbers (including those that require regrouping for addition

only).


10-6, 18-4, 18-8, 19-2, 20-1, 20-2

X

√ 0206.2.9 Apply appropriate methods to estimate and mentally calculate sums

or differences with ones, tens, and hundreds. X

4


18-1, 18-2, 18-5, 18-6, 18-8

√ 0206.2.10 Add three two-digit numbers.


√ 0206.2.11 Solve addition and subtraction problems in context using various

representations.


9-1, 9-2, 9-4, 9-5, 9-6, 9-7, 10-1, 10-3, 10-4,

10-6, 10-7, 19-2

X

GLE 0206.2.4 Develop an initial understanding of multiplication. I→ → → → X

√ 0206.2.12 Demonstrate skip counting on the number line and relate to repeated

addition and multiplication.


√ 0206.2.13 Relate patterns in skip counting to multiplication.


Standard 3 – Algebra

1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



GLE 0206.3.1 Develop pattern recognition. I→ → → → X

See 3rd

Grade SPI’s

√ 0206.3.1 Given rules, complete tables to reveal both arithmetic and geometric

patterns.

Textbook Reference: 7-5, 20-5, TN-12

X

√ 0206.3.2 Given a description, extend or find a missing term in a pattern or

sequence.


X

√ 0206.3.3 Record and study patterns in lists of numbers created by repeated

addition or subtraction.


√ 0206.3.4 Generalize the patterns resulting from the addition, subtraction, and

multiplication of combinations of odd and even numbers.


X

GLE 0206.3.2 Extend knowledge of the properties of numbers and operations to X

5

multiplication.

√ 0206.3.5 Understand and use the commutative and associative properties of

addition and multiplication.

Textbook Reference: 2-4, 2-5, 4-9, 19-5, Page TN 33

X

√ 0206.3.6 Relate repeated addition to multiplication.


GLE 0206.3.3 Solve simple arithmetic problems using various methods. X

√ 0206.3.7 Find unknowns in number sentences and problems involving

addition, subtraction, and multiplication.


GLE 0206.3.4 Describe qualitative change. X

√ 0206.3.8 Describe change in measures according to quantitative criteria such as

growing 2 inches in one year.


X


1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



GLE 0206.4.1 Recognize, classify, and transform 2- and 3-dimensional geometric

figures. X

See 3rd

Grade SPI’s

√ 0206.4.1 Describe common geometric attributes of familiar plane and solid

objects. Textbook Reference: 11-1, 11-2, 11-5, 11-7, 11-8, Page TN

17

X

√ 0206.4.2 Reflect, rotate, and translate shapes to explore the effects of

transformations.


X

GLE 0206.4.2 Understand the meaning and process of linear measurement. I→ X

√ 0206.4.4 Estimate, measure, and calculate length to the nearest unit: meter,

centimeter, yard, foot, and inch.

Textbook Reference: 13-1, 13-2, 13-4, 13-5. 13-6, 14-1, 14-2, 14-3,

14-4, 14-8

X

√ 0206.4.5 Use rulers to measure the lengths of sides and diagonals of common 2

dimensional figures and polygons.


X

6

GLE 0206.4.3 Add, subtract, compare, compute, and estimate linear measurements. X

√ 0206.4.3 Understand the property of transitivity as it relates to linear

measurement (for example: If A is longer than B, and B is longer

than C, then A is longer than C).


X

√ 0206.4.6 Understand the inverse relationship between the size of a unit and the

number of units used in a particular measurement (the smaller, the

unit, the more iterations needed to cover the length).

Textbook Reference: 13-3, 14-4, 14-8, Page TN 30

X

GLE 0206.4.4 Compose and decompose polygons to make other polygons. X

√ 0206.4.7 Investigate and describe composition, decomposition, and

transformations of polygons.


X

√ 0206.4.8 Combine polygons to form other polygons and subdivide a polygon

into other polygons.


X

√ 0206.4.9 Recognize the composition and decomposition of polygons.



1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



GLE 0206.5.1 Use and understand various representations to depict and analyze data

measurements. I→ X

See 3rd

Grade SPI’s

√ 0206.5.1 Read, interpret, and analyze data shown in tables, bar graphs, and

picture graphs.

Textbook Reference: 4-10, 16-1, 16-2, 16-3, 16-4, 16-7, 18-9, TN-7

X

√ 0206.5.2 Read, interpret, and create tables using tally marks.


GLE 0206.5.2 Determine whether an event is likely or unlikely. X

√ 0206.5.3 Explain whether a real world event is likely or unlikely.


√ 0206.5.4 Predict outcomes of events based on data gathered and displayed.


1

Campbell County School System

TCAP Achievement Second Grade Science


Revised 2011-2012

Embedded Inquiry

1st

6

weeks

2nd

6

weeks

3rd

6

weeks

4th

6

weeks

5th

6

weeks

6th

6

weeks

GLE# Grade Level Expectations See 3rd

Gd. SPI’s

0207.Inq.1 Observe the world of familiar objects using the senses and tools. X X X X X X

0207.Inq.2 Ask questions, make logical predictions, plan investigations, and

represent data. X X X X X X

0207.Inq.3 Explain the data from an investigation. X X X X X X



investigations.


vocabulary.


investigations.


GLE# Grade Level Expectations

0207.T/E.1 Recognize that both natural materials and human-made tools have

specific characteristics that determine their uses.

X

X

X

X

X

X

0207.T/E.2 Apply engineering design and creative thinking to solve practical

problems. X X X X X X

√0207.T/E.1 Explain how simple tools are used to extend the senses make life easier,

and solve everyday problems.


√0207.T/E.3 Use tools to measure materials and construct simple products.

Life Science

Standard 1: Cells


0207.1.1 Recognize that living plants and animals are made up of smaller parts and X

2

use food, water, and air to survive.

√0207.1.1 Design a new living thing and explain how it would acquire food, water,

and air.



0207.2.1 Investigate the habitats of different kinds of local plants and animals. X

0207.2.2 Investigate living things found in different places. X

0207.2.3 Identify basic ways that plants and animals depend on each other. X

√0207.2.1 Draw or use pictures of a local environment to label the plants and

animals.

√0207.2.2 Investigate ways that plants and animals depend on each other.

√207.2.3 Construct a flow chart that demonstrates how plants, animals, and the

environment interact to provide basic life requirements.

Standard 3: Flow of Matter and Energy


0207.3.1 Recognize that animals eat plants or other animals for food. X

√0207.3.1 Describe the habitat of a particular organism based on its food, water, and

air requirements.

√0207.3.2 Design a model of a habitat for an organism in which all of its needs

would be met.



0207.4.1 Compare the life cycles of various organisms. X

0207.4.2 Realize that parents pass along physical characteristics to their offspring. X

√0207.4.1 Compare and contrast the life cycles of different organisms such as a

chicken, butterfly, meal worm, frog, or human.

√0207.4.2 Sequence a collection of pictures or illustrations into the correct stages of

an organism’s life cycle.

√0207.4.3 Look for similarities in pictures of members from the same human

family.

√0207.4.4 Create a graphic organizer that compares observable traits that offspring

share with their parents.



0207.5.1 Investigate the relationship between an animals’ characteristics and the

features of the environment where it lives. X

3

0207.5.2 Draw conclusions from fossils about organisms that lived in the past. X

√0207.5.1 Compare and contrast the characteristics of organisms from two different

environments.

√207.5.2 Infer the characteristics needed by an organism to survive in a particular

environment.

√0207.5.3 Observe fossils or pictures of fossils and make inferences about the

organisms from which they originated.

√0207.5.4 Compare pictures of fossils with animals or plants that are living today.

Earth And Space Science

Standard 6: The Universe


0207.6.1 Realize that the sun is our nearest star and that its position in the sky

appears to change. X

0207.6.2 Make observations of changes in the moon’s appearance over time. X

√0207.6.1 Observe and collect data on the sun’s position at different times of the

day.

√207.6.2 Use science journals to draw and record changes in the moon over a

period of time.



0207.7.1 Compare and record the components of a variety of soil types. X

0207.7.2 Describe rocks according to their origin, size, shape, texture, and color. X

0207.7.3 Differentiate between renewable and non-renewable resources. X

√0207.7.1 Sort, analyze, and compare a variety of soil types.

√0207.7.2 Observe rocks of different sizes with a hand lens and describe these

materials according to their basic features.

√0207.7.3 Identify and categorize items in the classroom made from renewable or

non-renewable resources.

√0207.7.4 Identify simple methods for reusing the earth’s resources.

Standard 8: Matter


0207.8.1 Associate temperature patterns with seasonal changes. X

√0207.8.1 Use records and graphs of seasonal temperature changes to draw

conclusions about the weather during different times of the ear.

Physical Changes

Standard 9: Energy

4


0207.9.1 Use tools to observe the physical properties of objects. X

0207.9.2 Investigate how temperature changes affect the state of matter. X

0207.9.3 Recognize that air takes up space. X

√207.9.1 Use tools such as hand lenses, measurement devices, and simple arm

balances to gather data about the physical properties of different objects.

√0207.9.2 Describe what happens when ice changes from a solid to a liquid.

√0207.9.3 Describe what happens when water is heated to the point of evaporation.

√0207.9.4 Explain what happens when a balloon is blown up and pops.

Standard 10: Energy


0207.10.1 Explain why the sun is the primary source of the earth’s energy. X

√0207.10.1 Identify and explain how the sun affects objects on the surface of the

earth.

√0207.10.2 Investigate how the sun affects various objects and materials.

Standard 11: Motion


0207.11.1 Investigate how vibrating objects produce sound. X

0207.11.2 Classify sounds according to their loudness and pitch. X

√0207.11.1 Use a variety of objects that vibrate to demonstrate how sounds are

produced.

√0207.11.2 Describe the sounds produced by different types of vibrating objects.



0207.12.1 Experiment with magnets to determine that objects can move without

being touched. X

0207.12.2 Realize that things fall toward the ground unless something holds them

up. X

√0207.12.1 Explain how two magnets interact.

√0207.12.2 Describe what happens when an object is dropped and record the

observations in a science notebook.

Campbell County School System Revised Pacing Guide 2010-2011

TCAP Achievement – Grade 3 – English Language Arts

Criterion Referenced Test (CRT) Reporting Categories with State Performance Indicators (SPI)

Standard 1 Language 1st 6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks

SPI# State Performance Indicator

See 4th

gd.

SPI’s

SPI 0301.1.1 Identify the correct use of nouns (i.e., as subjects, singular and plural) within context. X

SPI 0301.1.2 * Identify the correct use of verbs (i.e., present, past, and future tense) within context. X

SPI 0301.1.3* Identify the correct use of adjectives (i.e., comparative and superlative) within context. X

SPI 0301.1.4 Identify correctly used capital letters in names, dates, and addresses. X

SPI 0301.1.5 Select thee simple subject and predicate of a sentence. X

SPI 0301.1.6 Select the compound sentence that correctly combines two simple sentences. X

SPI 0301.1.7* Recognize correct capitalization and end punctuation within context. X

SPI 0301.1.8 Choose the correct formation of contractions and plurals within context. X

SPI 0301.1.9 Identify the correct use of commas with dates, addresses, items in a series, and the greeting and

closing of a friendly letter.

X

SPI 0301.1.10* Identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks. X

SPI 0301.1.11 Rearrange and identify words in alphabetical order (e.g., lists, phone directory). X

SPI 0301.1.12 Choose correctly (or incorrectly) spelled words in context. I X

SPI 0301.1.13* Recognize grade level compound words, contractions, and common abbreviations within context. I X

SPI 0301.1.14* Recognize usage errors occurring within context (i.e., double negatives, troublesome words:

to/too/two; their/they’re/there).

X

SPI 0301.1.15 Recognize root words and their various inflections (e.g., walks, walking, walked). X

SPI 0301.1.16* Determine word meanings using prefixes and suffixes and/or context clues. I X

SPI 0301.1.17* Select appropriate synonyms and antonyms within context. I X

SPI 0301.1.18 Distinguish individual sounds, including consonant blends, within works. I X

SPI 0301.1.19* Recognize grade appropriate vocabulary, including multiple-meaning words, within context. I X

SPI 0301.1.20* Determine word meaning through context clues. I X


GLE0301.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling.

GLE0301.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and

usage of words and phrases.

GLE0301.1.3 Demonstrate knowledge of Standard English sentence structures.


√0301.1.1 Know and use appropriately the meaning, forms, and functions of nouns ( including nouns as

subjects and objects, singular, plural, and possessives), pronouns (including subject and object

pronouns, substitution for nouns, agreement with antecedents), verbs (including past, present, and

future tenses; irregular verb; agreement with simple and compound subjects), adjectives (including

vivid descriptive words, comparative/superlative, articles), and adverbs (including common

2

formation and placement in a sentence).

√0301.1.2 Recognize and avoid errors in Standard English usage (e.g., to/too/two, their/there/they’re).

√0301.1.3 Know and apply the rules for capitalization 9e.g., names, dates, cities and states, addresses, holidays,

titles of books, first words in a sentence, proper nouns, titles, abbreviations, parts of a friendly letter,

first word in a direct quotation).

√0301.3.4 Understand and use standard marks of punctuation (e.g., end punctuation; periods in initials,

abbreviations, and titles before names; colon between hour and minutes; parts of a letter).

√0301.3.5 Use commas in direct address, dates, locations and addresses, and items in a series.

√0301.3.6 Recognize the correct use of apostrophes in contractions and possessives.

√0301.3.7 Spell correctly high-frequency and commonly misspelled words appropriate to grade level.

√0301.3.8 Form and spell contractions, plural, and possessives.

√0301.3.9 Abbreviate words correctly.

√0301.3.10 Apply correct orthographic patterns (e.g., consonant doubling, changing “y” to “i” dropping the final

silent “e” before adding the suffix).

√0301.3.11 Arrange and identify words in alphabetical order for practical purposes occurring in everyday life

(e.g., lists, phone directory).

√0301.3.12 Write legibly in manuscript and in cursive.

√0301.3.13 Recognize sentence types – statements, questions, commands and exclamations-and apply

appropriate end marks when writing and vocal intonation when speaking.

√0301.1.14 Identify the subject and predicate of a sentence (simple and compound).

√0301.1.15 Recognize complete sentences and sentence fragments; edit appropriately

√0301.1.16 Combine simple sentences into compound sentences using compound subjects and/or predicates.

√0301.1.17 Continue to maintain and develop the ability to distinguish sound and sound patterns within words.

√0301.1.18 Continue to develop word consciousness (e.g., word play, word walls, word sorts).

√0301.1.19 Define and recognize word synonyms and antonyms.

√0301.1.20 Use a variety of previously learned strategies to determine the meanings of unfamiliar words.

Standard 2 Communications

SPI 0301.2.1* Identify the main idea of a speech. X

SPI 0301.2.2 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.

X

SPI 0301.2.3 Given a written summary of a speech, choose from a list of ideas the one not mentioned in the

speech.

I

X


GLE30301.2.1 Continue to develop basic listening skills necessary for communication.

GLE0301.2.2 Continue to develop basic speaking skills necessary for communication.


Listening

√0301.2.1 Use established rules for polite conversation (e.g., take turns, ask questions) and attentive listening

(e.g., do not interrupt, raise hands, face speaker).

√0301.2.2 Demonstrate the ability to follow three-step oral directions.

3

√0301.2.3 Respond to questions from teachers and other group members and pose follow-up questions for

clarity.

√0301.2.4 Listen and respond to a variety of media (e.g., books, audio, videos).

√0301.2.5 Summarize information presented orally by others.

√0301.2.6 Recognize the main idea conveyed in a speech

√0301.2.7 Construct a brief summary of a speech.

Speaking

√0301.2.8 Use rules for conversation and verbal participation.

√0301.2.9 Give three-step oral directions.

√0301.210 Participate in group discussions.

√0301.2.11 Demonstrate evidence of expanding oral language through vocabulary growth.

√0301.2.12 Participate in creative and expressive responses to text (e.g., choral reading, discussion,

dramatizations, oral presentations).

Standard 3 Writing

SPI 0301.3.1 Identify the purpose for writing (i.e., to entertain, to inform, to respond to a picture, story, or art). I

X

SPI 0301.3.2 Identify the audience for which a text is written. X

SPI 0301.3.3 Choose a topic sentence for a paragraph. X

SPI 0301.3.4 Choose a supporting sentence that best fits the context and flow of ideas in a paragraph. X

SPI 0301.3.5 Identify unnecessary information in a paragraph. X

SPI 0301.3.6 Rearrange sentences to form a sequential, coherent paragraph. X

SPI 0301.3.7 Choose the most specific word to complete a simple sentence. X

SPI 0301.3.8 Select an appropriate title that reflects the topic of a written selection. I X

SPI 0301.3.9* Complete a simple graphic organizer to group ideas for writing. I X

GLE # Grade Level Expectation

GLE 0301.3.1 Write for a variety of purposes to different audiences.

GLE 0301.3.2 Write in various modes and genres, including narration, literary response, personal experience, and

subject matter content.

GLE 0301.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating,

and publishing.


√0301.3.1 Write on a predetermined topic to a specified audience (e.g., self, peers, adults).

√0301.3.2 Write for a variety of purposes: to entertain, persuade, inform, demonstrate knowledge, answer

questions, tell a story, or respond to literature.

√0301.3.3 Write friendly letters

√0301.3.4 Write journal entries.

√0301.3.5 Practice writing to a prompt within a specified time limit.

√0301.3.6 Compare characters, settings, and events within and between stories.

√0301.3.7 Write poems, stories, and essays based upon thoughts, feelings, and experiences.

√0301.3.8 Use all steps in the writing process: brainstorm and organize ideas, create a first draft, revise and

proofread draft, share completed work.

4

√0301.3.9 Construct graphic organizers to group ideas for writing (e.g., webs, charts, graphs, diagrams).

√0301.3.10 Select and refine a topic.

√0301.3.11 Using complete sentences develop a logical, coherent paragraph with a topic sentence, supporting

details, and a concluding sentence.

√0301.3.12 Use correct page format (e.g., paragraphs, margins, indentations, and titles).

√0301.3.13 Revise writing to improve detail (e.g., rearrange words, sentences, and paragraphs; add descriptive

words; remove unnecessary information; vary sentence structure).

√0301.3.14 Use resources (e.g., dictionary, thesaurus, computer) to aid in the writing process.

√0301.3.15 Use a rubric to evaluate own and other people’s written work through small group discussion and

shared work.

√0301.3.16 Use technology to publish and present.

√0301.3.17 Identify opportunities for publication (e.g., national and/or local contests, Internet websites,

newspapers, periodicals.

Standard 4 Research

SPI 0301.4.1 Identify the most reliable sources of information to support a research topic. X

SPI 0301.4.2 Complete simple graphic (e.g., chart, web) organizing information from text or technological

sources.

X

SPI 0301.4.3 Select appropriate sources from which to gather information on a given topic. X

SPI 0301.4.4 From a given list, identify information that is (or is not) available in a certain reference source (e.g.,

what information does one find in a thesaurus).

X


GLE0301.4.1 Identify and narrow a grade-appropriate research topic.

GLE0301.4.2 Gather information from a variety of sources to support a research topic.

GLE0301.4.3 Present research results in a written report.


√0301.4.1 Define and narrow a topic for research

√0301.4.2 Identify three or more resources using more than one medium to support a research topic

√0301.4.3 Use reference materials (e.g., dictionary, thesaurus, atlas, and encyclopedias).

√0301.4.4 Visit the library/media center as a source of information for research.

√0301.4.5 Organize information gathered using a graphic organizer.

√0301.4.6 Write a research report demonstrating the research results.

Standard 5 Logic

SPI 0301.5.1* Draw appropriate inferences and conclusions from text. X

SPI 0301.5.2* Distinguish between fact and opinion within text. X

SPI 0301.5.3* Identify stated cause-effect relationships in text. I X

SPI 0301.5.4* Determine sequence of events in text. I X


GLE0301.5.1 Develop logic skills to enhance thoughtful reasoning and to facilitate learning.

GLE0301.5.2 Use learned logic skills to make inferences and draw conclusions in a variety of oral and written

contexts.

GLE0301.5.3 Apply leaned logic skills to selections read, as well as to classroom situations.

5


√0301.5.1 Distinguish between fact from opinion.

√0301.5.2 Distinguish cause from effect.

√0301.5.3 Compare and contrast two characters, ideas, or stories.

√0301.5.4 Draw inferences and adjust predictions during reading.

√0301.5.5 Draw conclusions based on evidence acquired during reading.

√0301.5.6 Indicate the sequence of events in text.


SPI 0301.6.1 Select questions used to focus and clarify thinking before, during, and after reading text. I X

SPI 0301.6.2* Identify the stated main idea in a reading selection. I X

SPI 0301.6.3* Indicate which illustration or graphic best supports a particular text. X

SPI 0301.6.4 Locate information using available text features (e.g., charts, maps, graphics). I X

SPI 0301.6.5* Recognize the parts of a book (e.g., glossary, table of contents). I X

SPI 0301.6.6 From a list of statements, locate the factual statements from the fictional ones. I X

SPI 0301.6.7 Arrange a set of instructions in a sequential, step-by-step order I X


GLE0301.6.1 Apply appropriate reading strategies to comprehend informational texts.

GLE0301.6.2 Recognize the different features of informational texts (e.g., separate text boxes, diagrams, captions,

charts, graphs).


√0301.6.1 Develop and use pre-reading strategies (e.g., identify a purpose for reading {for information, for

enjoyment, for understanding a writer’s position}, make predictions using text features {illustrations,

graphics}, preview text using illustrations, graphics, text format, text structures, and skimming).

√0301.6.2 Demonstrate strategies for determining meaning while reading (e.g., formulate clarifying questions,

predict outcomes, create a mental image).

√0301.6.3 Check for understanding after reading (e.g., draw conclusions based on evidence gained while

reading).

√0301.6.4 Identify the main idea and supporting details in text.

√0301.6.5 Distinguish between fiction and nonfiction.

√0301.6.6 Use text features to locate information (e.g., charts, tables of contents, maps and legends,

illustrations).

√0301.6.7 Follow multi-tasked instructions in informational and technical texts (e.g., follow a recipe, complete

assembly instructions).

Standard 7 Media

SPI 0301.7.1 Determine the main idea in a visual image. X

SPI 0301.7.2 Select the most appropriate medium or media for accessing information, writing a report, or making a

presentation.

X

SPI 0301.7.3 Recognize the sort of information available through a specific medium (e.g., the accent and emotion

through audios; visual images through videos).

X

SPI 0301.7.4 Choose the most effective medium to enhance a short oral presentation (e.g., still pictures, a model,

short video clip, recording).

X

6


GLE0301.7.1 Recognize that media can be a source of information and/or entertainment.

GLE0301.7.2 Use media to publish and present information.


√0301.7.1 Use media to access information (.e.g., online catalog, nonfiction books, encyclopedias, Internet).

√0301.7.2 Use media to enhance reports and oral presentations.

√0301.7.3 Understand the main idea or message in a visual image (e.g., pictures, cartoon, weather reports on

television, newspapers, photographs).

√0301.7.4 Visit libraries/media centers and regularly check out materials.


SPI 0301.8.1 Identify and/or select rhyming words. X

SPI 0301.8.2* Identify setting, characters, and plot in a reading selection I X

SPI 0301.8.3* Identify forms of text as poems, plays, or stories. I X

SPI 0301.8.4* Recognize basic plot features of fairy tales, folk tales, fables, and myths. I X

SPI 0301.8.5* Identify the author’s purpose (e.g., to entertain, to inform, to describe, to share feelings). I X

SPI 0301.8.6* Determine the problem in a story and recognize its solution. I X


GLE0301.8.1 Use active comprehension strategies before, during, and after reading.

GLE0301.8.2 Experience various literary genres.

GLE0301.8.3 Learn basic characteristics of literary genres.

GLE0301.8.4 Explore basic literary teems (e.g., setting, point of view, simile, metaphor, rhythm).


√0301.8.1 Develop and use pre-reading strategies(e.g., identify a purpose for reading a{for information, for

enjoyment, for understanding a writer’s position}, make predictions using text features {illustrations,

graphics}, preview text using illustrations, graphics, text format text structures, and skimming),

√0301.8.2 Demonstrate strategies for determining meaning while reading (e.g., formulate clarifying questions,

predict outcomes, create a mental image).

√0301.8.3 Check for understanding after reading (e.g., draw conclusion) based on evidence gained while

reading, identify the stated or implied main idea).

√0301.8.4 Read with increasing fluency and confidence from a variety of texts (e.g., paired readings, shared

reading ,choral reading teacher-led reading , reading from tapes/CD’s).

√0301.8.5 Build vocabulary by listening to literature and participating in discussions.

√0301.8.6 Recognize varying forms of text (e.g., short stories, fairy tales, folktales, poetry, plays, and non

fiction).

√0301.8.7 Read and review various literary genres (e.g., short stories, fairy tales, folktales, poetry, plays, and

nonfiction).

√0301.8.8 Define and identify setting , characters (including main and minor characters), and plot (including

sequence of events).

√0301.8.9 Compare and contrast different version/representations of similar stories, legends, or events

reflecting different cultures.

√0301.8.10 Explore the use of language in literary texts (e.g., rhythm, beat, imagery, simile, and metaphor).

7

√0301.8.11 Identify and produce rhyming words.

√0301.8.12 Explore the concept of first person point of view.

√0301.8.13 Visit libraries/media centers; select and check out materials.

√0301.8.14 Read longer narrative and expository text independently , including chapter books.

√0301.8.15 Participate in literature discussion (e.g., book talks, literature circles, writing, oral presentations).

* SPI’s with an asterisk should be introduced and taught entire year. Items will be benchmark tested in the column where X is placed.


SPI – State Performance Indicator TCAP Achievement – Grade 3 – Mathematics


State Performance Indicators (SPI) and Checks for Understanding (CFU)


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State Performance Indicators/Checks for Understanding

SPI 0306.1.1 Solve problems using a calendar.


See 4th

Grade SPI’s

SPI 0306.1.2 Solve problems involving elapsed time.


SPI 0306.1.3

Determine the correct change from a transaction less than a dollar.


√ 0306.1.1 Read and write time to the nearest minute.


√ 0306.1.2

Compare and order decimal amounts in the context of money.


√ 0306.1.3

Count the value of combinations of coins and bills up to five dollars.



mathematics.


Bridge/Animation

X

SPI 0306.1.4 Match the spoken, written, concrete, and pictorial representations of

fractions with denominators up to ten.

Textbook Reference: 12-6, 12-8, 12-9, Page TN 48 I→ → X

SPI 0306.1.5 Represent problems mathematically using diagrams, numbers, and

symbolic expressions.

Textbook Reference: 2-10, 3-2, 5-10, 18-7, Page TN 22 I→ → → → X

√ 0306.1.4 Analyze problems by identifying relationships, distinguishing

relevant from irrelevant information, and observing patterns.

Textbook Reference: 12-10, 13-5, 15-5 I→ → → → X

√ 0306.1.5 Determine when and how to break a problem into simpler parts.

Textbook Reference: 16-8, 19-6 I→ → → → X

√ 0306.1.7 Make and investigate mathematical conjectures. I→ → → → X

2

2


√ 0306.1.9 Use manipulatives to demonstrate that the commutative property

holds for addition but not for subtraction.


I→ → → → X

SPI 0306.1.6 Identify and use vocabulary to describe attributes of two- and three-

dimensional shapes.

Textbook Reference: 10-2, 10-6, 10-7, 10-8, 14-6, Page TN 31 I→ X

SPI 0306.1.7 Select appropriate units and tools to solve problems involving

measures.

Textbook Reference: 14-3, 14-4, Page TN 55 I→ X

√ 0306.1.11 Develop strategies for solving problems involving addition and

subtraction of measurements.


√ 0306.1.12 Analyze and evaluate the mathematical thinking and strategies of

others.

Textbook Reference: TN-6 I→ X

SPI 0306.1.8

Express answers clearly in verbal, numerical, or graphical (bar and

picture) form, using units when appropriate.


√ 0306.1.6 Use estimation to check answers for reasonableness, and calculators

to check for accuracy.


√ 0306.1.8 Explain and justify answers on the basis of mathematical properties,

structures, and relationships.


√ 0306.1.10 Use correct, clearly written and oral mathematical language to pose

questions and communicate ideas.


√ 306.1.13 Create and use representations to organize, record, and communicate

mathematical ideas.



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3

3



SPI 0306.2.1 Read and write numbers up to 10,000 in numerals and up to 1,000 in

words.

Textbook Reference: 1-2, 1-3, Page TN 16 X

See 4th

Grade SPI’s

SPI 0306.2.2 Identify the place value of numbers in the ten-thousands, thousands,

hundreds, tens, and ones positions.


SPI 0306.2.3 Convert between expanded and standard form with whole numbers to

10,000.

Textbook Reference: 1-1, 1-2, 1-3, Page TN 18 X

SPI 0306.2.4 Compare and order numbers up to 10,000 using the words less than,

greater than, and equal to, and the symbols <, >, and =.


√ 0306.2.1

Represent whole numbers up to 10,000 using various models (such as

base-ten blocks, number lines, place-value charts) and in standard

form, written form, and expanded form.


X

√ 0306.2.2

Understand and use the symbols =, <, and > to signify order and

comparison.


√ 0306.2.5 Use highest order value (such as tens or hundreds digit) to make

simple estimates.

Textbook Reference: 2-5, 3-4, 18-2, 19-2, TN-1 X

SPI 0306.2.5 Identify various representations of multiplication and division.

Textbook Reference: 5-1, 5-2, 5-3, 5-4, 7-1, 7-2, 7-3, Page TN 24 I→ → X

√ 0306.2.3 Use parentheses to indicate grouping.

Textbook Reference: 6-6 I→ → X

√ 0306.2.8 Represent division using various representations such as successive

subtraction, the number of equal jumps, partitioning, and sharing.

Textbook Reference: 7-1, 7-4, 18-3 I→ → X

SPI 0306.2.6 Recall basic multiplication facts through 10 times 10 and the

related division facts.


8-3, 8-4, 8-5, Page TN 27

I→ → X

4

4

√ 0306.2.9 Describe contexts for multiplication and division facts.


SPI 0306.2.7

Compute multiplication problems that involve multiples of ten using

basic number facts.


√ 0306.2.7 Represent multiplication using various representations such as equal-

size groups, arrays, area models, and equal jumps on number lines.


SPI 0306.2.8 Solve problems that involve the inverse relationship between

multiplication and division.

Textbook Reference:8-1, TN-4, Page TN 25 I→ → X

SPI 0306.2.9

Solve contextual problems involving the addition (with and without

regrouping) and subtraction (with and without regrouping) of two-and

three digit whole numbers.

Textbook Reference: 2-5, 2-6, 2-7, 2-8, 2-9, 4-2, 4-4, Page TN 21

I→ X

√ 0306.2.4

Use a variety of methods to perform mental computations and

compare the efficiency of those methods.

Textbook Reference: 2-2, 2-3, 3-3, 19-1 I→ X

√ 0306.2.6 Solve a variety of addition and subtraction story problems including

those with irrelevant information.


SPI 0306.2.10 Identify equivalent fractions given by various representations.

Textbook Reference: 12-5, Page TN 50 I→ → X

SPI0306.2.11 Recognize and use different interpretations of fractions.

Textbook Reference: 12-1, 12-2, 12-3, Page TN 49 I→ → X

√ 0306.2.11 Identify fractions as parts of whole units, as parts of sets, as locations

on number lines, and as division of two whole numbers.


√ 0306.2.13 Understand that when a whole is divided into equal parts to create

unit fractions, the sum of all the parts adds up to one.

Textbook Reference: TN-7 I→ → X

SPI 0306.2.13

Recognize, compare, and order fractions (benchmark fractions,

common numerators, or common denominators).

Textbook Reference: 12-4, 12-5, 12-6, 12-7, Page TN 52 X

√ 0306.2.2 Understand and use the symbols =, <, and > to signify order and X

5

5

comparison.


√ 0306.2.10

Understand that symbols such as ½, ⅓, and ¼ represent numbers

called unit fractions.


√ 0306.2.12 Compare fractions using drawings, concrete objects, and benchmark

fractions.


SPI 0306.2.14

Add and subtract fractions with like denominators.

Textbook Reference: 12-8, 12-9, Page TN 53 I→ → X

√ 0306.2.4 Use a variety of methods to perform mental computations and

compare the efficiency of those methods.

Textbook Reference: 12-8, 12-9 I→ → X


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SPI#/CFU# State Performance Indicators/Checks for Understanding

SPI 0306.3.1

Verify a conclusion using algebraic properties.

Textbook Reference: TN-2, Page TN 23 I→ → X

See 4th

Grade SPI’s

√ 0306.3.1

Show that addition and multiplication are commutative operations.


√ 0306.3.2

Show that subtraction and division are not commutative operations.


√ 0306.3.3

Use commutative, associative, and distributive properties to multiply

whole numbers.


√ 0306.3.4 Solve problems using the commutative, associative, and distributive

properties.

Textbook Reference: 2-1, 5-2, 6-6, 18-4 I→ → X

SPI 0306.3.2 Express mathematical relationships using number sentences/

equations.

Textbook Reference: 9-4, Page TN 28 I→ → X

SPI 0306.3.3

Find the missing values in simple multiplication and division

equations. I→ → X

6

6


√ 0306.3.5 Find unknowns in number sentences and problems involving

addition, subtraction, multiplication, or division.

Textbook Reference: 3-1, 4-6, 5-2, 5-4, 5-6, 8-1, 8-2 I→ → X

SPI 0306.3.4 Describe or extend (including finding missing terms) geometric and

numeric patterns.

Textbook Reference: 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, Page TN 29 I→ → X

√ 0306.3.6 Analyze patterns in words, tables, and graphs to draw conclusions.

Textbook Reference: 9-2, 9-3, 9-4, 9-5, 12-10, 15-5 I→ → X

√ 0306.3.7 Create different representations of a pattern given a verbal

description.


√ 0306.3.8 Analyze patterns in quantitative change resulting from computation.

Textbook Reference: 9-2, 9-3, 9-4, 9-5 I→ → X


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SPI 0306.4.1

Recognize polygons and be able to identify examples based on

geometric definitions.

Textbook Reference: 10-5, 10-6, 10-7, Page TN 30 I→ X

See 4th

Grade SPI’s

√ 0306.4.1

Describe properties of plane figures (such as circles, triangles,

squares, and rectangles) and solid shapes (such as spheres, cubes, and

cylinders).


I→ X

√ 0306.4.2

Classify polygons according to the number of their sides and angles.


√ 0306.4.3 Classify lines and segments as parallel, perpendicular, or intersecting.


SPI 0306.4.2 Determine if two figures are congruent based on size and shape.

Textbook Reference: 11-1, Page TN 32 I→ X

SPI 0306.4.3 Identify the line of symmetry in a two-dimensional design or shape.

Textbook Reference; 11-2, 11-3, Page TN 33 I→ X

√ 0305.4.4 Identify, create, and describe figures with line symmetry. I→ X

7

7


SPI 0306.4.4 Calculate the perimeter of shapes made from polygons.


SPI 0306.4.5

Choose reasonable units of measure, estimate common measurements

using benchmarks, and use appropriate tools to make measurements.

Textbook Reference: 14-3, 14-4, 14-5, 15-2, 15-3, 15-4,

Page TN 57

I→ X

√ 0306.4.5

Understand that all measurements require units.

Textbook Reference: 14-1, 14-2, 14-5, 15-1, 15-2 I→ X

√ 0306.4.6

Recognize the use of fractions in liquid measures.

Textbook Reference: TN-10 I→ X

√ 0306.4.7

Recognize the relationships among cups, pints, quarts, and gallons.


√ 0306.4.8 Estimate and/or measure the capacity of a container.

Textbook Reference:14-4, 15-3 I→ X

√ 0306.4.9 Measure weight to the nearest ounce or gram.


√ 0306.4.10

Use reasonable units of length (i.e., kilometer, meter, centimeter,

mile, yard, foot, inch) in estimates and measures.

Textbook Reference: 14-3, 15-2 I→ X

√ 0306.4.11

Know common equivalences for length (1 meter = 100 centimeters, 1

yard = 3 feet, 1 foot = 12 inches).

Textbook Reference: 14-3, 15-2 I→ X

√ 0306.4.12

Make and record measurements that use mixed units within the

same system of measurement (such as feet and inches, meters and

centimeters).


I→ X

√ 0306.4.13 Use common abbreviations: km, m, cm, in, ft, yd, mi.

Textbook Reference: 14-3, 15-2, 15-5, 16-1, 16-2 I→ X

SPI 0306.4.6 Measure length to the nearest centimeter or half inch.


SPI 0306.4.7 Solve problems requiring the addition and subtraction of lengths.


I→ X

8

8

Standard 5 – Data Analysis, Statistics, and Probability

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SPI 0306.5.1

Interpret a frequency table, bar graph, pictograph, or line plot.


See 4th

Grade SPI’s

√ 0306.5.2 Construct a frequency table, bar graph, pictograph, or line plot of

collected data.

Textbook Reference:20-3, 20-4, 20-8 X

√ 0306.5.3

Compare and interpret different representations of the same data.


SPI 0306.5.2

Solve problems in which data is represented in tables or graphs.


√ 0306.5.4 Solve problems using data from frequency tables, bar graphs,

pictographs, or line plots.


SPI 306.5.3 Make predictions based on various representations of data.

Textbook Reference: TN-11, Page TN 64 X

√ 0306.5.1 Collect and organize data using observations, surveys, and

experiments.


1

Campbell County School System TCAP Achievement Grade 3 Science


Revised 2011-2012

Embedded Inquiry 1st 6

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SPI # State Performance Indicators

SPI

0307.Inq.1

Select an investigation that could be used to answer a specific

question. X X X X X X

√0307.Inq.1 Identify specific investigations that could be used to answer a

particular question and identify reasons for this choice.

√0307.Inq.2 Identify tools needed to investigate specific questions.

√0307.Inq.3 Maintain a science notebook that includes observations, data,

diagrams, and explanations.

√0307.Inq.4 Analyze and communicate findings from multiple investigations

of similar phenomena to reach a conclusion.


SPI

0307.T/E.1

Select a tool, technology, or invention that was used to solve a

human problem X X X X X X

√0307.T/E.1 Explain how different inventions and technologies impact people

and other living organisms.

√0307.T/E.2 Design a tool or a process that addresses an identified problem

caused by human activity.

SPI

0307.T/E.2

Recognize the connection between a scientific advance and the

development of a new tool or technology. X X X X X X

√0307.T/E.3 Determine criteria to evaluate the effectiveness of a solution to a

specified problem.

√0307.T/E.4 Evaluate an invention that solves a problem and determine ways

to improve the design.

Life Science

Standard 1: Cells

SPI

0307.1.1

Identify specific parts of a plant and describe their function. X

√0307.1.1 Use a magnifier to investigate and describe the function of root

hairs, stem cross sections, and leaf veins.

√0307.1.2 Use a magnifier to investigate and describe the function of skin

2

pores, hair follicles, finger nails, veins, and cuticles, etc.


SPI

0307.2.1

Distinguish between living and non-living things. X

√0307.2.1 Use a T chart to compare and contrast the characteristics of living

and non-living things.

SPI

0307.2.2

Determine how plant and animals compete for resources such as

food, space, water, air, and shelter.

X

√0307.2.2 Label a drawing of an environment to illustrate interrelationships

among plants and animals.

√0307.2.3 Construct a diagram to demonstrate how plants, animals, and the

environment interact to provide basic life requirements.


SPI

0307.3.1

Identify the basic needs of plants and animals. X

√0307.3.1 Label a diagram to illustrate the food relationships that exist

between plant and animals.

√0307.3.2 Create a chart to show how plants and animals satisfy their energy

requirements.

SPI

0307.3.2

Recognize that animals obtain their food by eating plants and

other animals.

X

√0307.3.3 Identify structures used by different plants and animals to meet

their basic energy requirements.

√0307.3.4 Use a piece of text to obtain basic information about how plants

and animals obtain food.


