Academic Standard

Language
Initiative: 
Tennessee Diploma Project
Set: 
English Language Arts
Type: 
Standard
Code: 
1
Grade range: 
No grade range
Language is the systematic means of communicating ideas and feelings through the use of signs, gestures, words, and/or auditory symbols. Language Arts is the name given to the curriculum area that includes four types of language: listening, speaking, reading, and writing. Language Arts teaching constitutes a significant area in education, since listening, speaking, reading, and writing pervade the curriculum. They are vital to learning and the display of learning in all areas- math, science, and social studies. Teachers must teach students to be proficient in all four areas of language to be successful in their learning across the curriculum.Conceptual StrandStandard American English conventions and vocabulary are essential to ensure effective use of language and promote success in college as well as all types of career opportunities.Guiding QuestionIn what ways do Standard American English conventions and vocabulary promote success in education and in careers?
 
Elements within this Standard
 
Grade Level Expectation
Demonstrate control of Standard English through grammar usage, and mechanics (punctuation, capitalization, and spelling).
Employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.
Understand and use correctly a variety of sentence structures.
Check For Understanding
Know and use appropriately the meaning, forms, and functions of nouns (including collective nouns, compound nouns, noun clauses, noun functions as direct and
Recognize and correct usage errors (e.g., subject-verb agreement, pronoun case {with emphasis on who/whom}, double negatives, comparative and superlative
Use capitalization correctly (e.g., titles, friendly and business letters, quotations, proper adjectives).
Demonstrate the correct use of commas (including after introductory words, phrases or clauses; setting off appositives and interrupters; before coordinating
Spell correctly high frequency, misspelled words (appropriate to grade level), and words commonly used in content specific vocabulary.
Demonstrate knowledge of correct sentence structure by correcting run-on sentences (e.g., using correct punctuation, forming separate sentences, using
Distinguish between clauses (adjective, adverb, noun) and phrases (adjective, adverb, appositive, infinitive, prepositional, verb, verbal {including gerunds
Differentiate between independent and subordinate clauses.
Recognize and differentiate among simple, compound, and complex sentences.
Use printed and electronic dictionaries, thesauruses, and glossaries to determine word pronunciation, spelling, and part of speech; to clarify meaning and
Define and recognize synonyms, antonyms, and homonyms.
Identify and define English words derived from Latin and Greek words that form common roots (e.g., audio, auto, mal) and recognize English words that are based
Use roots and affixes to determine the meaning of unfamiliar words, to clarify the meaning of familiar words, and to make connections with word families (e.g.,
Continue to use previously learned strategies to distinguish among multi- meaning words and to determine the meaning of unfamiliar words.
Use textual structure (e.g., examples of cause-effect and compare-contrast relationships) to determine the meaning of unfamiliar words or distinguish
Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary.
Demonstrate understanding of common phrases and terms from other languages commonly used in English (e.g., RSVP, dj vu, faux pas, du jour, bon voyage, alma
State Performance Indicator
Identify the correct use of nouns (i.e., common/proper, singular/plural, possessives, direct/indirect objects, predicate nouns) and pronouns (i.e.,
Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, perfect tenses, verb phrases) within context.
Identify the correct use of adjectives (i.e., common/proper, comparative/superlative, adjective clauses) and adverbs (i.e., comparative/superlative)
Identify the correct use of conjunctions (i.e., coordinating, correlative, subordinating) and interjections within context.
Identify the correct use of prepositional phrases (place correctly according to the words they modify within the sentence) within context.
Identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, interrupters) within context.
Identify within context a variety of appropriate sentence-combining techniques (i.e., comma with coordinating conjunction, use of semicolon, introductory
Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, periods to join or separate elements).
Identify the appropriate use of gerund and participial phrases.
Identify the correct use of appositives/appositive phrases and infinitives/infinitive phrases within context.
Select the correct pronoun-antecedent agreement for personal pronouns within context.
Identify correctly or incorrectly spelled words in context.
Form singular and plural possessives using apostrophes correctly.
Recognize usage errors occurring within context (i.e., subject-verb agreement, pronoun case, double negatives, comparative/superlative forms, troublesome
Select the appropriate use of underlining/italicizing with titles, specific words, numbers, letters, and figures.
Use context clues and/or knowledge of roots and affixes to determine the meaning of unfamiliar words.
Choose the correct meaning/usage of a multi-meaning word by replacing the word in context with an appropriate synonym or antonym.
Recognize the effect of stressed or unstressed syllable to aid in identifying the meaning of multiple meaning words.
Recognize and use grade appropriate and/or content specific vocabulary.
Identify commonly used foreign words and phrases (i.e., RSVP, dj vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps,