TCAP Performance Indicators - Grade 4 Reading/Language Arts            
Advanced Students at the advanced level demonstrate in-depth understanding of academic knowledge and skills tested on the TCAP by demonstrating the ability to:
spi* 3.1 identify and interpret similes and metaphors.                          
spi 3.2 determine appropriate inferences and draw conclusions from text.                    
spi 3.3 select sources from which to gather information on a given topic.                    
spi 3.4 locate information to support opinions, predictions, and conclusions.                    
spi 3.5 identify the author's purpose (to entertain, to inform, to persuade, to share feelings).                
spi 3.6 recognize the sounds of language (i.e., alliteration, rhyme, and repetition).                  
spi 3.7 choose a logical word to complete an analogy using synonyms and antonyms.                  
spi 3.8 supply a missing piece of information in a simple outline.                      
spi 3.9 identify sentences irrelevant to a paragraph's theme or flow.                      
spi 3.10 select an appropriate concluding sentence for a well-developed paragraph.                  
spi 3.11 choose the correct use of quotation marks and commas in direct quotations.                  
Proficient Students at the Proficient level demonstrate competency in the academic knowledge and skills tested on the TCAP by demonstrating the ability to:
spi 2.1 identify sentences with correct subject-verb agreement (person and number).                  
spi 2.2 determine the problem of a story and recognize its solution.                      
spi 2.3 identify grade level compound words, contractions, and common abbreviations within context.              
spi 2.4 use headings, graphics, and captions to make meaning from texts.                    
spi 2.5 select appropriate synonyms, antonyms, and homonyms within context.                    
spi 2.6 determine the meaning of unfamiliar words/multiple meaning words using context clues, dictionaries and glossaries.          
spi 2.7 recognize and use grade appropriate vocabulary within text.                      
spi 2.8 evaluate texts for elements of fact/opinion and reality/fantasy.                      
spi 2.9 distinguish between fact and opinion within text.                        
spi 2.10 interpret information using a chart, map, or timeline.                        
spi 2.11 use available text features (e.g., graphics, glossaries, and illustrations) to make meaning from text.              
spi 2.12 indicate the sequence of events in print (fiction and non-fiction) and in non-print texts.                
spi 2.13 make predictions about text.                            
spi 2.14 select questions to clarify thinking.                          
spi 2.15 identify different forms of text (e.g., poems, drama, fiction, non-fiction).                    
spi 2.16 recognize cause and effect relationships within text.                        
spi 2.17 complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing.              
spi 2.18 select appropriate time-order or transitional words to enhance the flow of a writing sample                
spi 2.19 identify the most reliable sources of information for preparing a report.                    
spi 2.20 select the best way to combine sentences to provide syntactic variety within context.                
spi 2.22 select details that support a topic sentence.                          
spi 2.23 choose the supporting sentence that best develops a topic sentence.                    
spi 2.24 choose the supporting sentence that best fits the context and flow of ideas in a paragraph.                
spi 2.25 identify the audience for which a text is written.                        
spi 2.26 identify the correct use of pronouns (i.e., subject, object, and agreement), and adverbs (i.e., comparison forms and negatives) within context. nd sentences) within context.        
spi 2.27 identify the correct use of commas (i.e., series, dates, addresses, friendly letters, introductory words, compound sentences) within context.      
Basic Students at the Basic Level demonstrate some academic knowledge and skills tested on the TCAP by demonstrating the ability to:    
spi 1.1 recognize usage errors occurring within context (i.e., double negatives, troublesome words: to, too, two; their, there, they're; its, it's).      
spi 1.2 identify correctly used capital letters with names, dates, and addresses, and at the beginning of sentence s within context.        
spi 1.3 use table of contents, title page, and glossary to locate information.                    
spi 1.4 use prefixes, suffixes and root words as aids in determining meaning within context.                
spi 1.5 recognize plot features of fairy tales, folk tales, fables, and myths.                    
spi 1.6 identify characters, setting, and plot in a passage.                        
spi 1.7 choose a topic sentence for a paragraph.                          
spi 1.8 rearrange sentences to form a sequential, coherent paragraph.                      
spi 1.9 identify the purpose for writing (i.e., to entertain, to inform, to share experiences) .                  
spi 1.10 rearrange events in a sequential or chronological order in a writing selection.                  
spi 1.11 select the best title for a text.                            
spi 1.12 identify the correct use of nouns (i.e., common and proper, plurals, possessives), verbs (i.e., agreement, tenses, action and linking), and adjectives (i.e., comparison forms and articles) within context.
spi 1.13 identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks.              
spi 1.14 select the best way to correct incomplete sentences within context.                    
      *spi -- state performance indicator                                  

State Performance Indicator's have been added in column two-after A's (State Assessed)
4TH GRADE READING/LANGUAGE ARTS PDF  & WORD-Color Coded to Match the Above SPI's

Reading/Language Arts Curriculum for Teachers

MTSU Webquests based on SPI's