SPI

0307.4.1

Select an illustration that shows how an organism changes as it

develops.

X

√0307.4.1 Sequence diagrams that illustrate various stages in the

development of an organism.

√0307.4.2 Create a timeline to depict the changes that occur during an

organism’s life cycle.

√0307.4.3 Differentiate among the stages in the life cycle of a butterfly,

mealworm, frog, and plant.

SPI

0307.4.2

Distinguish between characteristics that are transmitted from

parents to offspring and those that are not.

X

3

√0307.4.4 Draw conclusions about the similarities and differences between

parents and their offspring.

√0307.4.5 Make a list of human characteristics that are transmitted from

parents to their offspring.


SPI

0307.5.1

Investigate an organism’s characteristics and evaluate how these

features enable it to survive in a particular environment.

X

√0307.5.1 Create representations of animals that have characteristics

necessary to survive in a particular environment.

√0307.5.2 Investigate the connection between an organism’s characteristics

and its ability to survive in a specific environment.

√0307.5.4 Determine how changes in an environmental variable can affect

plants and animals of an area.

SPI

0307.5.2

Investigate populations of different organisms and classify them a

thriving, threatened, endangered, or extinct.

X

√0307.5.3 Describe how environmental factors change over place and time.

√0307.5.5 Construct a diorama that shows plants and animals in an

appropriate environment.

SPI

0307.5.3

Match the organism with evidence of its prior existence. X

√0307.5.6 Identify evidence used to determine the previous existence of an

organism.

√0307.5.7 Use a data chart or informational text to classify organisms as

thriving, threatened, endangered, or extinct.

Earth and Space Science


SPI

0307.6.1

Identify the major components of the solar system, i.e. sun,

planets, and moons.

X

√0307.6.1 Create a model of the solar system depicting the major

components and their relative positions and sizes.

√0307.6.2 Use a table to compare and contrast the major solar system

components.


SPI

0307.7.1

Classify landforms and bodies of water according to their

geological features and identify them on a map.

X

√0307.7.1 Use a Venn diagram to compare and contrast two different

4

landforms or bodies of water.

SPI

0307.7.2

Describe how rocks can be classified according to their physical

characteristics.

X

√0307.7.2 Analyze the physical characteristics of different kinds of rocks.

SPI

0307.7.3

Identify an object as natural or man-made. X

√0307.7.3 Use a magnifier to observe, describe, and compare materials to

determine if they are natural or man-made.

SPI

0307.7.4

Determine methods for conserving natural resources. X

√0307.7.4 Design and evaluate a method for reusing or recycling classroom

materials.

√0307.7.5 Create a web that demonstrates the link between basic human

needs and the earth’s resources

Standard 8: the Atmosphere

SPI

0307.8.1

Choose the correct tool for measuring a particular atmospheric

condition.

X

√0307.8.1 Select appropriate tools used for collecting weather data that

correspond to the atmospheric condition being measured.

SPI

0307.8.2

Match major cloud types with specific atmospheric conditions. X

√0307.8.2 Identify major cloud types and associate them with particular

weather conditions.

Physical Science

Standard 9: Matter

SPI

0307.9.1

Describe a substance in terms of its physical properties. X

√0307.9.1 Use physical properties to compare and contrast substances.

√0307.9.2 Compare and contrast events that demonstrate evaporation,

crystallization, and melting.

√0307.9.3 Make predictions and conduct experiments about conditions

needed to change the physical properties of particular substances.

√0307.9.4 Classify combinations of materials according to whether they

have retained or lost their individual properties.

SPI

0307.9.2

Identify methods for separating different types of mixtures. X

5

√0307.9.5 Investigate different ways to separate mixtures such as flirtation,

evaporation, settling, or using a sieve.

Standard 10: Energy

SPI

0307.10.1

Use illustration to identify various sources of heat energy. X

√0307.10.1 Associate the sun’s energy with the melting of an ice cube placed

in a window.

SPI

0307.10.2

Classify materials according to their ability to conduct heat.

X

√0307.10.2 Investigate various materials to explore heat conduction.

Standard 11: Motion

SPI

0307.11.1

Identify how the direction of a moving object is changed by an

applied force.

X

SPI

0307.11.2

Demonstrate how changing the mass affects a balanced system.

X

√0307.11.1 Plan an investigation to illustrate how changing the mass affects a

balanced system.

SPI

0307.11.3

Distinguish between pitch and volume. X

√0307.11.3 Classify a variety of taped sounds according to their pitch and

volume.

SPI

0307.11.4

Identify how sounds with different pitch and volume are

produced.

X

√0307.11.2 Use a variety or materials to produce sounds of different pitch and

volume.

Standard 12: Forces in nature

SPI

0307.12.1

Recognize that magnets can move objects without touching them.

X

√0307.12.1 Experiment with magnets to determine how instance affects

magnetic attraction.

SPI

0307.12.2

Identify objects that are attracted to magnets. X

√0307.12.2 Determine that only certain types of objects are attracted to

magnets.





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5th

6

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See 5th

gd.

SPI’s

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. X

SPI 0401.1.2 Identify the correct use of verbs (i.e., agreement, tenses, action and linking) within context. X

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.

X

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

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

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

compound sentences) within context.

X

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). X

SPI0401.1.8* Identify correctly or incorrectly spelled words in context. X

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

SPI

0401.1.10

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

X

SPI

0401.1.11

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

SPI

0401.1.12*

Select appropriate antonyms, synonyms, and homonyms with context. X

SPI

0401.1.13*

Recognize and use grade appropriate vocabulary within context. X

SPI

0401.1.14

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

X

SPI

0401.1.15

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

SPI

0401.1.16

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





GLE0401.1.3 Demonstrate knowledge of Standard English sentence structure.


√0401.1.1 Know and use appropriately the meaning, forms and functions of nouns (including singular and

2

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).

√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.

√0401.1.5 Demonstrate the correct usage of commas (e.g., series, direct address, following introductory words,

date, addresses, quotations, letters, and compound sentence).

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


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


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

√0401.1.11 Write legibly in manuscript and cursive.

√0401.1.12 Use appropriate language structure in oral and written communication (e.g., a 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.


SPI # Define and recognize synonyms, antonyms, and homonyms.

SPI 0401.2.1 Identify the main idea and supporting points of a speech X

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.

X

SPI 0401.2.3 Select the best summary of a speech. X


GLE0401.2.1 Continue to develop oral language skills necessary for communication.

GLE0401.2.2 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.

√401.2.2 Use established rules for attentive listening (e.g., do not interrupt, ask questions, provide appropriated

feedback).

3 √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.

√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 variety of non-verbal communication techniques (e.g., gestures, facial expression,

postures).

√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.

Standard 3 Writing

SPI

0401.3.1*

Identify the purpose for writing (i.e., to entertain, to inform, to share experiences). X

SPI

0401.3.2*

Identify the audience for which a text is written X

SPI

0401.3.3*

Choose a topic sentence for a paragraph. X

SPI

0401.3.4*

Select details that support a topic sentence. X

SPI

0401.3.5*

Rearrange sentences to form sequential, coherent paragraph. X

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

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

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

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

SPI

0401.3.10*

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


GLE0401.3.1 Write for a variety of purposes and to a variety of audiences.

GLE0401.3.2 Write in a variety of modes and genres (e.g., narration, description, personal expression, imaginative

writing, response to literature, response to subject matter content).

GLE0401.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating,

and publishing.


√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).

4 √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.

√401.3.12 Construct varied sentences (i.e., synaptic 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.


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


√0401.3.21 Identify and explore opportunities for publication (e.g. local/national contest, Internet websites,

newspapers, periodicals, school displays).

Standard 4 Research


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

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

technological sources

X

SPI 0401.4.4 Differentiate among the kinds of information available in a variety of reference materials (i.e.,

dictionary, thesaurus, atlas, encyclopedia.).

X


GLE0401.4.1 Conduct research to access and present information.

GLE0401.4.2 Collect, organize, and determine the reliability of researched information.

GLE0401.4.3 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 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-reference materials.

5 √0401.4.8 Use and discern appropriate reference sources in various formats (e.g, interview with family and

community; encyclopedia, card/electronic catalogs, almanacs, magazines, newspapers).

Standard 5 Logic

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

SPI 0401 5.2 Recognize cause-effect relationships within context. X

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

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

SPI 0401.5.5 Make inferences and draw appropriate conclusions from text. X

SPI 0401.5.6 Indicate the sequence of events in text. X


GLE0401.5.2 Use logic to make inferences and draw conclusions in a variety of oral and written contexts.

GLE0401.5.1 Continue to develop logic skills to facilitate learning and to enhance thoughtful reasoning.

GLE0401.5.3 Apply logic skills to classroom situations and to selections read.


√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 0401.6.1 Select questions used to focus and clarify thinking before, during, and after reading text. X

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

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

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

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

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

SPI 0401.6.7 Arrange instructions in a sequential order. X


GLE0401.6.1 Apply skills and strategies to comprehend informational texts.

GLE0401.6.2 Recognize the different text features of informational texts (e.g., separate text boxes, diagrams,

captions, charts, graphs).


√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).

√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).

√0401.6.3 Check for understanding after reading (e.g., identify the author’s purpose; locate information to

support opinions, predictions, and conclusion).

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

side bars).

6 √0401.6.5 Understand sequence of events from text.

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

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

√0401.6.8 Understand a variety of informational texts, including primary sources (e.g., autobiographical

sketches, letters, diaries, Internet sites).

√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).

Standard 7 Media

SPI 0401.7.1 Select the most appropriate and reliable media for accessing information, writing a report, or making

a presentation.

X

SPI 0401.7.2 Identify the main idea in a visual image. X

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

diorama, Power Point, recording).

X

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.

X


GLE0401.7.1 Recognize that media can be a source of information and entertainment.



√0401.7.1 Use media (e.g., photographs, PowerPoint, dioramas, videos, the arts, online catalogs, nonfiction

books, encyclopedias, Internet) to view, read, and represent information and to conduct research.

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

/or presenting.


√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.


SPI 0401.8.1 Recognize plot features of fairy tales, folk tales, fables, and myths. X

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

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

SPI

0401.8.4*

Make appropriate predictions about text. X

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

SPI

0401.8.6*

Identify and interpret similes and metaphors. X

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

SPI

0401.8.8*

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


GLE0401.8.1 Use active comprehension strategies to derive meaning while reading and check for understanding

7

after reading.

GLE0401.8.2 Experience various literary genres, including fiction/nonfiction, poetry, drama, short stores, folk

tales, and myths.

GLE0401.8.3 Know and understand the basic characteristics of the genres studied.

GLE0401.8.4 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 conclusion).

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

assigned texts.

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

√401.8.6 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 in 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 major and minor characters, considering the importance of their actions,

motives, and appearances.

√0401.8.11 Compare and contrast different versions/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.

* These items to be introduced and taught all year. These will be benchmark tested during nine weeks where X is marked.



√ - Check for Understanding Criterion Referenced Test (CRT) Reporting Categories with State Performance Indicators (SPI)

and Checks for Understanding (CFU)

Standard – Mathematical Processes 1

st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



SPI 0406.1.1

Verify a conclusion using the commutative, associative, and

distributive properties.


See 5th

Grade SPI’s

√ 0406.1.4 Use commutative, associative, and distributive properties of numbers

including oral descriptions of mathematical reasoning.


SPI 0406.1.2

Compare decimals using concrete and pictorial representations.


√ 0406.1.7

Translate the details of a contextual problem into diagrams and/or

numerical expressions, and express answers using appropriate units.


√ 0406.1.8

Match the spoken, written, concrete (including base ten blocks), and

pictorial representations of decimals.


√ 0406.1.9 Develop a story problem that illustrates a given multiplication or

division number sentence.


SPI 0406.1.3

Determine the correct change from a transaction.


√ 0406.1.3

Connect operations with decimals to money and make estimates.



mathematics.


SPI 0406.1.4

Compare objects with respect to a given geometric or physical

attribute and select appropriate measurement instrument.

Textbook Reference: 9-7, 14-9, 19-7, Page TN 56 I→ → → X

√ 0406.1.1 Understand the relationship between use of answers and the accuracy I→ → → X

2

of the number.


√ 0406.1.2

Identify the range of appropriate estimates including over-estimate

and under-estimate.

Textbook Reference: 5-4, 10-3 I→ → → X

√ 0406.1.5

Measure using ruler, meter stick, clock, thermometer, or other scaled

instruments.

Textbook Reference: 16-1, 16-10, 16-11, 16-12 I→ → → X

√ 0406.1.6 Identify geometric or physical attributes that are appropriate to

measure in a given situation.

Textbook Reference: 9-7 I→ → → X


1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



SPI 0406.2.1 Read and write numbers from hundredths to hundred-thousands in

numerals and in words.

Textbook Reference: 1-2, 12-1, Page TN 29

X Whole

#’s

X Decimals

See 5

th

Grade SPI’s

SPI 0406.2.2 Locate and place mixed numbers on the number line.


SPI 0406.2.3

Identify the place value of a specified digit in a number and the

quantity it represents.


√ 0406.2.1

Compose and decompose quantities according to place value.


√ 0406.2.2 Understand decimal notation as an extension of the base-ten number

system.


SPI 0406.2.4

Find factors, common factors, multiples, and common multiples of

two numbers.


√ 0406.2.7 Identify factors of whole numbers and model factors and products

beyond basic multiplication facts using arrays and area models.

Textbook Reference: 3-4, 3-5, 3-6 I→ X

SPI 0406.2.5 Generate equivalent forms of common fractions and decimals and X

3

use them to compare size.

Textbook Reference: 10-4, 10-7, 10-9, 12-4, Page TN 32

SPI 0406.2.6 Use the symbols <, >, and = to compare common fractions and

decimals in both increasing and decreasing order.


SPI 0406.2.7

Convert improper fractions in to mixed numbers and/or decimals.

Textbook Reference: 10-6, TN-6, Page TN 26 X

√ 0406.2.8

Generate equivalent forms of whole numbers, decimals, and common

fractions, (e.g., 1/10, ¼, ½, ¾).


√ 0406.2.9

Compare equivalent forms whole numbers, fractions, and decimals to

each other and to benchmark numbers.


√ 0406.2.11 Use models, benchmarks, and equivalent forms to compare fractions/

decimals and locate them on the number line.


√ 0406.2.12

Understand and use decimal numbers up to hundredths and write

them as fractions.


SPI 0406.2.8 Add and subtract proper fractions with like and unlike denominators

and simplify the answer.


SPI 0406.2.9 Add and subtract decimals through hundredths.


SPI 0406.2.10

Solve contextual problems using whole numbers, fractions, and

decimals.


13-4, 13-5, 13-6, Page TN 51

I→ → X

√ 0406.2.13 Solve multi-step problems of various types using whole numbers,

fractions, and decimals.


SPI 0406.2.11 Solve problems using whole number multi-digit multiplication.

Textbook Reference: 5-6, 5-7, 5-8, 7-4, 7-5, 7-6, 7-7, Page TN 20 X

SPI 0406.2.12 Solve problems using whole number division with one- or two-digit

divisors. X

4

Textbook Reference: 8-5, 8-6, 8-10, TN-1, Page TN 22

√ 0406.2.3

Multiply two- and three-digit whole numbers.


√ 0406.2.4

Understand and use a reliable algorithm for multiplying multi-digit

numbers and dividing numbers by a single-digit divisor accurately

and efficiently.


X

√ 0406.2.5

Understand that division by zero is undefined.


√ 0406.2.6

Divide three-digit whole numbers by one-digit divisors fluently with

pencil and paper.


√ 0406.2.10

Use models to understand division as the inverse of multiplication,

partitioning, and repeated subtraction.


√ 0406.2.14 Understand the role of the remainder in division.



1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



SPI 0406.3.1

Use letters and symbols to represent an unknown quantity and write a

simple mathematical expression.


See 5th

Grade SPI’s

√ 0406.3.1

Find an unknown quantity in simple equations using whole numbers,

fractions, decimals, and mixed numbers.


√ 0406.3.2 Translate between symbols and words to represent quantities in

expressions or equations.


SPI 0406.3.2 Make generalizations about geometric and numeric patterns.


X

SPI 0406.3.3

Represent and analyze patterns using words, function tables, and

graphs. X

5


√ 0406.3.3 Create, explain, and use a rule to generate terms of a pattern or

sequence.


√ 0406.3.4 Translate between symbolic, numerical, verbal, or pictorial

representations of a whole number pattern or relationship.



1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

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6th

6

Weeks



SPI 0406.4.1 Classify lines and line segments as parallel, perpendicular, or

intersecting.


See 5th

Grade SPI’s

SPI 0406.4.2 Graph and interpret points with whole number or letter coordinates

on grids or in the first quadrant of the coordinate plane.


SPI 0406.4.3 Construct geometric figures with vertices at points on a coordinate

grid.


SPI 0406.4.4 Identify acute, obtuse, and right angles in 2-dimensionsal shapes.


SPI 0406.4.5

Identify attributes of simple and compound figures composed of 2-

and 3- dimensional shapes.

Textbook Reference: Page TN 25, TN-7 X

√ 0406.4.1

Identify the basic parts of circles.


√ 0406.4.2

Understand the definition of degree as it relates to the circle.


√ 0406.4.3

Classify angles and triangles as obtuse, acute, or right.


√ 0406.4.4

Measure and draw angles.


√ 0406.4.5 Determine if a figure is a polygon. X

6


√ 0406.4.21 Recognize two-dimensional faces of three-dimensional shapes.


SPI 0406.4.6 Determine situations in which a highly accurate measurement is

important. X

SPI 0406.4.7

Determine appropriate size of unit of measurement in problem

situations involving length, capacity, or weight.

Textbook Reference: 16-1, 16-2, 16-3, 16-5, 16-6, 16-7, Page TN 55 X

√ 0406.4.6

Recognize the use of decimals in metric measures.


√ 0406.4.7

Measure liquids using both standard units and metric units.


√ 0406.4.8

Recognize that a measure of area represents the total number of

same-sized units that cover the shape without gaps or overlaps.


√ 0406.4.9

Recognize that area does not change when 2-dimensional figures are

cut apart and rearranged.


√ 0406.4.10

Connect area measure to multiplication using a rectangular area

model.


√ 0406.4.13 Compare objects with respect to a given attribute such as length,

area, and capacity.


SPI 0406.4.8 Convert measurements within a single system that are common in

daily life (e.g., hours and minutes, inches and feet, centimeters and

meters, quarts and gallons, liters and milliliters).


X

SPI 0406.4.9

Solve problems involving area and/or perimeter of rectangular

figures.

Textbook Reference: 14-2, 14-3, 14-4, 14-6, 14-7, Page TN 52 X

√ 0406.4.11

Estimate areas of rectangles in square inches and square centimeters.


√ 0406.4.12 Estimate the size of an object with respect to a given measurement

attribute (length, perimeter, area, or capacity).


7

SPI 0406.4.10

Identify images resulting from reflections, translations, or rotations.


√ 0406.4.14

Explain how the components of a coordinate system are used to

determine location.


√ 0406.4.15

Explore properties of paths between points.


√ 0406.4.16

Examine transformations in the coordinate plane.


√ 0406.4.17

Predict the results of a transformation of a geometric shape.


√ 0406.4.18

Determine whether a geometric shape has line and/or rotational

symmetry.


√ 0406.4.19

Design and analyze simple tilings and tessellations.


√ 0406.4.20 Draw lines of symmetry in 2-dimensional figures.



1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



SPI 0406.5.1 Depict data using various representations (e.g., tables, pictographs,

line graphs, bar graphs).

Textbook Reference: 17-1, 17-2, 17-5, 17-10, Page TN 63 X

See 5th

Grade SPI’s

SPI 0406.5.2 Solve problems using estimation and comparison within a single set of

data.

Textbook Reference: Page TN 58, Page TN 59 X

SPI 0406.5.3

Given a set of data or a graph, describe the distribution of the data

using median, range, or mode.


√ 0406.5.1

Create and label appropriate scales for graphs.


√ 0406.5.2 Evaluate how well various representations show the collected data. X

8


√ 0406.5.3

Interpret and prepare pie charts using appropriate measurements of

angles.


√ 0406.5.4

Develop and use stem-and-leaf plots.


√ 0406.5.5 Use measures of central tendency to compare two sets of related data.


SPI 0406.5.4

List all possible outcomes of a given situation or event.


√ 0406.5.6

Determine a simple probability.


√ 0406.5.7

Express a probability pictorially.


1

Campbell County School System TCAP Achievement - Grade 4 – Science

Criterion Referenced Test (CRT) Reporting Categories with State performance Indicators (SP1) Revised 2011-2012

Embedded Inquiry 1st 6 Weeks

2nd 6 Weeks

3rd 6 Weeks

4th

6 Weeks

5th

6 Weeks

6th

6 Weeks

SPI# State Performance Indicators See 5th

SPI’s

SPI 0407.lnq.1 Select an investigation that could be used to answer a specific question. X X X X X X

√0407.Inq.1

Identify specific investigations that could be used to answer a particular question and identify reasons for this choice.


√0407.Inq.3

Maintain a science notebook that includes observations, data, diagrams, and explanations.

√0407.Inq.4

Analyze and communicate findings from multiple investigations of similar phenomena to reach a conclusion.

Embedded Technology & Engineering

SPI 0407.T/E.1

Select a tool, technology, or invention that was used to solve a human problem.

X X X X X X

√0407.T/E.1

Explain how different inventions and technologies impact people and other living organisms.

√0407.T/E.2

Design a tool or a process that addresses an identified problem caused by human activity.

SPI 0407.T/E.2

Recognize the connection between a scientific advance and the development

of a new tool or technology. X X X X X X

√0407.t/E.3

Determine criteria to evaluate the effectiveness of a solution to a specified

problem.

√0407.T/E.4

Evaluate an invention that solves a problem and determine ways to improve the

design.

SPI#

Life Science

Standard 1 : Cells

State Performance Indicators

SPI 0407. 1.1

Compare basic structures of plant and animal cells.

X

√0407.1.1

Use illustrations or direct observations to compare and

contrast the basic structures of plant and animal cells.

2

√0407.1..2

Create a basic model of the cell that illustrates different

cell structures and describes their functions.

SPI#



X

SPI 0407.2.1

Recognize the impact of predation and competition on an ecosystem.

X

√0407.2.1

Analyze how an increase or decrease in competition or

predation affects an ecosystem.

√0407.2.2

Design a simple experiment to illustrate the effects of

competition, predation, and interdependency among

living things.

SPI# Standard 3: Flow of Matter and Energy State Performance Indicators

SPI 0407.3.1

Determine how different organisms function within an environment in terms of

their location on an energy pyramid.

X

√0407.3.1

Create a food web that illustrates the energy relationships between plants and

animals and the key insures or assumptions found in the model.

√0407.3.2

Classify organisms as carnivores, herbivores, or omnivores.

√0407.3.3

Identify how a variety of organisms meet their energy needs.

SPI#



SPI 0407.4.1

Draw conclusion about the relationship between reproduction and the survival

of a species.

X

√0407.4.1

Design a simple demonstration that illustrates the relationship between

reproduction and survival of a species.

SPI 0407.4.2

Distinguish between complete and incomplete metamorphosis.

X

3

√0407.4.2

Study the life cycles of a variety of organisms and determine whether these processes illustrate complete or incomplete metamorphosis.

SPI#



SPI 0407.5.1

Determine how a physical or behavioral adaptation can enhance the chances of

survival.

X

√0407.5.1

Classify animals according to their physical adaptations for obtaining food,

oxygen, and surviving within a particular environment.

√0407.5..2

Describe how animal behaviors such as migration, defense, means of

locomotion, and hibernation enable them to survive in an environment.

√0407.5.3

Investigate tropisms that plants exhibit in response to changes in their

environment.

SPI 0407.5.2

Infer the possible reasons why a species became endangered or extinct. X

√0407.5.4

Gather fossil information to draw conclusions about organisms that exist today.

√0407.5.5

Analyze the common causes of extinction and explain how human actions sometimes result in the extinction of a species.

SPI#




SPI 0407.6.1

Organize the phases of the moon in the correct sequence.

X

√0407.6.2

Sequence the major phase of the moon during a lunar cycle.

SPI 0407.6.2

Infer that the moon's phases are caused by the revolution of the moon and earth around the sun.

X

√0407.6.1

Chart the movements of the sun, moon, and earth to develop an explanation for the phases of the moon and solar and lunar eclipses.

4

SPI# Science Standard 7: The Earth State Performance Indicators

SPI 0407.7.1

Design a simple model to illustrate how the wind and movement of water alter the earth's surface.

X

√0407.7.1

Prepare a demonstration to illustrate how wind and water affect the earth’s surface features.

√0407.7.2

Design an investigation to demonstrate how erosion and deposition change the earth’s surface.

SPI 0407.7.2

Analyze how different earth materials are utilized to solve human problems or

improve the quality of life.

X

√0407.7.3

List factors that determine the appropriate use of an earth material.

√0407.7.4

Use data from a variety of informational texts to analyze and evaluate man’s

impact on non-renewable resources.

SPI#



SPI 0407.8.1

Identify the basic features of the water cycle and describe their importance to life on earth.

X

√0407.8.1

Prepare a model that illustrates the basic features of the water cycle.

SPI 0407.8.2

Distinguish between weather and climate.

X

√0407.8.2 Use long term weather data to distinguish between weather and climate.

√0407.8.3

Use an illustration to predict and draw conclusions about how weather and climate affect the water cycle.

SPI#

Physical Science

Standard 9: Matter


SPI 0407.9.1

Choose an appropriate tool for measuring a specific physical property of matter.

X

√0407.9.1

Use appropriate tools to measure and compare the physical properties of various solids and liquids.

5

SPI 0407.9.2

Determine the mass, volume, and temperature of a substance or object using

proper units of measurement.

X

√0407.9.2

Compare the causes and effects of various physical changes in matter.

SPI 0407.9.3

Interpret the causes and effects of a physical change in matter.

SPI#

Standard 10: Energy


SPI 0407.10.1

Identify different forms of energy, such as heat, light, and chemical.

X

√0407.10.1

Design an investigation to demonstrate how different forms of energy release heat or light.

SPI 0407.10.2

Determine which surfaces reflect, refract, or absorb light.

X

√0407.10.2

Design an experiment to investigate how different surfaces determine if light is reflected, refracted, or absorbed.

SPI 0407.10.3

Determine whether a material is transparent, translucent, or opaque.

X

√0407.10.3

Gather and organize information about a variety of materials to categorize them as translucent, transparent, or opaque.

SPI# Standard 11 : Motion State Performance Indicators

SPI 0407. 11.1

Describe the position of an object relative to fixed reference points.

X

√0407.11.1

Identify the position of objects relative to fixed reference points.

SPI 0407.11.2

Identify factors that influence the motion of an object.

X

√0407.11..2

Design an investigation to identify factors that affect the speed and distance traveled by an object in motion.

6

SPI 0407. 11. 3

Determine the relationship between speed and distance traveled over time.

X

√0407.11.3

Complete a coordinate graph to describe the relative positions of objects.

√0407.11.4

Plan and execute an investigation that demonstrates how friction affects the movement of an object.

√0407.11.5

Design and implement an investigation to determine that the speed of an object is equal to the distance traveled over time.

SPI#



SPI 0407.12.1

Identify how magnets attract or repel one another.

X

√0407.12.1

Explore the interactions between an electrically charged object and other materials.

SPI 0407.12.2

Determine how an electrically charged material interacts with other objects.

X

√0407.12.2

Design an experiment to investigate how a simple electromagnet affects common objects.

SPI 0407.12.3

Determine the path of an electrical current in a simple circuit.

X

√0407.12.3

Describe how electricity passes through a simple circuit that includes a battery, wire, switch, and bulb.





Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks


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. X

SPI 0501.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, tenses) within

context. X

SPI 0501.1.3 Identify the correct use of adjectives (i.e., common/proper, comparative forms, predicate adjectives) and

adverbs (i.e., comparative forms, negatives) within context. X

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}). X

SPI 0501.1.5 Identify sentences with correct use of commas (i.e., series, dates, addresses, friendly letters, compound

sentences, coordinating conjunctions, and introductory works) and of colons within context. X

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

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

possessives. X

SPI 0501.1.8 Identify within context a variety of appropriate sentence-combining techniques (i.e., comma used with a

coordinating conjunction, use of semicolon, introductory phrases and/or clauses). X

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. X

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

SPI 0501.1.11 Determine word meanings within context. X

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

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

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

SPI 0501.1.15 Recognize and use grade appropriate vocabulary within context. X

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




usage of words and phrases

GLE0501.1.3 Demonstrate knowledge of Standard English sentence structures.


√0501.1.2 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

2

comparative forms, adverbs of degree {too, very}), conjunctions (including coordinating),

interjections, and propositions (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,

it/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.

√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 business letter), semicolons, apostrophes,

quotation marks, and commas used in these ways: direct address, items in a series, following

introductory words, in dates and addresses, quotations, part of a letter, and before coordination

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.


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


√501.1.11 Write legibly in manuscript and cursive.

√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, content clues,

reference sources) to determine the meaning of un familiar words.


SPI #

SPI 0501.2.1 Identify the audience for a given speech. X

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). X

SPI 0501.2.3 Choose the best summary of a speech. X

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


GLE0501.2.1 Continue to develop critical listening skills necessary for comprehension and task completion.

GLE0501.2.2 Continue to develop strategies for expressing thoughts and ideas clearly and effectively.

GLE0501.2.3 Explore the organizational structures of speeches.

GLE0501.2.4 Participate in teams for work and discussion.


3

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 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.

√0501.2.6 Construct a summary of a speech.

Speaking

√0501.2.7 Participate in creative and expressive responses to text (e.g., choral reading, discussion, dramatization,

oral presentations, and personal experiences).

√501.2.8 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).

Standard 3 Writing

SPI# *Begin these skills in August! These to be taught all year.

SPI 0501.3.1 Identify the audience for which a text is written.

X

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

report). X

SPI 0501.3.3 Choose the supporting sentence that best fits the context and flow of ideas in a paragraph. X

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

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

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

SPI 0501.3.7 Select details that support a topic sentence. X

SPI 0501.3.8 Select vivid and active words for a writing sample. X

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

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

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

SPI 0501.3.12 Select an appropriate title that reflects the topic of a written selection. X

SPI

0501.3.13*

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


GLE0501.3.1 Write for a variety of purposes and to different audiences.

GLE0501.3.2 Write in various modes and genres, including narration, literary response, personal expression,

description, and imaginative.

GLE0501.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and

4

publishing.


√0501.3.1 Determine an audience and 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 ides.

√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 area.

√0501.3.9 Explore writing in the expository mode.

√0501.3.10 Recognize and use all step in the wring 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 at tonic.

√501.3.13 Compose clear, coherent, well-organized multi-paragraphed works.

√0501.3.14 Develop a paragraph with a topic sentence, supporting details, and a concluding sentence.

√501.3.15 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, titles.

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

information.


√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.


√0501.3.23 Identify and explore opportunities for publication (e.g., biblical/national contests, Internet websites,


Standard 4 Research

SPI #

SPI 0501.4.1 Identify the most reliable information sources available for preparing a research report. X

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

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

sources.



GLE0501.4.1 Conduct research to access and present information.

5

GLE0501.4.2 Collect, organize, determine reliability, and use information researched.

GLE0501.4.3 Present the research results in a written report, citing the resources used.


√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 family and

community; encyclopedia, card/electronics 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).

Standard 5 Logic

SPI #

SPI 0501.5.1* Locate information to support opinions, predictions, and conclusions. X

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

SPI 0501.5.3 Distinguish between fact/opinion and reality/fantasy, X

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

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

subcategories. X

SPI 0501.5.6* Make inferences and draw appropriate conclusions from text. X

SPI 0501.5.7* Indicate the correct sequence of events in text. X


GLE0501.5.1 Refine logic skills to facilitate learning and to enhance thoughtful reasoning.

GLE0501.5.2 Use logic to make inferences and to draw conclusions in a variety of oral and written contexts.

GLE0501.5.3 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).


SPI #

6

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

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

captions, sidebars). X

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

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

SPI 0501.6.5 Select the best summary of a text. X

SPI 0501.6.6 Arrange a set of instructions in sequential order. X


GLE0501.6.1 Apply appropriate skill and strategies to comprehend informational texts (e.g., pre-reading strategies,

comprehension strategies, graphic organizers, questioning text).

GLE0501.6.2 Recognize the different text features of informational texts (e.g., separate text boxes, diagrams, caption,

charts, graphs).

GLE0501.6.3 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.

√0501.6.6 Determine the main idea and supporting details from text.

√501.6.7 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 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).

7 Media

SPI #

SPI 0501.7.1 Select the most appropriate medium or media for accessing information, writing a report, or enhancing

an oral presentation.

X

SPI 0501.7.2 Determine the main idea in a visual image. X

SPI 0501.7.3 Identify the mood created by a visual image. X

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

persuasion).

X


7

GLE0501.7.1 Recognize that media can be a source of information and entertainment.


GLE0501.7.3 Understand that the choice of medium influences the message in a presentation.

GLE0501.7.4 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.

√501.7.4 Use libraries/media centers to access media sources.


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

life.


SPI #

SPI 0501.8.1* Identify setting, characters, plot, and theme. X

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

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

biographies, autobiographies).

X

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. X

SPI 0501.8.5* Recognize that a story is told form first person point of view. X

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

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

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

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


GLE0501.8.1 Use previously learned comprehension strategies before, during, and after reading.

GLE0501.8.2 Experience various literary genres, including fiction and nonfiction, poetry, drama, chapter books,

biography/autobiography, short stories, folk tales, myths, science fiction.

GLE0501.8.3 Understand the basic characteristics of the genres (e.g., narratives, prose, poetry, drama) studied.

GLE0501.8.4 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}).

8

√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 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 confect (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 Analyze the plot structure of a narrative (story) including identifying the problem (conflict) and

deeming how the problem is resolved.

√501.8.11 Discuss similarities and differences in events and/or characters, using evidence cited in two or more

texts.

√0501.8.12 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.

* SPI’s with asterisk are to be introduced and taught all year. They will be benchmark tested where X is placed.



√ - Check for Understanding Criterion Referenced Test (CRT) Reporting Categories with State Performance Indicators (SPI)

and Checks for Understanding (CFU)


st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



SPI 0506.1.1

Given a series of geometric statements, draw a conclusion about the

figure described.


See 6th

Grade SPI’s

√ 0506.1.1 Make and test conjectures about geometric properties and develop

logical arguments to justify conclusions.


X

SPI 0506.1.2 Estimate fraction and decimal sums or differences.

Textbook Reference: TN-6, Page TN 30

X

SPI 0506.1.3

Recognize the unit associated with the remainder in a division

problem or the meaning of the fractional part of a whole given in

either decimal or fraction form.


X

√ 0506.1.4

Explore problems in different contexts to interpret the meaning of

remainders as discrete values or not.


√ 0506.1.6 Communicate answers in correct verbal and numerical form;

including use of mixed numbers or fractions and use of units.


√ 0506.1.7 Organize and consolidate verbal statements involving fractions and

mixed numbers into diagrams, symbols, and numerical expressions.


X

SPI 0506.1.4 Identify missing information and/or too much information in

contextual problems.


√ 0506.1.2 Make reasonable estimates of fraction and decimal sums or X

2

differences using models.


√ 0506.1.3

Explore different methods of estimation including rounding and

truncating.


√ 0506.1.5 Solve problems in more than one way and explain why one process

may be more effective than another.


√ 0506.1.8 Use patterns, models, and relationships as contexts for writing

inequalities and simple equations.



mathematics.


Bridge/Animation

X


1st

6

Weeks

2nd

6

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3rd

6

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4th

6

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5th

6

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6th

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SPI 0506.2.1 Read and write numbers from millions to millionths in various

contexts.


X See 6

th

Grade SPI’s

SPI 0506.2.2

Write the prime factorization of numbers through 50 using both

exponential and standard notation.

Textbook Reference: 4-8, TN-3, Page TN 21 X

√ 0506.2.1

Identify prime numbers up to 50.


√ 0506.2.2

Use the prime factorization of two whole numbers to determine the

greatest common factor and the least common multiple.


√ 0506.2.4

Use divisibility rules to factor numbers.


√ 0506.2.10 Use exponential notation to represent repeated multiplication of

whole numbers. X

3


SPI 0506.2.3 Select a reasonable solution to a real-world division problem in

which the remainder must be considered.

Textbook Reference: 4-3, TN-2, Page TN 20

X

SPI 0506.2.4

Solve problems involving the division of two- and three-digit whole

numbers by one- and two-digit whole numbers.

Textbook Reference: 4-4, 4-5, 4-6, 5-1, 5-3, 5-4, 5-5, 5-6,

Page TN 22

X

√ 0506.2.7

Understand the placement of the decimal point in calculations of

multiplication and long division, including the placement in the

estimation of the answer.


X

√ 0506.2.8 Understand that division by zero is undefined.


X

SPI 0506.2.5 Solve addition and subtraction problems involving both fractions and

decimals.

Textbook Reference: 2-4, 2-6, 2-7, 2-8, 10-1, 10-3, 10-4, Page TN

19, Page TN 31

X

SPI 0506.2.6 Add and subtract proper and improper fractions as well as mixed

numbers.


√ 0506.2.3 Use visual models, benchmarks, and equivalent forms to add and

subtract commonly used fractions and decimals.


√ 0506.2.5

Make reasonable estimates of fraction and decimal sums and

differences.


√ 0506.2.6 Add and subtract mixed numbers.


X

SPI 0506.2.7 Recognize equivalent representations for the same number.

Textbook Reference: 9-4, 9-8, Page TN28 X

4

SPI 0506.2.8 Write terminating decimals in the form of fractions or mixed

numbers.


X

SPI 0506.2.9

Compare whole numbers, decimals, and fractions using the symbols

<, >, and =.


√ 0506.2.9 Explore numbers less than 0 by extending the number line through

familiar applications (e.g., temperatures below zero, owing money,

measuring elevation below sea level).


X


1st

6

Weeks

2nd

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3rd

6

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4th

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5th

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SPI 0506.3.1 Evaluate algebraic expressions involving decimals and fractions

using order of operations.


See 6th

Grade SPI’s

√ 0506.3.1 Evaluate an expression by substituting non-negative rational number

values for letter variables in the expression.


X

SPI 0506.3.2 Evaluate multi-step numerical expressions involving fractions using

order of operations.


X

SPI 0506.3.3 Find the unknown in single-step equations involving fractions and

mixed numbers.


√ 0506.3.2 Use variables appropriately to represent numbers whose values are

not yet known.


√ 0506.3.6 Recognize there are many numbers between any two whole numbers

on the number line.


5

SPI 0506.3.4 Given a set of values, identify those that make an inequality a true

statement.


√ 0506.3.3

Solve single-step linear equations using inverse operations.


√ 0506.3.4

Solve single-step linear inequalities and graph solutions on a number

line.


√ 0506.3.5 Determine if a given value is a solution to a linear equation/

inequality.

Textbook Reference: 15-3, TN-5

X


1st

6

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2nd

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3rd

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SPI 0506.4.1 Solve contextual problems that require calculating the area of

triangles and parallelograms.


X See 6

th

Grade SPI’s

SPI 0506.4.2 Decompose irregular shapes to find perimeter and area.


√ 0506.4.1

Develop the formula for the area of a triangle as it relates to the area

of a parallelogram/rectangle.


√ 0506.4.2 Find the area of a convex polygon by decomposing it into triangles/

rectangles.


X

SPI 0506.4.3 Identify a three-dimensional object from two-dimensional

representations of that object and vice versa.


X

SPI 0506.4.4

Solve problems involving surface area and volume of rectangular

prisms and polyhedral solids. X

6


√ 0506.4.3

Build, draw, and work with prisms by means of orthogonal views,

projective views, and nets.


√ 0506.4.4

Describe and identify the five regular (Platonic) solids and their

properties with respect to faces, shapes of faces, edges, and vertices.


√ 0506.4.5

Quantify total volume as filling space with same-sized units of

volume without gaps or overlap.


√ 0506.4.6 Decompose prisms to calculate surface area and volume.


X

SPI 0506.4.5

Find the length of vertical or horizontal line segments in the first

quadrant of the coordinate system, including problems that require

the use of fractions and decimals.


X

√ 0506.4.8 Identify characteristics of the set of points that define vertical and

horizontal line segments.


X

SPI 0506.4.6

Record measurements in context to reasonable degree of accuracy

using decimals and/or fractions.


√ 0506.4.7

Understand, select, and use units of appropriate size and type to

measure angles, lengths/distances, area, surface area, and volume.


√ 0506.4.9

Correctly interpret significant digits in the accuracy of measurements

and associated calculations.


√ 0506.4.10

Recognize that measurements are never exact.


√ 0506.4.11

Understand the usefulness of approximations.


√ 0506.4.12

Develop strategies for choosing correct tools of measurement.


7

√ 0506.4.13 Recognize and use measures of weight and temperature.



1st

6

Weeks

2nd

6

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3rd

6

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4th

6

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5th

6

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6th

6

Weeks



SPI 0506.5.1 Depict data using various representations, including decimal and/or

fractional data.


X See 6

th

Grade SPI’s

SPI 0506.5.2

Make predictions based on various data representations, including

double bar and line graphs.

Textbook Reference: 18-2, 18-3, 20-3, Page TN 62, Page TN 63 X

√ 0506.5.1

Construct and analyze double bar and line graphs.


√ 0506.5.2

Represent data using ordered pairs in the first quadrant of the

coordinate system.


√ 0506.5.3

Design investigations to address a question and consider how data

collection methods affect the nature of the data set.


√ 0506.5.4 Recognize the differences in representing categorical and numerical

data.


X

SPI 0506.5.3 Calculate measures of central tendency to analyze data.


√ 0506.5.5

Evaluate how different measures of central tendency describe data.


√ 0506.5.6 Identify outliers and determine their effect on mean, median, mode,

and range.


1

Campbell County School System TCAP Achievement - Grade 5- Science


Embedded Inquiry 1

st 6

Weeks

2nd

6

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3rd

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4th

6 Weeks

5

th 6

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6

th 6

weeks

SPI# State Performance Indicators See 6th

Grade SPI’s

0507.Inq.l Select an investigation that could be used to answer a specific question. X X X X X X

√0507.Inq.1 Identify specific investigations that could be used to answer a particular

question and identify reasons for this choice.


√0507.Inq.3 Maintain a science notebook that includes observations, data, diagrams, and

explanations.

√0507.Inq.4 Analyze and communicate findings from multiple investigations of similar

phenomena to reach a conclusion.


SP1# State Performance Indicators

0507.T/E.1 Select a tool, technology, or invention that was used to solve a human problem.

X X X X X X

√0507.T/E.1 Explain how different inventions and technologies impact people and other living organisms.

0507.T/E.2 Recognize the connection between a scientific advance and the development of a new tool or technology.

X X X X X X

√0507.T/E.2 Design a tool or a process that addresses an identified problem caused by human activity.

√0507.T/E.3 Determine criteria to evaluate the effectiveness of a solution to a specified problem.

√0507.T/E.4 Evaluate an invention that solves a problem and determine ways to improve the design.

Standard 1: Cells

2

SPI# State Performance Indicators

0507.1.1 Identify the major parts of plant and animal calls such as, the nucleus, cell membrane, cell wall, and cytoplasm.

X

√0507.1.1 Label drawings of plant and animals cells.

0507.1.2 Compare and contrast basic structures and functions of plant and animal cells.

X

√0507.1.2 Compare and contrast the basic structures and functions of plant and animal cells.


SP1#: State Performance Indicators

0507.2.1 Describe the different types of nutritional relationships that exist among organisms.

X

√0507.2.1 Evaluate producer/consumer, predator/prey, and parasite/host relationships.

0507.2.2 Distinguish among symbiotic, commensal, and parasitic relationships. X

√0507.2.2 Classify interspecific relationships within an ecosystem as mutualism, commensalism, or parasitism.

√0507.2.3 Create a simple model illustrating the interspecific relationships within an ecosystem.

0507.2.3 Use information about the impact of human actions or natural disasters on the environment to support a simple hypothesis, make a prediction, or draw a conclusion.

X

√0507.2.4 Analyze basic information from a body of text to identify key issues or assumptions about the relationships among organisms in an ecosystem.

√0507.2.5 Create a poster to illustrate how human activities and natural disasters affect the environment.

Standard 3: Mow of Matter and Energy



0507.3.1 Identify photosynthesis as the food manufacturing process in plants. X

√0507.3.1 Identify the cell structures that enable plants to conduct photosynthesis.

3

0507.3.2 Compare how plants and animals obtain energy. X

√0507.3.2 Design a graphic organizer that illustrates the difference between plants and

animals in the movement of food energy through an ecosystem.



0507.4.1 Recognize that information is passed from parent to offspring during production.

X

√0507.4.1 Explain how genetic information is transmitted from parents to offspring.

0507.4.2 Distinguish between inherited traits and those that can be attributed to the environment.

X

√0507.4.2 Create a chart that compares hereditary and environmental traits.

√0507.4.3 Distinguish between a scar and a birthmark in terms of their origins.

Standard 5 : Biodiversity and Change


0507.5.1 Identify physical and behavioral adaptations that enable animals such as, amphibians, reptiles, birds, fish, and mammals to survive in a particular environment.

X

√0507.5.1 Classify animals according to their physical characteristics.

√0507.5.2 Design a model to illustrate how an animal’s physical characteristics enable it to survive in a particular environment.

0507.5.2 Explain how fossils provide information about the past. X

√0507.5.3 Identify the processes associated with fossil formation

√0507.5.4 Use fossil evidence to describe an environment from the past

√0507.5.5 Use fossils to match a previously existing organism with on that exists

today.




4

0507.6.1 Distinguish among the planets according to their known characteristics such as appearance, location, composition, and apparent motion.

X

√0507.6.1 Develop a chart that communicates the major characteristics of each planet.

0507.6.2 Select information from a complex data representation to draw conclusions about the planets.

X

√0507.6.2 Use images of the night sky to identify different seasonal star patterns.

0507.6.3 Identify methods and tools for identifying star patterns. X

√507.6.3 Research a star pattern using a chart.



0507.7.1 Describe internal forces such as volcanoes, earthquakes, faulting, and plate movements that are responsible for the earth's major geological features such as mountains, valleys, etc.

X

√0507.7.1 Create a model to illustrate geologic events responsible for changes in the earth’s crust.

√0507.7.2 Prepare a chart to compare how volcanoes, earthquakes, faulting, and plate movements affect the earth’s surface features.



0507.8.1 Describe the effects of the oceans on weather and climate. X

√0507.8.1 Compare the climates of coastal and inland areas at similar latitudes to

demonstrate the ocean’s impact on weather and climate.

√0507.8.3 Use weather maps of the United States to graph temperature and

precipitation for inland and coastal regions.

0507.8.2 Explain how mountains affect weather and climate. X

√0507.8.2 Use land maps to demonstrate how mountain ranges affect weather and

climate.

√0507.8.4 Use local environmental information to analyze how weather and climate are

affected by landforms and bodies of water.

Physical Science

Standard 9: Matter


0507.9.1 Distinguish between physical and chemical properties. X

√0507.9.1 Compare the simple chemical properties of common substances.

5

0507.9.2 Describe the differences among freezing, melting, and evaporation. X

√0507.9.2 Investigate how different types of materials freeze, melt, evaporate, or

dissipate.

0507.9.3 Describe factors that influence the rate at which different types of material

freeze, melt, or evaporate.

frees

X

√0507.9.3 Use data from a simple investigation to determine how temperature change

affects the rate of evaporation and condensation.

Standard 10: Energy

SPI# State s Performance Indicators

0507.10.1 Differentiate between potential and kinetic energy. X

√0507.10.1 Design and conduct an investigation to demonstrate the difference between

potential and kinetic energy.

√0507.10.2 Create a graphic organizer that illustrates different types of potential and

kinetic energy.

0507.10.2 Use data from an investigation to determine the method by which heat energy is transferred from one object or material to another.

X

√0507.10.3 Describe the differences among conduction, convection, and radiation.

√0507.10.4 Create a poster to illustrate the major forms of energy.

√0507.10.5 Demonstrate different ways that energy can be transferred from one object to another.

Standard 11: Motion


0507.11.1 Explain the relationship that exist among mass, force, and distance

traveled.

X

√0507.11.1 Predict how the amount of mass affects the distance traveled given the

same amount of applied force.

√0507.11.2 Prepare statements about the relationship among mass, applied force,

and distance traveled.

√0507.11.3 Design and conduct experiments using a simple experimental design

to demonstrate the relationship among mass, fore, and distance

traveled.

6



0507.12.1 Recognize that the earth attracts objects without touching them. X

√0507.12.1 Explain and give examples of how forces act at a distance.

0507.12.2 Identify the force that causes objects to fall to the earth. X

√0507.12.2 Demonstrate how the shape of an object affects how it falls toward the

earth.

0507.12.3 Use data to determine how shape affects the rate at which a material

falls to earth.

X

√0507.12.3 Design and explain an investigation exploring the earth’s pull on

objects.

Campbell County School System Revised 2010 - 2011

TCAP Achievement – Grade 6 – English Language Art


Standard 1 – Language 1

st 6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th 6

Weeks

6th

6

Weeks


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. X-E

See

7th

Grade

SPI’s

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

context. X-E

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

comparative forms) within context. X-E

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.

X-E

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

within context.

X-E

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).

X-E

SPI 0601.1.7 Identify within context a variety of appropriate sentence-combining techniques (i.e., comma,

coordinating conjunction, introductory words, appositives, interrupters).

X-E

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). X-E

SPI 0601.1.9 Recognize usage errors occurring within context (i.e., double negatives, troublesome words

(to/too/two, their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect, principle/principal,

between/among).

X-E

SPI 0601.1.10 Identify the correct spelling of plurals and possessives. X-E

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

SPI 0601.1.12 Identify the correct use of commas (i.e., compound sentences, coordinating conjunctions,

introductory words, appositives, interrupters) within context.

X-E

SPI 0601.1.13 Choose the appropriate interjection to complete a sentence. X-E

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

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

meaning words. X-E

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

unfamiliar words. X-E

SPI 0601.1.17 Use dictionaries, thesauruses, electronic sources, and glossaries as aids in determining the

meaning of unfamiliar words.

X-E

SPI 0601.1.18 Identify correctly and incorrectly spelled words in context. X-E

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

SPI 0601.1.20 Use knowledge of root words, affixes, syllabication, and/or spelling patterns as aids in X-E

2

determining meaning within context.


GLE 0601.1.1 Demonstrate control of Standard English through the use of grammar and mechanics

(punctuation, capitalization, and spelling).

GLE 0601.1.2 Employ a variety of strategies and resources to determine the definition, pronunciation, and

usage of word 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, subordination), 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 coordination conjunction joining independent clauses to

form compound sentences), colons (including business letters, priding a list of items),

semicolons (including combining sentences), quotation marks (including explanatory material

within the quote, proper use with end marks,), and apostrophes (including forming singular and

plural possessive).

√0601.1.5 Spell correctly high frequency words, commonly misspelled word (appropriate to grade level),

and words commonly used in content specific vocabulary.

√0601.1.6 Correct run-on sentences (e.g., use punctuation, conjunctions, or other mean 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.


3

√0601.1.15 Identify and define English words derived from Latin and Greek works that form common roots

(e.g., audio, auto, mal) and recognize English words that are based on them (e.g., audible,

autobiography, malice).

√0601.1.16 Recognize and appreciate cultural and regional differences signaled by word usage and

vocabulary.

√0601.1.17 Explore common phrases and terms form tether languages commonly used in English (e.g.,

RSVP, déjà vu, fauzx pas, du jour, bon voyage).

Standard 2 – Communication


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

X-E/ R

See

7th

Grade

SPI’s

SPI 0601.2.2 Identify the targeted audience of a speech. X-E/R

SPI 0601.2.3 Identify the thesis and main points of a speech. X-E/R

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).

X-R

SPI 0601.2.5 Identify the functions and responsibilities of individual roles within an organized group (i.e.,

reporter, recorder, information gatherer, leader, timekeeper). X-R

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). X-R

SPI 0601.2.7 Organize ideas in the most effective order for an oral presentation. X-R

SPI 0601.2.8 Select the best summary of a speech. X-R


Listening

GLE 0601.2.1 Demonstrate critical listening skills essential for comprehension, evaluation, problem-solving,


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 oral 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,

4

concepts may be more abstract, and extended metaphors may be used; 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.

√0601.2.6 Construct a summary of a speech.

√0601.2.7 Construct a critique of a speech.

√0601.2.8 Identify the organizational structure of a speech (e.g., sequential, chronological, problem-


√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, detail, 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 supportive 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 skill 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( behavior goals and aims,

group dynamic and roles) list on the state web site.

Standard 3 – Writing


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

X-R

See

7th

Grade

SPI’s

SPI 0601.3.2 Identify the audience for which a text is written. X-E/R

SPI 0601.3.3 Select an appropriate thesis statement for a writing sample. X-R/E

SPI 0601.3.4 Rearrange multi-paragraphed work in a logical and coherent order. X-E/R

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

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

SPI 0601.3.7 Identify sentences irrelevant to a paragraph’s theme or flow. X-E

SPI 0601.3.8 Select appropriate time-order or transitional words/phrases to enhance the flow of a writing X-R

5

sample.

SPI 0601.3.9 Select an appropriate concluding sentence for a well-developed paragraph. X-E

SPI 0601.3.10 Select an appropriate title that reflects the topic of a written selection. X-R

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

notes for a writing selection. X-E

SPI 0601.3.12 Select the most appropriate format for writing a specific work-related text (i.e. instructions,

directions, letters, memos, e-mails, reports).

X-R/E


GLE 0601.3.1 Write in a variety of modes for different audiences and purposes.

GLE 0601.3.2 Employ various 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,

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

Select a medium or a 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, 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

6

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).

√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 a 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 difference 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’ 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, Power Point) to write texts and create

graphics to present ideas visually ad in writing.

√0601.3.22 Identify and explore opportunities for publication (e.g., local/national contest, Internet websites,


Standard 4 – Research


SPI 0601.4.1 Select the most focused research topic.

X-R/E

See

7th

Grade

SPI’s

SPI 0601.4.2 Rank research resources according to reliability. X-R/E

SPI 0601.4.3 Determine the most appropriate research source for a given research topic. X-R/E

SPI 0601.4.4 Distinguish between primary (i.e., letters, interviews, diaries, newspapers) and secondary (i.e., X-R/E

7

reference books, periodicals, Internet, biographies) sources.

SPI 0601.4.5 Discern irrelevant research material form written text. X -R


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, interview, and surveys.

GLE 0601.4.3 Make distinctions about the credibility, reliability, consistency, strengths, and limitations of

resources, including information gathered from websites.

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 ikea 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, examples, and facts; defining

key terms and ideas; identifying relationships such as cause/effect).

√0601.4.11 Craft an introductory paragraph in which the 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.

√601.4.18 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 effective graphics and illustrative material to support research ideas in the text.

Standard 5 – Logic

8


SPI 0601.5.1 Predict future events of a given text.

X-R

See

7th

Grade

SPI’s

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

SPI 0601.5.3 Identify stated or implied cause-effect relationships. X-R

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

calling).

X-R

SPI 0601.5.5 Specify a logical word choice to complete an analogy, using synonyms, antonyms, homonyms,

categories, subcategories, whole/part, and functions.

X-R/E

SPI 0601.5.6 Indicate the sequence of events in text. X-R

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


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-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.


√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 state or implied cause/effete 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 oral communication (e.g.,

bandwagon, loaded terms, testimonial, name-calling).

Standard 6 – Informational Text


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

X-R

See

7th

Grade

SPI’s

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

9

SPI 0601.6.3 Use text features to locate information and make meaning from text (e.g., headings, key words,

captions, footnotes).

X-R/E

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).

X-R/E

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

conclusions.

X-R

SPI 0601.6.6 Select the best summary of a text. X-R

SPI 0601.6.7 Recognize that purpose determines text format. X-R

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

X-R/E


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 the text features that support informational texts.


√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 propose).

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

caption, tables of contents, footnotes, illustrations).

√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.

Standard 7 – Media


SPI 0601.7.1 Select the medium that best reinforces a viewpoint or enhances a presentation. X-R

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

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

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

10

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

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. X-R


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 sound, 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.

√601.7.3 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.

√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 give by the

audience during a presentation) to improve media productions.

Standard 8 – Literature


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

X-R

See

7th

Grade

SPI’s

SPI 0601.8.2 Identify the setting and conflict of a passage. X-R

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

are resolved. X-R

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

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). X-R

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

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

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

repetition).

X-R

11

SPI 0601.8.9 Identify patterns of rhyme and rhythm. X-R

SPI 0601.8.10 Determine the author’s purpose for writing. X-R


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 is suggested about the historical period in which they were

written

GLE 0601.8.5 Identify and analyze common literary terms (e.g., personification, conflict, theme).


√0601.8.1 Use previously learned strategies to comprehend informational texts (e.g., formulate questions

before, during, and after reading; visualize, predict, identify the writer’s purpose).

√0601.8.2 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 character (major/minor, antagonists/protagonist) 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 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).

√0601.8.14 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.

√0601.8.15 Identify and explain the stated or implied them 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.




with State Performance Indicators (SPI) and Checks for Understanding (CFU)

Standard 1 – Mathematical Processes

1st

6

Weeks

2nd

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Weeks

3rd

6

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4th

6

Weeks

5th

6

Weeks

6th

6

Weeks

Chapters of Focus 1-3 4-6 7-9 1-12 13


SPI 0606.1.1

Make conjectures and predictions based on data.

Textbook Reference: 6-5 Hands-On Lab (Use a Survey to Collect

Data), 12-6 X

See 7th

Grade

SPI’s

√ 0606.1.4

Describe how changes in one quantity or variable result in changes in

another.

Textbook Reference: 2-1, 2-3, 7-2, 10-4, 13-1, 13-3 Hands-On Lab

(Explore Linear and Nonlinear Relationships)

X

√ 0606.1.6

Model situations by devising and carrying out experiments and

simulations.

Textbook Reference: 12-2 Hands-On Lab (Simulations) X

√ 0606.1.7

Formulate questions, design studies, and collect real world data.

Textbook Reference: 6-5 Hands-On Lab (Use a Survey to Collect

Data) X

√ 0606.1.8 Determine an appropriate sample to test an hypothesis.

Textbook Reference: 6-5 Hands-On Lab(Use a Survey to Collect

Data) X

SPI 0606.1.2

Judge the reasonableness of the results of rational number estimates and/or

computations.


7-10 Extension (Simple Interest)

X

√ 0606.1.1 Recognize different conventions used in calculator and computer

spreadsheets (e.g., * for multiplication, ^ for exponent), but use

mathematical notation in written work.

Textbook Reference: 1-3 Tech Tab (Explore the Order of

Operations), 7-8 Tech Lab (Convert Between

Percents, Decimals, and Fractions)

X

√ 0606.1.2

Recognize when an estimate is more appropriate than an exact answer in a

variety of problem situations.


√ 0606.1.3 Recognize errors generated by rounding.


2

2

SPI 0606.1.3 Use concrete, pictorial, and symbolic representation for integers.



mathematics.

Textbook Reference: Throughout the Program. See Visual

Learning Bridge/Animation

X

√ 0606.1.10 Use various methods (such as dynamic geometry software) to explore

properties of triangles and quadrilaterals.

Textbook Reference: 8-5 Hands-On Lab (Triangle Inequality), 8-5,

8-5 Tech Lab (Angles in Triangles), 8-6

X

SPI 0606.1.4

Select the representation that models one of the arithmetic properties

(commutative, associative, or distributive).

Textbook Reference: A-1 Additional Topic (Model Arithmetic

Properties) 1-4

X

√ 0606.1.5 Illustrate properties of operations by showing that two expressions are

equivalent in a given context (e.g., using an area model for distributive

property, and grouping/set models for commutative and associative

properties).


Properties)

X

SPI 0606.1.5

Model algebraic expressions using algebra tiles.

Textbook Reference: 11-9 Hands-On Lab (Model Integer

Equations), 11-9 X

√ 0606.1.11 Model algebraic expressions with manipulatives, technology, and pencil

and paper.

Textbook Reference: 1-6 Tech Tab (Find the Pattern in Sequences),

2-1, 2-3, 7-3, 7-4, 7-9, 7-10, 7-10 Extension (Simple Interest)

X


1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



SPI 0606.2.1

Solve problems involving the multiplication and division of fractions.

Textbook Reference: 5-6, 5-7 Hands-On Lab (Model Fraction

Multiplication) , 5-7, 5-9 Hands-On Lab

(Model Fraction Division), 5-9, 5-10

X See 7

th Grade

SPI’s

√ 0606.2.2

Use area models to represent multiplication of fractions.

Textbook Reference: 5-6, 5-7 Hands-On Lab (Model Fraction X

3

3

Multiplication), 5-7

√ 0606.2.3 Create and solve contextual problems that lead naturally to division of

fractions.


SPI 0606.2.2 Solve problems involving the addition, subtraction, multiplication, and

division of mixed numbers.

Textbook Reference: 5-3, 5-4, 5-5, 5-8, 5-9 Hands-On Lab (Model

Fraction Division), 5-9

X

SPI 0606.2.3 Solve problems involving the addition, subtraction, multiplication, and

division of decimals.

Textbook Reference: 3-2, 3-3, 3-5 Hands-On Lab (Explore Decimal

Multiplication and Division), 3-5, 3-6, 3-7,

3-8, 3-9, 5-9

X

SPI 0606.2.4 Solve multi-step arithmetic problems using fractions, mixed numbers, and

decimals.


5-9

X

SPI 0606.2.5

Transform numbers from one form to another (fractions, decimals,

percents, and mixed numbers).

Textbook Reference: 4-4 Hands-On Lab (Explore Decimals and

Fractions), 4-4, 4-6, 7-7 Hands-On Lab

(Model Percents), 7-7, 7-8, 7-8 Tech Lab

(Convert Between Percents, Decimals, and

Fractions), 7-9, 7-10, 7-10 Extension (Simple

Interest)

X

√ 0606.2.8

Recognize that a terminating decimal equals a fraction with a denominator

that is a power of ten.

Textbook Reference: 4-4 Hands-On Lab (Explore Decimals and

Fractions), 4-4

X

√ 0606.2.9 Recognize that the decimal form of a rational number either terminates or

repeats.


SPI 0606.2.6

Solve problems involving ratios, rates, and percents.

Textbook Reference: 7-1, 7-2, 7-3, 7-4, 7-6 Hands-On Lab (Sketch

Scale Drawings), 7-9, 7-10, 7-10 Extension

(Simple Interest)

X

√ 0606.2.4

Understand ratio as a fraction used to compare two quantities by division.

Textbook Reference: 7-1, 7-2, 7-3, 7-4, 7-6, 7-7 Hands-On Lab X

4

4

(Model Percents), 7-7

√ 0606.2.5

Recognize a:b, a/b, and “a to b” as notation for ratios.


√ 0606.2.6

Recognize common percentages as ratios based on fractions whose

denominators are 2, 3, 4, 5, or 10.

Textbook Reference: 7-7 Hands-On Lab (Model Percents), 7-8 X

√ 0606.2.7 Connect ratio and rate to multiplication and division.


SPI 0606.2.7 Locate positive rational numbers on the number line.


SPI 0606.2.8

Locate integers on the number line.


√ 0606.2.1 Efficiently compare and order fractions, decimals, and percents; determine

their approximate locations on a number line.


√ 0606.2.10 Explore contexts that can be described with negative numbers (such as

money, elevation, and temperature).


X


1st

6

Weeks

2nd

6

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3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



SPI 0606.3.1 Represent on a number line the solution of a linear inequality.


See 7th

Grade

SPI’s

√ 0606.3.2 Write and solve one-step inequalities corresponding to given situations

(non-negative numbers only).


SPI 0606.3.2 Use order of operations and parentheses to simplify expressions and solve

problems.

Textbook Reference: 1-3 Tech Tab (Explore the Order of

Operations), 1-3, 10-5, 10-8

X

SPI 0606.3.3 Write equations that correspond to given situations or represent a given

mathematical relationship.

Textbook Reference: 2-5, 2-6, 2-7, 2-8, 3-9, 5-5, 5-10, 7-3, 7-4, 7-6 X

√ 0606.3.3 Recognize the use of juxtaposition (such as 3x, ab) to stand for

multiplication, and the convention in these cases of writing numbers before

letters. X

5

5


SPI 0606.3.4

Rewrite expressions to represent quantities in different ways.


√ 0606.3.5 Use the commutative, associative, and distributive properties to show that

two expressions are equivalent.


Properties), 1-4

X

SPI 0606.3.5

Translate between verbal expressions/sentences and algebraic

expressions/equations.


√ 0606.3.7 Move fluently between different representations (such as verbal, tabular,

numerical, algebraic, and graphical) of equations and expressions.

Textbook Reference: 2-1, 2-2, 2-3, 2-5, 3-9, 13-1, 13-2,

A-9 Additional Topic (Equations, Tables, and

Graphs), 13-4

X

SPI 0606.3.6

Solve two-step linear equations using number sense, properties, and inverse

operations.


√ 0606.3.1 Write and solve two-step linear equations corresponding to given situations

(non-negative numbers only).


SPI 0606.3.7

Use algebraic expressions and properties to analyze numeric and geometric

patterns.

Textbook Reference: 2-3, 8-8, 13-3 Hands-On Lab (Explore Linear

and Nonlinear Relationships)

X

√ 0606.3.8 Represent patterns using words, graphs, and simple symbolic notation.

Textbook Reference: 1-6, 1-6 Tech Tab (Find a Pattern in

Sequences), 2-3, 13-1, 13-3 Hands-On Lab

(Explore Linear and Nonlinear Relationships)

X

SPI 0606.3.8

Select the qualitative graph that models a contextual situation (e.g., water

filling then draining from a bathtub).

Textbook Reference: A-10 Additional Topic (Interpreting Graphs) X

√ 0606.3.6

Use equations to describe simple relationships shown in a table or graph.

Textbook Reference: 13-1, 13-2, A-9 Additional Topic (Equations,

Tables, and Graphs) X

√ 0606.3.9 Write a contextual story modeled by a given graph.

Textbook Reference: A-10 Additional Topic (Interpreting Graphs) X

SPI 0606.3.9 Graph ordered pairs of integers in all four quadrants of the Cartesian X

6

6

coordinate system.


√ 0606.3.4

Generate data and graph relationships concerning measurement of length,

area, volume, weight, time, temperature, money, and information.

Textbook Reference: 6-4, 6-5, 6-7, 6-8, 6-10, 10-7 Hands-On Lab

(Explore Volumes of Prisms and Cylinders),

13-3 Hands-On Lab (Explore Linear and

Nonlinear Relationships)

X

√ 0606.3.10

Understand that in an ordered pair (x,y), the x represents horizontal location

and y represents vertical location.


√ 0606.3.11 Identify the quadrant of the coordinate system in which a point lies.



1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks

1-3 4-6 7-9 1-12 13


SPI 0606.4.1

Identify, define, or describe geometric shapes given a visual representation

or a written description of its properties.

Textbook Reference: 8-5, 8-6, 8-7, 10-6 Hands-On Lab (Draw

Views of Three-Dimensional Fgures), 10-6

X See 7

th Grade

SPI’s

√ 0606.4.3

Verify the basic properties of triangles and quadrilaterals using a

protractor and ruler.

Textbook Reference: 8-5, A-4 Additional Topic (Explore

Properties of Triangles and Quadrilaterals)

X

√ 0606.4.4 Classify triangles by side lengths (scalene, isosceles, and equilateral) and

angle measure (acute, right, obtuse, isosceles, and equiangular).


√ 0606.4.7

Work with transformations in a plane and explore their meanings through

drawings and manipulatives.

Textbook Reference: 8-10, 11-4, A-3 Additional Topic (Explore

Combinations of Transformations)

X

√ 0606.4.8

Understand scaling, dilation, and their relation to similarity.

Textbook Reference: 7-6 Hands-On Lab (Sketch Scale Drawings),

7-6, 10-4, A-6 Additional Topic (Dilations) X

√ 0606.4.9

Analyze the differences between congruence and similarity.


7

7

√ 0606.4.10

Describe the effect of a transformation on a 2-dimensional figure and the

resulting symmetry.


SPI 0606.4.2

Find a missing angle measure in problems involving interior/exterior

angles and/or their sums.

Textbook Reference: 8-5, 8-7, A-5 Additional Topic (Interior and

Exterior Angles)

X

√ 0606.4.1

Investigate the sum of the angles in a triangle and a quadrilateral using

various methods.

Textbook Reference: 8-5, 8-5 Tech Lab (Angles in Triangles), 8-7 X

√ 0606.4.2

Relate the sum of the angles in a triangle to the sum of the angles in

polygons.


√ 0606.4.6 Use the properties of interior and exterior angles of polygons to solve

problems.

Textbook Reference: 8-5, 8-7, A-5 Additional Topic (Interior and

Exterior Angles)

X

SPI 0606.4.3

Solve problems using the Triangle Inequality Theorem.

Textbook Reference: 8-5 Hands-On Lab (Triangle Inequality) X

√ 0606.4.5 Model and use the Triangle Inequality Theorem.

Textbook Reference: 8-5 Hands-On Lab (Triangle Inequality) X

SPI 0606.4.4

Calculate with circumferences and areas of circles.

Textbook Reference: 9-8A Hands-On Lab (Explore

Circumference), 9-8, 10-5 Hands-On Lab

(Explore Area of Circles), 10-5

X

√ 0606.4.11

Relate the circumference of a circle with the perimeter of a polygonal

figure.


√ 0606.4.12

Derive the meaning of Pi using concrete models and/or appropriate

technology.

Textbook Reference: 9-8A Hands-On Lab (Explore Circumference) X

√ 0606.4.13 Understand the relationships among the radius, diameter, circumference

and area of a circle, and that the ratio of the circumference to the diameter

is the same as the ratio of the area to the square of the radius, and that this

ratio is called Pi.

Textbook Reference: 9-8A Hands-On Lab (Explore

Circumference), 9-8, 10-5 Hands-On Lab

(Explore Area of Circles), 10-5

X

8

8

SPI 0606.4.5

Determine the surface area and volume of prisms, pyramids, and cylinders.

Textbook Reference: 10-7 Hands-On Lab (Explore Volumes of

Prisms and Cylinders), 10-7, 10-8, A-7

Additional Topic (Find Volume of Pyramids

and Cones), 10-9

X

√ 0606.4.14

Relate the area of a trapezoid to the area of a parallelogram.


√ 0606.4.16 Solve contextual problems involving area and circumference of circles,

surface areas and volumes of prisms, pyramids, cones, and cylinders.

Textbook Reference: 9-8, 10-5, 10-7, 10-8, A-7 Additional Topic

(Find Volume of Pyramids and Cones), 10-9

X

SPI 0606.4.6

Given the volume of a cone/pyramid, find the volume of the related

cylinder/prism or vice versa.

Textbook Reference: A-7 Additional Topic (Find Volume of

Pyramids and Cones)

X

√ 0606.4.15

Find lengths given areas or volumes, and vice versa.

Textbook Reference: 10-1, 10-2, 10-3, 10-5 Hands-On Lab

(Explore Area of Circles), 10-5, 10-7, 10-8,

10-9

X

√ 0606.4.17

Use manipulatives to discover the volume of a pyramid is one-third the

volume of the related prism (the heights and base areas are equal).


Pyramids and Cones)

X

√ 0606.4.18 Use manipulatives to discover the volume of a cone is one-third the

volume of the related cylinder (the heights and base areas are equal).


Pyramids and Cones)

X


1st

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SPI 0606.5.1

Determine the theoretical probability of simple and compound events in

familiar contexts.

Textbook Reference: 12-4, 12-5, 12-5 Extension (Independent and

Dependent Events)

X See 7

th Grade

SPI’s

√ 0606.5.1 Understand that the probability of an event is a number between zero and

one that expresses the likelihood of its occurrences. X

9

9


√ 0606.5.2

Identify the probability of an event as the ratio of the number of its actual

occurrences to the total number of its possible occurrences.


√ 0606.5.3

Express probabilities in different ways.


√ 0606.5.4

Understand the difference between probability and odds.

Textbook Reference: A-8 Additional Topic (Probability and Odds) X

√ 0606.5.5 Analyze a situation that involves probability of an independent event.

Textbook Reference: 12-5 Extension (Independent and Dependent

Events) X

√ 0606.5.6

Estimate the probability of simple and compound events through

experimentation or simulation.

Textbook Reference: 12-2, 12-2 Hands-On Lab (Simulations) X

√ 0606.5.7

Apply procedures to calculate the probability of complimentary events.


SPI 0606.5.2

Identify features of graphs that may be misleading.


√ 0606.5.8

Connect data sets and their graphical representations (such as bar graphs,

circle graphs, and stem-and-leaf plots).


√ 0606.5.11 Select the appropriate measure of center to describe a data set.


SPI 0606.5.3

Determine whether a sample is biased.

Textbook Reference: A-2 Additional Topic (Surveys and Samples) X

√ 0606.5.9

Determine the sample space for a given situation.


√ 0606.5.10

Distinguish between a random and nonrandom sample.

Textbook Reference: A-2 Additional Topic (Surveys and Samples) X

√ 0606.5.12 Predict the characteristics of a population based on the analysis of sample

data.

Textbook Reference: 6-5 Hands-On Lab, (Use a Survey to Collect

Data), 12-6

X

1

Campbell County School System TCAP Achievement Grade 6 Science Revised 2011-12

Criterion Referenced Test (CRT) Reporting Categories with State Performance Indicators(SPI)

Embedded Inquiry

1

st 6

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2nd

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3rd

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4th

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Design a simple experimental procedure with an identified control and

SPI 0607.Inq.1 appropriate variables. X X X X X X

√0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a

question that includes a control and appropriate variables.

SPI 0607.Inq.2 Select tools and procedures needed to conduct a moderately complex X X X X X X

experiment.

√0607.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and

interpret data collected from a moderately complex scientific

investigation.

X X X X X X

SPI 0607.Inq.3 Interpret and translate data into a table, graph, or diagram. X X X X X X

√0607.Inq.3 Use evidence from a dataset to determine cause and effect relationships

that explain a phenomenon.

X X X X X X

SPI 0607.Inq.4 Draw a conclusion that establishes a cause and effect relationship X X X X X X

supported by evidence.

√0607..Inq.3 Use evidence from a dataset to determine cause and effect relationships


X X X X X X

SPI 0607.Inq.5 Identify a faulty interpretation of data that is due to bias or experimental

error. X X X X X X

√0607..Inq.4 Review an experimental design to determine possible sources of bas or X X X X X X

√0607.Inq.5 Design a method to explain the results of an investigation using descriptions,

explanations, or models

X X X X X X


SPI State Performance Indicators

2

SPI 0607.T/E. 1 Identify the tools and procedures needed to test the design features of a X X X X X X

prototype.

√0607.T/E.1 Use appropriate tools to test for strength, hardness, and flexibility of

materials.

X X X X X X

SPI 0607.T/E.2 Evaluate a protocol to determine if the engineering design process was X X X X X X

successfully applied.

√0607.T/E..2 Apply the engineering design process to construct a prototype that meets

certain specifications.

SPI 0607.T/E.3 Distinguish between the intended benefits and the unintended X X X X X X

consequences of a new technology.

√0607.T/E.3 Explore how the unintended consequences of new technologies can impact

society.

X X X X X X

SPI 0607.T/E.4 Differentiate between adaptive and assistive bioengineered products X X X X X X

(e.g., food, biofuels, medicines, integrated pest management).

√0607.T/E.4

Research bioengineering technologies that advance health and contribute to

improvements in our daily lives.

X X X X X X

√0607.T/E.5 Develop an adaptive design and test its effectiveness. X X X X X X

Life Science

Standard 1: Cells

SPI State Performance Indicators Not Addressed at this Grade Level.



SPI 0607.2.1 Classify organisms as producers, consumers, scavengers, or decomposers according to their role in a food chain or food web.

X

√0607.2.1 Compare and contrast the different methods used by organisms to obtain nutrition in a biological community.

X

SPI 0607.2.2 Interpret how materials and energy are transferred through an ecosystem

X

√0607.2.3 Use a food web or energy pyramid to demonstrate the interdependence of organisms with a specific biome.

X

SPI 0607.2.3 Identify the biotic and abiotic elements of the major biomes. X

3

√0607.2.2 Use a food web or energy pyramid to demonstrate the interdependence of

organisms within a specific biome.

X

SPI 0607.2.4 Identify the environmental conditions and interdependencies among organisms found in the major biomes.

X

√0607.2.4 Create poster presentations to illustrate differences among the world’s major biomes.

X










SPI 0607.6.1 Use data to draw conclusions about the major components of the universe.

X

√0607.6.1 Use data to draw conclusions about the major components of the universe.

X

SPI 0607.6.2 Explain how the relative distance of objects from the earth affects how they appear.

X

√0607.6.2 Construct a model of the solar system showing accurate positional relationships and relative distances.

X

SPI 0607.6.3 Distinguish among a day, lunar cycle, and year based on the movements of the earth, sun, and moon.

X

√0607.6.3 Investigate how the earth, sun, an moon are responsible for a day, lunar cycle, and year.

X

√0607.6.4 Explain why the positions of the earth, moon, and sun were used to develop calendars and clocks.

X

4

SPI 0607.6.4 Explain the different phases of the moon using a model of the earth, moon, and sun.

X

SPI 0607.6.5 Predict the types of tides that occur when the earth and moon occupy various positions.

X

√0607.6..5 Illustrate the positions of the earth, moon, and sun during specific tidal conditions.

X

SPI 0607.6.6 Use a diagram that shows the positions of the earth and sun to explain the four seasons.

X

√0607.6.6 Diagram the relationship of the Earth and sun that accounts for the seasons.

X

SPI 0607.6.7 Explain the difference between a solar and lunar eclipse. X

√0607.6.7 Model the positions of the earth, moon, and sun during solar and lunar

eclipses.

X


SPI State Performance Indicator Not Addressed at this Grade Level.



SPI 0607.8.1 Analyze data to identify events associated with heat convection in the atmosphere.

X

√0607.8.1 Recognize how convection currents in the atmosphere produce wind. X

SPI 0607.8.2 Recognize the connection between the sun's energy and the wind. X

√0607.8.2 Design an experiment to investigate differences in the amount of the sun’s

energy absorbed by a variety of surface materials.

X

SPI 0607.8.3 Describe how temperature differences in the ocean account for currents. X

√0607.8.3 Design an experiment to demonstrate how ocean currents are associated

with the sun’s energy.

X

√0607.8.4 Analyze ocean temperature data to demonstrate how these conditions

affect the weather in nearby land masses.

X

√0607.8.5 Interpret data found on ocean current maps. X

SPI 0607.8.4 Interpret meteorological data to make predictions about the weather. X

√0607.8.6 Use data collected from instruments such as a barometer, thermometer,

psychrometer, and anemometer to describe local weather conditions.

X

5

Physical Science

Standard 9: Matter


Standard 10: Energy


SPI 0607.10.1 Distinguish among gravitational potential energy, elastic potential energy, and chemical potential energy.

X

√0607.10.1 Compare potential and kinetic energy. X

√0607.10.2 Create a poster that illustrates different forms of potential energy. X

SPI 0607.10.2 Interpret the relationship between potential and kinetic energy. X

SPI 0607.10.3 Recognize that energy can be transformed from one type to another. X

√0607.10.3 Design a model that demonstrates a specific energy transformation. X

SPI 0607.10.4 Explain the Law of Conservation of Energy using data from a variety of energy transformations.

X

√0607.10.4 Explain why a variety of energy transformations illustrate the Law of Conservation of Energy.

X

Standard 11: Motion

S P I State Performance Indicators Not Addressed at this Grade Level.



SPI 0607.12.1 Identify how simple circuits are associated with the transfer of electrical energy when heat, light, sound, and chemical changes are produced.

X

√0607.12.1 Prepare a poster that illustrates how electricity passes through a simple circuit to produce heat, light, or sound.

X

SPI 0607.12.2 Identify materials that can conduct electricity. X

√0607.12.2 Determine a material’s electrical conductivity by testing it with a simple

battery/bulb circuit.

X

√0607.12.3 Compare and contrast the characteristics of objects and materials that

conduct electricity with those that are electrical insulators.

X

1

Campbell County School System Revised 2010-2011




st 6

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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. X-E

See8th

Grade

SPI‟s

SPI 0701.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, perfect

tenses, verb phrases) within context. X-E

SPI 0701.1.3 Identify the correct use of adjectives (i.e., common/proper, comparative/superlative, adjective

clauses) and adverbs (i.e., comparative and superlative forms) within context. X-E

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

interjections within context. X-E

SPI 0701.1.5 Identify the correct use of prepositional phrases (place correctly according to the words they

modify within the sentence) within context.

X-E

SPI 0701.1.6 Identify the correct use of commas (i.e., compound sentences, coordinating conjunctions,

introductory words, appositives, interrupters) within context.

X-E

SPI 0701.1.7 Identify within context a variety of appropriate sentence-combining techniques (i.e., comma

+ coordinating conjunction, use of semicolon, introductory phrases or clauses). X-E

SPI 0701.1.8 Select the most appropriate method to correct a run-on sentence (i.e., conjunctions,

semicolons, and periods to join or separate elements) within context. X-E

SPI 0701.1.9 Recognize usage errors occurring within context (i.e., double negatives, 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).

X-E

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

context.

X-E

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

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

2

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

letters.

X-E

SPI 0701.1.14 Form singular and plural possessives using apostrophes correctly. X-E

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).

X-E

SPI 0701.1.16 Identify correctly and incorrectly spelled words in context. X-E

SPI 0701.1.17 Use context clues and background knowledge of roots and affixes to determine the meaning

of multi-meaning words. X-E

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

of unfamiliar words. X-E

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

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

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

determining meaning. X-E

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

bon voyage). X-E


GLE 0701.1.1 Demonstrate control of Standard English through grammar usage, and mechanics


GLE 0701.1.2 Employ a variety of strategies and resources to determine the definition, pronunciation, and


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 (inducing comparative and superlative forms, punctuation with

introductory adverb phrases and clauses , correct placement within the sentences),

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).

3

√0701.1.2 Recognize and correct usage error (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 coordination 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 (including 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.

√0701.1.6 Demonstrate knowledge of correct sentence structure by correcting run-on sentences (i.e..,

conjunctions, semicolons, periods to join or separate elements) and sentence fragments (i.e.,

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.

4

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

√0701.1.15 Identify and define English words derive 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).

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

meaning of familiar words.

√0701.1.17 Continue to use previously learned strategies to distinguish among multiple meaning words

and to determine the meaning of unfamiliar words.


vocabulary.

√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).

Standard 2 - Communication


SPI 0701.2.1 Identify the purpose of a speech (i.e., to inform, to describe, to explain, to persuade, to

entertain). X-E/R

See

8th

Grade

SPI‟s

SPI 0701.2.2 Identify the targeted audience of a speech. X-E/R

SPI 0701.2.3 Identify the thesis and main points of a speech. X-E/R

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). X-R

SPI 0701.2.5 Organize ideas in the most effective order for an oral presentation. X-R

SPI 0701.2.6 Discern the organizational pattern of a speech (e.g., sequential, chronological, problem-

solution, comparison-contrast, cause-effect). X-R

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).

X-R

SPI 0701.2.8 Identify the functions and responsibilities of individual roles within an organized group (i.e., X-R

5

reporter, recorder, information gathers, leader, timekeeper).

SPI 0701.2.9 Distinguish between a summary and a critique. X-R


Listening

GLE 0701.2.1 Demonstrate critical listening skills essential for comprehension, evaluation, problem solving,


GLE 0701.2.2 Distinguish among summaries, paraphrases, and critiques.

GLE 0701.2.3 Identify the thesis and main points of a speech.

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.

GLE 0701.2.6 Deliver effective oral presentations.

GLE 0701.2.7 Participate in work teams and group discussions.


√0701.2.1 Follow multi-step oral instructions to perform singe tasks, to answer questions, and to solve

problems.

√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 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.

√701.2.4 Paraphrase accurately ideas and information presented orally by others.

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


√0701.2.8 Identify and analyze the structure of a speech (e.g., sequential, chronological, problem-


Speaking

√701.2.9 Include relevant facts, reasons, details, and examples to support a relatively complicated

thesis.

√701.2.10 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.

√701.2.11 Use an organizational pattern appropriate for the topic and purpose (e.g., sequential,


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

6

√0701.2.13 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).



literature, to solve a problem , to make a decision ) by adhering to the list on state site for

behavior, goals and aims, and group dynamics for the individual and the group.

Standard 3 - Writing


SPI 0701.3.1 Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade, to

entertain). X-R

See

8th

Grade

SPI‟s

SPI 0701.3.2 Identify the audience for which a text is written. X-E/R

SPI 0701.3.3 Select an appropriate thesis statement for a writing sample. X-E/R

SPI 0701.3.4 Rearrange multi-paragraphed work in a logical and coherent order. X-E/R

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

writing sample. X-R

SPI 0701.3.6 Choose the supporting sentence that best fits the context and flow of ideas in a paragraph. X-E

SPI 0701.3.7 Identify the sentence(s) irrelevant to a paragraph‟s theme or flow. X-E

SPI 0701.3.8 Select an appropriate concluding sentence for a well-developed paragraph. X-E

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


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

mode.

X-E

SPI 0701.3.12 Complete a graphic organizer (e.g., clustering, listing, mapping, webbing) with information

from notes for a writing selection. X-E

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).

X-E


GLE 0701.3.1 Write in a variety of modes for different audiences and purpose.

GLE 0701.3.2 Employ various prewriting strategies.

GLE 0701.3.3 Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and

7

appropriate transitions.

GLE 0701.3.4 Refine strategies for editing and revising written work.


√0701.3.1 Write in a variety of modes and genres, including description, narration, exposition,

persuasion, literary response, personal expression, and imaginative.


√0701.3.3 Create somewhat complicated work-related texts, such as instructions, directions, letters,

memos, e-mails, and reports using 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, word choice, and tone.

Respond to opposing viewpoints and/or anticipate and answer potential questions

from audience.



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.


√0701.3.5 Create a thesis statement and include relevant facts, details, reasons, and examples that

support the thesis.

√0701.3.6 Develop relevant details or reasons in a manner that meets the needs of the audience and

purpose.

√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).

8

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

relationships between ideas.

√0701.3.10 Use accurate and precise language to convey meaning.

√0701.3.11 Use strong verbs and figurative language (e.g., metaphors, similes) for emphasis or creative

effect as appropriate to the purpose.

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

informal language.

√0701.3.13 Incorporate a variety of syntactic structures for effect when appropriate (e.g., modifying

phrases, parenthetical expressions).

√701.3.14 Edit to create a tone that is appropriate for the topic and audience, and supports the purpose.

√0701.3.15 Use language that conveys the writer‟s point of view.

√0701.3.16 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, and other information taken from

print/electronic sources.


√0701.3.17 Generate notes on text, and identify main and supporting ideas.

√0701.3.18 Edit writing for mechanics (punctuation, capitalization), spelling, and grammar (e.g.,

consistent verb tense, noun and pronoun agreement).

√0701.3.19 Based on readers‟ comments, revise papers to focus on topic or thesis, develop ideas, employ

transitions, and identify a clear beginning and ending.

√0701.3.20 Demonstrates 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 test and crate

graphics to present ideas visually and in writing.

√0701.3.22 Identify and explore opportunities for publication (e.g., local/national contests, Internet

websites, newspapers, periodicals, school displays.).

Standard 4 - Research


SPI 0701.4.1 Select the most focused research topic.

X-E/R

9

X-E/R

SPI 0701.4.2 Identify levels of reliability among resources (e.g., eyewitness account, newspaper account,

supermarket tabloid account, Internet source).

X-E/R

SPI 0701.4.3 Determine the most appropriate research source for a given research topic.

X-E/R

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.

X-E/R

SPI 0701.4.5 Discern irrelevant research material from written text. X-R


GLE 0701.4.1 Define and narrow a problem or research topic.

GLE 0701.4.2 Gather relevant information from a variety of print and electronic sources, as well as from

direct observation, interview, and surveys.

GLE 0701.4.3 Make distinctions about the credibility, reliability, consistency, strengths, and limitations of

resources, including information gathered from websites.

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

appropriate.


√0701.4.1 Narrow a topic so that the research process is manageable and the controlling idea is focused.

√0701.4.2 Take and organize notes on what is known and what needs to be researched about the topic.


√701.4.4 Distinguish between primary and secondary sources, defining the characteristics of each and

evaluating each for their benefits and limitations.

√0701.4.5 Choose among sources provided and those found independently based on the usefulness,

credibility, and reliability of sources.

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


√0701.4.8 Provide relevant research information to develop and support a complicated topic.

√0701.4.9 Analyze and interpret data in multiple forms (e.g., a bar or circle graph) on a familiar topic.

√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.

√0701.4.12 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.

10

√0701.4.13 Connect ideas using a variety of transition strategies.

√0701.4.14 Create an effective organizing structure based on research information (e.g., description,

problem-solution, question-answer, comparison-contrast, cause-effect).

√0701.4.15 Craft a conclusion in which closure is provided, such as by restating the topic and

summarizing findings.

√0701.4.16 Acknowledge source material using a predetermined standard format (e.g., APA,MLA).


√701.4.18 Quote, paraphrase or summarize text, ideas or other information taken from print or

electronic sources.

√0701.4.19 Follow a standard format and use the appropriate technology to embed the 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.

Standard 5 - Logic


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

X-R

See

8th

Grade

SPI‟s

SPI 0701.5.2 Evaluate text for fact and opinion. X-R

SPI 0701.5.3 Identify stated or implied cause-effect relationships. X-R

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

calling, plain folks). X-R

SPI 0701.5.5 Select the correct word or phrase to complete an analogy, using synonyms, antonyms,

homonyms, categories, subcategories, whole/part, functions, and verb forms). X-R/E

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

SPI 0701.5.7 Identify a false premise in text. X-R



GLE 0701.5.1 Use logic to make inferences and draw conclusions in a variety of oral and written contexts.

GLE 0701.5.2 Analyze text for fact-opinion, cause-effect, inferences, evidence, and conclusions

GLE 0701.5.3 Demonstrate an understanding of deductive and inductive reasoning.

GLE 0701.5.4 Analyze written and oral communication for persuasive devices.

11

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

GLE 0701.5.6 Explore the concept of logical fallacies.




√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),

√0701.5.6 Determine the relevance and quality of evidence given to support or oppose an argument.

√0701.5.7 Compare and contrast evidence and conclusions between/among two or more arguments on

the same topic.

√701.5.8 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) in a variety of texts.

√0701.5.14 Explore the concepts of stereotyping and bias.



SPI 0701.6.1 Formulate clarifying questions for use before, during, and after reading.

X-R

See

8th

Grade

SPI‟s


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

words, captions, footnotes).

X-R/E

12

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).

X-R

SPI 0701.6.5 Choose the correct order of a set of instructions. X-R

SPI 0701.6.6 Identify the organizational structure of an informational text (i.e., chronological, cause-effect,

comparison-contrast, sequential, problem-solution).

X-R


GLE 0701.6.1 Comprehend and summarize the main ideas and supporting details of informational texts.

GLE 0701.6.2 Analyze the organizational structures of informational texts.

GLE 0701.6.3 Read, interpret, and analyze text features that support informational texts.


√0701.6.1 Use previously learned strategies to comprehend informational texts (e.g., formulate

questions before, during, and after reading; visualize, predict, identify the writer‟s purpose).

√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.


√0701.6.5 Summarize succinctly the main idea and supporting details (presented as text and /or visuals)

in informational texts.

√0701.6.6 Summarize, paraphrase, and critiques 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,

newspapers/magazines, letters, dramas, technical manuals, text books).

√0701.6.9 Use text features to locate information and make meaning from text (e.g., headings, key

words, captions, tables of contents, footnotes, illustrations).

√0701.6.10 Comprehend and interpret factual, quantitative, technical, or mathematical information

presented maps, charts, graphs, timelines, tables, and graphs.

√0701.6.11 Follow instructions in informational or technical texts.



SPI 0701.7.1 Choose the most appropriate medium for a prescribed purpose and audience. X-R


13

SPI 0701.7.3 Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe). X-R


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

medium.

X-R

SPI 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. X-R


GLE 0701.7.1 Analyze media for their ability to inform, persuade, and entertain.

GLE 0701.7.2 Examine the relationship between the visual (e.g., media images, painting, film, graphic arts)

and the verbal in media.

GLE 0701.7.3 Recognize how visual and sound techniques and design elements (e.g., special effects,

camera angles, music) carry or influence messages in various media.

GLE 0701.7.4 Apply and adapt the principles of written composition to create coherent media productions.


√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.

√0701.7.2 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.

√0701.7.3 Identify visual and sound technique 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


√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.



SPI 0701.8.1 Demonstrate an understanding of the basic elements of plot: exposition, rising action,

climax, falling action, resolution/denouement. X-R

14

SPI 0701.8.2 Identify the author‟s point of view (i.e., first person, third person, third-person limited, third-

person omniscient). X-R

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

distinguishing characteristics. X-R

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

stories. X-R

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

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).

X-R

SPI 0701.8.7 Identify flashback, foreshadowing, and symbolism within context. X-R

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

internal rhyme) in context.

X-R

SPI 0701.8.9 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). X-R

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

pun) within context.

X-R

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

SPI 0701.8.12 Identify the author‟s purpose for writing. X-R

GLE # Grade Level Expectations.

GLE 0701.8.1 Read and comprehend a variety of works from various forms of literature.

GLE 0701.8.2 Understand the characteristics of various literary genres (e.g., poetry, novel, biography, short


GLE 0701.8.3 Recognize the conventions of various literary genres.

GLE 0701.8.4 Analyze works of literature for what is suggested about the historical period in which they

were written

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



questions before, during, and after reading; visualize, predict, identify the writer‟s purpose).

√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 characters (major/minor, antagonists/protagonists) features and

15

relationships in literary texts.

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

behavior.


√0701.8.7 Identify the kind(s) of conflict (e.g., person s. person, person vs. self, person vs. environment,

person vs. technology) present in literary plots.

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

resolution/denouement).

√0701.8.9 Identify and analyze the setting (location and time) and its impact on plot, character, and

theme in literary texts.

√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 objective, 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)

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 all 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.

√0701.8.19 Determine the appropriate meaning oaf figurative words and phrase (e.g., idiom, metaphor,

simile, personification, pun) in passages.

√0701.8.20 Explore the concept of allusion.




with State Performance Indicators (SPI) and Checks for Understanding (CFU)


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SPI 0706.1.1 Use proportional reasoning to solve mixture/concentration problems.


See 8th

Grade

SPI’s

√ 0706.1.1 Recognize common abbreviations (such as gcd/gcf and lcm).


√ 0706.1.2 Recognize round-off error and the inaccuracies it introduces.


√ 0706.1.3 Check answers both by estimation and by appropriate independent

calculations, using calculators or computers judiciously.


√ 0706.1.10 Model algebraic equations with manipulatives, technology, and pencil and

paper.

Textbook Reference: 1-9, 1-10 Hands-On Lab (Model Solving

Equations), 1-10, 1-11, 2-5 Hands-On Lab

(Model Integer Equations), 2-5, 2-11, 3-5,

3-11, 12-1 Hands-On Lab (Model Two-Step

Equations), 12-1, 12-2, 12-3

X

√ 0706.1.11 Translate from calculator notation to scientific/standard notation.

Textbook Reference: 1-3 Tech Lab X

SPI 0706.1.2 Generalize a variety of patterns to a symbolic rule from tables, graphs, or

words.

Textbook Reference: 5-4, 5-5 Hands-On Lab (Explore Linear

Functions), 5-5, 5-7, 5-8

X

SPI 0706.1.3

Recognize whether information given in a table, graph, or formula suggests a

directly proportional, linear, inversely proportional, or other nonlinear

relationship.

Textbook Reference: 5-5 Extension (Nonlinear Functions), 5-8, 5-8

Extension (Inverse Variation), 6-3

X

√ 0707.1.4

Recognize quantities that are inversely proportional (such as the relationship

between the lengths of the base and the side of a rectangle with fixed area).

Textbook Reference: 5-8 Extension (Inverse Variation) X

√0706.1.5 Understand that a linear function in which f(0) = 0 is called a directly X

2

proportional relationship.



mathematics.

Textbook Reference: Throughout the Program. X

SPI 0706.1.4

Use scales to read maps.


√ 0706.1.6 Develop meaning of intercept and rate of change in contextual problems.


√ 0706.1.7

Explain and demonstrate how scale in maps and drawings shows relative size

and distance.

Textbook Reference: 4-10, 4-10 Hands-On Lab (Scale Drawings

and Scale Models)

X

√ 0706.1.8 Recognize the applications of scale factor by exploring blueprints, shadow

measuring, and scale models.

Textbook Reference: 4-10, 4-10 Hands-On Lab (Scale Drawings

and Scale Models)

X

√ 0706.1.12 Use dynamic geometry software to explore scale factor and similarity.

Textbook Reference: A-10 Additional Topic (Technology Lab:

Explore Similarity) X


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SPI 0706.2.1

Simplify numerical expressions involving rational numbers.

Textbook Reference: 3-2, 3-3 Hands-On Lab (Model Decimal

Multiplication), 3-3, 3-4 Hands-On Lab

(Model Decimal Division), 3-4, 3-7 Hands-On

Lab (Model Fraction Addition and

Subtraction), 3-7, 3-8, 3-9 Hands-On Lab

(Model Fraction Multiplication and

Subtraction), 3-9, 3-10

X See 8

th Grade

SPI’s

√ 0707.2.1 Understand that the set of rational numbers includes any number that can be

written as a ratio of two integers in which the denominator is not zero.


√ 0706.2.3

Recognize that rational numbers satisfy the commutative and associative

laws of addition and multiplication and distributive law.


3

√ 0706.2.13 Use the meaning of negative exponents to represent small numbers; translate

between scientific and standard notation.

Textbook Reference: 2-1 Extension (Negative Numbers) X

√ 0706.2.14 Express numbers in scientific notation and recognize its importance in

representing the magnitude of a number.

Textbook Reference: 1-3, 2-1 Extension (Negative Numbers) X

√ 0706.2.15 Report results of calculations appropriately in a given context (i.e., using

rules of rounding, degree of accuracy, and/or significant digits).

Textbook Reference: 9-1, A-9 Additional Topic (Relative Error) X

SPI 0706.2.2 Compare rational numbers using appropriate inequality symbols.


SPI 0706.2.3

Use rational numbers and roots of perfect squares/cubes to solve contextual

problems.


3-11, A-3 Additional Topic (Cube Roots)

X

√ 0706.2.10

Recognize that when a whole number is not a perfect square, then its square

root is not rational and cannot be written as the ratio of two integers.

Textbook Reference: 9-7 Extension (Identifying and Graphing

Irrational Numbers)

X

√ 0706.2.11 Estimate square/cube roots and use calculators to find approximations.

Textbook Reference: 9-7 Hands-On Lab (Explore Square Roots &

Perfect Squares), 9-7, A-3 Additional Topic

(Cube Roots)

X

SPI 0706.2.4

Determine the approximate location of square/cube roots on a number line.

Textbook Reference: 9-7 Extension (Identifying and Graphing Irrational

Numbers) X

√ 0706.2.9 Efficiently compare and order rational numbers and roots of perfect

squares/cubes; determine their approximate locations on a number line.

Textbook Reference: 6-2, 9-7 Extension (Identifying and Graphing

Irrational Numbers)

X

SPI 0706.2.5 Solve contextual problems that involve operations with integers.


√ 0706.2.2

Develop and analyze algorithms and compute efficiently with integers and

rational numbers.

Textbook Reference: 1-4, 1-4 Tech Lab (Order of Operations), 2-3,

2-4, 2-5,9-2 Hands-On Lab (Exploring

Perimeter and Circumference), 9-3 Hands-On

Lab (Explore Area of Polygons), 9-8 Hands-

On Lab (Explore the Pythagorean Theorem)

X

4

√ 0706.2.4

Understand that a and –a are additive inverses and are located the same

distance from zero on the number line; relate distance from zero to absolute

value.


X

√ 0706.2.5

Understand that – (-a) = a for any positive a.


√ 0706.2.6 Use the number line to demonstrate addition and subtraction of integers.


SPI 0706.2.6 Express the ratio between two quantities as a percent, and a percent as a ratio

or fraction.

Textbook Reference: 6-1, 6-1 Hands-On Lab (Model Percents), 6-2 X

SPI 0706.2.7 Use ratios and proportions to solve problems.

Textbook Reference: 4-1, 4-2, 4-3, 4-4, 4-5, 4-6, 4-7, 6-3, 6-4, 6-5, 6-6 X

√ 0706.2.7

Write number sentences to solve contextual problems involving ratio and

percent.

Textbook Reference: 4-2, 4-5, 4-6, 4-7, 6-2, 6-3, 6-4, 6-5, 6-6, 6-7 X

√ 0706.2.8 Apply ratios, rates, proportions, and percents (such as discounts, interest,

taxes, tips, distance/rate/time, and percent increase or decrease).


6-6, 6-7

X


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SPI 0706.3.1

Evaluate algebraic expressions involving rational values for coefficients

and/or variables.


See 8th

Grade

SPI’s

√ 0706.3.1 Perform basic operations on linear expressions (including grouping, order of

operations, exponents, simplifying, and expanding).

Textbook Reference: 1-4, 1-4 Tech Lab (Order of Operations), 1-5,

1-6, 1-8

X

SPI 0706.3.2 Determine whether a relation (represented in various ways) is a function.

Textbook Reference: A-4 Additional Topic (Relations and

Functions), 5-8 X

SPI 0706.3.3

Given a table of inputs x and outputs f(x), identify the function rule and

continue the pattern.

Textbook Reference: A-5 Additional Topic (Writing and Evaluating

Functions)

X

5

√ 0706.3.3

Identify a function from a written description, table, graph, rule, set of

ordered pairs, and/or mapping.

Textbook Reference: A-4 Additional Topic (Relations and

Functions), 5-4, 5-5 Hands-On Lab (Explore

Linear Functions), 5-5 Extension (Nonlinear

Functions)

X

√ 0706.3.4 Make tables of inputs x and outputs f(x) for a variety of rules that include

rational numbers (including negative numbers) as inputs.

Textbook Reference: 5-3, A-5 Additional Topic (Writing and

Evaluation Functions), 5-4, 5-5 Hands-On

Lab (Explore Linear Functions), 5-5

X

√ 0706.3.5 Plot points to represent tables of linear function values.


SPI 0706.3.4

Interpret the slope of a line as a unit rate given the graph of a proportional

relationship.


√ 0706.3.8

Understand slope as the ratio of vertical change to horizontal change.


√ 0706.3.9

Identify a function exhibiting a constant rate of change as a linear function

and identify the slope as a unit rate.


√ 0706.3.10

Solve problems involving unit rates (e.g., miles per hour, words per minute).


√ 0706.3.12

Use linear equations to solve problems and interpret the meaning of slope, m,

and the y-intercept, b, in f(x) = mx + b in terms of the context.


√ 0706.3.13 Given a graph that exhibits the intersection of a line and the y-axis, write a

linear function in slope-intercept form: y = mx + b.


SPI 0706.3.5

Represent proportional relationships with equations, tables, and graphs.


√ 0706.3.7 Distinguish proportional relationships (y/x = k, or y = kx) from other

relationships, including inverse proportionality (xy = k, or y = k/x).

Textbook Reference: 5-8, 5-8 Extension (Inverse Variation) X

SPI 0706.3.6 Solve linear equations with rational coefficients symbolically or graphically.


SPI 0706.3.7

Translate between verbal and symbolic representations of real-world

phenomena involving linear equations. X

6


√ 0706.3.2

Represent and analyze mathematical situations using algebraic symbols.


12-3 X

√ 0706.3.11

Relate the features of a linear equation to a table and/or graph of the

equation.


SPI 0706.3.8 Solve contextual problems involving two step linear equations. X

SPI 0706.3.9

Solve linear inequalities in one variable with rational coefficients

symbolically or graphically.


√ 0706.3.14 Understand that when solving linear inequalities, multiplication or division

by a negative reverses the inequality symbol.



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SPI 0706.4.1

Solve contextual problems involving similar triangles.


See 8th

Grade

SPI’s

√ 0706.4.2 Use similar triangles and proportionality to find the lengths of unknown line

segments in a triangle.


SPI 0706.4.2

Use SSS, SAS, and AA to determine if two triangles are similar.

Textbook Reference: A-8 Additional Topic (Triangle Similarity:

AA, SAS, and SSS) X

√ 0706.4.4 Compare angles, side lengths, perimeters, and areas of similar shapes.

Textbook Reference: 4-8 Hands-On Lab (Make Similar Figures),

4-8, 9-4 Hands-On Lab (Compare Perimeter

and Area of Polygons)

X

SPI 0706.4.3

Apply scale factor to solve problems involving area and volume.

Textbook Reference: 9-4 Hands-On Lab (Compare Perimeter and

Area of Polygons), 10-6, 10-6 Tech Lab

(Explore Changes in Dimensions)

X

√ 0706.4.1 Solve problems involving indirect measurement such as finding the height of

a building by comparing its shadow with the height and shadow of a known

object.


X

7

√ 0706.4.3 Understand that if a scale factor describes how corresponding lengths in two

similar objects are related, then the square of the scale factor describes how

corresponding areas are related, and the cube of the scale factor describes

how corresponding volumes are related.

Textbook Reference: 9-4 Hands-On Lab (Compare Perimeter and

Area of Polygons), 10-6, 10-6 Tech Lab

(Explore Changes in Dimensions)

X

√ 0706.4.5 Solve problems using ratio quantities: velocity (measured in units such as

miles per hour), density (measured in units such as kilograms per liter),

pressure (measured in units such as pounds per square foot), and population

density (measured in units such as persons per square mile).

Textbook Reference: 4-1, 4-4, 4-7, 12-7 Extension (Solving for a

Variable)

X


1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



SPI 0706.5.1

Interpret and employ various graphs and charts to represent data.

Textbook Reference: 7-1, 7-3, 7-4, 7-5, 7-5 Tech Lab (Explore Box-

and-Whisker Plots), 7-6, 7-7 Hands-On Lab

(Use Venn Diagrams to Display Collected

Data), 7-9, 7-9 Tech Lab (Samples and Line

of Best Fit), 7-10

X See 8

th Grade

SPI’s

√ 0706.5.2 Interpret and solve problems using information presented in various visual

forms.

Textbook Reference: 7-1, A-6 Additional Topic (Back-to-Back

Stem-and-Leaf Plots), 7-2, 7-3, 7-4, 7-5, 7-5

Tech Lab (Explore Box-and-Whisker Plots),

7-6, 7-7 Hands-On Lab (Use Venn Diagrams

to Display Collected Data), 7-7, 7-7 Tech Lab

(Use Technology to Display Data), 7-9, 7-9

Tech lab (Samples and Line of Best Fit), 7-10

X

SPI 0706.5.2

Select suitable graph types (such as bar graphs, histograms, line graphs,

circle graphs, box-and-whisker plots, and stem-and-leaf plots) and use them

to create accurate representations of given data.

Textbook Reference: 7-1, 7-3, 7-4, 7-5, 7-5 Tech Lab (Explore Box-

and-Whisker Plots), 7-6, 7-7, 7-7 Tech Lab

(Use Technology to Display Data)

X

8

√ 0706.5.1

Create and interpret box-and-whisker plots and stem-and-leaf plots.

Textbook Reference: 7-1, 7-5, 7-5 Tech Lab (Explore Box-and-

Whisker Plots) X

√ 0706.5.6 Apply percentages to make and interpret histograms and circle graphs.


SPI 0706.5.3 Calculate and interpret the mean, median, upper-quartile, lower-quartile, and

interquartile range of a set of data.

Textbook Reference: 7-2, 7-5, 7-5 Tech Lab (Explore Box-and-

Whisker Plots)

X

SPI 0706.5.4

Use theoretical probability to make predictions.

Textbook Reference: 11-4, 11-5, 11-5 Hands-On Lab (Experimental

and Theoretical Probability) X

√ 0706.5.3 Predict and compare the characteristics of two populations based on the

analysis of sample data.

Textbook Reference: A-7 Additional Topic (Comparing Samples

and Populations)

X

√ 0706.5.4 Use proportional reasoning to make predictions about results of experiments

and simulations.


√ 0706.5.5 Evaluate the design of an experiment.

Textbook Reference: 11-4 Tech Lab (Simulations) X

√ 0706.5.7 Use a tree diagram or organized list to determine all possible outcomes of a

simple probability experiment.

Textbook Reference: 7-4, 11-3, 11-5 Hands-On Lab (Experimental

and Theoretical Probability)

X

1



Revised 2011-2012

Embedded Inquiry

1ST

6 weeks

2ND

6 weeks

3rd

6 weeks

4th

6 weeks

5th

6 weeks

6th

6

weeks

SPI#


See 8th

Grade SPI’s

SPI

0707.Inq.1 Design a simple experimental procedure with an identified

control and appropriate variables. X X X X X X

√0707.Inq.1 Design and conduct an open-ended scientific investigation to

answer a question that includes a control and appropriate

variables.

SPI

0707.I.nq.2 Select tools and procedures needed to conduct a moderately

complex experiment. X X X X X X

√0707.Inq.2 Identify tools and techniques needed to gather, organize,

analyze, and interpret data collected from a moderately

complex scientific investigation.

SPI

0707.Inq.3 Interpret and translate data into a table, graph, or diagram.

X X X X X X

SPI

0707.Inq.4

Draw a conclusion that establishes a cause and effect

relationship supported by evidence. X X X X X X

√0707.Inq.3 Use evidence from a dataset to determine cause and effect

relationships that explain a phenomenon.

SPI

0707.Inq.5

Identify a faulty interpretation of data that is due to bias or

experimental error.

X X X X X X

√0707.Inq.4 Review an experimental design to determine possible sources of

bias or error, state alternative explanations, and identify questions

for further investigation.

√0707.Inq.5 Design a method to explain the results of an investigation using

descriptions, explanations, or models.

2


SPI

0707T/E.1

Identify the tools and procedures needed to test the design

features of a prototype. X X X X X X

√0707.T/E.1 Use appropriate tools to test for strength, h hardness, and

flexibility of materials.

SPI

0707.T/E.2

Evaluate a protocol to determine if the engineering design

process was successfully applied. X X X X X X

√0707.T/E.2 Apply the engineering design process to construct a prototype

that meets certain specifications.

SPI

0707.T/E.3

Distinguish between the intended benefits and the

unintended consequences of a new technology. X X X X X X

√0707.T/E.3 Explore how the unintended consequences of new

technologies can impact society.

SPI

0707./E.4

Differentiate between adaptive and assistive bioengineered

products (e.g., food, biofuels, medicines, integrated pest

management). X X X X X X

√0707.T/E.4 Research bioengineering technologies that advance health and

contribute to improvements in our daily lives.

√0707.T/E.5 Develop an adaptive design and test its effectiveness.

Life Science

1st

6 Weeks

2nd

6 Weeks

3rd

6 Weeks

4th

6 Weeks

5th

6 Weeks

6th

6 Weeks

Standard 1: Cells

SPI

0707.1.1

Identify and describe the function of the major plant and animal cell organelles.

X

√0707.1.1 Examine and describe plant and animal cells using compound microscopes.

√0707.1.2 Identify the function of the major plant and animal cellular

organelles.

√0707.1.4 Build a 3-D model of a cell.

SPI

0707.1.2

Interpret a chart to explain the integrated relationships that exist among cells, tissues, organs, and organ systems.

X

√0707.1.3 Make a Venn diagram to compare the structures and functions of an animal cell with a city or school.

3

√0707.1.5 Construct a poster that illustrates the hierarchy among cells, tissues, organs, organ systems, and organisms.

√0707.1.8 Apply the idea of the division of labor to explain why living things are organized into cells, tissues, organs, and organ systems.

SPI

0707.1.3

Explain the basic functions of a major organ system. X

√0707.1.6 Describe the function of different organ systems.

√0707.1.7 Explain how different organ systems interact to enable complex

multicellular organisms to survive.

SPI

0707.1.4

Sequence a series of diagrams that depict chromosome movement during plant cell division.

X

√0707.1.9 Model the movement of chromosomes during plant cell division.

SPI

0707.1.5

Explain how materials move through simple diffusion. X

√0707.1.10 Deign a demonstration that illustrates how materials move across a

semi-permeable membrane by simple diffusion.


Not Addressed at this Grade Level


SPI 0707.3.1 Compare the chemical compounds that make up the reactants and products of photosynthesis and respiration.

X

√0707.3.1 Associate the fundamental processes of photosynthesis and respiration with appropriate cell structures.

√0707.3.2 Examine and identify the chloroplasts in a leaf cell.

√0707.3.3 Identify the materials used by plants to make food.

SPI 0707.3.2 Interpret a diagram to explain how oxygen and carbon dioxide are exchanged between living things and the environment.

X

√0707.3.4 Create a chart that compares the reactants and products of photosynthesis and respiration.

√0707.3.5 Model the pathways of water, oxygen, and carbon dioxide through a plant.

√0707.3.6 Describe the movement of oxygen and carbon dioxide between living things and the environment.

4

√0707.3.7 Describe structures that animals use to obtain oxygen.


SPI 0707.4.1 Classify methods of reproduction as sexual or asexual. X

√0707.4.1 Classify organisms according to whether they reproduce sexually or

asexually

√0707.4.3 Describe various methods of plant pollination.

SPI 0707.4.2 Match flower parts with their reproductive functions. X

0707.4.2 Label and explain the function of the reproductive parts of a flower.

SPI 0707.4.3 Describe the relationship among genes, chromosomes, and inherited

traits.

X

√0707.4.4 Investigate the relationship among DNA, genes, and chromosomes.

√0707.4.5 Explain the differences between dominant and recessive traits.

SPI 0707.4.4 Interpret a Punnett square to predict possible genetic combinations

passed form parents to offspring during sexual reproduction.

X

√0707.4.6 Use a Punnett square to predict the genotypes of offspring

resulting from a monohybrid cross.

√0707.4.7 Draw a phenotypically accurate picture of an individual whose

traits are modeled by the role of a die.


Not Addressed at this Grade Level.

. .





SPI 0707.7.1 Use table of physical properties to classify minerals. X

√0707.7.1 Organize and explain information about the properties of minerals and

their uses.

SPI 0707.7.2 Label a diagram that depicts the three different rock types. X

√0707.7.3 Distinguish among sedimentary, igneous, and metamorphic rocks and

relate these to a simple diagram of the rock cycle.

5

SPI 0707.7.3 Identify the major processes that drive the rock cycle. X

√0707.7.2 Label a diagram that depicts the major processes of the rock cycle.

SPI 0707.7.4 Differentiate among the characteristics of the earth's three layers. X

√0707.7.4 Recognize that the earth’s layers have different thickness, states of

matter, densities, and chemical makeup.

SPI 0707.7.5 Recognize that lithospheric plates on the scale of continents and oceans

continually move at rates of centimeters per year.

X

SPI 0707.7.6

Describe the relationship between plate movements and earthquakes,

mountain building, volcanoes, and sea floor spreading.

X

√0707.7.5 Analyze the relationship between plate movements and areas of

earthquake activity.

√0707.7.6 Analyze the relationship between plate movements and mountain

building.

√0707.7.7 Analyze the relationship between plate movements, volcanoes, and

sea floor spreading.

SPI 0707.7.7

Analyze and evaluate the impact of man's use of earth's land, water,

X

√0707.7.8 Determine the impact of man’s use of renewable and nonrenewable

resources on future supplies

√0707.7.9 Evaluate how human activities affect the condition of the earth’s

land, water, and atmosphere.

Standard: The Atmosphere


Standard 9: Matter


Standard 10: Energy


Physical Science

Standard 11: Motion

SPI0707.11.1 Differentiate between the six simple machines. X

√0707.11.1 Compare the six types of simple machines.

SPI0707.11.2 Determine the amount of force needed to do work using different simple

machines.

X

6

√0707.11.2 Complete an investigation to determine how machines reduce the

amount of force needed to do work.

SPI0707.11.3 Apply proper equations to solve basic problems pertaining to distance,

time, speed, and velocity.

X

√0707.11.3 Summarize the difference between the speed and velocity based on

the distance and amount of time traveled.

SPI0707.11.4 Identify and explain how Newton's laws of motion relate to the

movement of objects.

X

√0707.11.4 Recognize how a net force impacts an object’s motion.

SPI0707.11.5 Compare and contrast the different parts of a wave. X

√0707.11.5 Create a graphic organizer to illustrate and describe the basic parts of a

wave.

SPI0707.11.6 Differentiate between transverse and longitudinal waves in terms of how

they are produced and transmitted.

X

√0707.11.6 Compare how transverse and longitudinal waves are produced and

transmitted.

Standard 12 Forces in Nature



TCAP Achievement – Grade 8 – English Language



st 6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks


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. X-E

See 9th

gd.

SPI’s

SPI 0801.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement,

perfect tenses, verb phrases) within context. X-E

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. X-E

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

and interjections within context. X-E

SPI 0801.1.5 Identify the correct use of prepositional phrases (place correctly according to the

words they modify within the sentence) within context.

X-E

SPI 0801.1.6 Identify the correct use of commas (i.e., compound sentences, coordinating

conjunctions, introductory words, appositives, interrupters) within context. X-E

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). X-E

SPI 0801.1.8 Select the most appropriate method to correct a run-on sentence (i.e., conjunctions,

semicolons, and periods to join or separate elements). X-E

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

SPI 0801.1.10 Identify the correct use of appositives/appositive phrases and infinitives/infinitive

phrases within context.

X-E

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

SPI 0801.1.12 Identify correctly or incorrectly spelled words in context. X-E

SPI 0801.1.13 Form singular and plural possessive using apostrophes correctly. X-E

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, accepts/except, capitol/capital, principle/ principal,

between/among, rise/raise, stationary/stationery, where/were, which/that/who) within

context.

X-E

SPI 0801.1.15 Select the appropriate use of underlining/italicizing with titles, specific words, X-E

2

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. X-E

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. X-E

SPI 0801.1.18 Recognize the effect of stressed or unstressed syllable to aid in identifying the

meaning of multiple meaning words. X-E

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

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). X-E

GLE # Grade level Expectations

GLE0801.1.1 Demonstrate control of Standard English through grammar usage and mechanics


GLE0801.1.2 Employ a variety of strategies and resources to determine the definition,

pronunciation, and usage of words and phrase.

GLE0801.1.3 Understand and use a variety of sentence structures.


√000801.1.1

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 phrase 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/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).

√0801.1.4 Demonstrate the correct use of commas (including after introductory words, phrases or

clauses; setting off appositives and interrupters; before coordination conjunction joins

independent clauses to form compound sentences), colons (including in business

3

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 works, letters, figures,; foreign words), quotation marks, (including with

direct quotations, to set off dialogue in tiles, 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.

√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 clauses0 and sentence fragments (e.g., supplying the missing sentence

elements).

√0801.1.7 Distinguish between clause (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 word

pronunciation, spelling, and part of speech; to clarify meaning and improve

understanding of works (including connotation and denotation); and to distinguish

among contextually appropriate synonyms and definitions.


√0801.1.12 Identify and define English words derived from Latin and Greek word that form

common roots (e.g., audio, auto, mal) 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).

√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, applesauce, and apple juice).


vocabulary.

√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).


SPI 0801.1.1 Identify the purpose of a speech (i.e., to inform, to describe, to explain, to persuade, X-R/E

4

to entertain).

