TCAP Performance Indicators - Grade 5 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 distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiog          
spi 3.2 identify and interpret the main incidents of a plot, their causes, how they  influence future actions, and how they are          
spi 3.3 recognize that a story is told from the first person point of view.                      
spi 3.4 identify the author's purpose(s) (i.e. to inform or to entertain).                      
spi 3.5 determine whether the theme is stated or implied within a passage.                    
spi 3.6 identify similes, metaphors, personification, and hyperbole in context.                    
spi 3.7 identify the effect of sound within context (e.g., onomatopoeia, alliteration, rhyme, and repetition).              
spi 3.8 identify information to support opinions, predictions, and conclusions.                               
spi 3.9 select a logical word to complete an analogy using synonyms, antonyms, categories and subcategories.            
spi 3.10 identify, using a graphic organizer, placement of events.                      
spi 3.11 arrange multi-paragraphed work of exposition (e.g., persuasion, compare/contrast) in a logical and coherent order.          
spi 3.12 identify the sentence irrelevant to a paragraph's theme or flow.                      
spi 3.13 select an appropriate concluding sentence for a well-developed paragraph.                  
spi 3.14 use appropriate transitional words and devices when writing.                      
spi 3.15 incorporate figurative language, vivid descriptions, active voice verbs, sensory details, and personal observations to          
spi 3.16 write an effective concluding paragraph for a well-developed essay.                    
spi 3.17 entify within context a variety of appropriate sentence-combining techniques (i.e., comma + coordinating conjunction,          
spi 3.18 choose the most appropriate interjection to complete a sentence.                    
spi 3.19 identify the correct use of colons (i.e., in business letters and preceding a list of items).                
spi 3.20 select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, and periods to join or          
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 recognize and use grade appropriate vocabulary within context.                      
spi 2.2 select questions used to focus and clarify thinking before, during and after reading the text.                
spi 2.3 determine correct meaning/usage of multiple-meaning words within context.                  
spi 2.4 determine word meanings within context.                          
spi 2.5 identify the sequence of events in fiction and non-fiction selections.                    
spi 2.6 select stated or implied main idea and supporting details from text.                    
spi 2.7 identify stated or implied cause and effect relationships.                      
spi 2.8 distinguish between elements of fact/opinion and reality/fantasy.                      
spi 2.9 determine inferences from selected passages.                        
spi 2.10 select the appropriate summary statement for a given passage.                      
spi 2.11 locate information using available text features (e.g. maps, charts, graphics, indexes, glossaries, tables of content).          
spi 2.12 recognize reasonable predictions of future events within a given context.                    
spi 2.13 rearrange paragraphs in a narrative writing selection in sequential or chronological order.                
spi 2.14 select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.              
spi 2.15 identify the most reliable sources of information for preparing a report or project.                  
spi 2.16 select the best way to combine sentences to provide syntactic variety within context.                  
spi 2.17 select the best title for a written selection.                          
spi 2.18 choose the supporting sentence that best fits the context and flow of ideas in a paragraph.                
spi 2.19 supply a missing piece of information in an outline.                        
spi 2.20 select, limit, and refine a writing topic.                          
spi 2.21 write well-developed, organized, and coherent essays in response to narrative prompts.                
spi 2.22 revise to clarify thought, to refine ideas, and to distinguish between important and unimportant information.            
spi 2.23 edit writing for the elements of language.                          
spi 2.24 explain and/or illustrate key ideas when writing.                        
spi 2.25 demonstrate syntactic variety when writing.                          
spi 2.26 identify the correct use of nouns (i.e., singular/plural, possessives, predicate nouns, nouns as objects), pronouns (i.e., agreement, subject, object), verbs (i.e., action/linking, regular/irregular, agreement, tenses), adjectives (i.e., common/proper, comparative forms, predicate adjectives), and adverbs (i.e., comparative forms, negatives) within context.
spi 2.27 identify sentences with correct subject-verb agreement (person/number).                    
spi 2.28 identify the correct use of commas (i.e., series, dates, addresses, friendly letters, compound sentences, coordinating conjunctions, and introductory words) within context.
spi 2.29 choose the correct use of quotation marks and commas in direct quotations.                  
spi 2.30 identify correctly or incorrectly spelled words in context.                        
spi 2.31 identify the correct spelling of plurals and possessives.                        
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 root words, prefixes, suffixes, and syllabication as aids in determining meaning within context.            
spi 1.2 select appropriate synonyms, antonyms, and homonyms within context.                    
spi 1.3 identify compound words, contractions, and common abbreviations within text.                  
spi 1.4 select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions,            
spi 1.5 identify setting, characters, and plot in a passage.                        
spi 1.6 complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing.              
spi 1.7 rearrange sentences to form a sequential, coherent paragraph.                      
spi 1.8 identify the purpose for writing (i.e., to entertain, to inform, and to report) .                    
spi 1.9 identify the audience for which a piece of text is written.                        
spi 1.10 select details that support a topic sentence.                          
spi 1.11 choose vivid and active words when writing.                          
spi 1.12 develop and write a paragraph topic sentence with supporting details.                    
spi 1.13 recognize usage errors occurring within context (e.g., double negatives, troublesome words: to, too, two; the            
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)
5TH 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