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Jefferson County Schools Language Arts The Tennessee English Language Arts Curriculum Framework for Kindergarten through Grade 12 was adopted by the State Board of Education on December 5, 1996. "The framework includes the Content Strands and Learning Expectations necessary to insure K-12 Tennessee students develop the language skills needed to succeed in school, in the workplace, and in their lives." Grade 5 The Terra Nova Complete Battery assesses students in fifth grade (Level 15). |
| Genres |
| The Genres Unit includes identifying and comparing key characteristics of literary genres, as designated by a work's subject, theme, style, and time period. Some examples of genres are science fiction, poetry, drama, British literature, and multicultural literature. The Genres Unit includes identifying and comparing key characteristics of literary genres, as designated by a work's subject, theme, style, and time period. Some examples of genres are science fiction, poetry, drama, British literature, and multicultural literature. |
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Author Intention: Evaluate
The learner will be able to (ESSENTIAL) identify and evaluate the author's purpose in a given work.
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Author Style/Technique: Tone/Evaluate
The learner will be able to (ESSENTIAL) evaluate how an author's tone influences the text.
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Author Technique: Nonfiction/Analyze
The learner will be able to (ESSENTIAL) analyze how authors use the elements of nonfiction to achieve their purposes.
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Genres: Distinguish
The learner will be able to (ESSENTIAL) distinguish among various literary genres (e.g. poetry, drama, letters, ads, historical fiction, biographies, autobiographies) (Learning Accomplishment includes novels,non-fiction and media).
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Point of View: Evaluate
The learner will be able to (ESSENTIAL) evaluate how author point of view influences reading materials.
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| Information Processing |
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Informational Skills: Develop
The learner will be able to (IMPORTANT) use appropriate reference sources in various formats (e.g. interviews, encyclopedias, card/electronic catalogs, almanacs, newspapers, periodicals, photographs, videos, films, the arts, on-line catalogs, non-fiction books, CD-Rom references, internet), use glossaries, dictionaries, the thesaurus, and any available current technology.
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Informational Skills: Develop
The learner will be able to (IMPORTANT) develop an awareness of the effects of media(e.g., television, print materials, radio, internet, newspapers, periodicals and identify the effects of propaganda (i.e., bandwagon, loaded words, testimonials).
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Informational Skills: Develop
The learner will be able to (IMPORTANT) understand a variety of informational texts which include primary sources (e.g., autobiographical sketches, letters, diaries, internet sites), skim materials to develop a general overview of content or to locate specific information, retrieve, organize, and represent information (e.g., charts, maps, graphs, forms, timelines, and outlines), develop notes that include important concepts, paraphrase, summaries, and identification of reference sources) and gather and record information on a research topic using three or more sources).
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Literary Experiences: Relate
The learner will be able to (IMPORTANT) relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions) and experience and develop an awareness of literature that reflects a diverse society.
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Motivation for Reading: Develop/Sustain
The learner will be able to (IMPORTANT) develop and sustain a motivation for reading by visiting libraries/media centers, reading daily from self-selected materials, choosing to read as a leisure activity, and maintaining a personal reading list or reading log.
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Reading Material: Select
The learner will be able to (IMPORTANT) use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others).
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| Language Expressions |
| The Language Expressions Unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar. The Language Expressions Unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar. The Language Expressions Unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar. |
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Conjunctions: Use Correctly
The learner will be able to (IMPORTANT) use conjunctions appropriately (e.g. coordinating).
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Correct Usage: Identify
The learner will be able to (ESSENTIAL) identify the correct usage of verbs (i.e., action/linking, regular/irregular, agreement, tenses) and adjectives (i.e., common/proper, comparative forms, predicate adjectives), and adverbs (i.e., comparative forms, negatives) within context.
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Cultural/Regional Differences: Recognize
The learner will be able to (IMPORTANT) recognize and appreciate cultural and regional differences signaled by word usage and vocabulary.
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Declarative: Change to Question
The learner will be able to (ESSENTIAL) change a declarative sentence into a question.
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Grammar: Use
The learner will be able to (ESSENTIAL) use correct grammar.
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Incomplete Sentences: Complete
The learner will be able to (ESSENTIAL) select the best way to correct incomplete sentences within context.
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Interjection: Choose
The learner will be able to (ESSENTIAL) choose the most appropriate interjection to complete a sentence.
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Modifier: Misplaced/Identify
The learner will be able to (ESSENTIAL) identify a misplaced modifier in a sentence.
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Noun: Forms/Edit
The learner will be able to (ESSENTIAL) edit writing for noun forms (i.e. singular/plural, possessives, predicate nouns, nouns as objects).
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Parallel Structure: Writing/Edit
The learner will be able to (ESSENTIAL) edit writing for appropriate parallel structure.
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Plurals/Possessives:Correct Spelling
The learner will be able to (ESSENTIAL) identify the correct spelling of plurals and possessives.
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Prepositions: Use Correctly
The learner will be able to (IMPORTANT) use prepositions appropriately (e.g., place prepositional phrases in correct location within the sentence).
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Pronoun: Case/Edit
The learner will be able to (ESSENTIAL) edit written works for correct use of pronouns (i.e., agreement, subject, object).
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Run-on Sentences: Correct
The learner will be able to (ESSENTIAL) select the most appropriate method to correct a run-on sentence (i.e. correct, semicolons, periods to join or separate elements within correct).
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Run-On/Fragment: Identify
The learner will be able to (ESSENTIAL) identify run-on sentences and sentence fragments.
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Sentence Combining
The learner will be able to (ESSENTIAL) combine multiple complete sentences into one complete sentence.
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Sentence Combining: Identify Techniques
The learner will be able to (ESSENTIAL) identify within context a variety of variety sentence-combining techniques (i.e., comma + coordinating conjunction, use of semicolon, introductory phrases and/or clauses).
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Sentence Structure: Identify Complete
The learner will be able to (ESSENTIAL) identify complete sentences.
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Sentence Structure: Length/Variety
The learner will be able to (ESSENTIAL) write using a variety of sentence structures and lengths.
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Sentence Structure: Recognize Errors
The learner will be able to (ESSENTIAL) recognize and correct errors in sentence structure.
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Sentence Structure: Use
The learner will be able to (IMPORTANT) use correct sentence structure (Learning Accomplishment includes (e.g., subject-verb agreement in simple and compound sentences, correct word order, correct placement of modifiers).
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Sentence Structure: Writing Purpose
The learner will be able to (ESSENTIAL) identify the sentence structure most appropriate for different writing purposes.
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Subject-Verb: Agreement
The learner will be able to (ESSENTIAL) use correct subject-verb agreement.
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Usage Errors: Recognize
The learner will be able to (ESSENTIAL) recognize usage errors occurring within context (e.g., double negatives, troublesome words: to, too, two; their, there, they're; lie, lay; sit, set).
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| Language Mechanics |
| The Language Mechanics Unit includes comprehending and applying the rules that govern punctuation and capitalization when writing and editing written works. The Language Mechanics Unit includes comprehending and applying the rules that govern punctuation and capitalization when writing and editing written works. |
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Abbreviations: Use Correctly
The learner will be able to (IMPORTANT) abbreviate words correctly.
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Apostrophe: Use
The learner will be able to (ESSENTIAL) correctly use apostrophes in sentences.
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Capitalization: Use Correctly
The learner will be able to (ESSENTIAL) use capitalization correctly including the beginning of a sentence, proper nouns and proper adjectives, parts of a letter, cities/states. titles, and titles of books.
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Colons: Identify Use
The learner will be able to (ESSENTIAL) identify the correct use of colons (i.e., in business letters and preceding a list of items).
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Commas: Identify Correct Use
The learner will be able to (ESSENTIAL) identify the correct use of commas (i.e., series, dates, addresses, friendly letters, compound sentences, coordinating conjunctions, and introductory words) within context (Learning Accomplishment includes semicolons and quotation marks).
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Endmark: Use
The learner will be able to (ESSENTIAL) use endmarks correctly.
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Punctuation: Apply
The learner will be able to (IMPORTANT) apply fundamental punctuation rules to written works.
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Punctuation: Letters/Literary Titles
The learner will be able to (ESSENTIAL) identify the correct use of punctuation in letters and literary titles.
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Quotation Marks/Commas Identify Correct
The learner will be able to (ESSENTIAL) choose the correct use of quotation marks and commas in direct quotations.
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Write: Legibly
The learner will be able to (IMPORTANT) continue to write legibly.
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| Listening/Speaking |
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Behaviors: Interpretive Skills
The learner will be able to (ESSENTIAL) demonstrate developmentally appropriate interpretive listening comprehension skills.
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Behaviors: Literal Skills
The learner will be able to (ESSENTIAL) demonstrate developmentally appropriate literal listening comprehension skills.
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Conversation Rules: Observe
The learner will be able to (IMPORTANT) listen attentively by facing speaker, asking facing, and paraphrasing what is said, and use other established rules for conversation (e.g. do not interrupt, provide facing feedback).
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Directions: Understand/Give
The learner will be able to (IMPORTANT) understand, follow, and give multi-step directions that may include illustrations.