SPI 0801.2.2 Identify the targeted audience of a speech. X-R/E

SPI 0801.2.3 Identify the thesis and main points of a speech. X-R/E

SPI 0801.2.4 Determine the most effective methods for engaging an audience during an oral

presentation (e.g., making eye contact, adjusting speaking rate). X-R

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

SPI 0801.2.6 Identify and analyze the organizational structure of a speech (e.g., sequential,

chronological, problem-solution, comparison-contrast, cause-effect). X-R

SPI 0801.2.7 Select the most appropriate behaviors 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). X-R

SPI 0801.2.8 Identify the functions and responsibilities of individuals within an organized group

(i.e., reporter, recorder, information gathers, leader, timekeeper). X-R

SPI 0801.2.9 Distinguish between a summary and a critique. X-R


Listening

GLE0801.12.1 Demonstrate critical listening skills essential for comprehension, evaluation,

problem solving, and task completion.

GLE0801.2.2 Distinguish among summaries, paraphrases, and critiques.

GLE0801.2.3 Identify the thesis and main points of a speech.

GLE0801.2.4 Analyze the structure of a speech.

Speaking

GLE0801.2.5 Understand strategies for expressing ideas clearly and effectively in a variety of oral

contests.

GLE0801.2.6 Deliver effective oral presentations.

GLE0801.2.7 Participate in work teams and group discussions.


√0801.2.1 Follow multi-step oral instructions to perform single tasks, to answer questions, and

to solve problems.

√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;

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.


√0801.2.7 Identify and analyze the structure of a speech (e.g., sequential, chronological,

5

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.

√0801.2.9 Listen actively in group discussions by asking clarifying and elaborating questions

and by managing internal barriers (e.g., emotional state prejudices) and external

barriers (e.g., physical setting, difficulty hearing, recovering from distractions) to aid

comprehension.

Speaking

√0801.2.10 Include relevant facts, reasons, details, and examples to support a relatively

complicated thesis.

√0801.2.11 Organize oral presentations maintaining a relatively y simple three-part structure,

previewing the content of presentation in introduction, offering ideas with

supporting details, and providing a brief summary or conclusion.

√0801.2.12 Use an organizational pattern appropriate for a topic and purpose (e.g., sequential,


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

√0801.2.14 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).


√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).

√0801.2.17 Employ presentation skills such as good eye contact, clear enunciation, effective

speaking rate/volume, and natural gestures.

√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 list of

behaviors, goals and group dynamics and roles on state web site.

Standard 3 - Writing


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

to entertain). X-R/E

SPI 0801.3.2 Identify the targeted audience for a selected passage. X-R/E

SPI 0801.3.3 Select an appropriate thesis statement for a writing sample. X-R/E

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

X-

R/E

SPI 0801.3.5 Select the appropriate time-order or transitional words/phrases to enhance the flow

of a writing sample. X-R/E

6

SPI 0801.3.6 Choose the supporting sentence that best fits the context and flow of ideas in a

paragraph. X-R/E

SPI 0801.3.7 Identify the sentences irrelevant to a paragraph’s theme or flow. X-R/E

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

sample or passage. X-R/E

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

ideas. X-R/E


SPI 0801.3.11 Identify individual writing selections as technical, narrative, persuasive, and/or

descriptive in mode. X-R

SPI 0801.3.12 Complete a graphic organizer (e.g., clustering, listing, mapping, webbing) with

information from notes for a writing selection. X-E

SPI 0801.3.13 Select the most appropriate format for writing a specific work-related text. X-R/E

GE # Grade Level Expectations

GLE0801.3.1 Write in a variety of modes for different audiences and purposes.

GLE0801.3.2 Employ various prewriting strategies.

GLE0801.3.3 Organize ideas into an essay with an introduction, developing paragraphs,

conclusion, and appropriate transitions.

GLE0801.3.4 Refine strategies for editing and revising written work.


√0801.3.1 Write in a variety of modes and genres, including description, narration, exposition,

persuasion, literary response, personal expression and imaginative.

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

√0801.3.3 Create work-related texts, such as instructions, directions, letters, memos, reports,

and emails using the techniques below.

Select a medium or format appropriate to purpose for writing, and maintain

focus on the purpose.

Use varied strategies to achieve different purpose (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, word choice, and tone.

Respond to opposing viewpoints and/or anticipate and answer potential

questions from audience.



Follow customary formats (e.g., use salutation, closing, and signature for

business letters, and format for memos).

Include formatting or visual elements to guide reader by highlighting specific

categories of information and/or signaling transitions between steps (e.g., headings,

7

bulleted lists).

Use effective graphics and illustrative material to support ideas in the text

as appropriate to content and medium.


√0801.3.5 Create a thesis statement and include relevant facts, details, reasons, and examples

that support the thesis.

√0801.3.6 Develop relevant details or reasons in a manner that meets the needs of the audience

and purpose.

√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 signal for the reader to follow easily).

√0801.3.9 Use appropriate and effective words and phrases to indicate the organizational

pattern (e.g., for a problem/solution paper indicate eh order of steps in the solution).

√0801.3.10 Use appropriate vocabulary, sentence structure, and usage to distinguish between

formal and informal language.

√0801.3.11 Use strong verbs and figurative language (e.g., metaphors, similes) for emphasis or

creative effect as appropriate to the purpose.

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

√0801.3.13 Incorporate a variety of syntactic structures for effect when appropriate (e.g.,

modifying phrases, parenthetical expressions).

√0801.3.14 Edit to craft a tone that is appropriate for the topic and audience, and supports the

purpose.

√0801.3.15 Use language that conveys the writer’s point of view.

√0801.3.16 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

fo4m print/electronic sources.


√0801.3.17 Generate notes on text, and identify main and supporting idea.

√0801.3.18 Edit writing for mechanics (punctuation, capitalization) spelling, and grammar (e.g.,

consistent verb tense, noun and pronoun agreement).

√0801.3.19 Based on readers’ comments, revise papers to focus on topic or thesis, develop ideas,

employ transitions, and identify a clear beginning and ending.

√0801.3.20 Demonstrate confidence in using the Tennessee Writing Rubric while evaluating

one’s own writing and the writing of others.

√0801.3.21 Use relatively basic soft ware programs (e.g., Word, Power Point) to write texts and

8

create graphics to present ideas visually and in writing.

√0801.3.22 Identify and explore opportunities for publication (e.g., local/national contests,

Internet websites, newspapers, periodical, school displays).

Standard 4 - Research


SPI 0801.4.1 Select the most focused research topic. X-R

SPI 0801.4.2 Identify levels of reliability among resources (e.g., eyewitness account, newspaper

account, supermarket tabloid account, Internet source).

X-R

SPI 0801.4.3 Determine the most appropriate research source for a given research topic. X-R

SPI 0801.4.4 Distinguish between primary (i.e., interviews, letters, diaries, newspapers, personal

narratives) and secondary (i.e., reference books, periodicals, Internet, biographies,

informational texts).

X-R

SPI 0801.4.5 Discern irrelevant research material from written text. X-R


GLE0801.4.1 Define and narrow a problem or research topic.

GLE0801.4.2 Gather relevant, information from a variety of print and electronic sources, as well

as from direct observation, interviews, and surveys.

GLE0801.4.3 Make distinctions about the credibility, reliability, consistency, strengths, and

limitations of resources, including information gathered from websites.

GLE0501.4.4 Write a research paper, using primary and secondary sources, a standard format, and

technology and graphics, as appropriate.


√0801.4.1 Narrow a topic so that the research process is manageable and the controlling idea is

focused.

√0801.4.2 Take and organize notes on what is known and what needs to be researched about

the topic.


√0801.4.4 Distinguish between primary and secondary sources, defining the characteristics of

each and evaluating each for its benefits and limitations,

√0801.4.5 Choose among sources 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

websites.


√0801.4.8 Provide relevant research information to develop and support a complicated topic.

√0801.4.9 Analyze and interpret data in multiple forms (e.g., a bar or circle graph) on a familiar

topic.

9

√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 the thesis statement(s) clearly presents the

topic of the documented essay.

√0801.4.12 Present a body of well-developed specific facts and information pertinent to the

topic; develop as a series of paragraphs which support the topic.

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

√0801.4.14 Create an effective organizing structure based on research information (e.g.,

description, problem-solution, question-answer, comparison-contrast, cause-effect).

√0801.4.15 Craft a conclusion in which closure is provided, such as by restating the topic and

summarizing findings.

√0801.4.16 Acknowledge source material using a predetermined standard forma (e.g., APA,

MLA).


√0801.4.18 Quote paraphrase or summarize text, ideas, or there information taken from print or

electronic sources.

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

√0801.4.20 Follow a standard format and use appropriate technology to embed test graphic,

including a title, a contents page, numbered pages, and a bibliography.

√0801.4.21 Include effective graphics and illustrative material to support research ideas in the

text.

Standard 5 - Logic


SPI 0801.5.1 Recognize a reasonable prediction of future events of a given text. X-R

SPI 0801.5.2 Evaluate text for fact or opinion. X-R

SPI 0801.5.3 Analyze cause-effect relationships in text. X-R

SPI 0801.5.4 Identify examples of persuasive devices (i.e., bandwagon, loaded terms, testimonial,

name-calling, plain folks, snob appeal). X-R

SPI 0801.5.5 Choose a logical word to complete an analogy, using synonyms, antonyms,

homonyms, categories, subcategories, whole/part, functions, and verb forms,

rhymes, scrambled words, homophones. X-R/E

SPI 0801.5.6 Identify an example of deductive or inductive reasoning in text. X-R

SPI 0801.5.7 Identify a false premise in text. X-R

SPI 0801.5.8 Identify instances of bias and stereotyping in print and non-print texts. X-R



10

GLE0801.5.1 Use logic to make inferences and draw conclusions in a variety of oral and written

contexts.

GLE0801.5.2 Analyze text for fact-opinion, cause-effect, inferences, evidence, and conclusions.

GLE0801.5.3 Distinguish between inductive and deductive reasoning.

GLE0801.5.4 Analyze written and oral communication for persuasive devices.

GLE0801.5.5 Identify and analyze premises, including false premises.

GLE0801.5.6 Continue to explore logical fallacies.




√0801.5.3 Construct and complete analogies using synonyms, antonyms, homonyms,

categories/subcategories, whole/part, functions, verb forms, rhymes, scrambled

works, and homophones.

√0801.5.4 Identify and analyze stated or implied cause/effect relationships in text.

√0801.5.5 Determine simple criteria for recognizing factual claim and opinion (e.g., scientific

method, provability, quality of evidenced, sources).

√0801.5.6 Determine the relevance and quality of evidence given to support or oppose an

argument.

√0801.5.7 Compare and contrast evidence and conclusions between/among two or more

arguments on the same topic.

√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 claim (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.



SPI 0801.6.1 Formulate appropriate questions before, during, and after reading. X-R


SPI 0801.6.3 Use text features to locate information and make meaning from text (e.g., headings,

key words, captions, footnotes).

X-R/E

SPI 0801.6.4 Interpret factual, quantitative, technical, or mathematical information presented in

11

text features (e.g., maps, charts, graphs, time lines, tables, and diagrams). X-R

SPI 0801.6.5 Choose the correct order of a set of instructions. X-R

SPI 0801.6.6 Identify the organizational structure of a text (i.e., chronological, cause-effect,

comparison-contrast, sequential, problem-solution). X-R


GLE0801.6.1 Comprehend and summarize the main ideas and supporting details of informational

texts.

GLE0801.6.2 Analyze the organizational structures of informational texts.

GLE0801.6.3 Read, interpret, and analyze test features that support informational texts.



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 state relationships among ideas (e.g., cause/effect,

comparative, sequential0 in informational texts.


√0801.6.5 Summarize succinctly the main idea and supporting details (presented as test and/or

visuals) in informational texts.

√0801.6.6 Summarize, paraphrase, and critique text.

√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).

√0801.6.9 Identify the organizational l 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, newspaper/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, caption, tables of contents, 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.

12



SPI 0801.7.1 Choose the most appropriate medium for a prescribed purpose and audience. X-R


SPI 0801.7.3 Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to

describe). X-R


SPI0801.7.5 Choose the statement that best summarizes/communicates the message presented by

a medium. X-R

SPI 0801.7.6 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. X-R


GLE0801.7.1 Analyze media for their ability to inform, persuade, and entertain.

GLE0801.7.2 Examine the relationship between the visual (e.g., media images, painting, film,

graphic arts) and the verbal in media.

GLE0801.7.3 Recognize how visual and sound techniques and design elements (e.g., special

effects, camera angles, and music) carry or influence messages in various media.

GLE0801.7.4 Apply and adapt the principles of written composition to create coherent media

productions.


√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.

√0801.7.2 Identify, analyze and discuss the relationship between the visual (e.g., media,

images, painting, film, graphic arts) and the verbal I media, and explain how the

elements support or conflict with each other.

√0801.7.3 Identify visual and sound techniques and design elements (e.g., special effects,

camera angles, lighting, and music in television/film or layout, pictures, an typeface

in print materials0 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


√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.


13


SPI 0801.8.1 Demonstrate an understanding of the basic elements of plot: exposition, rising action,

climax, falling

action, resolution/denouement. X-R

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). X-R

SPI 0801.8.3 Determine how a story changes if the point of view is changed. X-R

SPI 0801.8.4 Distinguish among different genres (e.g., poetry, drama, biography, novel) using their

distinguishing characteristics. X-R

SPI 0801.8.5 Analyze the development of similar themes across two or more literary texts. X-R

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).

X-R

SPI 0801.8.7 Identify and analyze examples of literary elements that shape meaning within context (i.e.,

flashback, foreshadowing, irony, mood, symbolism, tone). X-R

SPI 0801.8.8 Analyze figurative language (i.e., idiom, metaphor, simile, personification, hyperbole, pun)

within

context. X-R

SPI 0801.8.9 Analyze examples of sound devices within context (i.e., rhyme, scheme, alliteration, free

verse,

repetition, internal rhyme, slant rhyme). X-R

SPI 0801.8.10 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). X-R

SPI 0801.8.11 Identify and analyze a literary character’s moral dilemma. X-R

SPI 0801.8.12 Recognize and identify words within context that reveal particular time periods and cultures. X-R

SPI 0801.8.13 Determine the influence of culture and ethnicity on the themes and issues of literary texts. X-R

SPI 0801.8.14 Identify the author’s purpose for writing. X-R


GLE0801.8.1 Read and comprehend a variety of works from different forms of literature.

GLE0801.8.2 Understand the characteristics of various literary genres (e.g., poetry, novel, biography, short


GLE0801.8.3 Recognize the conventions of various literary genres.

GLE0801.8.4 Analyze works of literature for what is suggested about eh historical period in which they

were written.

GLE0801.8.5 Identify and analyze common literary terms (e.g., personification, conflict, and theme).


14


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 even 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/protagonists) feature

√0801.8.5 Identify and analyze moral dilemmas in works o literature, as revealed by character

motivation and behavior.


√0801.8.7 Identify the kind(s) of conflict (e.g., person vs. person, person vs. self, person vs.

environment, person vs. technology)

present in literary plots.

√0801.8.8 Identify the basic elements of plot (i.e., exposition, rising action, climax, falling action,


√0801.8.9 Identify and analyze the setting (location and time) and its impact on plot, character, and

theme in literary texts.

√0801.8.10 Identify how the author reveal 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 objective, thief-

person limited, third-person

omniscient) in literary texts.

√0801.8.12 Consider how forms and conventions within genres (e.g., poetry, drama, essay, 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 devices (e.g., alliteration, onomatopoeia, rhyme scheme, assonance, internal

rhyme, repetition) and

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.

√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 form 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,

15

person vs. environment,

person vs. technology, person vs. society).

√0801.8.19 Identify the historical period in which 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.

1




State Performance Indicators (SPI) and Checks for Understanding (CFU)


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SPI 0806.1.1 Solve problems involving rate/time/distance (i.e., d = rt).


See Algebra I

SPI’s

√ 0806.1.3 Research the contributions of Pythagoras to mathematics.

Textbook Reference: 4-8 Hands-On Lab (Explore Right Triangles),

4-8

X

√ 0806.1.4 Relate data concepts to relevant concepts in the earth and space, life, and

physical sciences.

Textbook Reference: 1-4, 9-5, 9-6, 9-6 Technology Lab (Create

Histograms), 9-7, 9-9, 9-9 Technology Lab

(Create a Scatterplot), 10-2, 10-3, 12-5, 13-7

X


mathematics.


X

√ 0806.1.8 Use a variety of methods to solve real-world problems involving multi-step

linear equations (e.g., manipulatives, technology, pencil, and paper).

Textbook Reference: 1-9, 11-2, 11-3 Hands-On Lab (Model Equations

with Variables on Both Sides), 11-3, 11-5

X

SPI 0806.1.2 Interpret a qualitative graph representing a contextual situation.


√ 0806.1.1 Relate nonlinear functions to geometric contexts of length, area, and volume.

Textbook Reference: 12-3 Technology Lab (Graph Equations in

Slope-Intercept Form), 13-7 X

√ 0806.1.2 Draw qualitative graphs (trend graphs) of functions and describe their general

shape/trend.


√ 0806.1.6 Use models (such as dynamic geometry software, patty paper, and geo

boards) to explore relationships among angles (complementary,

supplementary, interior, exterior, vertical, and corresponding).

Textbook Reference: 7-1, 7-2, 7-2 Hands-On Lab (Constructions), A-7

Hands-On Lab (Explore Angle Relationships),

X

2

7-4 Technology Lab (Exterior Angles of a

Polygon)

√ 0806.1.7 Use a graphing calculator or spreadsheet to create scatterplots of data and

approximate lines of best fit.

Textbook Reference: 9-9 Technology Lab (Create a Scatterplot) X

SPI 0806.1.3 Calculates rates involving cost per unit to determine the best buy.



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SPI 0806.2.1 Order and compare rational and irrational numbers and locate on the number

line.


See Algebra I

SPI’s

SPI 0806.2.2 Identify numbers and square roots as rational or irrational.


√ 0806.2.2 Square numbers and simplify square roots.

Textbook Reference: 4-5, 4-6, 4-6 Extension (Simplifying Square

Roots), A-2 Additional Topic (Square Roots and

Cube Roots)

X

√ 0806.2.4 Use a Venn diagram to represent the subsets of the real number system.


√ 0806.2.5 Identify the subset(s) of the real number system to which a number belongs.


SPI 0806.2.3 Use scientific notation to compute products and quotients.

Textbook Reference: A-1 Additional Topic (Operations on Numbers

in Scientific Notation), 4-4 Technology Lab

(Multiply and Divide Numbers in Scientific

Notation)

X

√ 0806.2.6 Simplify expressions using the laws of exponents.

Textbook Reference: 4-1, 4-2, 4-3, A-1 Additional Topic (Operations

on Numbers in Scientific Notation), 14-5, 14-5

Extension (Dividing Polynomials and

Monomials)

X

SPI 0806.2.4 Solve real-world problems requiring scientific notation.

Textbook Reference: 4-4, A-1 Additional Topic (Operations on

Numbers in Scientific Notation), 4-4

Technology Lab (Multiply and Divide Numbers

X

3

in Scientific Notation)

√ 0806.2.1 Recognize and use exponential, scientific, and calculator notation.

Textbook Reference: 2-6 Technology Lab, 4-1, 4-2, 4-3, 4-4, A-1

Additional Topic (Operations on Numbers in

Scientific Notation), 4-4 Technology Lab

(Multiply and Divide Numbers in Scientific

Notation), 4-6 Technology Lab (Evaluate

Powers and Roots), 12-3 Technology Lab

(Graph Equations in Slope-Intercept Form),

13-6 Technology Lab (Explore Cubic

Functions)

X

√ 0806.2.3 Solve contextual problems involving powers and roots.

Textbook Reference: 4-1, 4-2, 4-4 A-1 Additional Topic (Operations

on Numbers in Scientific Notation), 4-4


in Scientific Notation), 4-5, 4-6, A-2 Additional

Topic (Square Roots and Cube Roots)

X

√ 0806.2.7 Add, subtract, multiply, and divide numbers expressed scientific notation.

Textbook Reference: 4-4, A-1 Additional Topic (Operations on

Numbers in Scientific Notation), 4-4


in Scientific Notation)

X


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SPI 0806.3.1 Find solutions to systems of two linear equations in two variables.


See Algebra I

SPI’s

√ 0806.3.1 Perform basic operations on algebraic expressions (including grouping, order

of operations, exponents, square/cube roots, simplifying, and expanding).

Textbook Reference: 4-1, 4-3, A-2 Additional Topic (Square Roots

and Cube Roots), 4-6 Technology Lab (Evaluate

Powers and Roots), 11-1, 11-2, 11-3, 11-5, 14-2,

14-3, 14-4, 14-5, 14-5 Extension (Dividing

Polynomials and Monomials), 14-6

X

√ 0806.3.3 Solve systems of linear equations in two variables and relate the systems to

pairs of lines that intersect, are parallel, or are the same line.


4

SPI 0806.3.2 Solve the linear equation f(x) = g(x).

Textbook Reference: 11-3 Hands-On Lab (Model Equations with

Variables on Both Sides), 11-3, 11-6 X

SPI 0806.3.3 Solve and graph linear inequalities in two variables.


√ 0806.3.2 Represent algebraic relationships with equations and inequalities.


11-4, 11-5, 11-6, 12-6 X

√ 0806.3.4 Understand the relationship between the graph of a linear inequality and its

solutions

Textbook Reference: 11-4, 11-5, 12-2, 12-3 Technology Lab (Graph

Equations in Slope-Intercept Form), 12-6

X

√ 0806.3.5 Solve linear inequalities in two variables (including those whose solutions

require multiplication or division by a negative number.


√ 0806.3.13 Represent situations and solve real-world problems using symbolic algebra.


11-3, 11-4, 11-5, 13-7 X

SPI 0806.3.4 Translate between various representations of a linear function.

Textbook Reference: 3-4, 3-5, 3-5 Technology Lab (Use Multiple

Representations), 12-1, 12-5, 13-4 X

SPI 0806.3.5 Determine the slope of a line from an equation, two given points, a table or a

graph.

Textbook Reference: 12-2, 12-3, 12-3 Technology Lab (Graph Equations in

Slope-Intercept Form), 12-4, 13-4

X

√ 0806.3.7 Analyze situations and solve problems involving constant rate of change.


√ 0806.3.8 Recognize a proportion as a special case of a linear equation and understand

that the constant of proportionality is the slope, and the resulting graph is line

through the origin.


X

SPI 0806.3.6 Analyze the graph of a linear function to find solutions and intercepts.

Textbook Reference: 3-5, 3-5 Technology Lab (Use Multiple

Representations), 12-3, 12-7, 13-4 X

√ 0806.3.6 Identify x- and y-intercepts and slope of linear equations from an equation,

graph, or table.


√ 0806.3.9 Given a function rule, create tables of values for x and y and plot graphs of

nonlinear functions. X

5

Textbook Reference: 3-4, 3-5, 3-5 Technology Lab (Use Multiple

Representations), 12-1, 13-5, 13-6, 12-3

Technology Lab (Graph Equations in Slope-

Intercept Form), 13-6 Technology Lab (Explore

Cubic Functions), 13-7

SPI 0806.3.7 Identify, compare, and contrast functions as linear or nonlinear.

Textbook Reference: 12-1, 12-5, 13-4, 13-5, 13-6, 12-3 Technology

Lab (Graph Equations in Slope-Intercept

Form),13-6 Technology Lab (Explore Cubic

Functions), 13-7

X

√ 0806.3.10 Distinguish quadratic and exponential functions as nonlinear using a graph

and/or a table of values.

Textbook Reference: 12-1, 13-5, 13-6, 12-3 Technology Lab (Graph

Equations in Slope-Intercept Form)

X

√ 0806.3.11 Distinguish between the equations of linear, quadratic, and exponential

functions (e.g., function families such as y = x², y = 2^x, and y = 2x).

Textbook Reference: 12-1, 13-4, 13-5, 13-6, 12-3 Technology Lab

(Graph Equations in Slope-Intercept Form),

13-6 Technology Lab (Explore Cubic Functions)

X

√ 0806.3.12 Understand how rates of change of nonlinear functions contrast with constant

rates of changes of linear functions.



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SPI 0806.4.1 Use the Pythagorean Theorem to solve contextual problems.


See Algebra I

SPI’s

√ 0806.4.1 Model the Pythagorean Theorem.

Textbook Reference: 4-8 Hands-On Lab (Explore Right Triangles),

4-8 X

SPI 0806.4.2 Apply the Pythagorean Theorem to find distances between points in the

coordinate plane to measure lengths and analyze polygons and polyhedra.


√ 0806.4.2 Use the converse of the Pythagorean Theorem to determine if a triangle is a

right triangle.


SPI 0806.4.3 Find measures of the angles formed by parallel lines cut by a transversal. X

6


√ 0806.4.5 Analyze the congruent and supplementary relationships of angles formed by

parallel lines and transversals (such as alternate interior, alternate exterior,

corresponding, and adjacent).

Textbook Reference: 7-1, 7-2, 7-2 Hands-On Lab (Constructions)

X

SPI 0806.4.4 Convert between and within the U.S. Customary System and the metric

system.

Textbook Reference: 5-3, A-5 Additional Topic (Temperature

Conversion), A-6 Additional Topic (Money

Conversion)

X

√ 0806.4.3 Select or use the appropriate measurement instrument to determine or create a

given length, area, volume, angle, weight, or mass.

Textbook Reference: A-3 Hands-On Lab (Select and Use Appropriate

Measuring Tools), A-4 Additional Topic

(Accuracy and Precision), 5-3 Hands-On Lab

(Estimate Measurements), 7-1, 8-3 Hands-On

Lab (Approximate Pi by Measuring), 8-5 Hands-

On Lab (Find Volume of Prisms and Cylinders,

8-6 Hands-On Lab (Find Volume of Pyramids

and Cones, 8-7 Hands-On Lab (Find Surface

Area of Prisms and Cylinders), 8-8 Hands-On

Lab (Find Surface Area of Pyramids)

X

√ 0806.4.4 Understand how the precision of measurement influences accuracy of

quantities derived from these measurement.

Textbook Reference: A-3 Hands-On Lab (Select and Use Appropriate

Measure Tools), A-4 Additional Topic

(Accuracy and Precision), 5-3 Hands-On Lab

(Estimate Measurements)

X

√ 0806.4.6 Make within-system and between-system conversions of derived quantities

including distance, temperature, and money.

Textbook Reference: 5-2, 5-3, A-5 Additional Topic (Temperature

Conversion), A-6 Additional Topic (Money

Conversion), 11-2

X

SPI 0806.4.5 Identify the intersection of two or more geometric figures in the plane.

Textbook Reference: A-8 Hands-On Lab (Explore Intersecting

Geometric Figures) X

√ 0806.4.7 Visualize or describe the cross-section resulting from the intersection of a

plane with a 3-dimensional figure.

Textbook Reference: A-9 Additional Topic (Cross Sections and X

7

Intersections)

√ 0806.4.8 Build, draw, and work with 2- and 3-dimensional figures by means of

orthogonal views, projective views, and/or nets.

Textbook Reference: 8-4 Hands-On Lab (Construct Nets), 8-4, 8-7

Hands-On Lab (Find Surface Area of Prisms

and Cylinders), 8-8 Hands-On Lab (Find Surface

Area of Pyramids)

X


1st

6

Weeks

2nd

6

Weeks

3rd

6

Weeks

4th

6

Weeks

5th

6

Weeks

6th

6

Weeks



SPI 0806.5.1 Calculate probabilities of events for simple experiments with equally

probable outcomes.

Textbook Reference: 10-1, 10-2, 10-2 Hands-On Lab (Use Different

Models for Simulation), 10-3, 10-5, 10-5

Hands-On Lab (Experimental Theoretical

Probabilities)

X See Algebra I

SPI’s

√ 0806.5.1 Solve simple problems involving probability and relative frequency.

Textbook Reference: 10-1, 10-2, 10-3, 10-5, 10-5 Hands-On Lab

(Experimental Theoretical Probabilities) X

√ 0806.5.2 Compare probabilities of two or more events and recognize when certain

events are equally likely.


SPI 0806.5.2 Use a variety of methods to compute probabilities for compound events (e.g.,

multiplication, organized lists, tree diagrams, area models).


SPI 0806.5.3 Generalize the relationship between two sets of data using scatterplots and

lines of best fit.

Textbook Reference: 9-9 Technology Lab (Create a Scatterplot), 9-10 X

√ 0806.5.4 Explain the benefits and the limitations of various representations (i.e., bar

graphs, line graphs, circle graphs, histograms, stem-and-leaf plots, box plots,

scatterplots) of data.

Textbook Reference: 9-3, 9-5 Technology Lab B (Create Box-and-

Whisker Plots), 9-6 Hands-On Lab (Make a

Circle Graph), 9-6, 9-6 Technology Lab (Create

Histograms), 9-7, 9-8, 9-9, 9-10

X

√ 0806.5.5 Create and interpret box-and-whisker plots and scatterplots.

Textbook Reference: 9-5, 9-5 Technology Lab B (Create Box-and- X

8

Whisker Plots), 9-9, 9-9 Technology Lab

(Create a Scatterplot)

√ 0806.5.6 Use observations about differences between two or more samples to make

conjectures about the populations from which the samples were taken.

Textbook Reference: 9-1, 9-1 Hands-On Lab (Explore Samples) X

√ 0806.5.7 Estimate lines of best fit to make and test conjectures.

Textbook Reference: 9-9, 9-9 Technology Lab (Create a Scatterplot) X

SPI 0806.5.4 Recognize misrepresentations of published data in the media.

Textbook Reference: 9-2, 9-8, 9-10, 9-10 Technology Lab (Use a

Spreadsheet to Create Graphs) X

√ 0806.5.3 Recognize common misconceptions associated with dependent and

independent events.


√ 0806.5.8 Consider the source, design, analysis, and display of data to evaluate statistics

reported in the media.


1



Revised 2011-2012

Embedded Inquiry

1st 6 WKS

2nd 6 WKS

3rd 6 WKS

4th 6 WKS

5th 6 WKS

6th6 WKS

SPI# State Performance Indicators See Bio 1 SPI’s

SPI0807.Inq.11

l

Design a simple experimental procedure with an identified control and X X X X X X

appropriate variables.

0807.Inq.1 Design and conduct an open-ended scientific investigation to answer a

question that includes a control and appropriate variables.

SPI0807.Inq.2 Select tools and procedures needed to conduct a moderately complex

experiment. X X X X X X

0807.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and interpret

data collected from a moderately complex scientific investigation.

SPI0807.Inq.3 Interpret and translate data into a table, graph, or diagram. X X X X X X

0807.Inq.3 Use evidence from a dataset to determine cause and effect relationships


SPI0807.Inq.4 Draw a conclusion that establishes a cause and effect relationship X X X X X X

supported by evidence.

SPI0807.Inq.5 Identify a faulty interpretation of data that is due to bias or experimental

error. X X X X X X

0807.Inq.4 Review an experimental design to determine possible sources of bias or error,

state alternative explanations, and identify questions for further investigation.

0807.Inq.5 Design a method to explain the results of an investigation using descriptions,

explanations, or models.


SPI0807.T/E.1 Identify the tools and procedures needed to test the design features of a X X X X X X

2

prototype.

0807.T/E.1 Use appropriate tools to test for strength, hardness, and flexibility

of materials.

SPI0807.T/E.2 Evaluate a protocol to determine if the engineering design process was X X X X X X


0807.T/E.2 Apply the engineering design process to construct a prototype that meets

certain specifications.

SPI0807.T/E.3 Distinguish between the intended benefits and the unintended X X X X X X

consequences of a new technology.

0807.T/E.3 Explore how the unintended consequences of new technologies can

impact society.

SPI0807.T/E.4 Differentiate between adaptive and assistive bioengineered products

(e.g., food, biofuels, medicines, integrated pest management).

X X 0807.T/E.4 Research bioengineering technologies that advance health and


0807.T/E.5 Develop an adaptive design and test its effectiveness.

Life Science

Standard1: Cells


Standard2: Interdependence

Not Addressed at this Grade Level



Standard4: Heredity



SPI0807.5.1 Use a simple classification key to identify an unknown organism. X X

√0807.5.1 Select characteristic of plants and animals that serve as the basis for

developing a classification key.

√807.5.2 Create and apply a simple classification key to identify an organism.

SPI0807.5.2 Analyze structural, behavioral, and physiological adaptations to predict which

populations are likely to survive in a particular environment.

X X

3

√0807.5.3 Compare and contrast the ability of an organism to survive under different

environmental conditions.

SPI0807.5.3 Analyze data on levels of variation within a population to make predictions

about survival under particular environmental conditions. X X

√0807.5.4 Collect and analyze data relating to variation within a population of

organisms.

SPI0807.5.4 Identify several reasons for the importance of maintaining the earth's

biodiversity.

X X

√0807.5.5 Prepare a poster that illustrates the major factors responsible for reducing the

amount of global biodiversity.

√0807.5.6 Prepare graphs that demonstrate how the amount of biodiversity has changed

in a particular continent or biome.

SPI0807.5.5 Compare fossils found in sedimentary rock to determine their relative age. X X

√0807.5.7 Create a timeline that illustrates the relative ages of fossils in sedimentary rock

layers.








Physical Science

Standard 9: Matter

SPI0807.9.1 Recognize that all matter consists of atoms. X

√0807.9.1 Identify atoms as the fundamental particles that make up matter.

SPI0807.9.2 Identify the common outcome of all chemical changes. X

√0807.9.8 Determine the types of interactions between substances that result in a chemical

change.

SPI0807.9.3 Classify common substances as elements or compounds based on their symbols or

formulas. X

4

√0807.9.5 Distinguish between elements and compounds by their symbols and formulas.

SPI0807.9.4 Differentiate between a mixture and a compound. X

√0807.9.9 Explain how the chemical makeup of the atmosphere illustrates a mixture of gases.

√0807.9.7 Describe how the characteristics of a compound are different than the characteristics

of their component parts.

SPI0807.9.5 Describe the chemical makeup of the atmosphere. X

SPI0807.9.6 Compare the particle arrangement and type of particle motion associated with

different states of matter. X

√0807.9.2 Illustrate the particle arrangement and type of motion associated with different

states of matter.

SPI0807.9.7 Apply an equation to determine the density of an object based on its mass and

volume.

X

√0907.9.3 Measure or calculate the mass, volume, and temperature of a given substance.

√0907.9.4 Calculate the density of various objects.

SPI0807.9.8 Interpret the results of an investigation to determine whether a physical or chemical

change has occurred.

X

√0807.9.6 Differentiate between physical and chemical changes.

SPI0807.9.9 Use the periodic table to determine the properties of an element. X

√0807.9.10 Identify the atomic number, atomic mass, number protons, neutrons, and electrons

in an atom of an element using the periodic table.

SPI0807.9.10 Identify the reactants and products of a chemical reaction. X

√0807.9.12 Differentiate between the reactants and products of a chemical equation.

SPI0807.9.11 Recognize that in a chemical reaction the mass of the reactants is equal to the mass

of the products (Law of Conservation of Mass).

X

√0807.9.11 Use investigations of chemical and physical changes to describe the law of

conservation of Mass.

SPI0807.9.12 Identify the basic properties of acids and bases. X

√0807.9.13 Determine whether a substance is an acid or a base by its reaction to an indicator.

Standard 10: Energy

5


Standard 11: Motion



SPI0807.12.1 Recognize that electricity can be produced using a magnet and wire coil. X

√0807.12.1 Create a diagram to explain the relationship between electricity and magnetism.

SPI0807.12.2 Describe the basic principles of an electromagnet. X

√0807.12.2 Produce an electromagnet using a bar magnet and a wire coil.

√0807.12.3 Experiment with an electromagnet to determine how to vary its strength.

SPI0807.12.3 Distinguish among the Earth's magnetic field, a magnet, and the fields that

surround a magnet and an electromagnet.

X

√0807.12.4 Create a chart to distinguish among the earth’s magnetic field, and fields that

surround a magnet and an electromagnet.

SPI0807.12.4 Distinguish between mass and weight using appropriate measuring

instruments and units.

X

√0807.12.5 Explain the difference between mass and weight.

SPI0807.12.5 Determine the relationship among the mass of objects, the distance between

these objects, and the amount of gravitational attraction.

X

√0807.12.6 Identify factors that influence the amount of gravitational force between

objects.

SPI0807.12.6 Illustrate how gravity controls the motion of objects in the solar system. X

√0807.12.7 Explain how the motion of objects in the solar system is affected by gravity.

1

Standard – Content Strand Campbell County School System Tennessee Mathematics Standards

CLE Course Level Expectation Criterion Reference Test (CRT) Reporting Categories with State Performance Indicators (SPI)

SPI State Performance Indicator Algebra I Revised 2011-2012

√ Check for Understanding

Standard 1 Mathematical Processes 1st 6

wks

2nd

6

wks

3rd

6

wks

Textbook Chapters of Focus 1-4 5-8 9-12 CLE 3102.1.1 Use mathematical language, symbols, definitions, proofs and counterexamples correctly and precisely in mathematical reasoning. SPI 3102.1.1 Interpret patterns found in sequences, tables, and other forms of quantitative information using variables or function notation. X √3102.1.1 Develop meaning for mathematical vocabulary. √3102.1.2 Use the terminology of mathematics correctly. √3102.1.3 Understand and use mathematical symbols, notation, and common mathematical abbreviations correctly. √3102.1.4 Write a rule with variables that expresses a pattern. CLE 3102.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including testing cases, estimation, and in checking induced

errors and the reasonableness of the solution.

SPI 3102.1.2 Write an equation symbolically to express a contextual problem. I X CLE 3102.1.4 Use formulas, equations, and inequalities to solve real-world problems including time/rate/distance, percent increase/decrease,

ratio/proportion, and mixture problems.

√3102.1.6 Use a variety of strategies to estimate and compute solutions, including real-world problems. √3102.1.7 Identify missing or irrelevant information in problems. √3102.1.8 Recognize and perform multiple steps in problem solving when necessary. CLE 3102.1.3 Develop inductive and deductive reasoning to independently make and evaluate mathematical arguments and construct appropriate

proofs; include various types of reason, logic, and intuition.

SPI3102.1.3 Apply properties to evaluate expressions, simplify expressions, and justify solutions to problems. X √3102.1.9 Identify and use properties of the real numbers (including commutative, associative, distributive, inverse, identity element, closure,

reflexive, symmetric, transitive, operation properties of equality).

√3102.1.8 Use algebraic properties to develop a valid mathematical argument. CLE 3102.1.4 CLE 3102.1.4 Move flexibly between multiple representations (contextual, physical, written, verbal, iconic/pictorial, graphical,

tabular, and symbolic), to solve problems, to model mathematical ideas, and to communicate solution strategies.

SPI 3102.1.4 Translate between representations of functions that depict real-world situations. I X SPI 3102.1.5 Recognize and express the effect of changing constants and/or coefficients in problem solving. I X √3102.1.11 Use manipulatives to model algebraic concepts. √3102.1.12 Create and work flexibly among representations of relations (including verbal, equations, tables, mappings, graphs). √3102.1.13 Change from one representation of a relation to another representation, for example, change from a verbal description to graph.

2

√3102.1.14 Apply graphical transformations that occur when changes are made to coefficients and constants in functions. CLE 3102.1.5 Recognize and use mathematical ideas and processes that arise in different settings, with an emphasis on formulating a problem in

mathematical terms, interpreting the solutions, mathematical ideas, and communication of solution strategies.

SPI 3102.1.6 Determine and interpret slope in multiple contexts including rate of change in real world problems. X √3102.1.15 Apply arithmetic concepts in algebraic contexts. √3102.1.15 Understand and express the meaning of the slope and y-intercept of linear functions in real-world contexts. CLE 3102.1.6 Employ reading and writing to recognize the major themes of mathematical processes, the historical development of mathematics, and

the connections between mathematics and the real world.

3102.1.17 Connect the study of algebra to the historical development of algebra. CLE 3102.1.7 Use technologies appropriately to develop understanding of abstract mathematical ideas, to facilitate problem solving, and to produce

accurate and reliable models.

√3102.1.18 Translate syntax of technology to appropriate mathematical notation. √3102.1.19 Recognize and practice appropriate use of technology in representations and in problem solving. √3102.1.20 Estimate solutions to evaluate the reasonableness of results and to check technological computation. Standard 2 Numbers and Operations

CLE 3102.2.1 Understand computational results and operations involving real numbers in multiple representations. 3102.2.1 Recognize and use like terms to simplify expressions. 3102.2.2 Apply the order o operations to simplify and evaluate algebraic expressions. SPI 3102.2.1 Operate (add, subtract, multiply, divide, simplify, powers) with radicals and radical expressions including radicands involving rations

numbers and algebraic expressions. X

√3102.2.3 Operate with and simplify radicals (index 2,3, n) and radical expressions including rational numbers and variables in the radicand. √3102.2.4 Operate efficiently with both rational and irrational numbers. SPI 3102.2.2 Multiply, divide, and square numbers expressed in scientific notation. X √3102.2.5 Perform operations with numbers in scientific notation (multiply, divide, powers). √3102.2.6 Use appropriate technologies to apply scientific notation to real-world problems. CLE 3102.2.2 Understand properties of and relationships between subsets and elements of the real number system. SPI 3102.2.3 Describe and/or order a given set of real numbers including both rational and irrational numbers. X √3102.2.7 Identify the subsets in the real number system and understand their relationships. √3102.2.8 Use multiple strategies to approximate the value of an irrational number including irrational square roots and including location on the

real number line.

Standard 3 Algebra

CLE 3102.3. Use algebraic thinking to analyze and generalize patterns

3

SPI 3102.3.1 Express a generalization of a pattern in various representations including algebraic and function notation. X √3102.3.1 Recognize and extend arithmetic and geometric sequences. √3102.3.2 Explore patterns including Pascal’s Triangle and the Fibonacci sequence. CLE 3102.3.2 Understand and apply properties in order to perform operations with, evaluate, simplify, and factor expressions and polynomials. SPI 3102.3.2 Understand and apply properties in order to perform operations with, evaluate, simplify, and factor expressions and polynomials. X √3102.3.3 Justify correct results of algebraic procedures using extension of properties of real numbers to algebraic expressions. √3102.3.5 Add, subtract, and multiply polynomials including squaring a binomial. √3102.3.6 Find the quotient of a polynomial and a monomial √3102.3.7 Use various models (including area models) to represent products of polynomials. SPI 3102.3.3 Factor polynomials. X √3102.3.8 Find the GCF of the terms in a polynomial. CLE 3102.3.3 Understand and apply operations with rational expressions, and equations. SPI 3102.3.4 Operate with, evaluate, and simplify rational expressions including deterring restrictions on the domain of the variables X √3102.3.4 Simplify expressions using exponent rules including negative exponents and zero exponents. √3102.3.10 Add, subtract, multiply, and divide rational expressions and simplify results CLE 3102.3.4 Solve problems involving linear equations and linear inequalities. SPI 3102.3.5 Write and/or solve linear equations, inequalities, and compound inequalities including those containing absolute value X √3102.3.11 Solve multi-step linear equations with one variable. √3102.3.12 Recognize and articulate when an equation has no solution, a single solution, or all real numbers as solutions. √3102.3..13 Solve multi-step linear inequalities with one variable and graph the solution on a number line. √3102.3.14 Solve absolute value equations and inequalities (including compound inequalities) with one variable and graph their solutions on a

number line.

√3102.3.15 Determine domain and range of a relation and articulate restrictions imposed either by the operations or by the real life situation that

the function represents.

√3102.3.25 Find function values using ƒ(x) notation or graphs. CLE 3102.3.5 Manipulate formulas and solve literal equations CLE 3102.3.6 Understand and use relations and functions various representations to solve contextual problems. SPI 3102.3.6 Interpret various relations in multiple representations X SPI 3102.3.7 Determine domain and range of a relation, determine whether a relation is a function and/or evaluate a function at a specified rational

value. X

SPI 3102.3.8 Determine the equation of a line and/or graph a linear equation. X √3102.3.18 Analyze the charterers of graphs of basic linear relations and linear functions including constant function, direct variation, identity

function , vertical lines, absolute value of linear functions. Use technology when appropriate.

√3102.3.20 Understand that a linear equation has a constant rate of change called slope and represent slope in various forms.

4

√3102.3.21 Determine the equation of a line using given information including a point and slope, two points, a point and a line parallel or

perpendicular, graph intercepts.

√3102.3.22 Express the equation of a line in standard form, slope-intercept, and point-slope form. √3102.3.23 Determine the graph of a linear equation including those that depict contextual situations. √3102.3.24 Interpret the changes in the slope-intercept form and graph of a linear equation by looking at different parameters, ma and b in the

slop-intercept form.

CLE 3102.3.7 Construct and solve systems of linear equations and inequalities in two variables by various methods. SPI 3102.3.9 Solve systems of linear equation/inequalities in two variables. X √3102.3.27 Determine the number of solutions for a system of linear equations (0,1, or infinitely many solutions). √3102.3.28 Solve systems of linear equations graphically, algebraically, and with technology. √3102.3.29 Solve contextual problems involving systems of linear equations or inequalities and interpret solutions in context. CLE 3102.3.8 Solve and understand solutions of quadratic equations with real roots. SPI 3102.3.10 Find the solution of a quadratic equation and/or zeros of a quadratic function X √3102.3.30 Solve quadratic equations, using multiple methods: factoring, graphing, quadratic formula, or square root principle. √3102.3.31 Determine the number of real solutions for quadratic equation including using the discriminate and tis graph. √3102.3.32 Recognize the connection among factors, solutions (roots), zeros of related functions, and x-intercepts in equations that arise form

quadratic functions.

CLE 3102.3.9 Understand and use exponential functions to solve contextual problems. SPI 3102.3.11 Analyze linear graphs including quadratic and exponent functions that model a contextual situation. X √3102.3.17 Recognize “families” of functions. √3102.3.19 Explore the characteristics of graphs of various nonlinear relations and functions including inverse variation, quadratic, and square root

function. Use technology where appropriate.

√3102.3.33 Recognize data that can be modeled by an exponential function. 3102.3.34 Graph exponential functions in the form y= a(bx) where b ≠ 0. 3102.3.35 Apply growth/decay and simple/compound interest formulas to solve contextual problems. Standard 4 Geometry and Measurement

CLE 3102.4.1 Use algebraic reasoning in applications involving geometric formulas and contextual problems. SPI 3102.4.1 Develop and apply strategies to estimate the area of any shape on a plane grid. X √3102.4.1 Using algebraic expressions solve for measures in geometric figures as well as for perimeter, area, and volume SPI 3102.4.2 Solve contextual problems using the Pythagorean Theorem X √3102.4.2 Use the Pythagorean Theorem to find the missing measure in a right triangle including those from contextual situations. SPI 3102.4.3 Solve problems involving the distance between points or midpoint of a segment. X √3102.4.3 Understand horizontal/vertical distance in a coordinate system as absolute value of the difference between coordinates; develop the

5

distance formula for a coordinate plane; using the Pythagorean Theorem.

√3102.4.4 Develop the midpoint formula for segments on a number line or in the coordinate plane. CLE 3102.4.2 Apply appropriate units of measure and convert measures in problem solving situations. SPI 3102.4.4 Convert rates and measurements. X √3102.4.5 Use dimensional analysis to convert rates and measurements both within a system and between systems and check the appropriateness

of the solution.

Standard 5 Data, Analysis, Statistics, and Probability

CLE 3102.5.1 Describe and interpret quantitative information. SPI 3102.5.1 Interpret displays of data to answer questions about the data set(s) (e.g., identify pattern, trends, and/or outliers in a data set). I X √3102.5.1 Identify patterns or trends in data. √3102.5.2 Develop a meaning for and identify outliers in a data set and verify. √3102.5.5 Construct and interpret forms of data represents including line graphs, bar graphs, circle graphs, histograms, scatter-plots, box and

whiskers, stem and leaf , and frequency tables).

√3102.5.6 Draw qualitative graphs of functions and describe a general trend or shape. √3102.5.7 Compare two data sets using graphs and descriptive statistics. CLE 3102.5.2 Use statistical thinking to draw conclusions and make predictions. SPI 3102.5.2 Identify the effect on mean, median, mode and range when values in the data set are changed. X √3102.5.3 When a set of data is changed, identify effects on measures of central tendency, range, and inter-quartile range. √3102.5.4 Explore quartiles, deciles, and percentiles of a distribution. SPI 3102.5.3 Using a scatter-plot, determine if a linear relationship exists and describe the association between variables. X SPI 3102.5.4 Generate the equation of a line that fits linear data and use it to make a prediction. X √3102.5.8 Examine real-world graphical relationship (including scatter-plots) to determine type of relationship (linear or nonlinear) and any

association (positive, negative or none) between the variables of the data set.

√3102.5.9 Determine an equation for a line that fits real-world linear data; interpret the meaning of the slope and y-intercept in context of the

data.

√3102.5.10 Using technology with a set of contextual linear data to examine the line of best fit; determine and interpret the correlation coefficient. √3102.5.11 Use an equation that fits data to make a prediction. CLE 3102.5.3 Understand basic counting procedures and concepts of probability SPI 3102.5.5 Determine theoretical and/or experimental probability of an event and/or its complement including using relative frequency. X √3102.5.12 Use techniques (Venn Diagrams, tree diagrams, or counting procedures) to identify the possible outcomes of an experiment or sample

space and compute the probability of an event.

√3102.5.13 Determine the complement of an event and the probability of that complement. √3102.5.14 Determine if two events are independent of dependent.

6

√3102.5.15 Explore joint and conditional probability. √3102.5.16 Identify situations for which the Law of Large Numbers applies. √3102.5.17 Perform simulations to estimate probabilities. √3102.5.18 Make informed decisions about practical situations using probability concepts.

1

Standard Content Strand Tennessee Mathematics Standards

CLE Course Level Expectation 2010-2011 Implementation

SPI State Performance Indicator Algebra II Revised 2011-2012

√ Check for Understanding

Standard 1 Mathematical Processes 1st 6 wks. 2

nd 6 wks. 3

rd 6 wks.

CLE 3103.1.1 Use mathematical language, symbols, definitions, proofs and counter examples correctly and precisely

in mathematical reasoning.

SPI 3103.1.4

Use mathematical language, symbols, definitions, proofs, and counter-examples correctly and precisely to

effectively communicate reasoning in the process of solving problems via mathematical modeling with

both linear and non-linear functions.

X

√3103.1.5 Determine the accuracy and reliability of a mathematical model.

√3013.1.9 Translate the syntax of technology to appropriate mathematical notation for non-linear and transcendental

functions.

√3013.1.10 Interpret the results of mathematical modeling in various contexts to answer questions.

CLE 3103.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including testing cases estimation,

and then checking induced errors and the reasonableness of the solution..

SPI 3103.1.4




X

CLE 3103.1.3 Develop inductive and deductive reasoning to independently make and evaluate mathematical

arguments and construct appropriate proofs; include various types of reasoning, logic, and intuition.

SPI 3103.1.4




X

CLE 3103.1.4 Move flexibly between multiple representations (contextual, physical, written, verbal, mathematical

ideas, and to communicate solution strategies.

SPI 3103.1.1 Move flexibly between multiple representations (contextual, physical, written, verbal, iconic/pictorial,

graphical, tabular, and symbolic) or non-linear and transcendental functions to solve problems,

to model mathematical ideas, and to communicate solution strategies.

X

√3013.1.6 Use graphical representations to perform operations on complex numbers.

√3013.1.7 Use the unit circle to determine the exact value of trigonometric functions for commonly used angles

(0, 30, 45, 60… ).

√3013.1.8 Understand and describe the inverse relationship between exponential and logarithmic functions.

√3103.1.1 Create and analyze scatter-plots of non-linear and transcendental functions.

CLE 3103.1.5 Recognize and use mathematical ideas and processes that arise in different settings, with an emphasis on

2

formulating a problem in mathematical terms, interpreting the solutions, mathematical ideas, and

communication of solution strategies. SPI 3103.1.2 Recognize and describe errors in data collection and analysis as well as identifying representations of

data as being accurate or misleading.

X √3103.1.2 Compare and contrast sampling techniques and identify the best technique for a given situation.

CLE3103.1.6

Employ reading and writing to recognize the major themes of mathematical processes, the historical

development of mathematics, and the connections between mathematics and the real world.

CLE3103.1.7 Use technologies appropriately to develop understanding or abstract mathematical ideas, to facilitate

problem solving, and to produce accurate and reliable models

SPI 3103.1..3 Use technology tools to identify and describe patterns in data using non-linear and transcendental

functions that approximate data as well as using those functions to solve contextual problems.

X √3103.1.4 Identify the weaknesses of calculators and other technologies in representing non-linear data, such

as graphs approaching vertical asymptotes, and use alternative techniques to identify these issues and

correctly solve problems.

√3103.1.3 Use calculators to identify regression equations for nonlinear data.

√3103.1.5 Determine the accuracy and reliability of a mathematical model.

√3013.1.9 Translate the syntax of technology to appropriate mathematical notation for non-linear and transcendental

functions.


CLE 3103.2.1 Understand the hierarchy of the complex number system and relationships between the elements,

properties and operations.

SPI 3103.2.1 Describe any number in the complex number system. X

√3103.2.1 Understand that to solve certain problems and equations, the real number system needs to be extended

from real numbers to complex numbers..

√3103.2.2 Define and give examples of each of the types of numbers in the complex number system.

√3103.2.10 Draw conclusions based on number concepts, algebraic properties, and/or relationships between

expressions and numbers over complex numbers.

CLE 3103.2.2 Connect numeric, analytic, graphical and verbal representations of both real and complex numbers.

√3103.2.7 Graph complex numbers in the complex plane and recognize differences and similarities with

the graphical representations of real numbers graphed on the number line.

√3103.2.9 Find and describe geometrically the absolute value of a complex number.

SPI 3103.2.2 Compute with all real and complex numbers. X

√3103.2.3 Identify and apply properties of complex numbers (including simplification and standard form).

√3103.2.4 Add and subtract complex numbers.

3

√3103.2.5 Multiply complex numbers.

√3103.2.6 Define and utilize the complex conjugates to write the quotient of two complex numbers in standard form.

SPI 3103.2.3 Use the number system, from real to complex, to solve equations and contextual problems. X

√3103.2.8 Solve quadratic equations over the complex number system

√3103.2.12 Select and use appropriate methods to make estimations without technology when solving contextual

problems.

√3103.2.13 Analyze and evaluate contextual situations involving any type of number from the complex number system.

CLE 3103.2.3 Use appropriate technology (including graphing calculators and computer spreadsheets) to solve problems,

recognize patterns and collect and analyze data..

CLE 3103.2.4 Understand the capabilities and limitations of technology when performing operations, graphing,

and solving equations involving complex numbers.

√3103.2.11 Understand the capabilities and limitations of technology. Make estimations without a calculator to

detect potential errors.


CLE 3103.3.1 Understand and apply properties of rational exponents and perform basic operations to simplify algebraic

expressions.

SPI 3103.3.1 Add, subtract, and multiply polynomials; divide a polynomial by a lower degree polynomial. X

√3103.3.1 Perform operations on algebraic expressions and justify the procedures.

√3103.3.21 Factor polynomials using a variety of methods including the factor theorem, synthetic division, long

division, sums and differences of cubes, and grouping.

SPI 3103.3.3 Add, subtract, multiply, divide, and simplify rational expressions including those with

rational and negative exponents.

X

√3103.3.15 Find the sum of an geometric series whose common ratio, r, is in the interval (-1,1).

CLE 3103.3.2 Understand analyze transform and generalize mathematical patterns, relations and functions using

properties and various representations.

SPI 3103.3.5 Describe the domain and range of functions and articulate restrictions imposed either by the operations

or by the contextual situations which the functions represent.

X

SPI 3103.3.6 Combine functions (such as polynomial, rational, radical and absolute value expressions) by addition,

subtraction, multiplication, division, or by composition and evaluate at specified values of their variables.

X

SPI 3103.3.7 Identify whether a function has an inverse, whether two functions are inverses of each other, and /or explain

why their graphs are reflections over the line y = x.

X

√3103.3.3 Determine and graph the inverse of a function with and without technology.

SPI 3103.3.10 Identify and /or graph a variety of functions and there transformations. X

√3103.3.4 Analyze the effect of changing various parameters on functions and their graphs.

4

√3103.3.5 Graph piece-wise and step functions.

√3103.3.11 Describe and articulate the characteristics and parameters of a parent function.

CLE 3103.3.3 Analyze and apply various methods to solve equations, absolute values, inequalities, and systems of

equations over complex numbers.

SPI 3103.3.2 Solve quadratic equations and systems, and determine roots of a higher order polynomial. X

√3103.3.7 Solve quadratic equations by factoring, graphing, completing the square, extracting square roots and

using the quadratic formulas.

√3103.3.10 Given a quadratic equation use the discriminant to determine the nature of the roots.

√3103.3.22 Determine the number and possible types of zeros for a polynomial function and find the rational roots.

√3103.3.23 Understand the connection between the roots, zeros, x-intercepts, factors of polynomials, and

solutions of polynomial equations.

SPI 3103.3.4 Use the formulas for the general term and summation of finite arithmetic and both finite and infinite

geometric series.

X √3103.3.2 Determine the domain of a function represented in either symbolic or graphical form.

√3103.3.14 Define and use arithmetic and geometric sequences and series including using sigma and pi notation.

SPI 3103.3.8 Solve systems of three linear equations in three variables. X

√3103.3.8 Solve a three by three system of linear equations algebraically and by using inverse matrices and

determinants with and without technology.

SPI 3103.3.9 Graph the solution set of two or three linear or quadratic inequalities. X

√3103.3.18 Solve compound inequalities involving disjunction and conjunction and linear inequalities containing

absolute values.

√3103.3.19 Solve linear programming problems.

CLE 3103.3.4 Graph and compare equations and inequalities in two variables. Identify and understand the relationships

between the algebraic and geometric properties of the graph.

SPI 3103.3.11 Graph conic sections (circles, parabolas, ellipses and hyperbolas) and understand the relationship

between the standard form and the key characteristics of the graph.

X √3103.3.9 Find an equation for a parabola when given its graph or when given its roots.

√3103.3.12 Understand the relationship between real zeros of a function and the x-intercepts of its graph.

√3103.3.20 Understand the relationships between the equations of conic sections and their graphs.

CLE 3103.3.5 Use mathematical models involving equations and systems of equations to represent, interpret

and analyze quantitative relationships, change in various contexts, and other real-world phenomena.

SPI 3103.3.12 Interpret graphs that depict real-world phenomena. X

SPI 3103.3.13 Solve contextual problems using quadratic, rational, radical and exponential equations, finite geometric

series or systems of equations.

X

5

√3103.3.6 Simplify expressions and solve equations containing radicals.

√3103.3.13 Solve problems using exponential functions requiring the use of logarithms for their solutions

√3103.3.16 Prove basic properties of logarithms using properties of exponents and apply those properties to solve

problems.

√3103.3.17 Know that the logarithm and exponential functions are inverses and use this information to solve

real-world problems.

SPI 3103.3.14 Solve problems involving the binomial theorem and its connection to Pascal’s Triangle,

combinatorics and probability.

X Standard 4 – Geometry and Measurement

CLE 3103.4.1 Understand the trigonometric functions and their relationship to the unit circle.

SPI 3103.4.1 Exhibit knowledge of unit circle trigonometry. X

√3103.4.3 Extend the trigonometric functions to periodic functions on the real line

by defining them as functions on the unit circle.

√3103.4.1 Convert between radians and degrees and vice versa.

√3103.4.4 Understand the relationship between the radius, the central angle, and radian measure.

CLE 3103.4.2 Know and use the basic identities of sine, cosine, and tangent as well as their reciprocals.

√3103.4.6 Know and be able to use the fundamental trigonometric identities, including the Pythagorean

identities, reciprocal identities, sum of sine and cosine, and odd and even identities.

CLE 3103.4.3 Graph all six trigonometric functions and identify their key characteristics.

SPI 3103.4.2 Match graphs of basic trigonometric functions with their equations. X

√3103.4.2 Determine the period and the amplitude of a periodic function.

√3103.4.5 Determine the domain and range of the six trigonometric functions given a graph.

CLE 3103.4.4 Know and use the Law of Sines to find missing sides and angles of a triangle, including the ambiguous case.

CLE 3103.4.5 Use trigonometric concepts, properties and graphs to solve problems.

SPI 3103.4.3 Describe and articulate the characteristics and parameters of parent trigonometric functions to solve

contextual problems.

X

Standard 5 – Data, Analysis, Statistics, and Probability

CLE 3103.5.1 Describe, interpret, and apply quantitative data.

SPI 3103.5.1 Compute, compare and explain summary statistics for distributions of data including measures of center

and spread.

X SPI 3103.5.2 Compare data sets using graphs and summary statistics. X

√3103.5.5 Calculate measures of central tendency and spread (variance and standard deviation).

CLE 3103.5.2 Evaluate and critique various ways of collecting data and using information based on date published in the

media.

6

SPI 3103.5.5 Determine differences between randomized experiments and observational studies. X

√3103.5.4 Understand the impact of various sampling methods and use them to draw valid conclusions.

√3103.5.10 Design simple experiments to collect data to answer questions of interest.

√3103.5.11 Evaluate published data by considering the source, the design of the study and the analysis and

representation (or misrepresentation) of the data.

√3103.5.12 Investigate bias and the phrasing of questions during data acquisition to formulate reasonable conclusions.

CLE 3103.5.3 Use data and statistical thinking to draw inferences, make predictions, justify conclusions and identify

and explain misleading uses of data.

SPI 3103.5.3 Analyze patterns in a scatter-plot and describe relationships in both linear and non-linear data. X

√3103.5.1 Collect, represent and describe both linear and non-linear data developed from contextual situations.

√3103.5.2 Organize and display data using appropriate methods (including spreadsheets and technology tools) to

detect patterns and departures from patterns.

√3103.5.3 Read and interpret data from a two-way table.

√3103.5.9 Use data to detect patterns.

SPI 3103.5.6 Find the regression curve that best fits both linear and non-linear data (using technology such as

a graphing calculator) and use it to make predictions.

X √3103.5.6 Use technology to find the appropriate regression equation for both linear and non-linear data.

SPI 3103.5.7 Determine/recognize when the correlation coefficient measures goodness of fit. X

√3103.5.7 Recognize when the correlation coefficient measures goodness of fit and does not imply causation.

CLE 3103.5.4 Develop an understanding of probability concepts in order to make informed decisions.

SPI 3103.5.4 Apply the characteristics of the normal distribution. X

√3103.5.8 Know the Empirical Rule for one, two, and three standard deviations for a normal distribution.

SPI 3103.5.8 Apply probability concepts such as conditional probability and independent events to calculate simple

probability.

X

√3103.5.13 Apply both theoretical and experimental probability to analyze the likelihood of an event.

1

Standard - Content Strand Campbell County School System Tennessee Mathematics Standards

CLE Course Level Expectation Criterion Reference Test (CRT) Reporting Categories with State Performance Indicators (SPI) SPI State Performance Indicator

√ Check for Understanding Geometry Implemented 2011-2012


1st 6

Weeks

2nd

6

Weeks

3rd

6

Weeks

CLE 3208.1.1 Use mathematical language, symbols, definitions, proofs and counterexamples correctly and

precisely in mathematical reasoning.

SPI 3108.1.1 Give precise mathematical descriptions or definitions of geometric shapes in the plane and space. X

√ 3108.1.4 Recognize that a definition depends on undefined terms and on previous definitions.

CLE 3108.1.2 Apply and adapt a variety of appropriate strategies to problem solving including testing cases,

estimation, and then checking induced errors and the reasonableness of the solution.

SPI 3108.1.4 Use definitions, basic postulates, and theorems about points, lines, angles, and planes to

write/complete proofs and/or to solve problems.

X

SPI 3108.1.2 Determine areas of planar figures by decomposing them into simpler figures without a grid. X

√ 3108.1.1 Check solutions after making reasonable estimates in appropriate units of quantities encountered in

contextual situations.

√ 3108.1.9 Expand analysis of units of measure to include area and volume

CLE 3108.1.3 Develop inductive and deductive reasoning to independently make and evaluate mathematical

arguments and construct appropriate proofs: include various types of reasoning, logic, and

intuition.

SPI 3108.1.4 Use definitions, basic postulates, and theorems about points, lines, angles, and planes to

write/complete proofs and/or to solve problems.

X

√ 3108.1.6 Use inductive reasoning to write conjectures and/or conditional statements.

√ 3108.1.13 Use proofs to further develop and deepen the understanding of the study of geometry (e.g. two-

column, paragraph, flow, indirect, coordinate).

√ 3108.1.14 Identify and explain the necessity of postulates, theorems, and corollaries in a mathematical system.

CLE 3108.1.4 Move flexibly between multiple representations (contextual, physical written, verbal, iconic/pictorial,

graphical, tabular, and symbolic) to solve problems, to model mathematical ideas, and to

communicate solution strategies.

SPI 3108.1.3 Use geometric understanding and spatial visualization of geometric solids to solve problems and/or

create drawings. X

√ 3108.1.2 Determine position using spatial sense with two and three-dimensional coordinate systems.

√ 3108.1.10 Use visualization, spatial reasoning, and geometric modeling to solve problems.

√ 3108.1.11 Identify and sketch solids formed by revolving two-dimensional figures around lines.

2

CLE 3108.1.5 Recognize and use mathematical ideas and processes that arise in different settings with an emphasis

on formulating a problem in mathematical terms, interpreting the solutions, mathematical ideas, and

communication of solution strategies.

√ 3108.1.3 Comprehend the concept of length on the number line.

CLE 3108.1.6 Employ reading and writing to recognize the major themes of mathematical processes, the historical

development of mathematics, and the connections between mathematics and the real world.

√ 3108.1.8 Understand how the similarity of right triangles allows the trigonometric functions sine, seine, and

tangent to be defined as ratio of sides.

√ 3108.1.12 Connect the study of geometry to the historical development of geometry.

CLE 3108.1.7 Use technologies appropriately to develop understanding of abstract mathematical ideas, to facilitate

problem solving, and to produce accurate and reliable models.

√ 3108.1.5 Use technology, hands-on activities, and manipulatives to develop the language and the concepts of

geometry, including specialized vocabulary (e.g., graphing calculators, interactive geometry software

such as Geometer’s Sketchpad and Cabri, algebra tiles, pattern blocks, tessellation tiles, MIRAs,

mirrors, spinners, geoboards, conic section models, volume demonstration kits, Polydrons,

measurement tools, compasses, PentaBlocks, pentominoes, cubes, tangrams).

√ 3108.1.7 Recognize the capabilities and the limitations of calculators and computers in solving problems.


CLE3108.2.1 Establish the relationships between the real numbers and geometry; explore the importance of

irrational numbers to geometry.

SPI 3108.2.1 Analyze, apply, or interpret the relationships between basic number concepts and geometry (e.g.

rounding and pattern identification in measurement, the relationship of pi to other rational and

irrational numbers)

X

√ 3108.2.1 Analyze properties and aspects of pi (e.g., classical methods of approximating pi, irrational numbers,

Buffon’s needle, use of dynamic geometry software

√ 3108.2.2 Approximate pi from a table of values for the circumference and diameter of circles using various

methods (e.g. line of best fit).

√ 3108.2.6 Analyze precision, accuracy, and approximate error in measurement situations.

CLE3108.2.2 Explore vectors as a numeric system, focusing on graphic representations and the properties of the

operation.

SPI 3108.2.2 Perform operations on vectors in various representations. X

√ 3108.2.3 Recognize and apply real number properties to vector operations and geometric proofs (e.g.

.reflexive, symmetric, transitive, addition, subtraction, multiplication, division, distributive, and

substitution properties).

√ 3108.2.4 Add vectors graphically and algebraically

3

√ 3108.2.5 Multiply a vector by a scalar graphically and algebraically

CLE3108.2.3 Establish an ability to estimate, select appropriate units, evaluate accuracy of calculations and

approximate error in measurement in geometric settings.


CLE 3108.3.1 Use analytic geometry tools to explore geometric problems involving parallel and perpendicular

lines, circles, and special points of polygons.

SPI 3108.3.1 Use algebra and coordinate geometry to analyze and solve problems about geometric figures

(including circles). X

SPI 3108.3.2 Use coordinate geometry to prove characteristics of polygonal figures. X

√ 3108.1 Prove two lines are parallel, perpendicular, or oblique using coordinate geometry.

√ 3108.2 Connect coordinate geometry to geometric figures in the plane (e.g., midpoints, distance formula,

slope, and polygons).

√ 3108.3 Find the equation of a circle give its center and radius and vice versa.

√ 3108.4 Apply the midpoint and distance formulas to points and segments to find midpoints, distances, and

missing information in two and three dimensions.

CLE 3108.3.2 Explore the effect of transformations on geometric figures and shapes in the coordinate plane.

SPI 3108.3.3 Describe algebraically the effect of a single transformation (reflections in the x- or y- axis, rotations,

translations, and dilations) on two-dimensional geometric shapes in the coordinate plane.

X

√ 3108.5 Use mapping notation to identify the image of a transformation give the coordinates of the pre-image

√ 3108.6 Identify a transformation given its mapping notation.


CLE 3108.4.1 Develop the structures of geometry, such as lines, angles, planes, and planar figures, and explore

their properties and relationships.

SPI 3108.4.1 Differentiate between Euclidean and non-Euclidean geometries. X

√ 3108.4.1 Recognize that there are geometries, other than Euclidean geometry, in which the parallel postulate is

not true and discuss unique properties of each.

SPI 3108.4.2 Define, identify, describe, and/or model plane figures using appropriate mathematical symbols

(including collinear and non-collinear points, lines, segments, rays, angles, triangles, quadrilaterals,

and other polygons).

X

√ 3108.4.3 Solve problems involving betweeness of points and distance between points (including segment

addition).

√ 3108.4.4 Describe and recognize minimal conditions necessary to define geometric objects.

√ 3108.4.5 Use vertical, adjacent, complementary, and supplementary angle pairs to solve problems and write

proofs.

√ 3108.4.6 Describe the intersection of lines (in the plane and in space), a line and a plane, or of two planes.

4

√ 3108.4.7 Identify perpendicular planes, parallel planes, a line parallel to a plane, skew lines, and a line

perpendicular to a plane.

√ 3108.4.8 Apply properties and theorems about angles associated with parallel and perpendicular lines to solve

problems.

√ 3108.4.21 Use properties of, and theorems about parallel lines, perpendicular lines, and angles to prove basic

theorems in Euclidean geometry (e.g., two lines parallel to a third line are parallel to each other, the

perpendicular bisectors of line segments are the set of all points equidistant from the endpoints, and

two lines are parallel when the alternate interior angles they make with a transversal are congruent).

√ 3108.4.22 Perform basic geometric constructions using a straight edge and a compass, paper folding, graphing

calculator programs, and computer software packages (i.e., bisect and trisect segments, congruent

angles, congruent segments, a line parallel to a give line through a point not on the line, angle

bisector, and perpendicular bisector).

CLE 3108.4.2 Describe the properties of regular polygons, including comparative classification of them and special

points and segments.

SPI 3108.4.3 Identify describe and /or apply the relationships and theorems involving different types of triangles,

quadrilaterals and other polygons.

X

√ 3108.4.9 Classify triangles, quadrilaterals, and polygons (regular, non-regular, convex and concave) using

their properties.

√ 3108.4.10 Identify and apply properties and relationships of special figures (e.g., isosceles and equilateral

triangles, family of quadrilaterals, polygons, and solids).

√ 3108.4.11 Use the triangle inequality theorems (e.g., Exterior Angle Inequality Theorem, Hinge Theorem, SSS

Inequality Theorem, Triangle Inequality Theorem) to solve problems.

√ 3108.4.12 Apply the Angle Sum Theorem for polygons to find interior and exterior angle measures given the

number of sides, to find the number of sides given angle measures, and to solve contextual problems.

√ 3108.4.14 Identify and use medians, midsegments, altitudes, angle bisectors, and perpendicular bisectors of

triangles to solve problems (e.g., find segment lengths, angle measures, points of concurrency).

CLE 3108.4.3 Develop an understanding of the tools of logic and proof, including aspects of formal logic as well as

construction of proofs.

SPI 3108.4.4 Analyze different types and formats of proofs. X

√ 3108.4.2 Compare and contrast inductive reasoning and deductive reasoning for making predictions and valid

conclusions based on contextual situations.

√ 3108.4.15 Identify, write, and interpret conditional and bi-conditional statements along with the converse,

inverse, and contra-positives of a conditional statement.

√ 3108.4.16 Analyze and create truth tables to evaluate conjunctions, disjunctions, conditionals, inverses, contra-

positives, and bi-conditionals.

√3108.4.17 Use the Law of Detachment, Law of Syllogism, conditional statements, and bi-conditional statements

5

to draw conclusions.

√3108.4.18 Use counterexamples, when appropriate, to disprove a statement.

√3108.4.19 Use coordinate geometry to prove properties of plane figures.

√3108.4.20 Prove key basic theorems in geometry (i.e., Pythagorean Theorem, the sum of the angles of a triangle

is 180 degrees, characteristics of quadrilaterals, and the line joining the midpoints of two sides of a

triangle is parallel to the third side and half its length).

CLE 3108.4.4 Develop geometric intuition and visualization through performing geometric constructions with

straightedge/compass and with technology.

CLE 3108.4.5 Extend the study of planar figures to three-dimensions, including the classical solid figures, and

develop analysis through cross-sections.

SPI 3108.4.5 Describe solids and/or surfaces in three-dimensional space when given two-dimensional

representations for the surfaces of three-dimensional objects.

X

√3108.4.13 Locate, describe, and draw a locus in a plane or space (e.g., fixed distance from a point on a plane,

fixed distance from a point in space, fixed distance from a line, equidistant from two points,

equidistant from two parallel lines, and equidistant from two intersecting lines).

√3108.4.23 Describe the polyhedron or solid that can be made from a give net including the Platonic solids.

√3108.4.24 Develop and use special formulas relating to polyhedral (e.g., Euler’s Formula).

3108.4.25 Use properties of prisms, pyramids, cylinders, cones, spheres, and hemispheres to solve problems.

CLE 3108.4.6 Generate formulas for perimeter, area, and volume, including their use, dimensional analysis, and

applications.

SPI 3108.4.6 Use various area of triangle formulas to solve contextual problems (e.g., Heron’s formula, the area

formula for an equilateral triangle and A = ½ ab sin C).

X

SPI 3108.4.7 Compute the area and /or perimeter of triangles, quadrilaterals, and other polygons when one or more

additional steps are required (e.g.; find missing dimensions given area or perimeter of the figure,

using trigonometry).

X

SPI 3108.4.8 Solve problems involving area, circumference, area of a sector, and/or arc length of a circle.

X

√ 3108.4.28 Derive and use the formulas for the area and perimeter of a regular polygon. (A = ½ ap)

CLE 3108.4.7 Apply the major concepts of transformation geometry to analyzing geometric objects and symmetry.

SPI 3108.4.10 Identify, describe, and/or apply transformations on two and three-dimensional geometric shapes.

X

√3108.4.31 Use properties of single transformations and compositions of transformations to determine their

effect on geometric figures (e.g., reflections across lines of symemetry, rotations, translations, glide

reflections, and dilations).

√3108.4.32 Recognize, identify, and apply types of symmetries (point, line, rotational) of two- and three-

dimensional figures.

6

√3108.4.33 Use transformations to create and analyze tessellations and investigate the use of tessellations in

architecture mosaics, and artwork.

√3108.4.34 Create and analyze geometric designs using rigid motions (compositions of reflections, translations,

and rotations).

CLE 3108.4.8 Establish processes for determining congruence and similarity of figures, especially as related to

scale factor, contextual applications, and transformations.

SPI 3108.4.11 Use basic theorems about similar and congruent triangles to solve problems X I

√3108.4.35 Prove that two triangles are congruent by applying the SSS, SAS, ASA, AAS, and HL congruence

statements.

√3108.4.36 Use several methods, including AA, SSS, and SAS, to prove that two triangles are similar.

√3108.4.37 Identify similar figures and use ratios and proportions to solve mathematical and real-world problems

(e.g., Golden Ratio).

√3108.4.38 Use the principle that corresponding parts of congruent triangles are congruent to solve problems.

SPI 3108.4.12 Solve problems involving congruence, similarity, proportional reasoning and/or scale factor of two

similar figures or solids. X

√3108.4.29 Extend the effect of a scale factor k in similar objects to include the impact on volume calculations

and transformations.

CLE 3108.4.9 Develop the role of circles in geometry, including angle measurement, properties as a geometric

figure, and aspects relating to the coordinate plane.

SPI 3108.4.13 Identify, analyze and/or use basic properties and theorems of circles to solve problems (including

those relating right triangles and circles).

X

√3108.4.39 Identify lines and line segments associated with circles.

√3108.4.40 Find angle measures, intercepted arc measures, and segment lengths formed by radii, chords,

asecants, and tangents intersecting inside and outside circles.

√3108.4.41 Use inscribed and circumscribed polygons to solve problems concerning segment length and angle

measures.

CLE

3108.4.10

Develop the tools of right triangle trigonometry in the contextual applications, including the

Pythagorean Theorem, Law of Sines and Law of Cosines

SPI 3108.4.9 Use right triangle trigonometry and cross-sections to solve problems involving surface areas

and/or volumes of solids.

X

√3108.4.26 Describe and draw cross-sections (including the conic sections) of prisms, cylinders, pyramids,

spheres, and cones.

√3108.4.27 Use right triangle trigonometry to find the area and perimeter of quadrilaterals (e.g., square,

rectangle, rhombus, parallelogram, trapezoid, and kite).

√3108.4.30 Use right triangle trigonometry to find the lateral area (if possible), surface area, and volume of

prisms, cylinders, cones, pyramids, spheres, and hemispheres.

7

SPI 3108.4.14

Use properties of right triangles to solve problems (such as involving the relationship formed

when the altitude to the hypotenuse of a right triangle is drawn).

X

√3108.4.42 Use geometric mean to solve problems involving relationships that exist when the altitude is drawn to

the hypotenuse of a right triangle.

√3108.4.43 Apply the Pythagorean Theorem and its converse to triangles to solve mathematical and contextual

problems in two- or three- dimensional situations.

√3108.4.44 Identify and use Pythagorean triples in right triangles to find lengths of an unknown side in two-or

three- dimensional situations.

√3108.4.45 Use the converse of the Pythagorean Theorem to classify a triangle by its angles (right, acute, or

obtuse).

√3108.4.46 Apply properties of 30˚ - 60˚- 90˚ and 45˚ - 45˚ -90˚ to determine side lengths of triangles.

SPI 3108.4.15 Determine and use the appropriate trigonometric ratio for a right triangle to solve a contextual

problem.

X

√3108.4.47 Find the sine, cosine and tangent ratios of an acute angle of a right triangle given the side lengths.

√3108.4.48 Define, illustrate, and apply angles of elevation and angles of depression in real-world situations.

√3108.4.49 Use the Law of Sines (excluding the ambiguous case) and the Law of Cosines to find missing side

lengths and/or angle measures in non-right triangles.

Standard 5- Data Analysis, Statistics, and Probability

CLE 3108.5.1 Analyze, interpret, employ and construct accurate statistical graphs.

SPI 3108.5.1 Use area to solve problems involving geometric probability (e.g., dartboard problem, shaded sector of

a circle, shaded region of a geometric figure).

X

√3108.5.3 Estimate or calculate simple geometric probabilities (e.g., number line, area model, using length,

circles).

√3108.5.1 Determine the area of each sector and the degree measure of each intercepted arc in a pie chart.

