NOTE: THESE SPIs WILL NOT APPEAR ON THE TCAP ACHIEVEMENT AND EOC EXAMS. THEY WILL STILL BE ASSESSED ON THE SPRING, 2013 TCAP TESTS

Transcription

1 State Performance Indicators (s) to be Dropped from the English Language Arts Grades 3-8 TCAP and Grades 9-11 EOC The TDOE has decided to focus on the three key instructional shifts in its transition to the Common Core State Standards for English Language Arts (CCSS for ELA). The three instructional shifts for ELA are: 1. Building knowledge through content-rich nonfiction 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language Because of this, Focus Standards will only be used for mathematics and thus were not a consideration in deciding which s to drop. Instead, the following s were removed for these reasons: They do not align to the Common Core State Standards They represent instructional practices or focuses that betray the spirit and intent of the instructional shifts The concepts are taught in a different grade level in the Common Core State Standards 3 rd grade: Code Language Select appropriate synonyms and antonyms within context Identify the audience for which a text is written Complete a simple graphic organizer to group ideas for writing Identify the most reliable sources of information to support a research topic Distinguish between fact and opinion within text From a list of statements, locate the factual statements from the fictional ones. Select the most appropriate medium or media for accessing information, writing a report, or making a presentation. Recognize the sort of information available through a specific medium (e.g., the accent and emotion through audio; visual images through videos) Identify forms of text as poems, plays, or stories. Identify the author s purpose (e.g., to entertain, to inform, to describe, to share feelings).

2 4 th grade: Code Language Identify the purpose for writing (i.e., to entertain, to inform, to share experiences). Complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing. Differentiate among the kinds of information available in a variety of reference materials (i.e., dictionary, thesaurus, atlas, encyclopedia). Distinguish between fact/opinion and reality/fantasy. Select the most appropriate and reliable media for accessing information, writing a report, or making a presentation. Choose the most effective medium to enhance a short oral presentation (e.g., still pictures, model, diorama, PowerPoint, recording). From a list of media, identify the medium that is available to you that was probably not available to previous generations. Recognize plot features of fairy tales, folk tales, fables, and myths. Identify characters, setting, and plot in a passage. Make appropriate predictions about text. Identify and interpret similes and metaphors. Identify the author s purpose (e.g., to entertain, to inform, to persuade, to share feelings). 5 th grade: Code Language Identify the audience for a given speech. Identify the criteria necessary for a good group leader appropriate to a particular task (i.e., understands the group task, works well with others, keeps the group on task). Identify the audience for which a text is written. Complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing. Identify the purpose for writing (i.e., to entertain, to inform, to share experiences, to persuade, to report). Distinguish between fact/opinion and reality/fantasy. Indicate the correct sequence of events in text. Select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, sidebars). Locate information using available text features (e.g., maps, charts, graphics) Arrange a set of instructions in sequential order. Select the most appropriate medium or media for accessing information, writing a report, or enhancing an oral presentation. Identify the various functions of media in daily life (i.e., communication, entertainment, information, persuasion). Recognize reasonable predictions of future events within a given context.

3 Dropped Distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies). Determine whether the theme is stated or implied within a passage. Identify similes, metaphors, personification, and hyperbole in context. Identify the author s purpose (i.e., to inform, to entertain, to share feelings, to describe, to persuade). 6 th grade: Code Language Identify the purpose of a speech (i.e., to inform, to describe, to explain, to Identify the targeted audience of a speech. Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade). Complete a graphic organizer (e.g., clustering, listing, mapping, webbing) with information from notes for a writing selection. Identify the audience for which a text is written. Rank research resources according to reliability. Distinguish between primary (i.e., letters, interviews, diaries, newspapers) and secondary (i.e., reference books, periodicals, Internet, biographies) sources. Predict future events of a given text. Identify examples of persuasive devices (i.e., bandwagon, loaded terms, testimonial, name-calling). Indicate the sequence of events in text. Use text features to locate information and make meaning from text (e.g., headings, key words, captions, footnotes). Recognize that purpose determines text format. Choose the correct order of a set of instructions. Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe). Identify the type of conflict (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology) represented in a non-print medium. Distinguish among various literary genres (e.g., fiction, drama, nonfiction, poetry). Distinguish between first and third person points of view. Identify the kind(s) of conflict present in a literary plot (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology). Identify examples of sound devices (i.e., accent, alliteration, onomatopoeia, rhyme, and repetition). Identify patterns of rhyme and rhythm.

