Academic Standard

Tennessee Diploma Project
English Language Arts
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 the use of grammar 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 a variety of sentence structures.
Check For Understanding
Know and use appropriately the meaning, forms and functions of nouns (including collective nouns, nouns as objects, predicate nouns), pronouns (including proper
Recognize and correct usage errors (e.g., double negatives, troublesome words {to/too/two, their/there/theyre, its/its, sit/set, lie/lay, affect/effect,
Use capitalization correctly (e.g., proper adjectives, within quotations).
Demonstrate the correct use of commas (including after introductory words, to set off appositives and interrupters, before a coordinating conjunction joining
Spell correctly high frequency words, commonly misspelled words (appropriate to grade level), and words commonly used in content specific vocabulary.
Correct run-on sentences (e.g., use punctuation, conjunctions, or other means to separate the elements of a run-on) and sentence fragments (i.e., supply the
Identify and use adjective and adverb phrases and clauses.
Identify and use appositives and appositive phrases.
Identify and use infinitives and infinitive phrases.
Determine the difference between independent and subordinate clauses.
Recognize and differentiate between simple and compound sentences.
Identify the structure in imperative and interrogative 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
Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary.
Explore common phrases and terms from other languages commonly used in English (e.g., RSVP, dj vu, faux pas, du jour, bon voyage).
State Performance Indicator
Identify the correct use of nouns (i.e., common/proper, singular/plural, possessives) and pronouns (i.e., agreement, subject, object) within context.
Identify the correct use of verbs (i.e., action, linking, regular/irregular, agreement) within context.
Identify the correct use of adjectives (i.e., common/proper, comparative forms) and adverbs (i.e., comparative forms) within context.
Identify the correct use of prepositional phrases (place prepositional phrases correctly according to the words they modify within the sentence) within context.
Identify the correct use of conjunctions (i.e., coordinating and subordinating) and interjections within context.
Choose the correct use of quotation marks, commas (i.e., in direct quotations, with explanatory material within the quote, proper use with end marks) and colons
Identify within context a variety of appropriate sentence-combining techniques (i.e., comma used with coordinating conjunctions, introductory words,
Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, and periods to join or separate elements).
Recognize usage errors occurring within context (i.e., double negatives, troublesome words {to/too/two, their/there/theyre, its/its, sit/set, lie/lay,
Identify the correct spelling of plurals and possessives.
Identify sentences with correct subject-verb agreement (person/number) within context.
Identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, interrupters) within context.
Choose the appropriate interjection to complete a sentence.
Select appropriate synonyms, antonyms, and homonyms within context.
Use context clues and prior knowledge of roots and affixes to determine the meaning of multi-meaning words.
Use context clues and prior knowledge of roots and affixes to determine the meaning of unfamiliar words.
Use dictionaries, thesauruses, electronic sources, and glossaries as aids in determining the meaning of unfamiliar words.
Identify correctly and incorrectly spelled words in context.
Recognize and use grade-appropriate and content specific vocabulary within context.
Use knowledge of root words, affixes, syllabication, and/or spelling patterns as aids in determining meaning within context.