√3108.5.2 Translate from one representation of data to another (e.g., bar graph to pie graph, pie graph to bar

graph, table to pie graph, pie graph to chart) accurately using the area of a sector.

CLE 3108.5.2 Develop the basic principles of geometric probability.

1


Biology I

Criterion Referenced Test (CRT) Categories with State performance Indicators (SPI)

Tennessee Science Standards Implemented 2009-2010

Biology I Revised 2011-12

Embedded Inquiry

Conceptual Strand:

Understanding about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st

century.

Guiding Question:

What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?

1st 6

Wks.

2nd

6

Wks,

3rd

6

Wks.

SPI 3210 Inq. 1 Select a description or scenario that reevaluates and/or extends a scientific finding. X X X SPI 3210 Inq. 2 Analyze the components of a properly designed scientific investigation. X X X SPI 3210 Inq.3 Determine appropriate tools to gather precise and accurate data. X X X SPI 3210 Inq. 4 Evaluate the accuracy and precision of data. X X X

SPI 3210 Inq. 5 Defend a conclusion based on scientific evidence. X X X SPI 3210 Inq. 6 Determine why a conclusion is free of bias. X X X SPI 3210 Inq. 7 Compare conclusions that offer different, but acceptable explanations for the same set of experimental data. X X X Checks for Understanding

√3210.Inq. 1

Trace the historical development of a scientific principle or theory, such as cell theory, evolution, or DNA structure.

√3210 Inq. 2

Conduct scientific investigations that include testable questions, verifiable hypotheses and appropriate variables to explore new

phenomena or verify the experimental results of others.

√3210. Inq. 3

Select appropriate tools and technology to collect precise and accurate quantitative and qualitative data.

√3210. Inq. 4

Determine if data supports or contradicts a hypothesis or conclusion.

√3210. Inq. 5

Compare or combine experimental evidence from two or more investigations.

√3210. Inq. 6

Recognize, analyze and evaluate alternative explanations for the same set of observations.

√3210. Inq. 7 Analyze experimental results and identify possible sources of experimental error.

√3210. Inq. 8 Formulate and revise scientific explanations and models using logic and evidence.


2

Conceptual Strand:

Society benefits when engineers apply scientific discoveries to design materials and processes that develop

into enabling technologies.

Guiding Question:

How do science concepts, engineering skills, and applications of technology improve the quality of life? SPI 3210. T/E.1 Distinguish among tools and procedures best suited to conduct a specified scientific inquiry. X X X

SPI 3210. T/E.2 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. X X X

SPI 3210. T/E.3 Evaluate the overall benefit to cost ratio of a new technology. X X X

SPI 3210. T/E.4 Use design principles to determine how a new technology will improve the quality of life for an intended

audience. X X X


√3210.T/E.1

Select appropriate tools to conduct a scientific inquiry.

√3210.T/E.2

Apply the engineering design process to construct a prototype that meets developmentally appropriate specifications.

√3210.T/E.3

Explore how the unintended consequences of new technologies can impact human and non-human communities.

√3210.T/E.4

Present research on current bioengineering technologies that advance health and contribute to improvements in our daily lives.

√3210.T.E.5

Design a series of multi-view drawings that can be used by other students to construct an adaptive design and test its

effectiveness.

Biology I: Embedded Mathematics

Conceptual Strand

Science applies mathematics to investigate questions, solve problems, and communicate findings.

Guiding Question:

What mathematical skills and understandings are needed to successfully investigate biological topics?

SPI 3210.Math.1 Interpret a graph that depicts a biological phenomenon. X X X

SPI 3210.Math.2 Predict the outcome of a cross between parents of known genotype. X


√3210.Math.1

Choose and construct appropriate graphical representations for a data set.

√3210.Math.2

Analyze graphs to interpret biological events.

√3210.Math.3

Make decisions about units, scales, and measurement tools that are appropriate for investigations involving measurement.

√3210.Math.4

Select and apply an appropriate method to evaluate the reasonableness of results.

√3210.Math.5

3

Apply and interpret rates of change from graphical and numerical data.

√3210.Math.6

Apply probabilistic reasoning to solve genetic problems.

Biology I: Standard 1 Cells

Conceptual Strand 1

All living things are made of cells that perform functions necessary for life.

Guiding Question 1

How are cells organized to carry on the processes of life?

SPI 3210.1.1 Identify the cellular organelles associated with major cell processes. X

SPI 3210.1.2 Distinguish between prokaryotic and eukaryotic cells. X

SPI 3210.1.3 Distinguish among proteins, carbohydrates, lipids, and nucleic acids. X

SPI 3210.1.4 Identify positive tests for carbohydrates, lipids, and proteins. X

SPI 3210.1.5 Identify how enzymes control chemical reactions in the body. X

SPI 3210.1.6 Determine the relationship between cell growth and cell reproduction. X

SPI 3210.1.7 Predict the movement of water and other molecules across selectively permeable membranes. X

SPI 3210.1.8 Compare and contrast active and passive transport. X


√3210.1.1 Investigate cells using a compound microscope.

√3210.1.2 Construct a model of a prokaryotic or eukaryotic cell.

√3210.1.3 Design a graphic organizer that compares proteins, carbohydrates, lipids, and nucleic acids.

√3210.1.4 Conduct tests to detect the presence of proteins, carbohydrates, and lipids.

√3210.1.5 Design a model that illustrates enzyme function.

√3210.1.6 Demonstrate the movement of chromosomes during mitosis in plant and animal cells.

√3210.1.7 Design and conduct an experiment to investigate the effect of various solute concentrations on water movement in

cells.

√3210.1.8 Analyze experimental data to distinguish between active and passive transport.

Biology I: Standard 2 Interdependence

Conceptual Strand 2

All life is interdependent and interacts with the environment.

Guiding Question 2

How do living things interact with one another and with the non-living elements of their environment?

SPI 3210.2.1 Predict how population changes of organisms at different trophic levels affect an ecosystem. X

SPI 3210.2.2 Interpret the relationship between environmental factors and fluctuations in population size. X

4

SPI 3210.2.3 Determine how the carrying capacity of an ecosystem is affected by interactions among organisms. X

SPI 3210.2.4 Predict how various types of human activities affect the environment. X

SPI 3210.2.5 Make inferences about how a specific environmental change can affect the amount of biodiversity. X

SPI 3210.2.6 Predict how a specific environmental change may lead to the extinction of a particular species. X

SPI 3210.2.7 Analyze factors responsible for the changes associated with biological succession. X


√3210.2.1 Analyze human population distribution graphs to predict the impact on global resources, society, and the

economy.

√210.2.2 Construct and maintain a model of an ecosystem.

√3210.2.3 Monitor and evaluate changes in a yeast population.

√3210.2.4 Investigate an outdoor habitat to identify the abiotic and biotic factors, plant and animal populations, producers,

consumers, and decomposers.

√3210.2.5 Conduct research on how human influences have changed an ecosystem and communicate findings

through written or oral presentations.

√3210.2.6 Describe a sequence of events that illustrates biological succession.

Biology I: Standard 3 Flow of Matter and Energy

Conceptual Strand 3

Matter cycles and energy flows through the biosphere.

Guiding Question 3

What are the scientific explanations for how matter cycles and energy flows through the biosphere?

SPI 3210.3.1 Interpret a diagram that illustrates energy flow in an ecosystem. X X

SPI 3210.3.2 Distinguish between aerobic and anaerobic respiration. X

SPI 3210.3.3 Compare and contrast photosynthesis and cellular respiration in terms of energy transformation. X

SPI 3210.3.4 Predict how changes in a biogeochemical cycle can affect an ecosystem. X


√3210.3.1 Track energy flow through an ecosystem.

√3210.3.2 Construct a concept map to differentiate between aerobic and anaerobic respiration.

√3210.3.3 Conduct experiments to investigate photosynthesis and cellular respiration.

√3210.3.4 Investigate the process of fermentation.

√3210.3.5 Construct models of the carbon, oxygen, nitrogen, phosphorous, and water cycles.

Biology I: Standard 4 Heredity

5

Conceptual Strand 4

Organisms reproduce and transmit hereditary information.

Guiding Question 4

What are the principal mechanisms by which living things reproduce and transmit hereditary information from

parents to offspring?

SPI 3210.4.1 Identify the structure and function of DNA. X

SPI 3210.4.2 Associate the process of DNA replication with its biological significance. X

SPI 3210.4.3 Recognize the interactions between DNA and RNA during protein synthesis. X

SPI 3210.4.4 Determine the probability of a particular trait in an offspring based on the genotype of the parents and the

particular mode of inheritance. X

SPI 3210.4.5 Apply pedigree data to interpret various modes of genetic inheritance. X

SPI 3210.4.6 Describe how meiosis is involved in the production of egg and sperm cells X

SPI 3210.4.7 Describe how meiosis and sexual reproduction contribute to genetic variation in a population. X

SPI 3210.4.8 Determine the relationship between mutations and human genetic disorders. X

SPI 3210.4.9 Evaluate the scientific and ethical issues associated with gene technologies: genetic engineering, cloning,

transgenic organism production, stem cell research, and DNA fingerprinting. X


√3210.4.1 Use models of DNA, RNA, and amino acids to explain replication and protein synthesis.

√3210.4.2 Complete and interpret genetic problems that illustrate sex linkage, co-dominance, incomplete

dominance, multiple alleles, and polygenic inheritance

√3210.4.3 Apply data to complete and interpret a genetic pedigree.

√3210.4.4 Describe how the process of meiosis controls the number of chromosomes in a gamete.

√3210.4.5 Associate gene mutation with changes in a DNA molecule.

√3210.4.6 Design an informational brochure to describe a human genetic disorder.

√3210.4.7 Conduct research to explore the scientific and ethical issues associated with emerging gene technologies.

Biology I : Standard 5 Biodiversity and Change

Conceptual Strand 5

A rich variety and complexity of organisms have developed in response to changes in the environment.

Guiding Question 5

How does natural selection explain how organisms have changed overtime?

SPI 3210.5.1 Compare and contrast the structural, functional, and behavioral adaptations of animals or plants found in

different environments. X X

SPI 3210.5.2 Recognize the relationship between form and function in living things. X X

SPI 3210.5.3 Recognize the relationships among environmental change, genetic variation, natural selection, and the

emergence of a new species. X

6

SPI 3210.5.4 Describe the relationship between the amount of biodiversity and the ability of a population to adapt to a

changing environment. X X

SPI 3210.5.5 Apply evidence from the fossil record, comparative anatomy, amino acid sequences, and DNA structure that

support modern classification systems. X

SPI 3210.5.6 Infer relatedness among different organisms using modern classification systems. X


√3210.5.1 Create graphic organizers to demonstrate the relationship between form and function of representative organisms.

√3210.5.2 Explain how natural selection operates in the development of a new species.

√3210.5.3 Associate fossil data with biological and geological changes in the environment.

√3210.5.4 Analyze a variety of models, samples or diagrams to demonstrate the genetic relatedness of organisms.

√3210.5.5 Use a dichotomous key to identify an unknown organism.

1


Chemistry I


Implemented 2011-2012

Chemistry I Embedded Inquiry 1st 6

Weeks

2nd

6

Weeks

3rd

6

Weeks

Conceptual Strand Understandings about scientific inquiry and the ability to conduct

inquiry are essential for living in the 21st century.

Guiding Question What tools, skills, knowledge, and dispositions are needed to

conduct scientific inquiry?

SPI 3221 Inq. 1 Select a description or scenario that reevaluates and/or extends a scientific finding. X X

SPI 3221 Inq. 2 Analyze the components of a properly designed scientific investigation. X

SPI 3221 Inq. 3 Determine appropriate tools to gather precise and accurate data. X

SPI 3221 Inq. 4 Evaluate the accuracy and precision of data. X

SPI 3221 Inq. 5 Defend a conclusion based on scientific evidence. X X

SPI 3221 Inq. 6 Determine why a conclusion is free of bias. X

SPI 3221 Inq. 7 Compare conclusions that offer different, but acceptable explanations for the same set

of experimental data.

X

CFU’s Checks for Understanding

3221.Inq.1 Trace the historical development of a scientific principle or theory.

3221.Inq.2 Identify an answerable question and formulate a hypothesis to guide a scientific

investigation.

3221.Inq.3 Design a simple experiment including appropriate controls.

3221.Inq.4 Perform and understand laboratory procedures directed at testing hypothesis.

3221.Inq.5 Select appropriate tools and technology to collect precise and accurate quantitative and

qualitative data.

3221.Inq.6 Correctly read a thermometer, balance, metric ruler, graduated cylinder, pipette, and

burette.

3221.Inq.7 Record observations and/or data using correct scientific units and significant figures.

3221.Inq.8 Export data into the appropriate form of data presentation (e.g., equation, table, graph,

or diagram).

3221.Inq.9 Translate data into the correct units and dimension using conversion factors and

2

scientific notation.

3221.Inq.10 Analyze information in a table, graph or diagram (e.g., compute the mean of a series of

values or determine the slope of a line).

3221 Inq.11 If accepted values are known calculate the percent error for an experiment.

3221 Inq.12 Determine the accuracy and precision of experimental results.

3221 Inq.13 Analyze experimental results and identify possible sources of bias or experimental

error.

3221 Inq. 14 Recognize, analyze, and evaluate alternative explanations for the same set of

observations.

3221 Inq.15 Design a model based on the correct hypothesis that can be used for further

investigation.

Chemistry I: Embedded Technology and Engineering

Conceptual Strand Society benefits when engineers apply scientific discoveries to

design materials and processes that develop into enabling technologies.

Guiding question How do science concepts, engineering skills, and applications of

technology improve the quality of life?

SPI 3221.T/E.1 Distinguish among tools and procedures best suited to conduct a specified scientific

inquiry.

X

SPI 3221.T/E.2 Evaluate a protocol to determine the degree to which an engineering design process was


X

SPI 3221.T/E.3 Evaluate the overall benefit to cost ratio of a new technology. X

SPI 3221.T/E 4 Use design principles to determine if a new technology will improve the quality of life

for an intended audience.

X

Checks For Understanding

CFU 3221.1 Select appropriate tools to conduct a scientific inquiry.

CFU 3221.2 Apply the engineering design process to construct a prototype that meets

developmentally appropriate specifications.

CFU 3221.3 Explore how the unintended consequences of new technologies can impact human and

non-human communities.

CFU 3221.4 Present research on current bioengineering technologies that advance health and


CFU 3221.5 Design a series of multi-view drawings that can be used by other students to construct

an adaptive design and test its effectiveness.

3

Chemistry I: Embedded Mathematics

Conceptual Strand Science applies mathematics to investigate questions, solve

problems, and communicate findings.

Guiding Question What mathematical skills and understandings are needed to

successfully investigate chemistry?

SPI3221.Math.1 Use real numbers to represent real-world applications (e.g., slope, rate of change,

probability, and proportionality). X X

SPI 3221.Math.2 Perform operations on algebraic expressions and informally justify the selected

procedures. X X

SPI 3221.Math.3 Interpret graphs that depict real-world phenomena. X X

SPI 3221.Math.4 Apply measurement unit relationships including Avogadro’s number, molarity,

molality, v0lume, and mass to balance chemical equations.

X

X

SPI 3221.Math.5 Use concepts of mass, length, area, and volume to estimate and solve real-world

problems.

X


CFU3221.Math.1 Use a variety of appropriate notations (e.g., exponential, functional, square root).

CFU3221.Math.2 Select and apply appropriate methods for computing with real numbers and evaluate the

reasonableness of the results.

CFU3221.Math.3 Apply algebraic properties, formulas, and relationships to perform operations on real-

world problems (e.g., solve for density, determine the concentration of a solution in a

variety of units: ppm, ppb, molarity, molality, and percent composition) calculate heats

of reactions and phase changes, and manipulate gas law equations.

CFU3221.Math.4 Interpret rates of change from graphical and numerical data (e.g., phase diagrams,

solubility graphs, colligative properties, nuclear decay or half-life).

CFU3221.Math.5 Analyze graphs to describe the behavior of functions (e.g., concentration of a solution,

phase diagrams, solubility graphs, colligative properties, nuclear decay half-life).

CFU3221.Math.6 Model real-world phenomena using functions and graphs.

CFU3221.Math.7 Apply and interpret algebraic properties in symbolic manipulation (e.g., density,

concentration of a solution, chemical equations, effect of volume, temperature or

pressure on behavior of a gas, percent composition of elements in a compound, molar

mass, number of moles , and molar volume, amount of products or reactants given

mole, molarity, volume at STP or mass amounts, heat loss or gain using mass,

temperature change and specific heat, and half-life of an isotope).

4

CFU3221.Math.8 Apply and communicate measurement units, concepts and relationships in algebraic

problem-solving situations.

CFU3221.Math.9 Select appropriate units, scales, and measurement tools for problem situations involving

proportional reasoning and dimensional analysis.

CFU3221.Math.10 Select, construct, and analyze appropriate graphical representations for a data set.

CFU3221.Math.11 Identify and solve different types of stoichiometry problems (e.g., volume at STP to

mass, moles to mass, molarity).

CFU3221.Math.12 Calculate the amount of product expected in an experiment and determine percent yield.

CFU3221.Math.13 Convert among the quantities of a substance: mass, number of moles, number of

particles, molar volume at STP.

Chemistry I: Atomic Structure

Conceptual Strand 1 Atomic theory is the foundation for understanding the

interactions and changes in matter.

Guiding Question 1 How does the structure of matter determine its chemical and

physical properties?

SPI 3221.1.1 Compare and contrast the major models of the atom (e.g., Democritus, Thomson,

Rutherford, Bohr, and the quantum mechanical model). X

SPI 3221.1.2 Interpret the periodic table to describe an element’s atomic makeup. X

SPI 3221.1.3 Describe the trends found in the periodic table with respect to atomic size, ionization

energy, electron affinity, or electron negativity.

X

X

SPI 3221.1.4 Determine the Lewis electron dot structure or number of valence electrons for an atom

of any main-group element from its atomic number or position in the periodic table.

X

SPI 3221.1.5 Represent an electron’s location in the quantum mechanical model of an atom in terms

of the shape of electron clouds (s and p orbitals in particular), relative energies of orbital

in particular), relative energies of orbitals and the number of electrons possible in the s,

p, d and f orbitals.

X

X


CFU3221.1.1 Identify the contributions of major atomic theorists: Bohr, Chadwick, Dalton, Planck,

Rutherford, and Thomson.

CFU3221.1.2 Compare the Bohr model and the quantum mechanical electron-cloud models of the

atom.

CFU3221.1.3 Draw Bohr models of the first 18 elements.

CFU3221.1.4 Interpret a Bohr model of an electron moving between its ground and excited states in

5

terms of the absorption or emission of energy.

CFU 3221.1.5 Use the periodic table to identify an element as a metal, nonmetal, or metalloid.

CFU 3221.1.6 Apply the periodic table to determine the number of protons and electrons in a neutral

atom.

CFU 3221.1.7 Determine the number of protons and neutrons for a particular isotope of an element.

CFU 3221.1.8 Explain the formation of anions and cations, and predict the charge of an ion formed by

the main-group elements.

CFU 3112.1.9 Sequence selected atoms from the main-group elements base on their atomic or ionic

radii.

CFU3221.1.10 Sequence selected atoms from the main-group elements based on first ionization

energy, electron affinity, or electro negativity.

CFU3221.1.11 Determine an atom’s Lewis electron-dot structure or number of valence electrons from

an element’s atomic number or position in the periodic table.

CFU3221.1.12 Represent an atom’s electron arrangement in terms of orbital notation, electron

configuration notation, and electron-dot notation.

CFU3221.1.13 Compare s and p orbitals in terms of their shape, and order the s, p, d and f orbitals in

terms of energy and number of possible electrons.

Chemistry I: Standard 2 Matter and Energy

Conceptual Strand 2 The properties of matter determine how it interacts with energy.

Guiding Question 2 What is the relationship between matter and energy?

SPI 3221.2.1 Distinguish among elements, compounds, solutions, colloids, and suspensions. X X

SPI 3221.2.2 Identify properties of a solution: solute and solvent in a solid, liquid or gaseous

solution; procedure to make or determine the concentration of a solution in units of

ppm, ppb, molarity, molality, percent composition, factors that affect the rate of

solution, and colligative properties.

X

SPI 3221.2.3 Classify a solution as saturated, unsaturated, or supersaturated based on its composition

and temperature and a solubility graph. X

SPI 3221.2.4 Classify a property of change in matter as physical, chemical, or nuclear. X

SPI 3221.2.5 Compare and contrast heat and temperature changes in chemical and physical processes. X

SPI 3221.2.6 Investigate similarities and differences among solids, liquids and gases in terms of

energy and particle spacing.

X

X

SPI 3221.2.7 Predict how changes in volume, temperature, and pressure affect the behavior of a gas. X

6


CFU 3221.2.1 Identify a material as an element, compound or mixture; identify a mixture as

homogeneous or heterogeneous; and/or identify a mixture as a solution, colloid or

suspension.

CFU 3221.2.2 Identify the solute and solvent composition of a solid, liquid or gaseous solution.

CFU 3221.2.3 Express the concentration of a solution in units of ppm, ppb, molarity, molality, and

percent composition.

CFU 3221.2.4 Describe how to prepare solutions of given concentrations expressed in units of ppm,

ppb, molarity, molality, and percent composition.

CFU 3221.2.5 Investigate factors that affect the rate of solution.

CFU 3221.2.6 Describe how to prepare a specific dilution from a solution of known molarity.

CFU 3221.2.7 Determine the colligative properties of a solution based on the molality and freezing

point or boiling points of the solvent

CFU 3221.2.8 Use a solubility graph, composition of a solution and temperature to determine if a

solution is saturated, unsaturated or supersaturated.

CFU 3221.2.9 Classify properties and changes in matter as physical, chemical, or nuclear.

CFU 3221.2.10 Use calorimetry to: identify unknown substances through specific heat, determine the

heat changes in physical and chemical changes, determine the mass of an object, and

determine the change in temperature of a material.

CFU 3221.2.11 Perform calculations on heat of solvation, heat of reaction, and heat of formation, and

heat of phase change.

CFU 3221.2.12 Use particle spacing diagrams to identify solids, liquids, or gases.

CFU 3221.2.13 Distinguish among solid, liquid, and gaseous state of a substance in terms of the relative

kinetic energy of its particles.

CFU 3221.2.14 Use a phase diagram to correlate changes in temperature and energy with phases of

matter.

CFU 3221.2.15 Graph and interpret the results of experiments that explore relationships among

pressure, temperature, and volume of gases.

CFU 3221.2.16 Solve gas law problems.

Chemistry I: Standard 3 - Interactions of Matter

Conceptual Strand 3 Interactions between matter generate substances with new

physical and chemical properties.

Guiding Question 3 What types of interactions between matter generate new

7

substances?

SPI 3221.3.1 Analyze ionic and covalent compounds in terms of how they form, names, chemical

formulas, percent composition, and molar masses.

X

X

SPI 3221.3.2 Identify the reactants, products, and types of different chemical reactions: composition,

decomposition, double replacement, single replacement, combustion.

X

X

SPI 3221.3.3 Predict the products of a chemical reaction. X X

SPI 3221.3.4 Balance a chemical equation to determine molar ratios. X X

SPI 3221.3.5 Convert among the following quantities of a substance: mass, number of moles,

number of particles, molar volume at STP.

X

X

SPI 3221.3.6 Identify and solve stoichiometry problems: volume at STP to mass, moles to mass, and

molarity.

X

SPI 3221.3.7 Classify substances as acids or bases based on their formulas and how they react with

various indicators.

X

SPI 3221.3.8 Describe radioactive decay through a balanced nuclear equation and through an analysis

of the half-life concept.

X

SPI 3221.3.9 Compare and contrast nuclear fission and fusion. X

SPI 3221.3.10 Relate the laws of conservation of mass/energy to thermal changes that occur during

physical, chemical or nuclear processes.

X


CFU 3221.3.1 Determine the type of chemical bond that occurs in a chemical compound.

CFU 3221.3.2 Differentiate between ionic and covalent bond models.

CFU 3221.3.3 Identify the chemical formulas of common chemical compounds.

CFU 3221.3.4 Employ a table of polyvalent cations and polyatomic ions to name and describes the

chemical formula of ionic compounds.

CFU 3221.3.5 Convert percent composition information into the empirical or molecular formula of a

compound.

CFU 3221.3.6 Apply information about the molar mass, number of moles, and molar volume to the

number of particles of the substance.

CFU 3221.3.7 Balance an equation for a chemical reaction.

CFU 3221.3.8 Classify a chemical reaction as composition, decomposition, single replacement, double

replacement, and combustion.

CFU 3221.3.9 Use activity series or solubility product table information to predict the products of a

chemical reaction.

8

CFU 3221.3.10 Predict the products of a neutralization reaction involving inorganic acids and bases.

CFU 3221.3.11 Interpret a chemical equation to determine molar ratios.

CFU 3221.3.12 Convert the following quanities of a substance: mass, number of moles, number of

particles, and molar volume at STP.

CFU 3221.3.13 Solve different types of stoichiometry problems (e.g., volume at STP to mass, moles to

mass, molarity).

CFU 3221.3.14 Determine the amount of expected product in an experiment and calculate percent yield.

CFU 3221.3.15 Calculate the amount of heat lost or gained by a substance based on its mass, change in

temperature, and specific heat during physical and chemical processes.

CFU 3221.3.16 Research applications of thermal changes in nuclear reactions.

CFU 3221.3.17 Identify a substance as an acid or base according to its formula.

CFU 3221.3.18 Investigate the acidity/passivity of substances with various indicators.

CFU 3221.3.19 Write the nuclear equation involving alpha or beta particles based on the mass number

of the parent isotope and complete symbols for apha or beta emissions.

CFU 3221.3.20 Determine the half-life of an isotope by examining a graph or with an appropriate

equation.

CFU 3221.3.21 Write a balanced nuclear equation to compare nuclear fusion and fission.

CFU 3221.3.22 Describe the benefits and hazards of nuclear energy.


United States History


United States History Standards Implemented 2010-2011

SPI# ERA 6: INDUSTRIAL DEVELOPMENT OF THE U.S. (1870-1900) 1st 9 wks 2

nd 9wks 3

rd 9wks

Standard 1.0 Culture

Understand how industrial development affected the United States culture.

Understand how the influx of immigrants after 1880 affected United states’ culture.

X

Standard 2.0 Economics

Investigate how the modernization of agriculture and capitalist industrial development affected the economy of

the United States. Understand the economic disparity between farmers and wage earners as compared to industrial

capitalists.

X

Standard 3.0 Geography

Recognize the geographic areas in which industrialism occurred.

Recognize the areas affected by westward expansion of the United States.

X

Standard 4.0 Governance and Civics

Understand the effects of the Civil War and Reconstruction on the United States politics. Understand the political

issues and problems that affected the United States during the last half of the nineteenth century.

X

Standard 5.0 History

Investigate the dynamics of the post-Reconstruction era and the people and events that influenced the country.

Identify the events and impact of the westward movement and the Indian Wars.

X

Standard 6.0 Individuals Groups and Interactions

Appreciate the diversity of various cultures and their influences on the United States.

Investigate the effect of big business upon the lives of farmers and wage earners.

X

SPI 6.1 Identify how the effects of 19th century warfare promoted the growth of industrialism (i.e., railroads, iron

vs. steel industry, textiles, coal, rubber, processed foods).

X

SPI 6.2 Identify major agriculture post-Civil War American geographic areas on a map. X

SPI 6.3 Identify major urban areas of United States on a map (i.e., Northeast, upper Midwest, Atlantic Coast, California). X

SPI 6.4 Identify patterns of immigration and the causal factors that led to immigration to the United States of America

(i.e., crop famines, European social and political unrest, religious freedom).

X

SPI 6.5 Distinguish the differences in assimilation of “old” vs. “new” immigration. (i.e., languages, settlement

patterns, education, employment, housing, Nativist reaction, religion, geographic origin).

X

SPI 6.6 Read and interpret a primary source document reflecting the dynamics of the Gilded Age American society

(e.g., Booker T. Washington’s “Atlanta Compromise,” Carnegie’s “Gospel of Wealth,” Sojourner Truth

“Ain’t I A Woman,” Jane Addams’ Hull House accounts, Jacob Riis photographs and/or writings, a

sweatshop worker’s personal story).

X

SPI 6.7 Recognize technological and industrial advancements to the era.(i.e., advancements in mining, farming, and ranching). X

SPI 6.8 Match innovators to their industrial and technological contributions (Vanderbilt, Westinghouse, Carnegie,

Pullman, Hershey, Dupont, Bell, Edison, Rockefeller, Swift, and Armour). X

2

SPI 6.9 Recognize the economic disparity among farmers, wage earners, immigrants, or racial groups when compared

to industrial capitalists. X

SPI 6.10 Interpret a political cartoon which portrays the controversial aspects of the Gilded Age (e.g., Populist reaction

to politician and/or tycoons, railroad development, westward expansion, Dawes Act, urban developments). X

SPI 6.11 Analyze the impact of different forms of corruption and its consequences in American politics during the

later half of the Age (i.e., Grant’s Black Friday, Credit Mobilier, Whiskey Ring, Tammany Hall, Boss System,

Garfield’s assassination, Civil Service Reform, Granger Laws, Interstate Commerce Act).

X

SPI 6.12 Assess the effect of late 19th century technological innovation on the daily lives of American people

(i.e., electricity, indoor plumbing, communication, transportation).

X

Teacher Performance Indicators as documented by teacher observations

6.1 Trace the stages of America’s westward growth through the analysis of maps and primary source accounts. X

6.2 Illustrate differences between rural and urban economies. X

6.3 Summarize why America is a “nation of immigrants.” X

6.4 Analyze the economic, social, and political impact of permanent migration of farmers, miners, merchants,

ranchers upon Native Americans in the West. X

6.5 Trace the settlement and transition to statehood of the Western territories. X

6.6 Associate economic interests with their respective geographic regions. X

6.7 Identify the effects of political patronage upon local and national politics. X

6.8 Identify the origins and impact of Populism by the use of historical investigation. X

6.9 Analyze the dynamics of late 19th century immigration and the growth of Nativism. X

6.10 Identify major leaders in industry and labor by contrasting their differing points of view. X

6.11 Analyze the basic principles of Turner’s frontier thesis. X

6.12 Analyze the theory of Social Darwinism and its application to society and politics from multiple perspectives. X

ERA 7: EMERGENCE OF MODERN AMERICA (1890-1930)


Understand social tensions and their consequences after the turn of the century.

Understand the cultural changes in the early 20th century.

X


Recognize how industrialization of World War I changed the United States economy.

Understand the economy of the United States in the 1920’s.

X


Identify the countries involved in World War I.

Understand the geographic scope of American imperialism.

X


Understand the reforms and changes in American politics and government as a result of the Progressive

Movement.

Understand the governmental policies that affected America and the world during the 1890s – 1930s.

X

3


Understand the role of the United States in world affairs.

Understand the causes for WWI and the reasons for America’s entry into the war.

X


Understand the effect of World War I on the American people. Understand the moral, social, and cultural

changes that occurred in the 1920s.

SPI 7.1 Identify causes of American imperialism (i.e., raw materials, nationalism, missionaries, militarism, Monroe

Doctrine).

X

SPI 7.2 Identify consequences of American imperialism (i.e., Spanish American War, expanding trade, extractive

economies, Panama Canal, the idea of a superior Anglo-Saxon culture, yellow journalism, military occupation).

X

SPI 7.3 Recognize the progress of political and social reform in America during this era (i.e., Women’s Suffrage,

Regulation of food and drug, Initiative, Referendum, and Recall, protection of workers’ rights, Antitrust

Supreme Court decisions, Muckrakers).

X

SPI 7.4 Identify the causes of American involvement in World War I (i.e., security concerns, economic benefits,

Wilsonian diplomacy, propaganda).

X

SPI 7.5 Recognize the new trends, ideas, and innovations of the 1920’s popular culture (i.e., radio, automobile,

phonograph, Prohibition, birth control, organized crime, sports).

X

SPI 7.6 Recognize the role of Tennessee in the women’s suffrage movement (i.e., “the perfect 36”, Anne Dallas

Dudley, Harry Burn, Governor Albert Roberts).

X

SPI 7.7 Determine the possible factors that led to the economic collapse of 1929 (i.e., over production of

agriculture and industry, expansion of credit, financial speculation, agriculture crop failures, tariff barriers,

laissez-faire).

X

SPI 7.8 Read and interpret a primary source document reflecting the social dynamics of the 1920’s. (e.g. Harlem

Renaissance, Lost Generation).

X

SPI 7.9 Compare and contrast the philosophies of DuBois, Washington and Garvey. X

SPI 7.10 Analyze the American isolationist position versus interventionist arguments. X


7.1 Explain why countries seek colonies and define mercantilism. X

7.2 Recognize European countries by their alliance systems and spheres of influence by using a map. X

7.3 Explain the dynamics of political and social reform. X

7.4 Describe the changes in American life due to and exemplified in the new forms of media, art, and technology

(e.g., radio, movies, jazz, sports).

X

7.5 Trace America’s entry and involvement in World war I. X

7.6 Examine the transition of America’s foreign policy in reaction to international dynamics spawned from World War I. X

7.7 Summarize the various aspects of the “Roaring 20’s”. X

7.8 Evaluate the long-term political impact of laissez faire policies. X

7.9 Critique American art and literature from the social Realists to the Harlem Renaissance to the “Lost Generation.” X

7.10 Appraise the growing impact of militarism on 20th century warfare and economy. X

4

7.11 Compare and contrast President Theodore Roosevelt’s style of Progressivism and Wilsonian Progressivism. X

ERA 8: THE GEAT DEPRESSION AND WORLD WAR II (1929-1945)


Understand the effect of the Great Depression upon American society. Understand the effects of World War II upon American society.

X


Understand the economic climate in the United States during the Depression Era. Understand how World War II affected the American economy.

X


Identify the countries affected by the totalitarian states and their acts of aggression and expansion considering

geographic location.

Identify the various theaters of war during World War II.

X


Recognize the effects of the Great Depression on the United States political and judicial system.

Recognize the effects of political policies on civil liberties during World War II.

X


Investigate the causes, effects, and attempts to deal with the Great Depression.

Understand the changing dynamics of American life during World War II.

X


Understand the causes, effects, and attempts to deal with the Great Depression.

Understand the changes dynamics in American life as a result of the Great Depression.

X

SPI 8.1 Identify the causes of World War II (i.e., Treaty of Versailles, fascism, failure of the League of Nations, Japanese

imperialism, economic worldwide difficulties).

X

SPI 8.2 Recognize the negative patterns of an economic cycle (i.e., increase of unemployment, decrease of price

level, excess inventory, decrease of production, prepossession, increase of business failure, and bankruptcy).

X

SPI 8.3 Recognize the definitions of totalitarianism, fascism, communism, nationalism, and anti-Semitism. X

SPI 8.4 Identify the changes in social and cultural life caused by the Great Depression and the Dust Bowl

(Hoovervilles, Bonus Army, migrations, worldwide economic depression, Democrat victory in 1932,

widespread poverty, unemployment, religious revivalism).

X

SPI 8.5 Interpret a timeline of major events from World War II. X

SPI 8.6 Identify New Deal Programs/Initiatives (i.e., Social Security, WPA, TVA, Indian Reorganization Act,

FDIC, CCC, Wagner/Fair Labor Standards’ Act).

X

SPI 8.7 Recognize World War II alliances. X

SPI 8.8 Analyze how World War II affected the American economy (i.e., women in the workforce, movement to

urban centers, minority employment, post war G.I. Bill, rationing, childcare).

X

SPI 8.9 Recognize the effect of the New Deal and World War II on Tennessee (i.e., the creation of Fort

Campbell the Clarksville Base, Tennessee Valley Authority, Secretary of State Cordell Hull, Oak Ridge).

X

SPI 8.10 Evaluate the impact of the Manhattan Project (i.e., the creation of Oak Ridge, Tennessee, nuclear

proliferation, espionage, ethical debate, medical experimentation, Nagasaki, Hiroshima).

X

5

SPI 8.11 Interpret a political carton involving the New Deal. X


8.1 Explain the effect of poverty on people’s lives by examining multiple perspectives. Give general political

responses to economic calamity.

X

8.2 Define aggression, appeasement, and totalitarianism. X X

8.3 Recognize how the industrial and agricultural crisis negatively impacted different socioeconomic groups

(e.g., WWI veterans, farmers, women, minorities, factory workers).

X

X

8.4 Describe how the events can be interpreted as watershed events. (e.g., Bonus Army, the election of 1932, the

entry into World War II).

X X

8.5 Trace the evolution of FDR’s New Deal policies and the opposition to them. X

8.6 Compare and contrast the United States’ military strategy in Asian and European theaters of war. X X

8.7 Explore how World War II impacted everyday American life. X

8.8 Recognize the various contributions that Tennessee geographic regions made to the war effort (e.g., Camp

Campbell, Camp Forrest, Tennessee “volunteerism”, Memphis manufacturing firms, Chattanooga’s war

production plants, Knoxville’s TVA and ALCOA influence, and Kingsport’s Eastman explosive plant).

X

8.9 Appraise how world War II impacted America’s perception of human rights and national security issues. X

8.10 Assess the lasting impact of the New Deal (e.g., political parties, social security, works projects). X

8.11 Consider how World war II promoted the formation of a new “American” identity. X

ERA: 9 POST WORLD WAR II ERA (1945-1970’S)


Investigate the impact of the GI Bill of Rights on American society.

Investigate the effects of desegregation, the Civil Rights Movement, and the turbulent 1960s upon American

society.

X


Understand how demobilization and conversion to a peacetime economy affected the United States.

Understand how sustained growth led to an affluent society.

X


Identify countries dominated and threatened by communism after World War II.

Identify the major areas of the world in which the United States was involved after 1945.

X


Understand the causes, course, and impact of the Civil Rights Movement.

Investigate Supreme Court decisions that affected the United States from 1945 to the early 1970s.

X


Understand the causes, course, and effects of the Cold War.

Investigate and understand the active theaters of conflict during the Cold War.

X


Understand how the “baby boom,” suburbanization, desegregation, and other social movements affected

American society.

X

6

Understand how Cold War conformity conflicted with individual rights and self-expression.

Investigate how technological change transformed American society and created popular culture.

SPI 9.1 Recognize differences among the victorious Allied Powers after World War II (i.e., capitalist,

communist, military structure, individual differences).

X

SPI 9.2 Distinguish social inequities in America in the post World War II era (i.e., racial segregation, generation

conflict, gender equity, ethnic identification).

X

SPI 9.3 Locate and label countries, using a map, dominated or threatened by Communism. X

SPI 9.4 Recognize the impact of technological and cultural changes on American society (i.e., Space Race,

Hollywood, communication networks, mass media, medical advances, interstate highway system).

X

SPI 9.5 Identify areas associated with American containment policies (i.e., Korea, Cuba, Vietnam, East and West Germany). X X

SPI 9.6 Recognize domestic impact of the Cold War on American society (i.e., McCarthyism, fear, conformity,

counterculture, generation gap, highway system, consumerism).

X

SPI 9.7 Determine the effects of the Supreme Court’s decisions on Civil Rights (i.e. Plessy v. Ferguson, Brown

v. Brown, Miranda v. Arizona, Gideon v Wainwright).

X

SPI 9.8 Identify significant events in the struggle for Civil Rights (i.e., integration of Clinton High School in

Clinton, Tennessee, the Clinton 12 and Governor Clement’s actions, Little Rock Central High,

Montgomery Bus Boycott, Freedom Riders’ route, Birmingham bombings, Nashville lunch counters,

Martin Luther King’s March on Washington speech, Civil rights Act of 1964, Escobedo v. Illinois, Great Society).

X

SPI 9.9 Recognize the altered American approach to foreign policy (i.e., Bay of Pigs, Brinkmanship, Cuban Missile Crisis,

peaceful coexistence.)

X

SPI 9.10 Match leading figures of the Civil Rights era with their respective groups and goals (Strom Thurmond,

Eugene “Bull” Conner, George Wallace, Diane Nash, Betty Friedan, Martin Luther King Jr., Malcolm X,

Stokely Carmichael, Albert Gore, Sr.).

X

SPI 9.11 Read and interpret Cold War documents (i.e., Truman’s announcement of the dropping of the atomic bombs,

the contrast between Eisenhower’s farewell speech and Kennedy’s speech at Kennedy’s inaugural,

Goldwater’s 1964 party nomination acceptance speech, Johnson’s Gulf of Tonkin declaration).

X

SPI 9.12 Identify the changes in the music industry brought about by Tennessee’s influence (Grand Ole Opry, WSM

Nashville music publishing, Memphis Sun Studio & Stax Records, Elvis Presley).

X

SPI 9.13 Evaluate socio-economic impact of the post World War II Baby Boomer generation (i.e., media,

entertainment, sports, suburbia, education, and counterculture).

X

SPI 9.14 Analyze the advantages and disadvantages of increased global trade and competition on the U.S. economy. X X


9.1 Map the post world War II geographic changes. X X

9.2 Contrast communism and capitalism. X X

9.3 List milestones in American Civil Rights in terms of ethnicity and gender. X X

9.4 Explain the G.I. Bill and its subsequent effects. X

9.5 Illustrated domestic and foreign policy issues of the Truman presidential administration. X

9.6 Examine domestic and foreign policy issues of the Eisenhower presidential administration. X

7

9.7 Compare the ideologies and effectiveness of different groups involved in the civil Rights and women’s movement. X

9.8 Compare and contrast the domestic and foreign policies of the Kennedy/Johnson administrations to the Nixon

administration.

X

9.9 Describe the expansion of suburbanization and analyze how the “crabgrass frontier” affected American society. X

9.10 Assess America’s socioeconomic dynamic as a postwar superpower. X

9.11 Evaluate how the threat of nuclear holocaust contributed to international stability. X X

9.12 Investigate the effects of the turbulent 1960’s upon American society. X X

9.13 Analyze Tennessean Estes Kefauver’s role as chairman of the Senate Special Committee to investigate

Organized Crime, and participation in the Civil Rights Movement.

X

ERA 10: THE CONTEMPORARY UNITED STATES 1968-PRESENT


Recognize how the scientific and technological advances of the computer age influenced American culture.

Recognize the transition of minorities, women, and culture groups through history.

X


Investigate trends in the overall economic cycle since the 1970s.

Assess the impact of trade and overseas competition on the economy.

X


Investigate the ongoing population shifts from urban to suburban and the migration from the Rust Belt to the

Sun Belt.

Identify areas of the world in which commercial and security interests involved the United States from 1968

to the present.

X


Investigate the impact of political turmoil on American attitudes toward governance since 1968.

Identify the impact of constitutional change, various civil rights movements, feminism, and the Reagan

Revolution.

X


Understand the causes, the course, and the effects of the Vietnam War at home and abroad.

Investigate domestic and foreign policy trends since 1968.

X


Understand the dynamics of the modern American family.

Understand the implications of the changing American society.

X

SPI 10.1 Match innovators or entrepreneurs in the “new economy” (i.e., Sam Walden, Michael Dell, Ray Kroc,

Lee Iacocca, Donald Trump, Bill Gates, Steve Jobs, Jeff Bezos).

X

SPI 10.2 Recognize the roles of the key figures of Watergate (i.e., administration, investigators, media). X

SPI 10.3 Use a timeline to identify America’s interest and participation in Southeast Asia since World War II. X

SPI 10.4 Compare and contrast the Reagan and George H. W. Bush administrations with the Clinton administration X

8

and the nature of their respective political opposition (i.e., economic, domestic, budgets, foreign policy,

ethics, and generational values). SPI 10.5 Analyze the advantages and disadvantages of increased global trade and competition on the U.S. economy

(i.e., NAFTA treaty, import quotas, free trade agreements).

X


10.1 Recognize the impact of scandal on American politics. X

10.2 Recall prior cultural advances that occurred as a result of inventions and innovations. X

10.3 Investigate trends in the overall economic cycle from President Nixon to the present. X

10.4 Examine the roles of the key figures of Watergate (e.g., administration, investigators, and the media). X

10.5 Construct a timeline of America’s interest and participation in Southeast Asia since World War II. X

10.6 Explain the influence of modern media e.g. internet upon American lifestyles. X

10.7 Discuss the political impact of generational issues such as social security, health care, and the national deficit. X

10.8 Discuss the Ronald Reagan, George H.W. Bush, and Bill Clinton administrations and the nature of their

respective political opposition.

X

10.9 Consider the challenges to the American family presented by contemporary society. X

10.10 Evaluate the ongoing influence of the Vietnam War upon United States foreign policy. X

10.11 Analyze the impact of hemispheric issues upon America’s course in the 21st Century. X

1


English Language Arts I


Tennessee English Language Arts Standards Revised 2011-2012

Standard 1 Language 1st 9 wks. 2

nd 9wks. 3

rd 9wks.

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. X

SPI3001.1.2 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).

X

SPI3001.1.3 Use a variety of techniques to correct sentence fragments. X

SPI3001.1.4 Combine a set of simple sentences into a single compound or complex sentence. X SPI3001.1.5 Use commas correctly with appositives and introductory words, phrases, or clauses. X

SPI3001.1.6 Correct a run-on sentence by using a comma and coordination conjunction, subordinate conjunction,

or semicolon. X

SPI3001.1.7 Recognize correct subject-verb agreement with intervening elements. X SPI3001.1.8 Select correct pronoun usage in a sentence (e.g., with compound elements such as between you

and me, or following than or as).

X

SPI3001.1.9 Select correct pronoun-antecedent agreement using collective nouns or indefinite pronouns. X

SPI3001.1.10 Recognize the correct placement of end marks with quotation marks. X

SPI3001.1.11 Recognize the correct usage of quotation marks in direct and indirect quotations. X

SPI3001.1.12 Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of

unfamiliar words. X

SPI3001.1.13 Select the appropriate word among frequently confused words (i.e.,to/too/two,their/there/they’re,

it/it’s, your/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/sight/site, coarse/course, farther/further, lose/loose, fewer/less.

X

SPI3001.1.14 Proofread a written passage for errors in punctuation and/or capitalization and/or spelling. X

SPI3001.1.15 Use a sample reference source to determine aspects of a given word (e.g., spelling, part of speech,

definition, cognates, etymology, synonyms). X

SPI3001.1.16 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

X

2

omega, tabula rasa ,hoi polloi, ad nauseam).

Checks for Understanding (Formative/Summative Assessment) for Standard 1

√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 Standard English conventions for punctuation, capitalization, and spelling.

√3001.1.6 Use print and electronic reference sources as aids in understanding all aspects of a word

(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 among 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,

complement/compliment, cite/site/sight, counsel/council, allusion/illusion, 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, collude, 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).

SPI# Standard 2 Communication 1st 6 wks. 2

nd 6 wks. 3

rd 6 wks.

SPI 3001.2.1 Identify the thesis and main points of a challenging speech. X X

SPI 3001.2.2 Distinguish between a summary and a paraphrase. X

SPI 3001.2.3 Distinguish between a critique and a summary. X

SPI 3001.2.4 Discern the structure of a challenging speech (e.g., sequential, problem solution, comparison-

contrast, cause-effect).

X

SPI 3001.2.5 Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and

repetition, analogies, and hyperbole).

X SPI 3001.2.6 Determine the most effective methods of engaging an audience during an oral presentation

(e.g., making eye contact, adjusting speaking rate). X

SPI 3001.2.7 Select the most appropriate strategies for participating productively in a team(e.g., gaining the floor X

3

in orderly, respectful ways listening with civility to the ideas of others: identifying 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). Checks for Understanding (Formative/Summative Assessment) for Standard 2

Listening

√3001.2.1 Follow multi-tasked or multi-dimensional instructions to perform a specific role in a task,

answer difficult questions, and solve changing 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 other, 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

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.


literature, solve a problem, make a decision) by adhering to the list of behaviors, goals of the group, and

dynamics and roles of the group as seen on the state website.

4

Standard 3 Writing

SPI 3001.3.1 Proofread a passage for correct punctuation, mechanics, and usage. X

SPI 3001.3.2 Choose the most effective order of sentences in a paragraph. X

SPI 3001.3.3 Choose the transitional device that appropriately connects sentences or paragraphs within a writing

sample.

X

SPI 3001.3.4 Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description. X

SPI 3001.3.5 Demonstrate the ability to combine a set of simple sentences into a longer, more interesting sentence. X

SPI 3001.3.6 Select the thesis statement in a writing sample or passage. X

SPI 3001.3.7 Evaluate the relevance of supporting sentences by deleting an irrelevant sentence in a passage. X

SPI 3001.3.8 Rearrange the order of supporting paragraphs within a writing sample given a specified

organizational pattern (e.g., comparison-contrast, chronological).

X

SPI 3001.3.9 Identify a statement that reveals the writer’s attitude. X

SPI 3001.3.10 Identify the targeted audience for a selected passage. X

SPI 3001.3.11 Determine the writer’s purpose in a writing sample. X

SPI 3001.3.12 Identify sentences with nonparallel construction. X

SPI 3001.3.13 Select the proper format to convey a set of work-related information. X

SPI 3001.3.14 Select the most precise word to provide clarity appropriate to audience and purpose. X

SPI 3001.3.15 Identify the mode in which a writing sample is written. X

Checks for Understanding (Formative/Summative

Assessment) for Standard 3

√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, letter, bios,

memos, e-mails, proposals, project plans, work orders, reports) that employ the strategies listed below

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

purpose

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.

5

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

format for memos).

Use a variety of techniques to form the text.

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 the thesis.

√3001.3.5 Develop ideas as appropriate to audience and respond to readers’ potential questions and counter

arguments.

√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 (e.g., MLA, APA) with a high degree of accuracy.

Appropriately quote, paraphrase, or summarize text, ideas, or other information taken

from print or 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 methods 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,

6

and identify area for further development.


√3001.3.19 Demonstrate confidence in using the Tennessee Writing Assessment Rubik while evaluating one’s

own writing and the writing of others.

√3001.3.20 Use both basic and specialized software to incorporate graphics into writing products.

Standard 4 Research

SPI 3001.4.1 Select the research topic with the highest degree of focus. X

SPI 3001.4.2 Differentiate between primary and secondary sources. X

SPI 3001.4.3 Evaluate the reliability and credibility of sources for use in research. X

SPI 3001.4.4 Evaluate the validity of Web pages as sources of information. X

SPI 3001.4.5 Determine which statement presents an opposing view from those stated on a Web page. X

SPI 3001.4.6 Identify information that must be cited or attributed within a writing sample. X


√3001.4.1 Narrow an increasingly complex topic so that the research 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 re-emphasized, the main

findings are summarized, and conclusions are drawn.

7

√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

electronic sources.

√3001.4.16 Support a research topic by following a standard format and using appropriate technology to

embed text graphics, including a title, numbered pages, and a bibliography.

Standard 5 Logic

SPI 3001.5.1 Make inferences and draw conclusions based on evidence in text. X

SPI 3001.5.2 Choose a logical word to complete an analogy. X

SPI 3001.5.3 Evaluate text for fact and opinion. X

SPI 3001.5.4 Analyze cause/effect relationships in text. X

SPI 3001.5.5 Select the persuasive device (i.e., bandwagon, loaded words, testimonials, name-calling, plain

folks, snob appeal, misuse of statics).

X

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.

X

SPI 3001.5.7 Differentiate between the stated and implied evidence of a given argument. X

SPI 3001.5.8 Determine whether a given argument employs deductive or inductive reasoning. X

SPI 3001.5.9 Identify a statement that reveals the writer’s biases, stereotypes, assumptions X

SPI 3001.5.10 Identify a false premise in text. X

SPI 3001.5.11 Distinguish the strongest or weakest point of an argument within a passage. X

Checks for Understanding (Formative/Summative Assessment) Standard 5

√3001.5.1 Construct and complete challenging word analogies.

√3001.5.2 Analyze 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 deductive and inductive arguments.

√001.5.5 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.

√001.5.7 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 falsie statements and explain how they are used in certain kinds of persuasive arguments

8

√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.


SPI 3001.6.1 Discern the stated or implied main idea and supporting details of informational and technical passages. X

SPI 3001.6.2 Use the graphics of informational and technical passages to answer questions. X X

SPI 3001.6.3 Determine the appropriateness of a graphic used to support an informational or technical passage. X X

SPI 3001.6.4 Identify the organizational structure of an informational or technical text (e.g., sequential,


X

SPI 3001.6.5 Synthesize information across two or more informational or technical texts. X

Checks for Understanding (Formative/Summative


√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 implies relationships among ideas in informational and technical texts.

√3001.6.4 Draw appreciate inferences and conclusions in informational and technical texts.

√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,


√3001.6.10 Identify and analyze involved or unconventional organizational structures that may be found in

informational and technical texts.

9

√3001.6.11 Evaluate informational and technical texts for clarity, coherence and appropriateness of graphics.

√3001.6.12 Follow extended multi-tasked or multidimensional instructions in informational and technical texts

to perform specific tasks, answer questions or solve problems.

Standard 7 Media

SPI 3001.7.1 Draw an inference from a non-print medium. X X

SPI 3001.7.2 Select the type of conflict represented in a non-print medium. X

SPI 3001.7.3 Choose a visual image that best reinforces a viewpoint. X

SPI 3001.7.4 Determine the impact of production elements (e.g., font, color, layout, graphics, graphics, light,

camera angle) on a message.

X

SPI 3001.7.5 Match a focused message to an appropriate medium. X

SPI 3001.7.6 Infer the mood represented in a non-print medium. X

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).

X


√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 sound; 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/r sound effects that relate to and support clear, explicit

messages.


SPI 3001.8.1 Identify and analyze examples of idiom, metaphor, simile, personification, hyperbole, or pun in poetry

or prose.

X SPI 3001.8.2 Differentiate among verbal, situational, and dramatic irony. X

10

SPI 3001.8.3 Identify and analyze an author’s point of view (i.e., first person, third person objective, third person

limited, third person omniscient).

X SPI 3001.8.4 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).

X

SPI 3001.8.5 Determine the significance/meaning of a symbol in poetry or prose. X

SPI 3001.8.6 Identify and analyze standard literary elements (i.e., allegory, paradox, parody, foreshadowing,

flashback).

X SPI 3001.8.7 Differentiate between mood and tone in poetry or prose. X

SPI 3001.8.8 Determine the impact of setting on literary elements (i.e., plot, character, theme, tone). X

SPI 3001.8.9 Identify the common stated or implied theme in a series of passages. X

SPI 30018.10 Demonstrate knowledge of sound and metric devices (i.e., rhyme internal slant, rhythm repetition,

alliteration, onomatopoeia).

X SPI 3001.8.11 Demonstrate knowledge of the characteristics of lyric poetry, epics, sonnets, dramatic poetry, and

ballads.

X SPI 3001.8.12 Identify the elements of drama (i.e., stage directions, dialogue, Soliloquy monologue, aside). X

SPI 3001.8.13 Locate words or phrases in a passage that provide historical or Cultural cues. X

SPI 3001.8.14 Identify classical, historical, and literary allusions in context. X

SPI 3001.8.15 Identify and analyze basic elements of plot (i.e. exposition, rising action, climax, falling action,


X 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).

X Checks for Understanding (Formative/Summative


√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 faction 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 the presentation of moral dilemmas in texts.

11

√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 a 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 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.

√3001.8.18 Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole,

pun).

√3001.8.19 Identify and analyze biblical, classical, cultural, historical, and literary allusions.

1

Tennessee English Language Arts Standards

English II

Implemented 2009-2010 Revised Pacing Guide 2011-1012

Standard 1 Language

SPI #

1st

6

wks.

2nd

6

wks.

3rd

6

wks. 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. X

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).

X

SPI 3002.1.3 Combine a set of simple sentences into a single compound or complex sentence. X SPI 3002.1.4 Use sentence-combining techniques, effectively avoiding problematic comma splices, run-on sentences, and sentence

fragments. X

SPI 3002.1.5 Use commas correctly with appositives and introductory words, phrases, or clauses. X SPI 3001.1.6 Use commas to set off nonessential elements in a sentence. X SPI 3001.1.7 Correct a run-on sentence by using a comma and coordinating conjunction, subordinate conjunction, or semicolon. X SPI 3001.1.8 Recognize correct subject-verb agreement with intervening elements. X SPI 3001.1.9 Recognize a shift in either verb tense or point or view within a writing sample. X SPI 3001.1.10 Select correct pronoun usage in a sentence (e.g., with compound elements such as between you and me, or following

than or as). X

SPI 3001.1.11 Select correct pronoun-antecedent agreement using collective nouns or indefinite pronouns. X SPI 3001.1.12 Recognize the correct placement of end marks and other marks of punctuation with quotation marks used in dialogue. X SPI 3001.1.13 Select the appropriate word in frequently confused pairs (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).

X

SPI 3001.1.14 Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words. X SPI 3001.1.15 Proofread a written passage for errors in punctuation and/or capitalization and/or spelling. X SPI 3001.1.16 Use a sample reference source to determine aspects of a given word(e.g., spelling, part of speech, definition, cognates,

etymology, and synonyms). X

SPI 3001.1.17 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, X

2

cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prim 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).

Checks for Understanding for Standard 1 √3002.1.1 Demonstrative a mastery of the definitions, usage , and functions of the eight parts of speech. √3002.1.2 Apply a variety of strategies to correct sentence fragments and run-on sentences. √3002.1.3 Know and apply a variety of sentence-combining techniques. √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).

√3002.1.5 Know and use Standard English conventions for punctuation, capitalization, and spelling. √3002.1.6 Use print and electronic reference sources as aids in understanding all aspects of a word (e.g., spelling, part of speech,

definition, cognates, etymology, and 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 among 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, soars/course,

farther/further, lose;losse, fewer/less, advice/advise, precede/proceed, adapt/adopt, eminent/imminent, assure/ensure/insure),

√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,verbatium, E pluribus Unum, prima donna, avant-garde, status quo, joie de

vivre, carte blanche, caveat emptor, alpha and omega, tabula rase, hoi polloi, ad nauseam, carpe diem, tempus fugit, c et la

vie, bona fide, savoir faire, non sequitur, id est., enfant terribvle, terra firma, box populi).

Standard 2 Communication SPI 3002.2.1 Identify the thesis and main points of a challenging speech. X SPI 3002.2.2 Distinguish between a summary and a paraphrase. X SPI 3002.2.3 Distinguish between a critique and a summary. X SPI 3002.2.4 Discern the structure of a challenging speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect). X SPI 3002.2.5 Identify rhetorical devices used in a challenging speech (i.e.,

rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes). X

SPI 3002.2.6 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact,

adjusting speaking rate). X

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 respond to those needs; establishing clear group agreements and ensuring appropriate individual contributions are

respected by the team).

X

3

Checks for Understanding for Standard 2

Listening √3002.2.1 Follow multi-tasked or multi-dimensions 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.

√302.2.3 Summarize information presented orally by other, including the purposes, major ideas, and supporting details or evidence. √3002.2.4 Paraphrase accurately multiple, challenging ideas and information presented orally by others. √3002.2.5 Critique ideas and information presented orally by others. √3002.2.6 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.

√3002.2.7 Listen actively in group discussions by posing relevant questions and by elimination barriers to communication.

Speaking √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

than 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

realized body language.

√3002.2.16 Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, to solve a problem,

to make a decision). See list on state site for behavior, goal and group dynamics of a group.

Standard 3 Writing SPI 3002.3.1 Proofread a passage for correct punctuation, mechanics, and usage. I X SPI 3002.3.2 Choose the most effective order of sentences in a paragraph. X SPI 3002.3.3 Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample. X SPI 3002.3.4 Select a vivid work (e.g., adjective, adverb, verb) to strengthen a written description. X SPI 3002.3.5 Demonstrate the ability to combine a set of simple sentences into a longer, more interesting sentence. X X

4

SPI 3002.3.6 Determine the most effective placement of information using a prewriting graphic organizer. X SPI 3002.3.7 Select the thesis statement in a writing sample or passage. X SPI 3002.3.8 Evaluate the relevance of supporting sentences by deleting an irrelevant sentence in a passage. X SPI 3002.3.9 Rearrange the order of supporting paragraphs within a writing sample give a specified organizational pattern (e.g.,

comparison-contrast, chronological). X

SPI 3002.3.10 Identify a statement that reveals the writer’s attitude. X X SPI 3002.3.11 Identify the targeted audience for a selected passage. X SPI 3002.3.12 Determine the writer’s purpose in a writing sample. X X SPI 3002.3.13 Identify sentences that use effective parallelism within a writing sample. X SPI 3002.3.14 Select the proper format to convey a set of work-related information. X X SPI 3002.3.15 Select the most precise word to provide clarity appropriate to audience and purpose. X SPI 3002.3.16 Identify the mode in which a writing sample is written. X X

Checks for Understanding for Standard 3 √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.

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

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 business letters, and format for memos).

Use a variety of techniques to format the test.

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 the thesis.

√3002.3.5 Develop ideas as appropriate to audience and respond to readers’ potential questions and counterarguments. √3002.3.6 Include relevant, specific, and compelling details.

5

√3002.3.7 Employ varied and appropriate organizational structures that support the topic. √002.3.8 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 Uses 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 the list below.

Acknowledge source material and create a reliable bibliography in a standard format.

Cite sources using a standard format (e.g., MLA, APA) with a high degree of accuracy.

Appropriately quote, paraphrase or summarize text, ideas, or other information taken from print or 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 with a specified time limit. √3002.3.19 Demonstrate confidence in using the Tennessee Writing Assessment Rubric while evaluating one’s own writing and the

writing of others.

√3002.3.20 Use both basic and specialized software to incorporate graphics into writing products.

Standard 4 Research SPI 3001.4.1 Select the research topic with the highest degree of focus. X SPI 3001.4.2 Differentiate between primary and secondary sources. X SPI 3001.4.3 Evaluate the reliability and credibility of sources for use in research. X SPI 3001.4.4 Evaluate the validity of Web pages as sources of information. X SPI 3001.4.5 Determine which statement presents an opposing view from those stated on a Web page. X SPI 3001.4.6 Identify information that must be cited or attributed within a writing sample. X

Checks for Understanding for Standard 4 √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.

6

√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 contest 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 electronic sources. √3002.4.16 Support a research topic by following a standard format and using appropriate technology to embed text graphics, including

a title, numbered pages, and a bibliography.

Standard 5 Logic SPI 3002.5.1 Make inferences and draw conclusions based on evidence in text. X SPI 3002.5.2 Choose a logical word to complete an analogy. X SPI 3002.5.3 Evaluate text for fact and opinion. X SPI 3002.5.4 Analyze cause-effect relationships in text. X SPI 3002.5.5 Select the persuasive device (i.e., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal, misuse

of statistics, transfer). X

SPI 3002.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {ad homineum}, false dilemma, false analogy, slippery

slope, non sequitur, false authority) within a given argument. X

SPI 3002.5.7 Differentiate between the stated and implied evidence of a given argument. X SPI 3002.5.8 Determine whether a given argument employs deductive or inductive reasoning. X SPI 3002.5.9 Identify a statement that reveals the writer’s biases, stereotypes, assumptions, or values within a writing sample. X SPI 3002.5.10 Identify a false premise in text. X

7

SPI 3002.5.11 Identify the main claim, premise(s), evidence, or conclusion of a given argument. X SPI 3002.5.12 Select an additional sentence to add to an argument within a persuasive text. X SPI 3002.5.13 Select a rebuttal statement that vest refutes the writer’s viewpoint. X SPI 3002.5.14 Distinguish the strongest or weakest point of a given argument. X

Checks for Understanding for Standard 5 √3002.5.1 Construct and complete challenging word analogies. √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. √3002.5.5 Identify the roles premises play in developing deductive and inductive arguments. √3002.5.6 Evaluate the relevance and quality of evidence give to support or oppose an argument. √3002.5.7 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. √3002.5.8 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 use 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.

Standard 6 Informational Text SPI 3002.6.1 Discern the stated or implied main idea and supporting details of informational and technical passages. X SPI 3002.6.2 Use the graphics of informational and technical passages to answer questions. X SPI 3002.6.3 Determine the appropriateness of a graphic used to support an informational or technical passage. X SPI 3002.6.4 Identify the organizational structure of an informational or technical text (e.g., sequential, problem-solution, comparison-

contrast, cause-effect). X

SPI 3002.6.5 Synthesize information across two or more informational or technical texts. X

Checks for Understand for Standard 6 √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. √3002.6.6 Summarize, paraphrase, and critique information in texts (informational, technical, and literary). √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. √3002.6.9 Analyze the organizational structure of an informational or technical text (e.g., sequential, problem-solution, comparison-

contrast, cause-effect).

√3002.6.10 Identify and analyze involved or unconventianal organization structures that may be found in informational and technical

texts.

√3002.6.11 Evaluate informational and technical tests 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.

Standard 7 Media SPI 3002.7.1 Draw an inference from a non-print medium. X SPI 3002.7.2 Select the type of conflict represented in a non-print medium. X SPI 3002.7.3 Choose a visual image that best reinforces a viewpoint. X SPI 3002.7.4 Determine the impact of production elements (e.g., font, color, layout, graphics, light ,camera angle) on a message. X SPI 3002.7.5 Match a focused message to an appropriate medium. X SPI 3002.7.6 Infer the mood represented in a non-print medium. X SPI 3002.7.7 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). I X

Checks for Understanding for Standard 7 √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 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.

√3002.7.5 Demonstrate consistent and effective audience focus through purposeful choice of medium: compelling images, works, and

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sounds; and focused supporting ideas.

√3002.7.6 Demonstrate awareness of the transactional nature of media by considering audience in preparing productions. √3002.7.7 Use visual images, text, graphics, music, and/or sound effects that relate to and support clear, explicit messages.

Standard 8 Literature SPI 3002.8.1 Identify examples of idiom, metaphor, simile, personification, hyperbole, or pun in poetry or prose. X SPI 3002.8.2 differentiate among verbal, situational, and dramatic irony. X SPI 3002.8.3 Identify and analyze an author’s point of view (i.e., first person, third-person objective, third-person limited, third-person

omniscient). X X

SPI 3002.8.4 Identify and analyze hoe 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). X

SPI 3002.8.5 Determine the significance/meaning of symbol in poetry or prose. X SPI 3002.8.6 Differentiate between mood and tone in poetry or prose. X SPI 3002.8.7 Determine the impact of setting on literary elements (i.e., plot, character, theme, tone). X SPI 3002.8.8 Identify and analyze the common theme in a series of passages. X SPI 3002.8.9 Demonstrate knowledge of sound and metric devices (i.e., rhyme {internal, slant}, rhythm, blank verse, free verse,

repetition, alliteration, onomatopoeia). X

SPI 3002.8.10 Demonstrate knowledge of the characteristics of lyric poetry, epics, sonnets, dramatic poetry, and ballads. X SPI 3002.8.11 Identify and analyze the elements of drama ( i.e., stage directions, dialogue, soliloquy, monologue, aside). X SPI 3002.8.12Locate words or phrases in a passage that provide historical or cultural cues. X SPI 3002.8.13 Identify and analyze standard literary elements (i.e., allegory, parable, paradox, parody, satire, foreshadowing,

flashback). X

SP 3002.8.14 Identify classical, historical, and literary allusions in context. X SPI 302.8.15 Identify and analyze basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement). X SPI 3002.8.16 Analyze how form relates to meaning (e.g., compare a poem and a newspaper on the same theme or topic). X

Checks for Understanding for Standard 8 √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, falling action, resolution/denouement0 function and

advance action.

√3002.8.4 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).

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√3002.8.5 Analyze the moral dilemmas in works of literature, as revealed by character motivation and behavior. √3002.8.6 Identify ways that author 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 objective, 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 a lyric, blank verse, epic sonnet, dramatic poetry).

√3002.8.13 Identify and analyze elements of literary drama (e.g., dramatic irony, dialogue, soliloquy, monologue, aside). √3002.8.14 Identify, analyze and 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 literacy texts of

varying complexity.

√002.8.16 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. √3002.8.18 Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole, pun). √3002.8.19 Identify and analyze biblical, classical, cultural, historical, and literary allusions.

Those SPI’s with an I in the column are to start being introduced during that 6 week grading period. However, These SPI’s will be

benchmark tested in the column where the X is placed.

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TCap Achievement English III Criterion Referenced Test (CRT) Reporting Categories with State Performance Indicators (SPI)

Implemented 2011-2012

Standard 1 Language 1st 6 weeks

2nd 6 weeks

3rd 6 weeks


SPI 3003.1.1 Demonstrate the correct use of commas and lesser-used punctuation marks (hyphens, dashes, colons) in complex and sophisticated constructions.

X

SPI 3003.1.2 From a group of grammatically-correct sentences, choose the clearest, most coherent sentence. X

SPI 3003.1.3 Identify the patterns of challenging complex sentences. X

SPI 3003.1.4 Use phrases and clauses in a variety of ways to create sophisticated complete sentences. X

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 area.

X

SPI 3003.1.6 Select the appropriate word from among 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, allude/elude, elicit, illicit, discreet/discrete, censor/censure/sensor, conscience/conscious).

X

SPI 3003.1.7 From a given list, choose the word that has entered the English language within the last fifteen years. X

SPI 3003.1.8 Choose correctly or incorrectly spelled words. X

SPI 3003.1.9 Proofread for errors in capitalization and punctuation. X

SPI 3003.10 Identify pronoun antecedents in complex sentence constructions and correct ambiguous references. X

SPI 3003.1.11 Correctly choose verb forms in terms of tense, voice (i.e., active and passive), and mood for continuity. X

SPI 3003.1.12 Identify the language of origin from which a set of words is borrowed. X

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, modus operandi, nom de plume, haute couture, mea culpa).

X

Checks For Understanding

√3003.1.1 Apply a variety of strategies to correct sentence fragments and run-on sentences.

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√3003.1.2 Know and apply a variety of sentence-combining techniques.

√3003.1.3 Know and use Standard English conventions for punctuation, capitalization, and spelling.

√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 among frequently confused words (e.g., to/too/two, their/there/they’re, it/it’s, your/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, 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).


SPI 3003.2.1 Identify the thesis and main points of a complex speech. X

SPI 3003.2.2 Distinguish between a summary and a paraphrase. X

SPI 3003.2.3 Distinguish between a critique and a summary. X

SPI 3003.2.4 Discern the structure of a complex speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect).

X

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).

X

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).

X


√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.

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√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.

√3003.2.4 Paraphrase accurately multiple, challenging ideas and information presented orally by others.

√3002.3.5 Critique ideas and information presented orally by others.

√3003.2.6 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.

√3003.2.7 Listen actively in group discussions by asking clarifying, elaborating, and synthesizing questions and by managing internal barriers (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; 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 skill including good eye contact, correct enunciation, appropriate rate and volume, and effective gestures.

√3003.2.14 Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, solve

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a problem, make a decision) by adhering to the list below.

Standard 3 Writing

SPI 3003.3.1 Proofread a passage for correct punctuation, mechanics, and usage. X

SPI 3003.3.2 Choose the most effective order of sentences in a paragraph. X

SPI 3003.3.3 Select the most vivid and compelling words to strengthen a description. X

API 3003.3.4 Select the most precise word from a given list of synonyms. X

SPI 3003.3.5 Use a variety of strategies to combine a simple set of sentences into a longer, more complex sentence. X

SPI 3003.3.6 Revise to correct a nonparallel construction. X

SPI 3003.3.7 Select the thesis statement in a writing sample or passage. X

SPI 3003.3.8 Choose the transitional device that appropriately connects sentence or paragraphs within a writing sample. X

SPI 3003.3.9 Rearrange the order of supporting paragraphs within a writing sample give a specified organizational pattern (comparison-contrast, chronological).

X

SPI 3003.3.10 Evaluate the relevance of supporting sentences by deleting an irrelevant sentence in a passage. X

SPI 3003.3.11 Determine the writer’s purpose in a writing sample. X

SPI 3003.3.12 Identify a statement that reveals the writer’s attitude. X

SPI 3003.3.13 Identify the targeted audience for a selected passage. X

SPI 3003.3.14 Select the proper format to convey a set of work-related information. X

Writing is also assessed through the writing component of the Tennessee Comprehensive Assessment Program. Eleventh grade students write a Persuasive essay.


√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 listed 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

5

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.

√3003.3.3 Develop topics that address unfamiliar and abstract concepts removed from students’ personal experiences and that 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.

√3003.3.6 Include relevant, specific, and compelling details.

√3003.3.7 Employ organizational structures and support, and incorporate multiple patterns when appropriate (e.g., combine question-answer with comparison-contrast and utilize cause-effect as one type 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 works in essays, exact terminology in technical writing).

√3003.3.11 Use compelling verbs and 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, 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 include single-sentence paragraph for effect).

√3003.3.14 When other sources are used or referenced (e.g., in research, informational, or literary essays), adhered 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 write, paraphrase, or summarize text, ideas, or there information taken from print or electronic sources. Incorporate ideas and quotations effectively and correctly within text. Embed quotations and graphics from other resources, when appropriate.

√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

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relationship, use of modifying phrases), style (e.g., eliminating verbiage), and tone and mood as appropriate to audience, purpose, and context.

√3003.3.18 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.

3003.3.19 Use software (e.g., Photoshop, Acrobat, Dreamweaver, Pagemaker) to incorporate both basic and specialized effects into writing.

√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 limit.

√3003.3.22 Demonstrate confidence in using the Tennessee Writing Assessment Rubric while evaluating one’s own writing and the writing of others.

√3003.3.23 Refine the techniques of a persuasive essay, including logical reasons, coherent organization, rebuttal arguments, rhetorical devices, and relevant illustrations.

Standard 4 Research


SPI 3003.4.1 Select the research topic with the highest degree of focus. X

SPI 3003.4.2 Differentiate between primary and secondary sources. X

SPI 3003.4.3 Evaluate the reliability and credibility of sources for use in research. X

SPI 3003.4.4 Evaluate the validity of Web pages as sources of information. X

SPI 3003.4.5 Determine which statement presents an opposing view from those stated on a Web page. X

SPI 3003.4.6 Identify information that must be cited or attributed within a writing sample. X


√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 re complex and 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 base on complex research information, sometimes using multiple organizing structures within the essay.

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√3003.4.10 Craft an effective conclusion by 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).

√3003.4.13 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 graphic including a title, an abstract, numbered pages, and a bibliography.

Standard 5 Logic

SPI 3003.5.1 Make inferences and draw conclusions based on evidence in text. X

SPI 3003.5.2 Choose a logical word to complete an analogy. X

SPI 3003.5.3 Evaluate text for fact and opinion. X

SPI 3003.5.4 Analyze cause/effect relationships in text. X

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).

X

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) within a given argument.

X

SPI 3003.5.7 Differentiate between the implied and stated evidence of a give argument. X

SPI 3003.5.8 Determine whether a given argument employs deductive or inductive reasoning. X

SPI 3003.5.9 Identify a statement that reveals the writer’s biases, stereotypes, assumptions, or values within a writing sample.

X

SPI 3003.5.10 Identify a false premise in text. X

SPI 3003.5.11 Identify the main claim, premise (s0, evidence, or conclusion of a given argument. X

SPI 3003.5.12 Select an additional sentence to add to an argument within a persuasive text. X

SPI 3003.5.13 Select a rebuttal statement that best refutes the writer’s viewpoint. X

SPI 3003.5.14 Distinguish the strongest or weakest point of a given argument. X


√3003.5.1 Construct and complete challenging word analogies.

√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.

√3003.5.5 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions.

√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.

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√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, staw man).

√3003.5.9 Differentiate among evidence, inferences, assumptions and claims in argumentation (e.g., explain and evaluate opinion editorials, 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 3003.6.1 Discern the stated or implied main idea and supporting details of a complex informational or technical passage.

X

SPI 3003.6.2 Analyze information presented graphically in a complex informational or technical passage. X

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.

X

SPI 3003.6.4 Synthesize information across multiple complex informational or technical texts. X


√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.

√3003.6.2 Summarize, paraphrase, and critique information in tests (informational, technical, and literary).

√3003.6.3 Recognize clear or subtle and implied relationships among ideas (e.g., cause/effect, comparative, sequential) in complex informational and technical texts.

√3003.6.4 Synthesize information across multiple complex informational can technical texts.

√3003.6.5 Analyze the organizational structure of an informational or technical text (e.g., sequential, problem-solution, comparison-contrast, cause-effect).

√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 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.

Standard 7 Media

SPI 3003.7.1 Draw an inference from a non-print medium. X

SPI 3003.7.2 Select the type of conflict represented in a non-print medium. X

SPI 3003.7.3 Determine the impact of production elements (e.g., font, color, layout, graphics, light, camera angle) on a message.

X

SPI 3003.7.4 Infer the mood represented in a non-print medium. X

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SPI 3003.7.5 Discern how the limitations imposed by a particular medium restrict the delivery of a particular message. X

SPI 3003.7.6 Consider the treatment of a particular subject or event in tow or more media (e.g., newspaper and visual art, narrative and poem, diary and magazine article).

X


√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, paintings, 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 angle, 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.

√3003.7.4 Demonstrate consistent and effective audience focus through purposeful choice of medium; compelling images, words, and sounds, and focused supporting ideas.

√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, graphic, music, and/or sound effects to achieve the purposes in complex media presentations.


SPI 3003.8.1 Identify and analyze examples of idiom, metaphor, simile, personification, hyperbole, or pun in poetry or prose.

X

SPI 3003.8.2 Differentiate among verbal, situational, and dramatic irony. X

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.

X

SPI 3003.8.4 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).

X

SPI 3003.8.5 Identify the symbol of a literary passage and determine the theme it supports. X

SPI 3003.8.6 Identify and analyze standard literary elements (i.e., archetype, allegory, parable, paradox, parody, satire, foreshadowing, flashback).

X

SPI 3003.8.7 Analyze the impact of setting on the mood and plot of a literary passage. X

SPI 3003.8.8 Analyze sound and metric devices (i.e., rhyme internal, slant, rhythm, blank verse, free verse, repetition, alliteration, onomatopoeia).

X

SPI 3003.8.9 Demonstrate knowledge of the characteristics of lyric poetry, epics, sonnets, dramatic poetry, and ballads. X

SPI 3003.8.10 Analyze the development of similar or contrasting themes across two or more literary passages. X

SPI 3003.8.11 Identify and analyze the elements of drama (i.e., stage directions, dialogue, soliloquy, monologue, aside). X

SPI 3003.8.12 Locate words or phrases within a passage that provide historical or cultural cues. X

10

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.

X

SPI 3003.8.14 Identify classical, historical, and literary allusions in context. X

SPI 3003.8.15 Identify and analyze basic elements of plot (i.e. Exposition, rising action, climax, falling action, resolution/denouement).

X

SPI 303.8.16 Analyze how form relates to meaning (e.g. / compare a poem and a newspaper article on the same theme or topic).

X


√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 developments determine characters’ conflicts and dilemmas.

√3003.8.4 Analyze the function and effect f plot elements (e.g., exposition, rising action, climax, falling action, resolution/denouement) in complex literary tests.

√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, epics, sonnets, dramatic poetry, and ballads.

√3003.8.11 Identify and analyze elements of literary drama (e.g., dramatic irony, dialogue, soliloquy, monologue, aside).

√3003.8.12 Identify elements of literary drama (e.g. dramatic iron, soliloquy, stage direction, dialogue) and evaluate the ways in which they articulate a play right’s vision in complex plays.

√3003.8.13 Identify, analyze, and explain the multiple levels of themes(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.

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When teaching the 2nd semester block, the 3rd 6 wk SPI’s will now be taught in the 1st six week grading period. This is in order to prepare students for the

writing assessment. The 1st six weeks SPI’s will be taught the third six weeks of the second semester. Second six weeks SPI’s will continue to be taught

both semester in the 2nd grading period.

√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).

pacing guides 11-12.pdf - Campbell County Schools

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Transcript of pacing guides 11-12.pdf - Campbell County Schools