4 7 th grade: WI Code Language Identify the correct use of colons (i.e., in business letters, preceding list of items) within context. Identify the correct use of infinitives and infinitive phrases within context. Form singular and plural possessives using apostrophes correctly. du jour, bon voyage). Identify the purpose of a speech (i.e., to inform, to describe, to explain, to Identify the targeted audience of a speech. Discern the organizational pattern of a speech (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect). Identify the purpose for writing (i.e., to inform, to describe, to explain, to Identify the audience for which a text is written. Identify individual writing selections as technical, narrative, persuasive, and/or descriptive in mode. Complete a graphic organizer (e.g., clustering, listing, mapping, webbing) with information from notes for a writing selection. Distinguish between primary (i.e., interviews, letters, diaries, newspapers, personal narratives) and secondary (i.e., reference books, periodicals, Internet, biographies) sources. Make predictions about the outcome of a given text. Identify examples of persuasive devices (i.e., bandwagon, loaded terms, testimonial, name-calling, plain folks). Identify an example of deductive or inductive reasoning in text. Identify a false premise in text. Use text features to locate information and make meaning from text (e.g., headings, key words, captions, footnotes). Choose the correct order of a set of instructions. Identify the organizational structure of an informational text (i.e., chronological, cause-effect, comparison-contrast, sequential, problem-solution). Choose the most appropriate medium for a prescribed purpose and audience. Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe). Identify the type of conflict (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology) represented in a non-print medium. Demonstrate an understanding of the basic elements of plot: exposition, rising action, climax, falling action, resolution/denouement. Identify the author s point of view (i.e., first person, third-person objective, thirdperson limited, third-person omniscient). Distinguish among different genres (e.g., poetry, drama, biography, novel) using their distinguishing characteristics.

5 Determine the common characteristics of literary drama, nonfiction, novels, poetry, and short stories. Recognize and identify words within context that reveal particular time periods and cultures. 8 th grade: Code Language Form singular and plural possessives using apostrophes correctly. Recognize the effect of stressed or unstressed syllable to aid in identifying the meaning of multiple meaning words. du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim). Identify the purpose of a speech (i.e., to inform, to describe, to explain, to Identify the targeted audience of a speech. Organize a series of note cards in the most effective order for an oral presentation. Identify and analyze the organizational structure of a speech (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect). Identify the purpose for writing (i.e., to inform, to describe, to explain, to Complete a graphic organizer (e.g., clustering, listing, mapping, webbing) with information from notes for a writing selection. Identify the targeted audience for a selected passage. Distinguish between primary sources (i.e., interviews, letters, diaries, newspapers, autobiographies, personal narratives) and secondary sources (i.e., reference books, periodicals, Internet, biographies, informational texts). Recognize a reasonable prediction of future events of a given text. Identify examples of persuasive devices (i.e., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal). Identify an example of deductive or inductive reasoning in text. Use text features to locate information and make meaning from text (e.g., headings, key words, captions, footnotes). Choose the correct order of a set of instructions. Identify the organizational structure of a text (i.e., chronological, cause-effect, comparison-contrast, sequential, problem-solution). Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe). Select the type of conflict (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology) represented in a non-print medium. Identify and analyze the author s point of view (i.e., first person, third-person objective, third-person limited, third-person omniscient). Distinguish among different genres (e.g., poetry, drama, biography, novel) using their distinguishing characteristics.

6 Analyze examples of sound devices within context (i.e., rhyme scheme, alliteration, onomatopoeia, free verse, repetition, internal rhyme, slant rhyme). Demonstrate an understanding of the basic elements of plot: exposition, rising action, climax, falling action, resolution/denouement. Identify the kind(s) of conflict present in a literary plot (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology). Recognize and identify words within context that reveal particular time periods and cultures. Determine the influence of culture and ethnicity on the themes and issues of literary texts. English I: Code Language du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam). Identify the patterns of a given set of sentences (i.e., subject-verb, subject-action verb-direct object, subject-action verb-indirect object-direct object, subjectlinking verb-subject complement, subject-action verb-direct object-object complement). Rearrange the order of supporting paragraphs within a writing sample given a specified organizational pattern (e.g., comparison-contrast, chronological). Identify the targeted audience for a selected passage. Differentiate between primary and secondary sources. Evaluate text for fact and opinion. Select the persuasive device (i.e., bandwagon, loaded words, testimonial, namecalling, plain folks, snob appeal, misuse of statistics). Identify and analyze the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy) within a given argument. Determine whether a given argument employs deductive or inductive reasoning. Identify the organizational structure of an informational or technical text (e.g., sequential, problem-solution, comparison-contrast, cause-effect). Select the type of conflict represented in a non-print medium. Determine the impact of production elements (e.g., font, color, layout, graphics, light, camera angle) on a message. Infer the mood represented in a non-print medium. Differentiate among verbal, situational, and dramatic irony. Identify and analyze an author s point of view (i.e., first person, third-person objective, third-person limited, third-person omniscient). WI LL Differentiate between mood and tone in poetry or prose.

