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Browse Tennessee State Standards
: Performance Indicators Teacher
As documented through state assessment:
At Level 1, the student is able to
At Level 1, the student is able to
3.1.tpi.1. observe established rules of conversation (taking turns, raising hands when working insmall groups).
3.1.tpi.2 use letter-sound knowledge and structural analysis to decode words (e.g., consonant blends, diphthongs).
3.1.tpi.3. associate sounds with appropriate letters.
3.1.tpi.4. track auditorily each word in a sentence and each syllable in a word.
3.1.tpi.5. use root words and their various inflections.
3.1.tpi.6. identify a purpose for reading (e.g., to enjoy content and to locate information).
3.1.tpi.7. use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (roots, prefixes, and suffixes).
3.1.tpi.8. know and use common (e.g., -ill, -ate) and complex (e.g., -ight) word families to decode unfamiliar words.
3.1.tpi.9. manipulate word sorts to increase awareness of words.
3.1.tpi.10. build vocabulary through frequent teacher read-alouds, by listening to literature, and by participating in discussions.
3.1.tpi.11. demonstrate the ability to follow and give oral/written directions up to three steps.
3.1.tpi.12. demonstrate an awareness of the sounds of language (e.g., rhyme and rhythm).
3.1.tpi.13. preview the text to establish a purpose for reading, to activate prior knowledge, and to facilitate the reading process.
3.1.tpi.14. read aloud grade appropriate texts texts fluently and accurately, using appropriate timing and changes in voice and expression.
3.1.tpi.15. read a variety of texts (e.g., short stories, fairy tales, non-fiction texts, folktales, plays, and chapter books).
3.1.tpi.16. reflect punctuation in written text while reading orally
3.1.tpi.17. derive meaning while reading by predicting outcomes based upon prior knowledge and adjust as knowledge is gained.
3.1.tpi.18. use metacognitive reading strategies to improve comprehension (e.g., reread, read ahead, ask for help, adjust reading speed).
3.1.tpi.19. express reactions and personal opinions in response to text.
3.1.tpi.20. relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic representations).
3.1.tpi.21. listen attentively by facing the speaker, asking questions, amd paraphrasing.
3.1.tpi.22. summarize orally what has been learned or accomplished after completing an activity or assignment
3.1.tpi.23. summarize stories, plays, and poems
3.1.tpi.24. use content specific vocabulary.
3.1.tpi.25. connect life experience to information and events in texts.
3.1.tpi.26. participate in creative responses to text.
3.1.tpi.27. organize information from text or technological sources using graphic organizer (e.g., webbing, KWL).
3.1.tpi.28. use library media sources to access information (e.g., card, electronic catalog,encyclopedias, CD-ROM references, Internet, non-fiction books).
3.1.tpi.29. make connections among various texts showing similarities and differences related tosetting, events, and characters.
3.1.tpi.30. compare and contrast different versions of the same stories reflecting different cultures.
3.1.tpi.31. extend ideas presented in text (e.g., changing setting, ending, or characters'actions).
3.1.tpi.32. read daily and independently.
3.1.tpi.33. verify the meaning/usage of a multiple meaning word through the use context clues.
3.1.tpi.34. draw conclusions from evidence within the text.