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: Performance Indicators State
As documented through state assessment:
At Level 1, the student is able to
At Level 1, the student is able to
6.1.spi.1. use knowledge of root words, affixes, syllabication and/or spelling patterns as aids in determining meaning within context.
6.1.spi.2. determine whether a given statement within a passage is fact or fiction.
6.1.spi.3. indicate sequence of events in print and non-print texts.
6.1.spi.4. predict future events of a passage.
6.1.spi 5. select appropriate synonyms, antonyms, and homonyms within context.
6.1.spi 6. use context clues, dictionaries, thesauruses, electronic sources, and glossaries as aids in determining the meanings of unfamiliar words.
6.1.spi..7. select questions to clarify thinking.
6.1.spi. 8 . use common text features to make meaning from text (i.e., newspapers and textbooks).
6.1.spi. 9. evaluate text for fact and opinion.
6.1.spi.10. recognize and use grade appropriate and/or content specific vocabulary within context.
6.1.spi.11. locate information using available text features.
6.1.spi.12. recognize that purpose determines text format.
6.1.spi.13. analyze the effects of sound in context (i.e., onomatopoeia, alliteration,accent, rhyme, and repetition).
6.1.spi.14. choose the correct meaning of multiple meaning words in context.
6.1.spi.15. locate and verify information to support opinions, predictions, and conclusions.
6.1.spi.16. identify stated or implied cause and effect relationships.
6.1.spi.17. draw inferences from selected texts.
6.1.spi.18. analyze the use of similes, metaphors, personification, and hyperbole within context.
6.1.spi.19. select sources from which to gather information on a given topic and determine their reliability.
6.1.spi.20. distinguish among various literary genres (e.g., poetry, drama, fiction, and non-fiction).
6.1.spi.21. determine the main ideas of a plot, their causes, how they influence future actions, and how they are resolved.
6.1.spi.22. recognize the first person point of view in literature.
6.1.spi 23. select an appropriate summary statement and determine whether the theme is stated or implied.
6.1.spi.24. specify a logical word choice to complete an analogy using synonyms, antonyms, categories, subcategories, whole/part, and functions.
6.1.spi.25. identify patterns of rhyme and rhythm.
6.1.spi.26. determine the author's purpose for writing a selection (i.e., to inform, to persuade, to entertain, to share emotions).
6.1.spi.27. recognize common propaganda techniques (i.e. bandwagon, loaded words, and testimonials).
6.2.spi.1. complete a graphic organizer (i.e., clustering, listing, mapping, and webbing) with information from notes for a writing selection.
6.2.spi.2. select an appropriate title that reflects the topic of a written selection.
6.2.spi.3. identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade).
6.2.spi.4. identify the audience for which a text is written.
6.2.spi.5. identify the most reliable sources of information for preparing a report or project.
6.2.spi.6. rearrange multi-paragraphed work in a logical and coherent order.
6.2.spi.7. select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
6.2.spi.8. select an appropriate concluding sentence for a well-developed paragraph.
6.2.spi.9. select the best way to combine sentences to provide syntactic variety within context.
6.2.spi.10. identify sentences irrelevant to a paragraph's theme or flow.
6.2.spi.11. choose the supporting sentence that best fits the context and flow of ideas in a paragraph.
6.2.spi.12. supply a missing piece of information in an outline.
6.2.spi.13. select an appropriate thesis statement for a writing sample.
6.2.spi.14. rank possible research resources according to reliability.
6.2.spi.15. select illustrations, descriptions, and/or facts to support key ideas.
6.3.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).
6.3.spi.2. identify the correct spelling of plurals and possessives.
6.3.spi.3. identify sentences with correct subject-verb agreement (person/number) within context.
6.3.spi.4. identify the correct use of nouns (i.e., common/proper, singular/plural, possessives), pronouns (i.e., agreement, subject, object), verbs (i.e., action/linking, regular/irregular, agreement), adjectives (i.e., common/proper, comparative forms), and adverbs (i.e., comparative forms) within context.
6.3.spi.5. identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, and interrupters) within context.
6.3.spi.6. 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).
6.3.spi.7. identify correctly and incorrectly spelled words in context.
6.3.spi.8. identify within context a variety of appropriate sentence-combining techniques (i.e., comma + coordinating conjunction, use of semicolon, introductory phrases and/or clauses).
6.3.spi.9. choose the most appropriate interjection to complete a sentence.
6.3.spi.10. identify the correct use of colons (i.e., in business letters, preceding a list of items) within context.
6.3.spi.11. identify the correct use of prepositions and prepositional phrases within context.
6.3.spi.12. identify the correct use of conjunctions (i.e., coordinating and subordinating) within context.
6.3.spi.13. select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, and periods to join or separate elements) within context.