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
 
Course 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, etymology, spelling, and usage of words and phrases.
Understand and use a variety of sentence structures.
Consider language as a reflection of its time and culture.
Check For Understanding
Apply a variety of strategies to correct sentence fragments and run-on sentences.
Know and apply a variety of sentence-combining techniques.
Know and use Standard English conventions for punctuation, capitalization, and spelling.
Be aware of the power of language well-used as a reflection and change agent of its time and culture (e.g., political correctness, ethnic identity, persuasion).
Use roots and affixes to determine or clarify the meaning of specialized vocabulary across the content areas (e.g., antecedent, antebellum, circumference,
Recognize and use the appropriate word among frequently confused words (e.g., to/too/two, their/there/theyre, it/its, you/youre, whose/whos, which/that/who,
Use the origins, history, and evolution of words and concepts to enhance understanding.
Consider why certain words have come into the English language or undergone a semantic change within the last fifteen years.
Demonstrate understanding of common foreign words and phrases (e.g., RSVP, dj vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de
State Performance Indicator
Demonstrate the correct use of commas and lesser-used punctuation marks (e.g., hyphens, dashes, colons) in complex and sophisticated constructions.
From a group of grammatically-correct sentences, choose the clearest, most coherent sentence.
Identify the patterns of challenging complex sentences.
Use phrases and clauses in a variety of ways to create sophisticated complex sentences.
Use previously learned techniques such as recognizing cognates, root words, affixes, foreign phrases, and textual context to identify unfamiliar words, including
Select the appropriate word from among frequently confused words (i.e., to/too/two, their/there/theyre, it/its, you/youre, whose/whos, which/that/who,
From a given list, choose the word that has entered the English language within the last fifteen years.
Choose correctly or incorrectly spelled words.
Proofread for errors in capitalization and punctuation.
Identify pronoun antecedents in complex sentence constructions and correct ambiguous references.
Correctly choose verb forms in terms of tense, voice (i.e., active and passive), and mood for continuity.
Identify the language of origin from which a set of words is borrowed.
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,