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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
7.1.spi.1. derive information from the following text features: timelines, graphs, headings, and subheadings within context.
7.1.spi.2. determine the meaning of unknown words and/or multiple meaning words through the use of context clues.
7.1.spi.3. replace unknown words in context with appropriate synonyms or antonyms.
7.1.spi.4. make predictions about the outcome of a given passage.
7.1.spi.5. formulate clarifying questions for use before, during, or after reading.
7.1.spi.6. identify the main idea in a reading selection.
7.1.spi.7. distinguish between fact and opinion within context.
7.1.spi.8. decode unknown grade level words in context, using previously learned strategies, such as analysis of affixes, as aids in determining meaning.
7.1.spi.9. recognize first person point of view.
7.1.spi.10. recognize and use grade appropriate and/or content specific vocabulary within context .
7.1.spi.11. identify plot elements in the proper place on a graphic organizer.
7.1.spi.12. locate information using keywords and headings.
7.1.spi.13. distinguish between poetry and prose and between biography and autobiography.
7.1.spi.14. select the correct word or phrase to complete an analogy using synonyms, antonyms, categories, subcategories, whole/part, functions, verb forms, and rhymes.
7.1.spi.15. identify commonly used foreign phrases (e.g., bon voyage, mi casa es su casa, bon jour, hasta la vista).
7.1.spi.16. draw inferences from selected passages.
7.1.spi.17. identify the author's purpose for writing and/or the reader's purpose for reading.
7.1.spi.18. analyze the cause and effect relationship in a given passage.
7.1.spi.19. identify examples of propaganda techniques (i.e., bandwagon, loaded words, testimonials).
7.1.spi.20. determine the common characteristics of short stories, novels, poetry, drama, and non-fiction.
7.1.spi.21. recognize implied themes.
7.1.spi.22. identify similes, metaphors, personification, and hyperbole within context.
7.1.spi.23. analyze the effect within context of the sound devices of onomatopoeia, alliteration, accent, rhyme, and repetition.
7.1.spi.24. recognize and identify words within context that reveal particular time periods and cultures.
7.1.spi.25. identify at least two ways by which an author reveals character traits in a given passage.
7.1.spi.26. identify symbolism, flashback, and foreshadowing within context.
7.1.spi.27. rank a given set of resources according to reliability.
7.1.spi.28. identify examples of sound devices (e.g., rhyme, alliteration, slant rhyme, repetition, and internal rhyme) in context.
7.2.spi.1. complete a graphic organizer (i.e., clustering, listing, mapping, and webbing) with information from notes for a writing selection.
7.2.spi.2. select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
7.2.spi.3. identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade) .
7.2.spi.4. identify the audience (formal/informal) for which text is written.
7.2.spi.5. select an appropriate concluding sentence for a well-developed paragraph.
7.2.spi.6. supply a missing piece of information in an outline.
7.2.spi.7. rearrange multi-paragraphed work in a logical and coherent order.
7.2.spi.8. identify individual written selections as technical, narrative, persuasive and /or descriptive in mode.
7.2.spi.9. select an appropriate thesis statement for a writing sample.
7.2.spi.10. select the best way to combine sentences to provide syntactic variety within context.
7.2.spi.11. identify the sentence(s) irrelevant to a paragraph's theme or flow.
7.2.spi.12. choose the supporting sentence that best fits the context and flow of ideas in a paragraph.
7.2.spi.13. select the most appropriate title for a passage.
7.2.spi.14. identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, and Internet source).
7.2.spi.15. select illustrations, explanations, anecdotes, descriptions, and/or facts to support key ideas.
7.3.spi.1. identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, and interrupters) within context.
7.3.spi.2. recognize usage errors occurring within context (e.g., double negatives, troublesome words: to, too, two; their, there, they're; lie, lay; sit, set).
7.3.spi.3. identify the correct use of colons (i.e., in business letters, preceding a list of items) within context.
7.3.spi.4. 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).
7.3.spi.5. identify the correct use of nouns (i.e., common/proper, singular/plural, possessives, direct/indirect objects, predicate) , pronouns (i.e., agreement, reflexive, interrogative, and demonstrative), verbs (i.e., action/linking, regular/irregular, agreement, perfect tenses, verb phrases), adjectives (i.e., common/proper, comparative and superlative forms, adjective clauses), adverbs (i.e., comparative and superlative forms), interjection and conjunctions (i.e., coordinating, correlative, and subordinating) within context.
7.3.spi.6. identify within context a variety of appropriate sentence-combining techniques (i.e., comma + coordinating conjunction, use of semicolon, introductory phrases and/or clauses).
7.3.spi.7. identify the correct use of prepositions and prepositional phrases within context.
7.3.spi.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.
7.3.spi.9. identify correctly or incorrectly spelled words in context.
7.3.spi.10. identify the correct use of appositives and appositive phrases and infinitives and infinitive phrases within context.
7.3.spi.11. select the appropriate use of underlining/italicizing with titles, specific words, numbers, and letters.