7 Demonstrate knowledge of sound and metric devices (i.e., rhyme {internal, slant}, rhythm, repetition, alliteration, onomatopoeia). Demonstrate knowledge of the characteristics of lyric poetry, epics, sonnets, dramatic poetry, and ballads. Identify the elements of drama (i.e., stage directions, dialogue, soliloquy, monologue, aside). Identify classical, historical, and literary allusions in context. Identify and analyze basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement). English II: Code Language du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi). Identify the patterns of a given set of sentences (i.e., subject-verb, subject-action verb-direct object, subject-action verb-indirect object-direct object, subject-linking verb-subject complement, subject-action verb-direct object-object complement). Determine the most effective placement of information using a prewriting graphic organizer. Rearrange the order of supporting paragraphs within a writing sample given a specified organizational pattern (e.g., comparison-contrast, chronological). Identify the targeted audience for a selected passage. Evaluate text for fact and opinion. Select the persuasive device (i.e., bandwagon, loaded words, testimonial, namecalling, plain folks, snob appeal, misuse of statistics, transfer). Identify the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy, slippery slope, non sequitur, false authority) within a given argument. Determine whether a given argument employs deductive or inductive reasoning. Identify the organizational structure of an informational or technical text (e.g., sequential, problem-solution, comparison-contrast, cause-effect). Select the type of conflict represented in a non-print medium. Determine the impact of production elements (e.g., font, color, layout, graphics, light, camera angle) on a message. Infer the mood represented in a non-print medium. Identify examples of idiom, metaphor, simile, personification, hyperbole, or pun in poetry or prose. Differentiate among verbal, situational, and dramatic irony. Identify and analyze an author s point of view (i.e., first person, third-person objective, third-person limited, third-person omniscient). Differentiate between mood and tone in poetry or prose.

8 WILL BE DROPPED Demonstrate knowledge of sound and metric devices (i.e., rhyme {internal, slant}, rhythm, blank verse, free verse, repetition, alliteration, onomatopoeia). Demonstrate knowledge of the characteristics of lyric poetry, epics, sonnets, dramatic poetry, and ballads. Identify and analyze the elements of drama (i.e., stage directions, dialogue, soliloquy, monologue, aside). Identify classical, historical, and literary allusions in context. Identify and analyze basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement). English III: Code Language Identify the language of origin from which a set of words is borrowed. du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc, cause célèbre, magnum opus, persona non grata, quid pro quo, je ne sais quoi, modus operandi, nom de plume, haute couture, mea culpa) Identify the patterns of challenging complex sentences. From a given list, choose the word that has entered the English language within the last fifteen years Identify the targeted audience for a selected passage. Rearrange the order of supporting paragraphs within a writing sample given a specified organizational pattern (comparison-contrast, chronological) Differentiate between primary and secondary sources Evaluate text for fact and opinion. Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse of statistics, transfer, card stacking). Identify the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy, slippery slope, non sequitur, false authority, post hoc, straw man) within a given argument Determine whether a given argument employs deductive or inductive reasoning Select the type of conflict represented in a non-print medium. Determine the impact of production elements (e.g., font, color, layout, graphics, light, camera angle) on a message Infer the mood represented in a non-print medium. Identify and analyze examples of idiom, metaphor, simile, personification, hyperbole, or pun in poetry or prose Differentiate among verbal, situational, and dramatic irony.

9 Analyze sound and metric devices (i.e., rhyme {internal, slant}, rhythm, blank verse, free verse, repetition, alliteration, onomatopoeia). Demonstrate knowledge of the characteristics of lyric poetry, epics, sonnets, dramatic poetry, and ballads. Analyze texts to identify the author s life experiences, attitudes, viewpoints, and beliefs and how these relate to the larger historical, social, and cultural context of his or her work Identify classical, historical, and literary allusions in context. Identify and analyze basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement).