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Browse Tennessee State Standards
: Performance Indicators State
As documented through state assessment:
At Level 1, the student is able to
At Level 1, the student is able to
5.1.spi.1. recognize root words, prefixes, suffixes, and syllabication as aids in determining meaning within context.
5.1.spi.2 select appropriate synonyms, antonyms, and homonyms within context
5.1.spi.3. identify compound words, contractions, and common abbreviations within text.
5.1.spi.4. select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, side bars).
5.1.spi.5. identify setting, characters, and plot in a passage.
5.1.spi.6. recognize and use grade appropriate vocabulary within context.
5.1.spi.7. select questions used to focus and clarify thinking before, during and after reading the text.
5.1.spi.8. determine correct meaning/usage of multiple-meaning words within context.
5.1.spi.9. determine word meanings within context.
5.1.spi.10. identify the sequence of events in fiction and non-fiction selections.
5.1.spi.11. select stated or implied main idea and supporting details from text.
5.1.spi.12. identify stated or implied cause and effect relationships.
5.1.spi.13. distinguish between elements of fact/opinion and reality/fantasy.
5.1.spi.14. determine inferences from selected passages.
5.1.spi.15. select the appropriate summary statement for a given passage.
5.1.spi.16. locate information using available text features (e.g. maps, charts, graphics, indexes, glossaries, and tables of content).
5.1.spi.17. recognize reasonable predictions of future events within a given context.
5.1.spi.18. distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies).
5.1.spi.19. identify and interpret the main incidents of a plot, their causes, how they influence future actions, and how they are resolved.
5.1.spi.20. recognize that a story is told from the first person point of view.
5.1.spi.21. identify the author's purpose(s) (i.e. to inform or to entertain).
5.1.spi.22. determine whether the theme is stated or implied within a passage.
5.1.spi.23. identify similes, metaphors, personification, and hyperbole in context.
5.1.spi.24. identify the effect of sound within context (e.g., onomatopoeia, alliteration, rhyme, and repetition).
5.1.spi.25. identify information to support opinions, predictions, and conclusions.
5.1.spi.26. select a logical word to complete an analogy using synonyms, antonyms, categories and subcategories.
5.1.spi.27. identify, using a graphic organizer, placement of events.
5.2.spi.1. complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing
5.2.spi.2. rearrange sentences to form a sequential, coherent paragraph.
5.2.spi.3. identify the purpose for writing (i.e., to entertain, to inform, and to report) .
5.2.spi.4. identify the audience for which a piece of text is written.
5.2.spi.5. select details that support a topic sentence.
5.2.spi.6. choose vivid and active words when writing.
*5.2.spi.7.develop and write a paragraph topic sentence with supporting details.
5.2.spi.8. rearrange paragraphs in a narrative writing selection in sequential or chronological order.
5.2.spi.9. select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
5.2.spi.10. identify the most reliable sources of information for preparing a report or project.
5.2.spi.11. select the best way to combine sentences to provide syntactic variety within context.
5.2.spi.12. select the best title for a written selection.
5.2.spi.13. choose the supporting sentence that best fits the context and flow of ideas in a paragraph.
5.2.spi.14. supply a missing piece of information in an outline.
*5.2.spi.15. select, limit, and refine a writing topic.
*5.2.spi.16. write well-developed, organized, and coherent essays in response to narrative prompts.
*5.2.spi.17. revise to clarify thought, to refine ideas, and to distinguish between important and unimportant information.
*5.2.spi.18. edit writing for the elements of language.
*5.2.spi.19. explain and/or illustrate key ideas when writing.
*5.2.spi.20. demonstrate syntactic variety when writing.
5.2.spi.21. arrange multi-paragraphed work of exposition (e.g., persuasion, compare/contrast) in a logical and coherent order.
5.2.spi.22. identify the sentence irrelevant to a paragraph's theme or flow.
5.2.spi.23. select an appropriate concluding sentence for a well-developed paragraph.
*5.2.spi.24. use appropriate transitional words and devices when writing.
*5.2.spi.25. incorporate figurative language, vivid descriptions, active voice verbs, sensory details, and personal observations to display facility in the use of language.
*5.2.spi.26. write an effective concluding paragraph for a well-developed essay.
5.3.spi.1. recognize usage errors occurring within context (e.g., double negatives, troublesome words: to, too, two; their, there, they're; lie, lay; sit, set).
5.3.spi.2. select the best way to correct incomplete sentences within context..
5.3.spi.3. identify the correct use of nouns (i.e., singular/plural, possessives, predicate nouns, nouns as objects), pronouns (i.e., agreement, subject, object), verbs (i.e., action/linking, regular/irregular, agreement, tenses), adjectives (i.e., common/proper, comparative forms, predicate adjectives), and adverbs (i.e., comparative forms, negatives) within context.
5.3.spi.4. identify sentences with correct subject-verb agreement (person/number).
5.3.spi.5. identify the correct use of commas (i.e., series, dates, addresses, friendly letters, compound sentences, coordinating conjunctions, and introductory words) within context.
5.3.spi.6. choose the correct use of quotation marks and commas in direct quotations.
5.3.spi.7. identify correctly or incorrectly spelled words in context.
5.3.spi.8. identify the correct spelling of plurals and possessives.
5.3.spi.9. identify within context a variety of appropriate sentence-combining techniques (i.e., comma + coordinating conjunction, use of semicolon, introductory phrases and/or clauses).
5.3.spi.10. choose the most appropriate interjection to complete a sentence.
5.3.spi.11. identify the correct use of colons (i.e., in business letters and preceding a list of items).
5.3.spi.12. select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, and periods to join or separate elements) within context.