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Language/ Listening Skills: Develop
The learner will be able to (IMPORTANT) formulate and respond to questions from teachers and other group members, participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentation) and summarize orally what has been learned or accomplished after completing an activity.
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Language/Listening Skills: Develop
The learner will be able to (IMPORTANT) interpret and use a variety of non-verbal communication techniques (e.g., gestures, facial expression, posture), present and/or perform original or published literary work with a group and/or individually, and participate in recitations of assigned/self-selected selected.
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Oral Presentation: Create/Deliver
The learner will be able to (IMPORTANT) create and deliver an oral presentation that includes an introduction and conclusion and uses visual aids or props, incorporates several sources, and uses different voice levels and speech patterns.
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| Reading Operations |
| The Reading Operations Unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. It includes skills which address identifying, discussing, and comparing both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications). The Reading Operations Unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. It includes skills which address identifying, discussing, and comparing both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications). |
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Analyze: Literary Selection
The learner will be able to (ESSENTIAL) analyze story elements including characters, theme, setting, and plot development in a literary selection.
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Analyze: Relationships/Reading Materials
The learner will be able to (ESSENTIAL) analyze cause and effect relationships in reading materials.
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Analogy: Select Word to Complete
The learner will be able to (ESSENTIAL) select a logical word to complete an analogy using synonyms, antonyms, categories, and subcategories.
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Appropriate Words: Select
The learner will be able to (ESSENTIAL) select appropriate synonyms, antonyms, and homonyms within context.
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Characters: Interpret
The learner will be able to (IMPORTANT) interpret a character's feelings, identify his motives, trace changes in the main character, and identify how this affects the plot.
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Compare/Contrast: Reading Materials
The learner will be able to (ESSENTIAL) compare and contrast reading materials.
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Comprehension: Display Skills
The learner will be able to (ESSENTIAL) display comprehension skills.
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Conflict: Identify
The learner will be able to (IMPORTANT) identify the conflict of the plot.
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Correct Meaning: Determine
The learner will be able to (ESSENTIAL) determine correct meaning/usage of multiple-meaning words within context.
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Critical Thinking: Reading Materials
The learner will be able to (ESSENTIAL) critically examine reading materials.
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Draw Conclusion: Hypothesis
The learner will be able to (ESSENTIAL) develop a hypothesis based on a reading selection.
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Draw Conclusion: Reading Material
The learner will be able to (ESSENTIAL) draw conclusions about reading materials.
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Emergent Reading: Understanding Sentence
The learner will be able to (ESSENTIAL) understand the meaning of a sentence.
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Eras: Identify Influence
The learner will be able to (IMPORTANT) identify how culture, ethnic, and historical eras are represented in print and non-print texts.
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Events: Identify Placement
The learner will be able to (ESSENTIAL) identify, using a graphic organizer, placement of events.
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Fact/Opinion
The learner will be able to (ESSENTIAL) distinguish between fact and opinion.
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Figures of Speech: Identify
The learner will be able to (ESSENTIAL) identify similes, metaphors, personification, and hyperbole in context.
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Forms of Text: Recognize
The learner will be able to (IMPORTANT) recognize different forms of text (e.g., poems, plays, drama, letters, ads, journalism, historical fiction, biographies, autobiographies).
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Generalization: Passage
The learner will be able to (ESSENTIAL) make a generalization based on passage elements.
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Graphic Feature: Use
The learner will be able to (ESSENTIAL) use common graphical features to increase understanding of reading materials.
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Inference: Information
The learner will be able to (ESSENTIAL) make inferences from information in written material.
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Literary Device: Techniques/Analyze
The learner will be able to (ESSENTIAL) analyze literary techniques.
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Locate Information: Using Text
The learner will be able to (ESSENTIAL) locate information using available text features(e.g., maps, charts, graphics, indexes, glossaries, and tables of contents).
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Main Idea: Stated/Analyze
The learner will be able to (ESSENTIAL) determine and analyze the main idea stated in a passage (Performance Indicator includes implied main idea).
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Meaning Within Context: Determine
The learner will be able to (ESSENTIAL) recognize root words, prefixes, suffixes, and syllabication as aids in determining within context.
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Passages: Summarize
The learner will be able to (IMPORTANT) summarize selected passages.
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Persuasive: Bias/Evaluate
The learner will be able to (ESSENTIAL) evaluate authors' biases in reading materials.
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Phonemic Awareness: Use
The learner will be able to (IMPORTANT) develop awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, music lyrics, variety effects, books on tape, read alouds) and understand rhyming patterns in printed materials.
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Plot: Identify/Interpret Events
The learner will be able to (ESSENTIAL) identify and interpret the main incidents of a plot, their causes, how they influence future actions, and how they are resolved.
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Point of View: Recognize
The learner will be able to (ESSENTIAL) recognize that a story is told from the first person point of view.
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Predict Outcome: Information
The learner will be able to (ESSENTIAL) make predictions from information in written material.
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Predictions: Recognize Reasonable
The learner will be able to (ESSENTIAL) recognize reasonable predictions of future events within a given context.
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Questions: Aid Understanding
The learner will be able to (ESSENTIAL) generate questions to aid understanding while reading.
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Reading Behaviors: Apply
The learner will be able to (ESSENTIAL) apply meaning while reading.
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Reading Behaviors: Initial Understanding
The learner will be able to (ESSENTIAL) demonstrate an initial understanding of a text.
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Reading Behaviors: Monitoring Reading
The learner will be able to (ESSENTIAL) monitor reading comprehension.
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Reality/Fantasy
The learner will be able to (ESSENTIAL) distinguish between reality and fantasy.
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Response: Connection/Text
The learner will be able to (ESSENTIAL) make connections among reading materials.
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Sequence: Identify Order
The learner will be able to (ESSENTIAL) identify the order of events which occur within a reading selection.
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Sequence: Use/Understand
The learner will be able to (ESSENTIAL) use sequence to understand reading materials.
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Sound: Identify Effects
The learner will be able to (ESSENTIAL) identify the effect of sound within context (e.g. onomatopoeia, alliteration, rhyme, and repetition).
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Story: Elements/Identify
The learner will be able to (ESSENTIAL) identify story elements, such as setting, plot, and characters.
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Stories: Retell
The learner will be able to (IMPORTANT) retell a story from a different point of view.
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Strategies: Extend Information
The learner will be able to (ESSENTIAL) extend information beyond passage ideas while reading.
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Strategies: Vocabulary/Using
The learner will be able to (ESSENTIAL) use vocabulary to understand what is read.
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Structure: Increase Understanding
The learner will be able to (ESSENTIAL) use text structure to increase understanding of reading materials.
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Summary: Passage
The learner will be able to (ESSENTIAL) summarize a reading passage in his/her own words.
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Support: Examine
The learner will be able to (ESSENTIAL) examine the adequacy of support in reading materials.
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Supporting Information: Identify
The learner will be able to (ESSENTIAL) identify information to support opinions, predictions, and conclusions.
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Synthesizing: Information/Multiple Texts
The learner will be able to (ESSENTIAL) demonstrate skills for constructing meaning by synthesizing information from multiple written texts.
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Techniques: Persuasive/Analyze
The learner will be able to (ESSENTIAL) analyze persuasive techniques.
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Text Features: Select/Use
The learner will be able to (ESSENTIAL) select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, side bars) (Learning Accomplishment includes footnotes, title, title page, table of contents, Accomplishment title,glossary, appendix, index).
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Theme: Identify
The learner will be able to (ESSENTIAL) identify the theme of a given reading passage Performance Indicator includes determining if the theme is stated or implied).
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Variety of Purposes: Read
The learner will be able to (IMPORTANT) read independently for a variety of purposes including for literary experience, to gain information, to perform a task, for enjoyment, to expand vocabulary, and to build fluency.
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Word Meanings: Determine
The learner will be able to (ESSENTIAL) determine word meaning within context (Learning Accomplishment includes context clues, context, glossaries, other resources).
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Word: Environment
The learner will be able to (ESSENTIAL) recognize words found in the immediate environment.
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Words: Identify
The learner will be able to (ESSENTIAL) identify compound words, contractions, and common abbreviations within text.
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Prereading Strategies: Use
The learner will be able to (IMPORTANT) use prereading skills including setting a purpose for reading, using reference sources, organizing prior knowledge, relating text to personal and historical experiences, and exploring significant words to be encountered in the text.
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Comprehension Strategies: Use
The learner will be able to (IMPORTANT) use comprehension strategies to derive meaning while reading including creating mental images, verifying purpose, using various reading strategies, self monitoring, and expressing reactions and/or personal opinions.
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Understanding After Reading: Evaluate
The learner will be able to (IMPORTANT) check for understanding after reading by indicating the sequence of events, selecting the main idea, identifying the author's purpose, discussing similarities/differences, organizing information, making generalizations, locating information to support opinions, predictions, and conclusions,identifying cause and effect relationships, distinguishing between fact and opinion, identifying figurative language, recognizing common themes, and reflecting on comprehension strategies used.
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Content Areas: Develop Skills
The learner will be able to (IMPORTANT) develop skills to facilitate reading in a variety of content areas by developing content specific vocabulary, locating information using text features, applying comprehension skills, using self-correction skills, and evaluating the reliability of sources.
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