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					 Grade   Strand   Standard #
1        R.L      4
K        R.F      1.a
K        W        1


3        W        3.b

4        W        3.b

5        W        3.b

K        L        5.c

K        L        5.d

K        L        6

1        L        5.b


1        L        5.c

1        L        5.d


1        L        6

2        L        5.a

2        L        5.b

2        L        6

3        L        5.b

3        L        5.c


9-10     R.I      9


11-12    R.I      9

K-12     R        R.1

K-12     R        R.2
K-12     R        R.3

K-12     R        R.4

K-12     R        R.5
K-12   R    R.6

K-12   R    R.7

K-12   R    R.8

K-12   R    R.9

K-12   R    R.10

9-10   W    3.a

K-12   W    R.1

K-12   W    R.2

K-12   W    R.3

K-12   W    R.4

K-12   W    R.5

K-12   W    R.6

K-12   W    R.7

K-12   W    R.8

K-12   W    R.9

K-12   W    R.10

K-12   SL   R.1

K-12   SL   R.2
K-12   SL   R.3

K-12   SL   R.4

K-12   SL   R.5

K-12   SL   R.6
9-10   L    1.a

K-12   L    R.1

K-12   L    R.2

K-12   L    R.3

K-12   L    R.4
K-12   L    R.5
K-12    L       R.6

9-10    R.ST    4

9-10    R.ST    6

9-10    R.ST    9

11-12   R.ST    3

11-12   R.ST    8
9-10    W.HST   1

11-12   W.HST   1.d

11-12   W.HST   2

11-12   W.HST   10
Standard
CC.1.R.L.4 Craft and Structure: Identify words and phrases in stories or poems that suggest feelings or appeal to
CC.K.R.F.1.a Print Concepts: Follow words from left to right, top to bottom, and page by page.
CC.K.W.1 Text Types and Purposes: Use a combination of drawing, dictating, and writing to compose opinion
pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or
preference about the topic or book (e.g., My favorite book is . . .).
CC.3.W.3.b Text Types and Purposes: Use dialogue and descriptions of actions, thoughts, and feelings to
develop experiences and events or show the response of characters to situations.
CC.4.W.3.b Text Types and Purposes: Use dialogue and description to develop experiences and events or show
the responses of characters to situations.
CC.5.W.3.b Text Types and Purposes: Use narrative techniques, such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to situations.
CC.K.L.5.c Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., note
places at school that are colorful).
CC.K.L.5.d Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs describing the same
general action (e.g., walk, march, strut, prance) by acting out the meanings.
CC.K.L.6 Vocabulary Acquisition and Use: Use words and phrases acquired through conversations, reading and
being read to, and responding to texts.
CC.1.L.5.b Vocabulary Acquisition and Use: Define words by category and by one or more key attributes (e.g., a
duck is a bird that swims; a tiger is a large cat with stripes).
CC.1.L.5.c Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., note
places at home that are cozy).
CC.1.L.5.d Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs differing in manner
(e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining
CC.1.L.6 Vocabulary Acquisition and Use: Use words and phrases acquired through conversations, reading and
being read to, and responding to texts, including using frequently occurring conjunctions to signal simple
relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).
CC.2.L.5.a Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g.,
describe foods that are spicy or juicy).
CC.2.L.5.b Vocabulary Acquisition and Use: Distinguish shades of meaning among closely related verbs (e.g.,
toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
CC.2.L.6 Vocabulary Acquisition and Use: Use words and phrases acquired through conversations, reading and
being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids
CC.3.L.5.b Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g.,
describe people who are friendly or helpful).
CC.3.L.5.c Vocabulary Acquisition and Use: Distinguish shades of meaning among related words that describe
states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
CC.9-10.R.I.9 Integration of Knowledge and Ideas: Analyze seminal U.S. documents of historical and literary
significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech,
King’s "Letter From Birmingham Jail"), including how they address related themes and concepts.
CC.11-12.R.I.9 Integration of Knowledge and Ideas: Analyze seventeenth-, eighteenth-, and nineteenth-century
foundational U.S. documents of historical and literary significance (including The Declaration of Independence,
the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes,
CC.K-12.R.R.1 Key Ideas and Details: Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the
CC.K-12.R.R.2 Key Ideas and Details: Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
CC.K-12.R.R.3 Key Ideas and Details: Analyze how and why individuals, events, and ideas develop and interact
CC.K-12.R.R.4 Craft and Structure: Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CC.K-12.R.R.5 Craft and Structure: Analyze the structure of texts, including how specific sentences, paragraphs,
and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
CC.K-12.R.R.6 Craft and Structure: Assess how point of view or purpose shapes the content and style of a text.
CC.K-12.R.R.7 Integration of Knowledge and Ideas: Integrate and evaluate content presented in diverse formats
and media, including visually and quantitatively, as well as in words.
CC.K-12.R.R.8 Integration of Knowledge and Ideas: Delineate and evaluate the argument and specific claims in a
text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
CC.K-12.R.R.9 Integration of Knowledge and Ideas: Analyze how two or more texts address similar themes or
topics in order to build knowledge or to compare the approaches the authors take.
CC.K-12.R.R.10 Range of Reading and Level of Text Complexity: Read and comprehend complex literary and
informational texts independently and proficiently.
CC.9-10.W.3.a Text Types and Purposes: Engage and orient the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a
CC.K-12.W.R.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
CC.K-12.W.R.2 Text Types and Purposes: Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CC.K-12.W.R.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event sequences.
CC.K-12.W.R.4 Production and Distribution of Writing: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
CC.K-12.W.R.5 Production and Distribution of Writing: Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
CC.K-12.W.R.6 Production and Distribution of Writing: Use technology, including the Internet, to produce and
publish writing and to interact and collaborate with others.
CC.K-12.W.R.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research
projects based on focused questions, demonstrating understanding of the subject under investigation.
CC.K-12.W.R.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding
CC.K-12.W.R.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to
support analysis, reflection, and research.
CC.K-12.W.R.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
CC.K-12.SL.1 Comprehension and Collaboration: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly
CC.K-12.SL.2 Comprehension and Collaboration: Integrate and evaluate information presented in diverse media
and formats, including visually, quantitatively, and orally.
CC.K-12.SL.3 Comprehension and Collaboration: Evaluate a speaker’s point of view, reasoning, and use of
CC.K-12.SL.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence such
that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task,
CC.K-12.SL.5 Presentation of Knowledge and Ideas: Make strategic use of digital media and visual displays of
data to express information and enhance understanding of presentations.
CC.K-12.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and communicative
tasks, demonstrating command of formal English when indicated or appropriate.
CC.9-10.L.1.a Conventions of Standard English: Use parallel structure.*
CC.K-12.L.R.1 Conventions of Standard English: Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
CC.K-12.L.R.2 Conventions of Standard English: Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
CC.K-12.L.R.3 Knowledge of Language: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or
CC.K-12.L.R.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-
meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and
CC.K-12.L.R.5 Vocabulary Acquisition and Use: Demonstrate understanding of word relationships and nuances in
CC.K-12.L.R.6 Vocabulary Acquisition and Use: Acquire and use accurately a range of general academic and
domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word
CC.9-10.R.ST.4 Craft and Structure: Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and
CC.9-10.R.ST.6 Craft and Structure: Analyze the author’s purpose in providing an explanation, describing a
procedure, or discussing an experiment in a text, defining the question the author seeks to address.
CC.9-10.R.ST.9 Integration of Knowledge and Ideas: Compare and contrast findings presented in a text to those
from other sources (including their own experiments), noting when the findings support or contradict previous
CC.11-12.R.ST.3 Key Ideas and Details: Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks; analyze the specific results based on
CC.11-12.R.ST.8 Integration of Knowledge and Ideas: Evaluate the hypotheses, data, analysis, and conclusions
in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with
CC.9-10.W.HST.1 Text Types and Purposes: Write arguments focused on discipline-specific content.
CC.11-12.W.HST.1.d Text Types and Purposes: Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are writing.
CC.11-12.W.HST.2 Text Types and Purposes: Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.
CC.11-12.W.HST.10 Range of Writing: Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
         Standard                                             Matched                                                          Standard Grade        Degree of
Strand      #     Standard                            Grade    Grade Matched Standard                                 Strand      #    Difference     Match         Notes
                                                                      TN.K.8.CU.5 (CU 0001.8.5) Derive meaning
                                                                      while reading by employing the following
                                                                      strategies:
                                                                      *Asking questions to clarify meaning.
                                                                      *Participating in discussions.                                                  2 = Good
                  CC.K.R.L.1 Key Ideas and                            *Predicting what will happen next.                                             match, with    Grade level difference is significant
                  Details: With prompting and                         *Creating mental images.                                                          minor       for a portion of the standard. For
                  support, ask and answer                             *Using illustrations to gain meaning.                                           aspects of    grades K-2, the standards specify
                  questions about key details in a                    *Relating knowledge from personal                                             the CCSS not    the identification of details only in
 R.L        1     text.                                K         K    experience.                                     8(LI)     CU.5       0          addressed     informational texts.

                  CC.K.R.L.1 Key Ideas and                                                                                                                          Grade level difference is significant
                  Details: With prompting and                                                                                                                       for a portion of the standard. For
                  support, ask and answer                             TN.1.6.GLE.2 (GLE 0101.6.2) Identify the                                                      grades K-2, the standards specify
                  questions about key details in a                    main ideas and supporting details of                                                          the identification of details only in
 R.L        1     text.                                K         1    informational text.                              6(I)     GLE.2      -1                       informational texts.

                  CC.K.R.L.1 Key Ideas and                                                                                                                          Grade level difference is significant
                  Details: With prompting and                                                                                                                       for a portion of the standard. For
                  support, ask and answer                                                                                                                           grades K-2, the standards specify
                  questions about key details in a                    TN.3.6.CU.4 (CU 0301.6.4) Identify the main                                                   the identification of details only in
 R.L        1     text.                                K         3    idea and supporting details in text.             6(I)     CU.4       -3                       informational texts.

                                                                                                                                                    3 = Excellent
                  CC.K.R.L.2 Key Ideas and                                                                                                             match
                  Details: With prompting and                                                                                                       between the
                  support, retell familiar stories,                   TN.K.2.CU.9 (CU 0001.2.9) Retell a story,                                          two
 R.L        2     including key details.               K         K    describing the plot, characters, and setting.    2(C)     CU.9       0         documents

                  CC.K.R.L.3 Key Ideas and                                                                                                          3 = Excellent
                  Details: With prompting and                                                                                                          match
                  support, identify characters,                                                                                                     between the
                  settings, and major events in a                     TN.K.8.CU.6 (CU 0001.8.6) Identify the                                             two
 R.L        3     story.                               K         K    characters, setting, and events of a story.     8(LI)     CU.6       0         documents
                                                                                                                                            The state standard does not
                                                                                                                                            specify the asking and answering
                                                                                                                                 2 = Good of questions, but the use of a
                                                                                                                                match, with variety of strategies for dealing
                                                                                                                                   minor    with an unknown word implies that
          CC.K.R.L.4 Craft and Structure:             TN.K.1.GLE.2 (GLE 0001.1.2) Employ a                                       aspects of the pronunciation or meaning of
          Ask and answer questions about              variety of strategies to decode words and                                the CCSS not that word has been called into
R.L   4   unknown words in a text.            K   K   expand vocabulary.                                  1(LA)   GLE.2   0      addressed question.

                                                                                                                                 2 = Good     The state standards for
                                                                                                                                match, with   kindergarten require only that
                                                                                                                                   minor      students experience various
          CC.K.R.L.5 Craft and Structure:                                                                                        aspects of   genres, not be able to recognize
          Recognize common types of                   TN.K.8.GLE.1 (GLE 0001.8.1) Explore and                                  the CCSS not   them. This is not specified in the
R.L   5   texts (e.g., storybooks, poems).    K   K   experience various literary genres.                 8(LI)   GLE.1   0      addressed    state standards until grade 3.
                                                                                                                                              The state standards for
                                                      TN.K.8.CU.1 (CU 0001.8.1) Read picture                                                  kindergarten require only that
                                                      books, alphabet and number books, Mother                                                students experience various
          CC.K.R.L.5 Craft and Structure:             Goose rhymes and other rhyming books,                                                   genres, not be able to recognize
          Recognize common types of                   story books, fairy tales, poetry, and song                                              them. This is not specified in the
R.L   5   texts (e.g., storybooks, poems).    K   K   lyrics.                                             8(LI)   CU.1    0                   state standards until grade 3.
                                                                                                                                              The state standards for
                                                                                                                                              kindergarten require only that
                                                      TN.3.8.CU.6 (CU 0301.8.6) Recognize                                                     students experience various
          CC.K.R.L.5 Craft and Structure:             varying forms of text (e.g., poems {lines and                                           genres, not be able to recognize
          Recognize common types of                   stanzas}, plays {acts, stage directions},                                               them. This is not specified in the
R.L   5   texts (e.g., storybooks, poems).    K   3   novels {chapters}).                                 8(LI)   CU.6    -3                  state standards until grade 3.


          CC.K.R.L.6 Craft and Structure:                                                                                        1 = Weak
          With prompting and support,                 TN.1.8.CU.3 (CU 0101.8.3) Identify parts of a                            match, major
          name the author and illustrator             book (e.g., front cover and back cover, table                              aspects of TN standards do not require
          of a story and define the role of           of contents, index, glossary, title page, author,                        the CCSS not identifying the role of the author
R.L   6   each in telling the story.          K   1   illustrator).                                       8(LI)   CU.3    -1     addressed and illustrator
                                                       TN.K.8.CU.5 (CU 0001.8.5) Derive meaning
                                                       while reading by employing the following
           CC.K.R.L.7 Integration of                   strategies:
           Knowledge and Ideas: With                   *Asking questions to clarify meaning.
           prompting and support, describe             *Participating in discussions.                                           2 = Good
           the relationship between                    *Predicting what will happen next.                                      match, with
           illustrations and the story in              *Creating mental images.                                                   minor
           which they appear (e.g., what               *Using illustrations to gain meaning.                                    aspects of
           moment in a story an illustration           *Relating knowledge from personal                                      the CCSS not
R.L   7    depicts).                           K   K   experience.                                        8(LI)   CU.5   0      addressed

           CC.K.R.L.9 Integration of                                                                                            2 = Good
           Knowledge and Ideas: With                                                                                           match, with
           prompting and support, compare                                                                                         minor
           and contrast the adventures and             TN.3.3.CU.6 (CU 0301.3.6) Compare                                        aspects of In the state standards, the
           experiences of characters in                characters, settings, and events within and                            the CCSS not compare and contrast aspect is
R.L   9    familiar stories.                   K   3   between stories.                                   3(W)    CU.6   -3     addressed not addressed until third grade.
           CC.K.R.L.9 Integration of
           Knowledge and Ideas: With
           prompting and support, compare
           and contrast the adventures and                                                                                                   In the state standards, the
           experiences of characters in                TN.1.5.CU.4 (CU 0101.5.4) Compare and                                                 compare and contrast aspect is
R.L   9    familiar stories.                   K   1   contrast information and ideas.                    5(LO)   CU.4   -1                  not addressed until third grade.
           CC.K.R.L.9 Integration of
           Knowledge and Ideas: With
           prompting and support, compare
           and contrast the adventures and                                                                                                   In the state standards, the
           experiences of characters in                TN.1.8.CU.7 (CU 0101.8.7) Identify the                                                compare and contrast aspect is
R.L   9    familiar stories.                   K   1   characters, plot, and setting of a story.          8(LI)   CU.7   -1                  not addressed until third grade.
                                                       TN.K.2.CU.8 (CU 0001.2.8) Participate in
                                                       group discussion.                                                        2 = Good
           CC.K.R.L.10 Range of Reading                *Work productively in group discussion for a                            match, with
           and Level of Text Complexity:               particular purpose (e.g., respond to literature,                           minor
           Actively engage in group reading            solve a problem).                                                        aspects of
           activities with purpose and                 *Ask and respond to questions from teacher                             the CCSS not
R.L   10   understanding.                      K   K   and other group members.                           2(C)    CU.8   0      addressed
           CC.K.R.L.10 Range of Reading
           and Level of Text Complexity:
           Actively engage in group reading             TN.1.8.CU.8 (CU 0101.8.8) Participate in
           activities with purpose and                  shared reading and small group guided
R.L   10   understanding.                       K   1   reading.                                        8(LI)   CU.8    -1
                                                        TN.1.8.CU.6 (CU 0101.8.6) Derive meaning
                                                        while reading by employing the following
                                                        strategies:
                                                        *Asking questions to clarify meaning.
                                                        *Participating in discussions.
                                                        *Predicting what will happen next.
                                                        *Creating mental images.
                                                        *Using illustrations to gain meaning.                                3 = Excellent   Grade difference for a portion of
           CC.1.R.L.1 Key Ideas and                     *Answering the five W + H questions (i.e.,                              match        the standard; for grades K-2, the
           Details: Ask and answer                      Who, What, When, Where, How, Why).                                   between the     standards specify the identification
           questions about key details in a             *Relating knowledge from personal                                         two        of details only in informational
R.L   1    text.                                1   1   experience, and/or other text.                  8(LI)   CU.6    0     documents      texts.
                                                                                                                                             Grade difference for a portion of
           CC.1.R.L.1 Key Ideas and                                                                                                          the standard; for grades K-2, the
           Details: Ask and answer                      TN.1.6.GLE.2 (GLE 0101.6.2) Identify the                                             standards specify the identification
           questions about key details in a             main ideas and supporting details of                                                 of details only in informational
R.L   1    text.                                1   1   informational text.                             6(I)    GLE.2   0                    texts.
                                                                                                                                             Grade difference for a portion of
           CC.1.R.L.1 Key Ideas and                                                                                                          the standard; for grades K-2, the
           Details: Ask and answer                                                                                                           standards specify the identification
           questions about key details in a             TN.3.6.CU.4 (CU 0301.6.4) Identify the main                                          of details only in informational
R.L   1    text.                                1   3   idea and supporting details in text.            6(I)    CU.4    -2                   texts.

                                                                                                                               2 = Good
           CC.1.R.L.2 Key Ideas and                                                                                           match, with
           Details: Retell stories, including                                                                                    minor       The CCSS go a little further, by
           key details, and demonstrate                                                                                        aspects of    asking students to demonstrate
           understanding of their central               TN.1.2.CU.9 (CU 0101.2.9) Retell a story,                            the CCSS not    understanding of the central
R.L   2    message or lesson.                   1   1   describing the plot, characters, and setting.   2(C)    CU.9    0      addressed     message or lesson.
                                                                                                                           3 = Excellent
          CC.1.R.L.3 Key Ideas and                                                                                            match
          Details: Describe characters,                                                                                    between the
          settings, and major events in a            TN.1.8.CU.7 (CU 0101.8.7) Identify the                                     two
R.L   3   story, using key details.          1   1   characters, plot, and setting of a story.         8(LI)   CU.7    0    documents

          CC.1.R.L.5 Craft and Structure:
          Explain major differences                                                                                        3 = Excellent
          between books that tell stories                                                                                     match
          and books that give information,                                                                                 between the
          drawing on a wide reading of a             TN.1.8.GLE.1 (GLE 0101.8.1) Explore and                                    two
R.L   5   range of text types.               1   1   experience various literary genres.               8(LI)   GLE.1   0    documents

          CC.1.R.L.5 Craft and Structure:
          Explain major differences
          between books that tell stories            TN.1.8.CU.1 (CU 0101.8.1) Read picture
          and books that give information,           books, alphabet and number books, rhyming
          drawing on a wide reading of a             books, storybooks, fairy tales, poetry, and
R.L   5   range of text types.               1   1   nonfiction text.                                  8(LI)   CU.1    0

          CC.1.R.L.5 Craft and Structure:
          Explain major differences
          between books that tell stories
          and books that give information,
          drawing on a wide reading of a             TN.1.8.CU.2 (CU 0101.8.2) Distinguish
R.L   5   range of text types.               1   1   between fiction/nonfiction and fantasy/reality.   8(LI)   CU.2    0

          CC.1.R.L.5 Craft and Structure:
          Explain major differences
          between books that tell stories
          and books that give information,           TN.1.6.CU.4 (CU 0101.6.4) Recognize and
          drawing on a wide reading of a             use text features to comprehend informational
R.L   5   range of text types.               1   1   texts (e.g., time lines, illustrations).          6(I)    CU.4    0
                                                                                                                                   2 = Good
                                                                                                                                  match, with
                                                                                                                                     minor
          CC.1.R.L.6 Craft and Structure:                TN.6.8.CU.11 (CU 0601.8.11) Identify the                                  aspects of
          Identify who is telling the story at           narration and point of view (e.g., first person,                        the CCSS not Grade level difference is
R.L   6   various points in a text.              1   6   third person) in literary texts.                   8(LI)   CU.11   -5     addressed significant.
                                                         TN.1.8.CU.6 (CU 0101.8.6) Derive meaning
                                                         while reading by employing the following
                                                         strategies:
                                                         *Asking questions to clarify meaning.
                                                         *Participating in discussions.
                                                         *Predicting what will happen next.
                                                         *Creating mental images.
          CC.1.R.L.7 Integration of                      *Using illustrations to gain meaning.                                   3 = Excellent
          Knowledge and Ideas: Use                       *Answering the five W + H questions (i.e.,                                 match
          illustrations and details in a story           Who, What, When, Where, How, Why).                                      between the
          to describe its characters,                    *Relating knowledge from personal                                            two
R.L   7   setting, or events.                    1   1   experience, and/or other text.                     8(LI)   CU.6    0     documents
          CC.1.R.L.7 Integration of
          Knowledge and Ideas: Use
          illustrations and details in a story
          to describe its characters,                    TN.K.6.GLE.2 (GLE 0001.6.2) Recognize that
R.L   7   setting, or events.                    1   K   illustrations support information in the texts.     6(I)   GLE.2   1
          CC.1.R.L.7 Integration of
          Knowledge and Ideas: Use
          illustrations and details in a story
          to describe its characters,                    TN.1.8.CU.7 (CU 0101.8.7) Identify the
R.L   7   setting, or events.                    1   1   characters, plot, and setting of a story.          8(LI)   CU.7    0

                                                                                                                                   2 = Good
          CC.1.R.L.9 Integration of                                                                                               match, with
          Knowledge and Ideas: Compare                                                                                               minor
          and contrast the adventures and                                                                                          aspects of
          experiences of characters in                   TN.1.5.CU.4 (CU 0101.5.4) Compare and                                   the CCSS not
R.L   9   stories.                               1   1   contrast information and ideas.                    5(LO)   CU.4    0      addressed
           CC.1.R.L.9 Integration of
           Knowledge and Ideas: Compare
           and contrast the adventures and
           experiences of characters in               TN.1.8.CU.7 (CU 0101.8.7) Identify the
R.L   9    stories.                           1   1   characters, plot, and setting of a story.          8(LI)   CU.7   0
           CC.1.R.L.9 Integration of
           Knowledge and Ideas: Compare
           and contrast the adventures and            TN.3.3.CU.6 (CU 0301.3.6) Compare
           experiences of characters in               characters, settings, and events within and
R.L   9    stories.                           1   3   between stories.                                   3(W)    CU.6   -2
           CC.1.R.L.10 Range of Reading
           and Level of Text Complexity:                                                                                     3 = Excellent
           With prompting and support,                TN.1.8.CU.1 (CU 0101.8.1) Read picture                                    match
           read prose and poetry of                   books, alphabet and number books, rhyming                              between the
           appropriate complexity for grade           books, storybooks, fairy tales, poetry, and                                 two
R.L   10   1.                                 1   1   nonfiction text.                                   8(LI)   CU.1   0     documents
           CC.1.R.L.10 Range of Reading
           and Level of Text Complexity:
           With prompting and support,
           read prose and poetry of                   TN.1.8.CU.8 (CU 0101.8.8) Participate in
           appropriate complexity for grade           shared reading and small group guided
R.L   10   1.                                 1   1   reading.                                           8(LI)   CU.8   0

                                                      TN.2.2.CU.8 (CU 0201.2.8) Participate in
           CC.2.R.L.1 Key Ideas and                   group discussion.
           Details: Ask and answer such               *Work productively in group discussion for a                           3 = Excellent
           questions as who, what, where,             particular purpose (e.g., respond to literature,                          match
           when, why, and how to                      solve a problem, and plan a project).                                  between the
           demonstrate understanding of               *Ask and respond to questions from teacher                                  two
R.L   1    key details in a text.             2   2   and other group members.                           2(C)    CU.8   0     documents
                                                     TN.2.8.CU.6 (CU 0201.8.6) Derive meaning
                                                     while reading by employing the following
                                                     strategies:
                                                     *Asking questions to clarify meaning.
                                                     *Participating in discussions.
                                                     *Predicting what will happen next.
                                                     *Creating mental images.
          CC.2.R.L.1 Key Ideas and                   *Using illustrations to gain meaning.
          Details: Ask and answer such               *Answering the five W + H questions (i.e.,
          questions as who, what, where,             Who, What, When, Where, How, Why).
          when, why, and how to                      *Relating knowledge from personal
          demonstrate understanding of               experience, other texts, and world events to
R.L   1   key details in a text.             2   2   make meaning from text.                         8(LI)   CU.6    0

          CC.2.R.L.2 Key Ideas and                                                                                         2 = Good
          Details: Recount stories,                                                                                       match, with
          including fables and folktales                                                                                     minor
          from diverse cultures, and                                                                                       aspects of
          determine their central                    TN.2.2.CU.9 (CU 0201.2.9) Retell a story,                           the CCSS not
R.L   2   message, lesson, or moral.         2   2   describing the plot, characters, and setting.   2(C)    CU.9    0     addressed
          CC.2.R.L.2 Key Ideas and
          Details: Recount stories,
          including fables and folktales
          from diverse cultures, and                 TN.2.8.CU.1 (CU 0201.8.1) Read fables, folk
          determine their central                    tales, fairy tales, poetry, nonfiction, short
R.L   2   message, lesson, or moral.         2   2   stories, and chapter books.                     8(LI)   CU.1    0

                                                                                                                           2 = Good
                                                                                                                          match, with
          CC.2.R.L.3 Key Ideas and                                                                                           minor    Students are not expected to
          Details: Describe how                                                                                            aspects of analyze characters' reponses until
          characters in a story respond to           TN.2.8.CU.10 (CU 0201.8.10) Identify the                            the CCSS not fourth grade.
R.L   3   major events and challenges.       2   2   characters, plot, and setting of a story.       8(LI)   CU.10   0     addressed
          CC.2.R.L.3 Key Ideas and                    TN.4.8.CU.10 (CU 0401.8.10) Identify and                                               Students are not expected to
          Details: Describe how                       describe main and minor characters,                                                    analyze characters' reponses until
          characters in a story respond to            considering the importance of their actions,                                           fourth grade.
R.L   3   major events and challenges.        2   4   motives, and appearances.                          8(LI)   CU.10   -2
          CC.2.R.L.4 Craft and Structure:
          Describe how words and                                                                                                2 = Good
          phrases (e.g., regular beats,                                                                                        match, with
          alliteration, rhymes, repeated                                                                                          minor
          lines) supply rhythm and                    TN.3.8.CU.10 (CU 0301.8.10) Explore the                                   aspects of
          meaning in a story, poem, or                use of language in literary texts (e.g., rhythm,                        the CCSS not
R.L   4   song.                               2   3   beat, imagery, simile, and metaphor).              8(LI)   CU.10   -1     addressed grade difference

          CC.2.R.L.5 Craft and Structure:                                                                                       2 = Good
          Describe the overall structure of                                                                                    match, with   Identifying the plot will require
          a story, including describing how                                                                                       minor      some description of the beginning
          the beginning introduces the                                                                                          aspects of   and conclusion. However, there is
          story and the ending concludes              TN.2.8.CU.10 (CU 0201.8.10) Identify the                                the CCSS not   no mention of an understanding of
R.L   5   the action.                         2   2   characters, plot, and setting of a story.          8(LI)   CU.10   0      addressed    overall story structure.
          CC.2.R.L.6 Craft and Structure:
          Acknowledge differences in the
          points of view of characters,                                                                                         1 = Weak
          including by speaking in a                  TN.5.8.CU.13 (CU 0501.8.13) Recognize                                   match, major
          different voice for each                    elements particular to dramatic literature                                aspects of
          character when reading dialogue             (e.g., time constraints, organizational                                 the CCSS not
R.L   6   aloud.                              2   5   structure, stage directions, dialogue).            8(LI)   CU.13   -3     addressed
          CC.2.R.L.6 Craft and Structure:
          Acknowledge differences in the
          points of view of characters,
          including by speaking in a
          different voice for each                    TN.6.8.CU.11 (CU 0601.8.11) Identify the
          character when reading dialogue             narration and point of view (e.g., first person,
R.L   6   aloud.                              2   6   third person) in literary texts.                   8(LI)   CU.11   -4
                                                       TN.2.8.CU.6 (CU 0201.8.6) Derive meaning
                                                       while reading by employing the following
                                                       strategies:
                                                       *Asking questions to clarify meaning.
                                                       *Participating in discussions.
                                                       *Predicting what will happen next.
          CC.2.R.L.7 Integration of                    *Creating mental images.
          Knowledge and Ideas: Use                     *Using illustrations to gain meaning.
          information gained from the                  *Answering the five W + H questions (i.e.,                            3 = Excellent
          illustrations and words in a print           Who, What, When, Where, How, Why).                                       match
          or digital text to demonstrate               *Relating knowledge from personal                                     between the
          understanding of its characters,             experience, other texts, and world events to                               two
R.L   7   setting, or plot.                    2   2   make meaning from text.                          8(LI)   CU.6    0     documents
          CC.2.R.L.7 Integration of
          Knowledge and Ideas: Use
          information gained from the
          illustrations and words in a print
          or digital text to demonstrate
          understanding of its characters,             TN.2.8.CU.10 (CU 0201.8.10) Identify the
R.L   7   setting, or plot.                    2   2   characters, plot, and setting of a story.        8(LI)   CU.10   0
          CC.2.R.L.7 Integration of
          Knowledge and Ideas: Use
          information gained from the
          illustrations and words in a print
          or digital text to demonstrate
          understanding of its characters,             TN.2.2.CU.9 (CU 0201.2.9) Retell a story,
R.L   7   setting, or plot.                    2   2   describing the plot, characters, and setting.    2(C)    CU.9    0
          CC.2.R.L.9 Integration of
          Knowledge and Ideas: Compare
          and contrast two or more                                                                                           3 = Excellent
          versions of the same story (e.g.,            TN.3.8.CU.9 (CU 0301.8.9) Compare and                                    match      The best match for this standard is
          Cinderella stories) by different             contrast different versions/representations of                        between the found one grade level higher than
          authors or from different                    similar stories, legends, or events reflecting                             two      in the CCS.
R.L   9   cultures.                            2   3   different cultures.                              8(LI)   CU.9    -1    documents
           CC.2.R.L.9 Integration of
           Knowledge and Ideas: Compare
           and contrast two or more
           versions of the same story (e.g.,                                                                                            The best match for this standard is
           Cinderella stories) by different                                                                                             found one grade level higher than
           authors or from different                   TN.2.5.CU.4 (CU 0201.5.4) Compare and                                            in the CCS.
R.L   9    cultures.                           2   2   contrast information and ideas.               5(LO)   CU.4    0
           CC.2.R.L.9 Integration of
           Knowledge and Ideas: Compare
           and contrast two or more
           versions of the same story (e.g.,                                                                                            The best match for this standard is
           Cinderella stories) by different            TN.3.3.CU.6 (CU 0301.3.6) Compare                                                found one grade level higher than
           authors or from different                   characters, settings, and events within and                                      in the CCS.
R.L   9    cultures.                           2   3   between stories.                              3(W)    CU.6    -1
           CC.2.R.L.10 Range of Reading
           and Level of Text Complexity:
           By the end of the year, read and
           comprehend literature, including                                                                                 2 = Good
           prose and poetry, in the grades                                                                                 match, with
           2–3 text complexity band                                                                                           minor
           proficiently, with scaffolding as           TN.2.8.CU.9 (CU 0201.8.9) Read orally with                           aspects of
           needed at the high end of the               fluency and accuracy, using appropriate                            the CCSS not no specific mention of complexity
R.L   10   range.                              2   2   pacing and expression.                        8(LI)   CU.9    0      addressed levels
           CC.2.R.L.10 Range of Reading
           and Level of Text Complexity:
           By the end of the year, read and
           comprehend literature, including
           prose and poetry, in the grades
           2–3 text complexity band
           proficiently, with scaffolding as           TN.2.8.GLE.2 (GLE 0201.8.2) Employ a
           needed at the high end of the               variety of basic reading comprehension                                           no specific mention of complexity
R.L   10   range.                              2   2   strategies.                                   8(LI)   GLE.2   0                  levels
           CC.2.R.L.10 Range of Reading
           and Level of Text Complexity:
           By the end of the year, read and
           comprehend literature, including
           prose and poetry, in the grades
           2–3 text complexity band
           proficiently, with scaffolding as
           needed at the high end of the                 TN.2.8.GLE.1 (GLE 0201.8.1) Explore and                                              no specific mention of complexity
R.L   10   range.                                2   2   experience various literary genres.              8(LI)   GLE.1   0                   levels
           CC.3.R.L.1 Key Ideas and
           Details: Ask and answer                                                                                            3 = Excellent
           questions to demonstrate                      TN.3.8.CU.2 (CU 0301.8.2) Demonstrate                                   match
           understanding of a text, referring            strategies for determining meaning while                             between the
           explicitly to the text as the basis           reading (e.g., formulate clarifying questions,                            two
R.L   1    for the answers.                      3   3   predict outcomes, create a mental image).        8(LI)   CU.2    0    documents
           CC.3.R.L.1 Key Ideas and
           Details: Ask and answer
           questions to demonstrate
           understanding of a text, referring
           explicitly to the text as the basis           TN.3.5.CU.5 (CU 0301.5.5) Draw conclusions
R.L   1    for the answers.                      3   3   based on evidence acquired during reading.       5(LO)   CU.5    0
           CC.3.R.L.2 Key Ideas and
           Details: Recount stories,
           including fables, folktales, and                                                                                     2 = Good      The concept of a central message,
           myths from diverse cultures;                                                                                        match, with    or moral, is not addressed directly,
           determine the central message,                                                                                         minor       but may be included in "basic plot
           lesson, or moral and explain                                                                                         aspects of    features" and/or "main idea." The
           how it is conveyed through key                TN.2.2.CU.9 (CU 0201.2.9) Retell a story,                            the CCSS not    "recount" component is addressed
R.L   2    details in the text.                  3   2   describing the plot, characters, and setting.    2(C)    CU.9    1     addressed     in second grade as "retell."
           CC.3.R.L.2 Key Ideas and
           Details: Recount stories,
           including fables, folktales, and                                                                                                   The concept of a central message,
           myths from diverse cultures;                                                                                                       or moral, is not addressed directly,
           determine the central message,                TN.3.8.CU.9 (CU 0301.8.9) Compare and                                                but may be included in "basic plot
           lesson, or moral and explain                  contrast different versions/representations of                                       features" and/or "main idea." The
           how it is conveyed through key                similar stories, legends, or events reflecting                                       "recount" component is addressed
R.L   2    details in the text.                  3   3   different cultures.                              8(LI)   CU.9    0                   in second grade as "retell."
          CC.3.R.L.2 Key Ideas and
          Details: Recount stories,
          including fables, folktales, and                                                                                                      The concept of a central message,
          myths from diverse cultures;                                                                                                          or moral, is not addressed directly,
          determine the central message,                                                                                                        but may be included in "basic plot
          lesson, or moral and explain                  TN.3.8.SPI.4 (SPI 0301.8.4) Recognize basic                                             features" and/or "main idea." The
          how it is conveyed through key                plot features of fairy tales, folk tales, fables,                                       "recount" component is addressed
R.L   2   details in the text.                  3   3   and myths.                                          8(LI)   SPI.4   0                   in second grade as "retell."
          CC.3.R.L.2 Key Ideas and
          Details: Recount stories,
          including fables, folktales, and                                                                                                      The concept of a central message,
          myths from diverse cultures;                                                                                                          or moral, is not addressed directly,
          determine the central message,                                                                                                        but may be included in "basic plot
          lesson, or moral and explain                                                                                                          features" and/or "main idea." The
          how it is conveyed through key                TN.3.6.CU.4 (CU 0301.6.4) Identify the main                                             "recount" component is addressed
R.L   2   details in the text.                  3   3   idea and supporting details in text.                6(I)    CU.4    0                   in second grade as "retell."
          CC.3.R.L.3 Key Ideas and
          Details: Describe characters in a                                                                                        2 = Good
          story (e.g., their traits,                                                                                              match, with
          motivations, or feelings) and                 TN.3.8.CU.8 (CU 0301.8.8) Define and                                         minor
          explain how their actions                     identify setting, characters (including main                               aspects of
          contribute to the sequence of                 and minor characters), and plot (including                               the CCSS not
R.L   3   events.                               3   3   sequence of events).                                8(LI)   CU.8    0      addressed
          CC.3.R.L.3 Key Ideas and
          Details: Describe characters in a
          story (e.g., their traits,
          motivations, or feelings) and                 TN.4.8.CU.10 (CU 0401.8.10) Identify and
          explain how their actions                     describe main and minor characters,
          contribute to the sequence of                 considering the importance of their actions,
R.L   3   events.                               3   4   motives, and appearances.                           8(LI)   CU.10   -1

                                                                                                                                   2 = Good
          CC.3.R.L.4 Craft and Structure:                                                                                         match, with
          Determine the meaning of words                                                                                             minor
          and phrases as they are used in               TN.3.8.CU.10 (CU 0301.8.10) Explore the                                    aspects of
          a text, distinguishing literal from           use of language in literary texts (e.g., rhythm,                         the CCSS not
R.L   4   nonliteral language.                  3   3   beat, imagery, simile, and metaphor).               8(LI)   CU.10   0      addressed
          CC.3.R.L.4 Craft and Structure:
          Determine the meaning of words
          and phrases as they are used in
          a text, distinguishing literal from           TN.3.1.SPI.20 (SPI 301.1.20) Determine word
R.L   4   nonliteral language.                  3   3   meaning through context clues.                     1(LA)   SPI.20   0

          CC.3.R.L.5 Craft and Structure:
          Refer to parts of stories,
          dramas, and poems when
          writing or speaking about a text,                                                                                        1 = Weak
          using terms such as chapter,                  TN.3.8.CU.6 (CU 0301.8.6) Recognize                                      match, major
          scene, and stanza; describe                   varying forms of text (e.g., poems {lines and                              aspects of
          how each successive part builds               stanzas}, plays {acts, stage directions},                                the CCSS not
R.L   5   on earlier sections.                  3   3   novels {chapters}).                                8(LI)   CU.6     0      addressed

                                                                                                                                   2 = Good
                                                                                                                                  match, with
          CC.3.R.L.6 Craft and Structure:                                                                                            minor
          Distinguish their own point of                                                                                           aspects of
          view from that of the narrator or             TN.3.8.CU.12 (CU 0301.8.12) Explore the                                  the CCSS not
R.L   6   those of the characters.              3   3   concept of first person point of view.             8(LI)   CU.12    0      addressed
          CC.3.R.L.7 Integration of
          Knowledge and Ideas: Explain
          how specific aspects of a text’s                                                                                         2 = Good
          illustrations contribute to what is                                                                                     match, with
          conveyed by the words in a story                                                                                           minor
          (e.g., create mood, emphasize                 TN.4.6.SPI.6 (SPI 0401.6.6) Use available                                  aspects of
          aspects of a character or                     text features (e.g., graphics and illustrations)                         the CCSS not
R.L   7   setting).                             3   4   to make meaning from text.                         6(I)    SPI.6    -1     addressed
                                                        TN.2.8.CU.6 (CU 0201.8.6) Derive meaning
                                                        while reading by employing the following
                                                        strategies:
                                                        *Asking questions to clarify meaning.
                                                        *Participating in discussions.
          CC.3.R.L.7 Integration of                     *Predicting what will happen next.
          Knowledge and Ideas: Explain                  *Creating mental images.
          how specific aspects of a text’s              *Using illustrations to gain meaning.
          illustrations contribute to what is           *Answering the five W + H questions (i.e.,
          conveyed by the words in a story              Who, What, When, Where, How, Why).
          (e.g., create mood, emphasize                 *Relating knowledge from personal
          aspects of a character or                     experience, other texts, and world events to
R.L   7   setting).                             3   2   make meaning from text.                          8(LI)   CU.6   1

          CC.3.R.L.9 Integration of
          Knowledge and Ideas: Compare                                                                                        2 = Good
          and contrast the themes,                                                                                           match, with
          settings, and plots of stories                                                                                        minor
          written by the same author about                                                                                    aspects of
          the same or similar characters                TN.3.5.CU.3 (CU 0301.5.3) Compare and                               the CCSS not
R.L   9   (e.g., in books from a series).       3   3   contrast two characters, ideas, or stories.      5(LO)   CU.3   0     addressed

          CC.3.R.L.9 Integration of
          Knowledge and Ideas: Compare
          and contrast the themes,
          settings, and plots of stories
          written by the same author about              TN.3.3.CU.6 (CU 0301.3.6) Compare
          the same or similar characters                characters, settings, and events within and
R.L   9   (e.g., in books from a series).       3   3   between stories.                                 3(W)    CU.6   0

          CC.3.R.L.9 Integration of
          Knowledge and Ideas: Compare
          and contrast the themes,
          settings, and plots of stories                TN.3.8.CU.9 (CU 0301.8.9) Compare and
          written by the same author about              contrast different versions/representations of
          the same or similar characters                similar stories, legends, or events reflecting
R.L   9   (e.g., in books from a series).       3   3   different cultures.                              8(LI)   CU.9   0
           CC.3.R.L.10 Range of Reading
           and Complexity of Text: 10. By
           the end of the year, read and                                                                                      2 = Good
           comprehend literature, including           TN.3.8.CU.4 (CU 0301.8.4) Read with                                    match, with
           stories, dramas, and poetry, at            increasing fluency and confidence from a                                  minor
           the high end of the grades 2–3             variety of texts (e.g., paired readings, shared                         aspects of
           text complexity band                       reading, choral reading, teacher-led reading,                         the CCSS not no specific mention of complexity
R.L   10   independently and proficiently.    3   3   reading from tapes/CDs).                          8(LI)   CU.4    0     addressed levels

           CC.3.R.L.10 Range of Reading
           and Complexity of Text: 10. By
           the end of the year, read and
           comprehend literature, including
           stories, dramas, and poetry, at
           the high end of the grades 2–3             TN.3.8.CU.14 (CU 0301.8.14) Read longer
           text complexity band                       narrative and expository text independently,                                        no specific mention of complexity
R.L   10   independently and proficiently.    3   3   including chapter books.                          8(LI)   CU.14   0                 levels

           CC.3.R.L.10 Range of Reading
           and Complexity of Text: 10. By
           the end of the year, read and
           comprehend literature, including
           stories, dramas, and poetry, at            TN.3.8.CU.7 (CU 0301.8.7) Read and review
           the high end of the grades 2–3             various literary genres (e.g., short stories,
           text complexity band                       fairy tales, folktales, poetry, plays, and                                          no specific mention of complexity
R.L   10   independently and proficiently.    3   3   nonfiction).                                      8(LI)   CU.7    0                 levels

           CC.3.R.L.10 Range of Reading
           and Complexity of Text: 10. By
           the end of the year, read and
           comprehend literature, including
           stories, dramas, and poetry, at            TN.3.8.CU.2 (CU 0301.8.2) Demonstrate
           the high end of the grades 2–3             strategies for determining meaning while
           text complexity band                       reading (e.g., formulate clarifying questions,                                      no specific mention of complexity
R.L   10   independently and proficiently.    3   3   predict outcomes, create a mental image).         8(LI)   CU.2    0                 levels
          CC.4.R.L.1 Key Ideas and
          Details: Refer to details and             TN.4.8.CU.3 (CU 0401.8.3) Check for                                      3 = Excellent
          examples in a text when                   understanding after reading (e.g., identify the                             match
          explaining what the text says             author's purpose; locate information to                                  between the
          explicitly and when drawing               support opinions, predictions, and                                            two
R.L   1   inferences from the text.         4   4   conclusions).                                       8(LI)   CU.3    0     documents
          CC.4.R.L.1 Key Ideas and
          Details: Refer to details and
          examples in a text when
          explaining what the text says
          explicitly and when drawing               TN.4.5.SPI.5 (SPI 0401.5.5) Make inferences
R.L   1   inferences from the text.         4   4   and draw appropriate conclusions from text.         5(LO)   SPI.5   0

                                                                                                                               2 = Good
          CC.4.R.L.2 Key Ideas and                                                                                            match, with
          Details: Determine a theme of a                                                                                        minor    There is no fourth grade standard
          story, drama, or poem from                                                                                           aspects of for determining theme or
          details in the text; summarize            TN.4.8.CU.14 (CU 0401.8.14) Explore the                                  the CCSS not summarization of a text.
R.L   2   the text.                         4   4   concept of theme.                                   8(LI)   CU.14   0      addressed
          CC.4.R.L.2 Key Ideas and
          Details: Determine a theme of a                                                                                                    There is no fourth grade standard
          story, drama, or poem from                                                                                                         for determining theme or
          details in the text; summarize            TN.5.6.CU.10 (CU 0501.6.10) Summarize                                                    summarization of a text.
R.L   2   the text.                         4   5   information presented in text.                       6(I)   CU.10   -1
          CC.4.R.L.2 Key Ideas and
          Details: Determine a theme of a                                                                                                    There is no fourth grade standard
          story, drama, or poem from                                                                                                         for determining theme or
          details in the text; summarize            TN.5.8.SPI.1 (SPI 0501.8.1) Identify setting,                                            summarization of a text.
R.L   2   the text.                         4   5   characters, plot, and theme.                        8(LI)   SPI.1   -1
          CC.4.R.L.2 Key Ideas and
          Details: Determine a theme of a           TN.4.8.GLE.2 (GLE 0401.8.2) Experience                                                   There is no fourth grade standard
          story, drama, or poem from                various literary genres, including                                                       for determining theme or
          details in the text; summarize            fiction/nonfiction, poetry, drama, short stories,                                        summarization of a text.
R.L   2   the text.                         4   4   folk tales, and myths.                              8(LI)   GLE.2   0
          CC.4.R.L.2 Key Ideas and
          Details: Determine a theme of a                                                                                                  There is no fourth grade standard
          story, drama, or poem from                                                                                                       for determining theme or
          details in the text; summarize                  TN.3.2.CU.5 (CU 0301.2.5) Summarize                                              summarization of a text.
R.L   2   the text.                               4   3   information presented orally by others.         2(C)    CU.5    1
          CC.4.R.L.3 Key Ideas and
          Details: Describe in depth a
          character, setting, or event in a                                                                                   3 = Excellent
          story or drama, drawing on                                                                                             match
          specific details in the text (e.g., a                                                                               between the
          character’s thoughts, words, or                 TN.4.8.SPI.2 (SPI 0401.8.2) Identify                                     two      Describing plot, characters, and
R.L   3   actions).                               4   4   characters, setting, and plot in a passage.     8(LI)   SPI.2   0    documents setting is covered in earlier grades.
          CC.4.R.L.3 Key Ideas and
          Details: Describe in depth a
          character, setting, or event in a
          story or drama, drawing on                      TN.4.8.CU.9 (CU 0401.8.9) Sequence the
          specific details in the text (e.g., a           events of a selection from beginning to end,
          character’s thoughts, words, or                 determining how the incidents are connected                                      Describing plot, characters, and
R.L   3   actions).                               4   4   and lead to a solution/conclusion.              8(LI)   CU.9    0                setting is covered in earlier grades.
          CC.4.R.L.3 Key Ideas and
          Details: Describe in depth a
          character, setting, or event in a
          story or drama, drawing on                      TN.4.8.CU.10 (CU 0401.8.10) Identify and
          specific details in the text (e.g., a           describe main and minor characters,
          character’s thoughts, words, or                 considering the importance of their actions,                                     Describing plot, characters, and
R.L   3   actions).                               4   4   motives, and appearances.                       8(LI)   CU.10   0                setting is covered in earlier grades.
          CC.4.R.L.3 Key Ideas and
          Details: Describe in depth a
          character, setting, or event in a
          story or drama, drawing on
          specific details in the text (e.g., a
          character’s thoughts, words, or                 TN.2.2.CU.9 (CU 0201.2.9) Retell a story,                                        Describing plot, characters, and
R.L   3   actions).                               4   2   describing the plot, characters, and setting.   2(C)    CU.9    2                setting is covered in earlier grades.
          CC.4.R.L.4 Craft and Structure:                                                                                         2 = Good
          Determine the meaning of words                TN.4.1.CU.18 (CU 0401.1.18) Use a variety                                match, with
          and phrases as they are used in               of previously learned strategies (e.g.,                                     minor
          a text, including those that allude           understanding of roots and affixes, context                               aspects of no specific mention of words to
          to significant characters found in            clues, reference sources) to determine the                              the CCSS not describe characters found in
R.L   4   mythology (e.g., Herculean).          4   4   meaning of unfamiliar words.                        1(LA)   CU.18   0     addressed mythology

          CC.4.R.L.4 Craft and Structure:
          Determine the meaning of words
          and phrases as they are used in               TN.4.8.GLE.2 (GLE 0401.8.2) Experience
          a text, including those that allude           various literary genres, including                                                     no specific mention of words to
          to significant characters found in            fiction/nonfiction, poetry, drama, short stories,                                      describe characters found in
R.L   4   mythology (e.g., Herculean).          4   4   folk tales, and myths.                              8(LI)   GLE.2   0                  mythology

          CC.4.R.L.5 Craft and Structure:
          Explain major differences
          between poems, drama, and
          prose, and refer to the structural
          elements of poems (e.g., verse,
          rhythm, meter) and drama (e.g.,                                                                                         1 = Weak
          casts of characters, setting                                                                                          match, major
          descriptions, dialogue, stage                 TN.4.8.GLE.3 (GLE 0401.8.3) Know and                                      aspects of
          directions) when writing or                   understand the basic characteristics of the                             the CCSS not
R.L   5   speaking about a text.                4   4   genres studied.                                     8(LI)   GLE.3   0     addressed

          CC.4.R.L.5 Craft and Structure:
          Explain major differences
          between poems, drama, and
          prose, and refer to the structural
          elements of poems (e.g., verse,
          rhythm, meter) and drama (e.g.,
          casts of characters, setting                  TN.4.8.CU.6 (CU 0401.8.6) Recognize
          descriptions, dialogue, stage                 varying forms of text (e.g., poems {lines and
          directions) when writing or                   stanzas}, plays {acts, stage directions},
R.L   5   speaking about a text.                4   4   novels{chapters}).                                  8(LI)   CU.6    0
          CC.4.R.L.5 Craft and Structure:
          Explain major differences
          between poems, drama, and
          prose, and refer to the structural
          elements of poems (e.g., verse,
          rhythm, meter) and drama (e.g.,
          casts of characters, setting
          descriptions, dialogue, stage                TN.5.8.CU.12 (CU 0501.8.12) Make
          directions) when writing or                  connections among various texts showing
R.L   5   speaking about a text.               4   5   similarities and differences.                  8(LI)   CU.12   -1

          CC.4.R.L.5 Craft and Structure:
          Explain major differences
          between poems, drama, and
          prose, and refer to the structural
          elements of poems (e.g., verse,
          rhythm, meter) and drama (e.g.,
          casts of characters, setting
          descriptions, dialogue, stage                TN.4.8.CU.13 (CU 0401.8.13) Recognize
          directions) when writing or                  sound devices in poetry (e.g., alliteration,
R.L   5   speaking about a text.               4   4   rhythm, rhyme, repetition, onomatopoeia).      8(LI)   CU.13   0

          CC.4.R.L.5 Craft and Structure:
          Explain major differences
          between poems, drama, and
          prose, and refer to the structural
          elements of poems (e.g., verse,
          rhythm, meter) and drama (e.g.,
          casts of characters, setting                 TN.5.8.CU.13 (CU 0501.8.13) Recognize
          descriptions, dialogue, stage                elements particular to dramatic literature
          directions) when writing or                  (e.g., time constraints, organizational
R.L   5   speaking about a text.               4   5   structure, stage directions, dialogue).        8(LI)   CU.13   -1
          CC.4.R.L.6 Craft and Structure:                                                                                        2 = Good
          Compare and contrast the point                                                                                        match, with
          of view from which different                                                                                             minor
          stories are narrated, including              TN.5.8.CU.8 (CU 0501.8.8) Begin to                                        aspects of The explicit comparison of points
          the difference between first- and            distinguish between first and third person                              the CCSS not of view does not occur until fifth
R.L   6   third-person narrations.             4   5   points of view.                                    8(LI)   CU.8    -1     addressed grade.

          CC.4.R.L.6 Craft and Structure:
          Compare and contrast the point
          of view from which different
          stories are narrated, including                                                                                                     The explicit comparison of points
          the difference between first- and            TN.4.8.CU.12 (CU 0401.8.12) Explore first                                              of view does not occur until fifth
R.L   6   third-person narrations.             4   4   person point of view.                              8(LI)   CU.12   0                   grade.

          CC.4.R.L.6 Craft and Structure:
          Compare and contrast the point
          of view from which different                 TN.4.8.GLE.4 (GLE 0401.8.4) Recognize and
          stories are narrated, including              understand basic literary terms (e.g., simile,                                         The explicit comparison of points
          the difference between first- and            metaphor, setting,                                                                     of view does not occur until fifth
R.L   6   third-person narrations.             4   4   point of view, alliteration, onomatopoeia).        8(LI)   GLE.4   0                   grade.

          CC.4.R.L.7 Integration of
          Knowledge and Ideas: Make
          connections between the text of
          a story or drama and a visual or                                                                                       1 = Weak
          oral presentation of the text,                                                                                       match, major   could not find
          identifying where each version               TN.4.6.SPI.6 (SPI 0401.6.6) Use available                                 aspects of   comparisons/connections between
          reflects specific descriptions and           text features (e.g., graphics and illustrations)                        the CCSS not   oral presentation and the original
R.L   7   directions in the text.              4   4   to make meaning from text.                         6(I)    SPI.6   0      addressed    text
           CC.4.R.L.7 Integration of
           Knowledge and Ideas: Make
           connections between the text of
           a story or drama and a visual or
           oral presentation of the text,               TN.5.7.GLE.4 (GLE 0501.7.4) Be aware of                                               could not find
           identifying where each version               how message or meaning changes when a                                                 comparisons/connections between
           reflects specific descriptions and           written work is translated into a visual                                              oral presentation and the original
R.L   7    directions in the text.              4   5   presentation.                                    7(M)    GLE.4   -1                   text

           CC.4.R.L.9 Integration of
           Knowledge and Ideas: Compare
           and contrast the treatment of
           similar themes and topics (e.g.,
           opposition of good and evil) and                                                                                   3 = Excellent
           patterns of events (e.g., the                TN.4.8.CU.11 (CU 0401.8.11) Compare and                                  match
           quest) in stories, myths, and                contrast different versions/representations of                        between the
           traditional literature from                  the same stories/events that reflect different                             two
R.L   9    different cultures.                  4   4   cultures.                                        8(LI)   CU.11   0     documents
           CC.4.R.L.10 Range of Reading
           and Complexity of Text: By the
           end of the year, read and
           comprehend literature, including                                                                                     2 = Good
           stories, dramas, and poetry, in                                                                                     match, with
           the grades 4–5 text complexity                                                                                         minor
           band proficiently, with                      TN.4.8.CU.5 (CU 0401.8.5) Read with fluency                             aspects of
           scaffolding as needed at the                 from a variety of texts (e.g., poetry, drama,                         the CCSS not no specific mention of complexity
R.L   10   high end of the range.               4   4   current events, novels).                         8(LI)   CU.5    0      addressed levels
           CC.4.R.L.10 Range of Reading
           and Complexity of Text: By the
           end of the year, read and
           comprehend literature, including
           stories, dramas, and poetry, in
           the grades 4–5 text complexity               TN.4.8.GLE.1 (GLE 0401.8.1) Use active
           band proficiently, with                      comprehension strategies to derive meaning
           scaffolding as needed at the                 while reading and check for understanding                                             no specific mention of complexity
R.L   10   high end of the range.               4   4   after reading.                                   8(LI)   GLE.1   0                    levels
          CC.5.R.L.1 Key Ideas and
          Details: Quote accurately from a                                                                                  3 = Excellent
          text when explaining what the                                                                                        match
          text says explicitly and when              TN.5.5.SPI.1 (SPI 0501.5.1) Locate                                     between the
          drawing inferences from the                information to support opinions, predictions,                               two
R.L   1   text.                              5   5   and conclusions.                                  5(LO)   SPI.1   0     documents grade difference
          CC.5.R.L.1 Key Ideas and
          Details: Quote accurately from a
          text when explaining what the
          text says explicitly and when
          drawing inferences from the                TN.5.5.SPI.6 (SPI 0501.5.6) Make inferences
R.L   1   text.                              5   5   and draw appropriate conclusions from text.       5(LO)   SPI.6   0                grade difference

                                                     TN.6.3.CU.16 (CU 0601.3.16) When other
                                                     sources are used or referenced (such as in
                                                     research, informational essays, or literary
                                                     essays) adhere to the list below.
                                                     *Acknowledge source material (e.g., list
                                                     sources).
                                                     *Understand the differences between/among
          CC.5.R.L.1 Key Ideas and                   quoting, paraphrasing, and summarizing.
          Details: Quote accurately from a           *Quote, paraphrase, or summarize text,
          text when explaining what the              ideas, or other information taken from print or
          text says explicitly and when              other electronic sources.
          drawing inferences from the                *Embed quotations and graphics from other
R.L   1   text.                              5   6   sources, when appropriate.                        3(W)    CU.16   -1               grade difference
          CC.5.R.L.1 Key Ideas and
          Details: Quote accurately from a
          text when explaining what the              TN.6.4.CU.18 (CU 0601.4.18) Quote,
          text says explicitly and when              paraphrase, or summarize text, ideas, or
          drawing inferences from the                other information taken from print or
R.L   1   text.                              5   6   electronic sources.                               4(R)    CU.18   -1               grade difference
          CC.5.R.L.2 Key Ideas and
          Details: Determine a theme of a
          story, drama, or poem from
          details in the text, including how                                                                                  2 = Good
          characters in a story or drama                                                                                     match, with
          respond to challenges or how                                                                                          minor
          the speaker in a poem reflects               TN.5.8.CU.3 (CU 0501.8.3) Check for                                    aspects of
          upon a topic; summarize the                  understanding after reading (e.g., summarize,                        the CCSS not Students are not asked to
R.L   2   text.                                5   5   identify the author's purpose).                  8(LI)   CU.3    0     addressed "determine" the theme.
          CC.5.R.L.2 Key Ideas and
          Details: Determine a theme of a
          story, drama, or poem from
          details in the text, including how
          characters in a story or drama
          respond to challenges or how
          the speaker in a poem reflects
          upon a topic; summarize the                  TN.5.8.CU.9 (CU 0501.8.9) Distinguish                                             Students are not asked to
R.L   2   text.                                5   5   between a stated and an implied theme.           8(LI)   CU.9    0                "determine" the theme.
          CC.5.R.L.2 Key Ideas and
          Details: Determine a theme of a
          story, drama, or poem from
          details in the text, including how
          characters in a story or drama
          respond to challenges or how
          the speaker in a poem reflects               TN.5.8.CU.6 (CU 0501.8.6) Understand the
          upon a topic; summarize the                  meaning of plot, character, setting, conflict,                                    Students are not asked to
R.L   2   text.                                5   5   point of view, and theme in narration.           8(LI)   CU.6    0                "determine" the theme.
          CC.5.R.L.3 Key Ideas and
          Details: Compare and contrast
          two or more characters,                                                                                           3 = Excellent
          settings, or events in a story or            TN.5.8.CU.11 (CU 0501.8.11) Discuss                                     match
          drama, drawing on specific                   similarities and differences in events and/or                        between the The TN standard goes one step
          details in the text (e.g., how               characters, using evidence cited in two or                                two      further, asking students to
R.L   3   characters interact).                5   5   more texts.                                      8(LI)   CU.11   0    documents compare across texts.
          CC.5.R.L.4 Craft and Structure:
          Determine the meaning of words              TN.5.1.CU.16 (CU 0501.1.16) Use a variety                              3 = Excellent
          and phrases as they are used in             of previously learned strategies (e.g.,                                   match
          a text, including figurative                understanding of roots and affixes, context                            between the
          language such as metaphors                  clues, reference sources) to determine the                                  two
R.L   4   and similes.                        5   5   meaning of unfamiliar words.                       1(LA)   CU.16   0    documents

          CC.5.R.L.4 Craft and Structure:
          Determine the meaning of words
          and phrases as they are used in
          a text, including figurative                TN.5.8.CU.14 (CU 0501.8.14) Know and use
          language such as metaphors                  basic literary devices (e.g., imagery,
R.L   4   and similes.                        5   5   metaphor, simile, personification, hyperbole).     8(LI)   CU.14   0

          CC.5.R.L.5 Craft and Structure:                                                                                      2 = Good
          Explain how a series of                                                                                             match, with
          chapters, scenes, or stanzas fits                                                                                      minor
          together to provide the overall             TN.5.8.GLE.3 (GLE 0501.8.3) Understand the                               aspects of
          structure of a particular story,            basic characteristics of the genres (e.g.,                             the CCSS not
R.L   5   drama, or poem.                     5   5   narratives, prose, poetry, drama) studied.         8(LI)   GLE.3   0     addressed

          CC.5.R.L.5 Craft and Structure:
          Explain how a series of
          chapters, scenes, or stanzas fits           TN.5.8.CU.5 (CU 0501.8.5) Recognize
          together to provide the overall             varying forms of text (e.g., poems {lines and
          structure of a particular story,            stanzas}, plays {acts, stage directions},
R.L   5   drama, or poem.                     5   5   novels {chapters}).                                8(LI)   CU.5    0

          CC.5.R.L.5 Craft and Structure:
          Explain how a series of
          chapters, scenes, or stanzas fits           TN.5.8.CU.10 (CU 0501.8.10) Analyze the
          together to provide the overall             plot structure of a narrative (story), including
          structure of a particular story,            identifying the problem (conflict) and
R.L   5   drama, or poem.                     5   5   determining how the problem is resolved.           8(LI)   CU.10   0
                                                                                                                            2 = Good
          CC.5.R.L.6 Craft and Structure:                                                                                  match, with
          Describe how a narrator’s or                                                                                        minor
          speaker’s point of view                                                                                           aspects of
          influences how events are                  TN.5.8.SPI.5 (SPI 0501.8.5) Recognize that a                         the CCSS not The "influence" of the speaker or
R.L   6   described.                         5   5   story is told from first person point of view.   8(LI)   SPI.5   0     addressed narrator is not addressed.
          CC.5.R.L.6 Craft and Structure:
          Describe how a narrator’s or
          speaker’s point of view                    TN.5.8.CU.6 (CU 0501.8.6) Understand the
          influences how events are                  meaning of plot, character, setting, conflict,                                      The "influence" of the speaker or
R.L   6   described.                         5   5   point of view, and theme in narration.           8(LI)   CU.6    0                  narrator is not addressed.

          CC.5.R.L.7 Integration of
          Knowledge and Ideas: Analyze
          how visual and multimedia                                                                                         2 = Good
          elements contribute to the                                                                                       match, with
          meaning, tone, or beauty of a                                                                                       minor
          text (e.g., graphic novel;                 TN.5.7.GLE.3 (GLE 0501.7.3) Understand                                 aspects of
          multimedia presentation of                 that the choice of medium influences the                             the CCSS not
R.L   7   fiction, folktale, myth, poem).    5   5   message in a presentation.                       7(M)    GLE.3   0     addressed

          CC.5.R.L.7 Integration of
          Knowledge and Ideas: Analyze
          how visual and multimedia
          elements contribute to the
          meaning, tone, or beauty of a              TN.5.7.GLE.4 (GLE 0501.7.4) Be aware of
          text (e.g., graphic novel;                 how message or meaning changes when a
          multimedia presentation of                 written work is translated into a visual
R.L   7   fiction, folktale, myth, poem).    5   5   presentation.                                    7(M)    GLE.4   0
          CC.5.R.L.9 Integration of
          Knowledge and Ideas: Compare                                                                                      2 = Good
          and contrast stories in the same                                                                                 match, with
          genre (e.g., mysteries and                 TN.5.8.CU.11 (CU 0501.8.11) Discuss                                      minor
          adventure stories) on their                similarities and differences in events and/or                          aspects of
          approaches to similar themes               characters, using evidence cited in two or                           the CCSS not
R.L   9   and topics.                        5   5   more texts.                                      8(LI)   CU.11   0     addressed
           CC.5.R.L.9 Integration of
           Knowledge and Ideas: Compare
           and contrast stories in the same
           genre (e.g., mysteries and
           adventure stories) on their                TN.5.8.CU.12 (CU 0501.8.12) Make
           approaches to similar themes               connections among various texts showing
R.L   9    and topics.                        5   5   similarities and differences.                    8(LI)   CU.12   0
           CC.5.R.L.9 Integration of
           Knowledge and Ideas: Compare
           and contrast stories in the same           TN.5.8.GLE.2 (GLE 0501.8.2) Experience
           genre (e.g., mysteries and                 various literary genres, including fiction and
           adventure stories) on their                nonfiction, poetry, drama, chapter books,
           approaches to similar themes               biography/autobiography, short stories, folk
R.L   9    and topics.                        5   5   tales, myths, science fiction.                   8(LI)   GLE.2   0

           CC.5.R.L.10 Range of Reading
           and Complexity of Text: By the
           end of the year, read and                                                                                         2 = Good
           comprehend literature, including           TN.5.8.CU.2 (CU 0501.8.2) Derive meaning                              match, with
           stories, dramas, and poetry, at            while reading (e.g., use metacognitive and                               minor
           the high end of the grades 4–5             self-monitoring reading strategies to improve                          aspects of
           text complexity band                       comprehension {reread, ask for help, draw on                         the CCSS not no specific mention of complexity
R.L   10   independently and proficiently.    5   5   earlier reading}).                               8(LI)   CU.2    0     addressed levels

           CC.5.R.L.10 Range of Reading
           and Complexity of Text: By the
           end of the year, read and
           comprehend literature, including
           stories, dramas, and poetry, at
           the high end of the grades 4–5             TN.5.8.CU.4 (CU 0501.8.4) Build vocabulary
           text complexity band                       by reading from a wide variety of texts and                                        no specific mention of complexity
R.L   10   independently and proficiently.    5   5   literary genres.                                 8(LI)   CU.4    0                 levels
          CC.K.R.I.1 Key Ideas and                                                                                             3 = Excellent
          Details: With prompting and                                                                                             match
          support, ask and answer                      TN.K.6.CU.1 (CU 0001.6.1) Respond                                       between the
          questions about key details in a             appropriately to questions regarding the main                                two
R.I   1   text.                                K   K   idea of an informational text.                      6(I)   CU.1    0     documents
          CC.K.R.I.1 Key Ideas and
          Details: With prompting and
          support, ask and answer                      TN.1.6.GLE.2 (GLE 0101.6.2) Identify the
          questions about key details in a             main ideas and supporting details of
R.I   1   text.                                K   1   informational text.                                 6(I)   GLE.2   -1
                                                       TN.K.2.CU.8 (CU 0001.2.8) Participate in
                                                       group discussion.
          CC.K.R.I.1 Key Ideas and                     *Work productively in group discussion for a
          Details: With prompting and                  particular purpose (e.g., respond to literature,
          support, ask and answer                      solve a problem).
          questions about key details in a             *Ask and respond to questions from teacher
R.I   1   text.                                K   K   and other group members.                           2(C)    CU.8    0

                                                                                                                                 2 = Good
                                                                                                                                match, with
          CC.K.R.I.2 Key Ideas and                                                                                                 minor
          Details: With prompting and                                                                                            aspects of
          support, identify the main topic             TN.K.6.GLE.1 (GLE 0001.6.1) Comprehend                                  the CCSS not
R.I   2   and retell key details of a text.    K   K   the main idea of informational texts.               6(I)   GLE.1   0      addressed

          CC.K.R.I.2 Key Ideas and
          Details: With prompting and                  TN.1.6.GLE.2 (GLE 0101.6.2) Identify the
          support, identify the main topic             main ideas and supporting details of
R.I   2   and retell key details of a text.    K   1   informational text.                                 6(I)   GLE.2   -1

          CC.K.R.I.3 Key Ideas and
          Details: With prompting and                                                                                            1 = Weak
          support, describe the connection                                                                                     match, major
          between two individuals, events,                                                                                       aspects of
          ideas, or pieces of information in           TN.1.5.CU.4 (CU 0101.5.4) Compare and                                   the CCSS not
R.I   3   a text.                              K   1   contrast information and ideas.                    5(LO)   CU.4    -1     addressed
                                                                                                                                   2 = Good
                                                                                                                                  match, with
          CC.K.R.I.4 Craft and Structure:                                                                                            minor
          With prompting and support, ask               TN.K.1.GLE.2 (GLE 0001.1.2) Employ a                                       aspects of
          and answer questions about                    variety of strategies to decode words and                                the CCSS not
R.I   4   unknown words in a text.              K   K   expand vocabulary.                                  1(LA)   GLE.2   0      addressed

          CC.K.R.I.4 Craft and Structure:
          With prompting and support, ask               TN.K.1.CU.9 (CU 0001.1.9) Build vocabulary
          and answer questions about                    by reading, listening to, and discussing a
R.I   4   unknown words in a text.              K   K   variety of literature.                              1(LA)   CU.9    0

                                                                                                                                 3 = Excellent
                                                        TN.1.8.CU.3 (CU 0101.8.3) Identify parts of a                               match
          CC.K.R.I.5 Craft and Structure:               book (e.g., front cover and back cover, table                            between the
          Identify the front cover, back                of contents, index, glossary, title page, author,                             two
R.I   5   cover, and title page of a book.      K   1   illustrator).                                       8(LI)   CU.3    -1    documents grade difference

                                                                                                                                   2 = Good
          CC.K.R.I.6 Craft and Structure:                                                                                         match, with
          Name the author and illustrator               TN.1.8.CU.3 (CU 0101.8.3) Identify parts of a                                minor
          of a text and define the role of              book (e.g., front cover and back cover, table                              aspects of
          each in presenting the ideas or               of contents, index, glossary, title page, author,                        the CCSS not no mention of role of author or
R.I   6   information in a text.                K   1   illustrator).                                       8(LI)   CU.3    -1     addressed illustrator in state standards

          CC.K.R.I.7 Integration of
          Knowledge and Ideas: With
          prompting and support, describe
          the relationship between                                                                                               3 = Excellent
          illustrations and the text in which                                                                                       match
          they appear (e.g., what person,                                                                                        between the
          place, thing, or idea in the text             TN.K.6.GLE.2 (GLE 0001.6.2) Recognize that                                    two
R.I   7   an illustration depicts).             K   K   illustrations support information in the texts.     6(I)    GLE.2   0     documents Core standards are more specific
                                                                                                                                2 = Good
           CC.K.R.I.8 Integration of                                                                                           match, with
           Knowledge and Ideas: With                                                                                              minor
           prompting and support, identify            TN.1.6.GLE.2 (GLE 0101.6.2) Identify the                                  aspects of
           the reasons an author gives to             main ideas and supporting details of                                    the CCSS not
R.I   8    support points in a text.          K   1   informational text.                                 6(I)   GLE.2   -1     addressed
           CC.K.R.I.9 Integration of
           Knowledge and Ideas: With
           prompting and support, identify                                                                                      2 = Good
           basic similarities in and                                                                                           match, with
           differences between two texts                                                                                          minor
           on the same topic (e.g., in                                                                                          aspects of
           illustrations, descriptions, or            TN.1.5.CU.4 (CU 0101.5.4) Compare and                                   the CCSS not
R.I   9    procedures).                       K   1   contrast information and ideas.                    5(LO)   CU.4    -1     addressed
           CC.K.R.I.9 Integration of
           Knowledge and Ideas: With
           prompting and support, identify
           basic similarities in and
           differences between two texts
           on the same topic (e.g., in                TN.K.6.CU.2 (CU 0001.6.2) Explore various
           illustrations, descriptions, or            forms of informational texts (e.g., charts,
R.I   9    procedures).                       K   K   magazines, books).                                  6(I)   CU.2    0

                                                                                                                                2 = Good
           CC.K.R.I.10 Range of Reading                                                                                        match, with
           and Level of Text Complexity:                                                                                          minor
           Actively engage in group reading                                                                                     aspects of
           activities with purpose and                TN.K.8.GLE.3 (GLE 0001.8.3) Develop                                     the CCSS not
R.I   10   understanding.                     K   K   reading fluency and accuracy.                      8(LI)   GLE.3   0      addressed
                                                      TN.K.2.CU.8 (CU 0001.2.8) Participate in
                                                      group discussion.
           CC.K.R.I.10 Range of Reading               *Work productively in group discussion for a
           and Level of Text Complexity:              particular purpose (e.g., respond to literature,
           Actively engage in group reading           solve a problem).
           activities with purpose and                *Ask and respond to questions from teacher
R.I   10   understanding.                     K   K   and other group members.                           2(C)    CU.8    0
                                                                                                                              3 = Excellent
          CC.1.R.I.1 Key Ideas and                                                                                               match
          Details: Ask and answer                      TN.1.6.GLE.2 (GLE 0101.6.2) Identify the                               between the
          questions about key details in a             main ideas and supporting details of                                        two
R.I   1   text.                                1   1   informational text.                                 6(I)   GLE.2   0    documents
                                                       TN.1.2.CU.8 (CU 0101.2.8) Participate in
                                                       group discussion.
                                                       *Work productively in group discussion for a
          CC.1.R.I.1 Key Ideas and                     particular purpose (e.g., respond to literature,
          Details: Ask and answer                      solve a problem).
          questions about key details in a             *Ask and respond to questions from teacher
R.I   1   text.                                1   1   and other group members.                           2(C)    CU.8    0
                                                       TN.1.2.CU.8 (CU 0101.2.8) Participate in
                                                       group discussion.                                                        2 = Good
                                                       *Work productively in group discussion for a                            match, with
                                                       particular purpose (e.g., respond to literature,                           minor
          CC.1.R.I.2 Key Ideas and                     solve a problem).                                                        aspects of
          Details: Identify the main topic             *Ask and respond to questions from teacher                             the CCSS not The "retell" aspect is not
R.I   2   and retell key details of a text.    1   1   and other group members.                           2(C)    CU.8    0     addressed addressed.
          CC.1.R.I.2 Key Ideas and                     TN.1.6.GLE.2 (GLE 0101.6.2) Identify the
          Details: Identify the main topic             main ideas and supporting details of                                                   The "retell" aspect is not
R.I   2   and retell key details of a text.    1   1   informational text.                                 6(I)   GLE.2   0                   addressed.


          CC.1.R.I.3 Key Ideas and                                                                                              1 = Weak
          Details: Describe the connection                                                                                    match, major
          between two individuals, events,                                                                                      aspects of
          ideas, or pieces of information in           TN.1.5.CU.4 (CU 0101.5.4) Compare and                                  the CCSS not
R.I   3   a text.                              1   1   contrast information and ideas.                    5(LO)   CU.4    0     addressed
                                                    TN.1.8.CU.6 (CU 0101.8.6) Derive meaning
                                                    while reading by employing the following
                                                    strategies:
                                                    *Asking questions to clarify meaning.
                                                    *Participating in discussions.
                                                    *Predicting what will happen next.
                                                    *Creating mental images.
          CC.1.R.I.4 Craft and Structure:           *Using illustrations to gain meaning.                                 3 = Excellent
          Ask and answer questions to               *Answering the five W + H questions (i.e.,                               match
          help determine or clarify the             Who, What, When, Where, How, Why).                                    between the
          meaning of words and phrases              *Relating knowledge from personal                                          two
R.I   4   in a text.                        1   1   experience, and/or other text.                    8(LI)   CU.6    0    documents
                                                    TN.1.1.CU.10 (CU 0101.1.10) Show evidence
                                                    of expanding language through vocabulary
                                                    growth.
                                                    *Build vocabulary by reading, listening to, and
                                                    discussing a variety of literature.
                                                    *Use word families and a variety of active
                                                    word walls.
                                                    *Read high frequency words in context.
                                                    *Recognize and identify compound words,
                                                    synonyms, and antonyms.
                                                    *Identify positional words (e.g., inside,
          CC.1.R.I.4 Craft and Structure:           outside, beside, between).
          Ask and answer questions to               *Identify simple multi-meaning words in
          help determine or clarify the             context (e.g., fly, pop, bat).
          meaning of words and phrases              *Use a picture dictionary/beginning dictionary
R.I   4   in a text.                        1   1   to determine word meaning.                        1(LA)   CU.10   0
          CC.1.R.I.4 Craft and Structure:
          Ask and answer questions to
          help determine or clarify the             TN.1.1.GLE.2 (GLE 0101.1.2) Employ a
          meaning of words and phrases              variety of strategies to decode words and
R.I   4   in a text.                        1   1   expand vocabulary.                                1(LA)   GLE.2   0
          CC.1.R.I.5 Craft and Structure:
          Know and use various text
          features (e.g., headings, tables                                                                                     3 = Excellent
          of contents, glossaries,                                                                                                match
          electronic menus, icons) to                   TN.1.6.CU.4 (CU 0101.6.4) Recognize and                                between the
          locate key facts or information in            use text features to comprehend informational                               two      grade difference for a portion of
R.I   5   a text.                               1   1   texts (e.g., time lines, illustrations).           6(I)   CU.4    0     documents the standard
          CC.1.R.I.5 Craft and Structure:
          Know and use various text
          features (e.g., headings, tables
          of contents, glossaries,
          electronic menus, icons) to                   TN.3.6.SPI.4 (SPI 0301.6.4) Locate
          locate key facts or information in            information using available text features (e.g.,                                       grade difference for a portion of
R.I   5   a text.                               1   3   charts, maps, graphics).                           6(I)   SPI.4   -2                   the standard


          CC.1.R.I.6 Craft and Structure:                                                                                        1 = Weak
          Distinguish between information                                                                                      match, major
          provided by pictures or other                 TN.1.6.GLE.3 (GLE 0101.6.3) Recognize that                               aspects of State standard does not require
          illustrations and information                 a variety of graphics can support                                      the CCSS not distinguishing between information
R.I   6   provided by the words in a text.      1   1   informational text.                                6(I)   GLE.3   0      addressed provided by pictures vs. text

          CC.1.R.I.6 Craft and Structure:
          Distinguish between information
          provided by pictures or other                 TN.1.6.CU.4 (CU 0101.6.4) Recognize and                                                State standard does not require
          illustrations and information                 use text features to comprehend informational                                          distinguishing between information
R.I   6   provided by the words in a text.      1   1   texts (e.g., time lines, illustrations).           6(I)   CU.4    0                    provided by pictures vs. text

                                                                                                                               3 = Excellent
          CC.1.R.I.7 Integration of                                                                                               match
          Knowledge and Ideas: Use the                  TN.1.6.GLE.2 (GLE 0101.6.2) Identify the                               between the
          illustrations and details in a text           main ideas and supporting details of                                        two
R.I   7   to describe its key ideas.            1   1   informational text.                                6(I)   GLE.2   0     documents
          CC.1.R.I.7 Integration of
          Knowledge and Ideas: Use the                  TN.1.6.GLE.3 (GLE 0101.6.3) Recognize that
          illustrations and details in a text           a variety of graphics can support
R.I   7   to describe its key ideas.            1   1   informational text.                                6(I)   GLE.3   0
                                                        TN.1.8.CU.6 (CU 0101.8.6) Derive meaning
                                                        while reading by employing the following
                                                        strategies:
                                                        *Asking questions to clarify meaning.
                                                        *Participating in discussions.
                                                        *Predicting what will happen next.
                                                        *Creating mental images.
                                                        *Using illustrations to gain meaning.
          CC.1.R.I.7 Integration of                     *Answering the five W + H questions (i.e.,
          Knowledge and Ideas: Use the                  Who, What, When, Where, How, Why).
          illustrations and details in a text           *Relating knowledge from personal
R.I   7   to describe its key ideas.            1   1   experience, and/or other text.                 8(LI)   CU.6    0

                                                                                                                             2 = Good
                                                                                                                            match, with
          CC.1.R.I.8 Integration of                                                                                            minor
          Knowledge and Ideas: Identify                 TN.1.6.GLE.2 (GLE 0101.6.2) Identify the                             aspects of
          the reasons an author gives to                main ideas and supporting details of                               the CCSS not
R.I   8   support points in a text.             1   1   informational text.                             6(I)   GLE.2   0     addressed
          CC.1.R.I.9 Integration of
          Knowledge and Ideas: Identify                                                                                      2 = Good
          basic similarities in and                                                                                         match, with
          differences between two texts                                                                                        minor
          on the same topic (e.g., in                                                                                        aspects of
          illustrations, descriptions, or               TN.1.5.CU.4 (CU 0101.5.4) Compare and                              the CCSS not
R.I   9   procedures).                          1   1   contrast information and ideas.                5(LO)   CU.4    0     addressed
          CC.1.R.I.9 Integration of
          Knowledge and Ideas: Identify
          basic similarities in and
          differences between two texts
          on the same topic (e.g., in                   TN.1.6.CU.3 (CU 0101.6.3) Explore a variety
          illustrations, descriptions, or               of informational texts (e.g., books, charts,
R.I   9   procedures).                          1   1   newspapers, magazines).                         6(I)   CU.3    0
           CC.1.R.I.10 Range of Reading                                                                                       2 = Good
           and Level of Text Complexity:                                                                                     match, with
           With prompting and support,                                                                                          minor
           read informational texts                                                                                           aspects of
           appropriately complex for grade               TN.1.8.GLE.3 (GLE 0101.8.3) Develop                                the CCSS not no specific mention of text
R.I   10   1.                                    1   1   reading fluency and accuracy.                  8(LI)   GLE.3   0     addressed complexity
           CC.1.R.I.10 Range of Reading
           and Level of Text Complexity:
           With prompting and support,
           read informational texts                      TN.1.6.CU.3 (CU 0101.6.3) Explore a variety
           appropriately complex for grade               of informational texts (e.g., books, charts,                                       no specific mention of text
R.I   10   1.                                    1   1   newspapers, magazines).                        6(I)    CU.3    0                   complexity
                                                         TN.2.8.CU.6 (CU 0201.8.6) Derive meaning
                                                         while reading by employing the following
                                                         strategies:
                                                         *Asking questions to clarify meaning.
                                                         *Participating in discussions.
                                                         *Predicting what will happen next.
                                                         *Creating mental images.
           CC.2.R.I.1 Key Ideas and                      *Using illustrations to gain meaning.
           Details: Ask and answer such                  *Answering the five W + H questions (i.e.,                         3 = Excellent
           questions as who, what, where,                Who, What, When, Where, How, Why).                                    match
           when, why, and how to                         *Relating knowledge from personal                                  between the
           demonstrate understanding of                  experience, other texts, and world events to                            two
R.I   1    key details in a text.                2   2   make meaning from text.                        8(LI)   CU.6    0    documents

                                                                                                                              2 = Good
           CC.2.R.I.2 Key Ideas and                                                                                          match, with
           Details: Identify the main topic of                                                                                  minor
           a multiparagraph text as well as              TN.2.6.GLE.2 (GLE 0201.6.2) Comprehend                               aspects of
           the focus of specific paragraphs              the main ideas and supporting details of                           the CCSS not no specific mention of
R.I   2    within the text.                      2   2   informational texts.                           6(I)    GLE.2   0     addressed multiparagraph texts
          CC.2.R.I.3 Key Ideas and
          Details: Describe the connection                                                                                        1 = Weak
          between a series of historical                                                                                        match, major
          events, scientific ideas or                                                                                             aspects of
          concepts, or steps in technical             TN.2.5.CU.4 (CU 0201.5.4) Compare and                                     the CCSS not
R.I   3   procedures in a text.               2   2   contrast information and ideas.                      5(LO)   CU.4    0      addressed

          CC.2.R.I.3 Key Ideas and                    TN.4.6.CU.1 (CU 0401.6.1) Use a variety of
          Details: Describe the connection            pre-reading strategies (e.g., organize prior
          between a series of historical              knowledge using a graphic organizer, explore
          events, scientific ideas or                 significant words to be encountered, relate
          concepts, or steps in technical             text to prior personal and historical
R.I   3   procedures in a text.               2   4   experiences and current events).                      6(I)   CU.1    -2
                                                      TN.2.1.CU.9 (CU 0201.1.9) Show evidence of
                                                      expanding language through vocabulary
                                                      growth.
                                                      *Recognize common abbreviations.
                                                      *Build vocabulary by reading, listening to, and
                                                      discussing a variety of literature.
                                                      *Add prefixes (e.g., re-, dis-), suffixes (e.g., -
                                                      ly, -y), and endings (e.g., -ed, -ing, -es) to
                                                      base words to make new words.
                                                      *Use word families and a variety of active
                                                      word walls.                                                                 2 = Good
                                                      *Recognize and identify compound words,                                    match, with
          CC.2.R.I.4 Craft and Structure:             synonyms, and antonyms.                                                       minor
          Determine the meaning of words              *Identify positional words.                                                 aspects of
          and phrases in a text relevant to           *Identify simple multi-meaning words in                                   the CCSS not
R.I   4   a grade 2 topic or subject area.    2   2   context (e.g., fly, pop, bat).                       1(LA)   CU.9    0      addressed

          CC.2.R.I.4 Craft and Structure:
          Determine the meaning of words              TN.3.1.CU.20 (CU 0301.1.20) Use a variety
          and phrases in a text relevant to           of previously learned strategies to determine
R.I   4   a grade 2 topic or subject area.    2   3   the meanings of unfamiliar words.                    1(LA)   CU.20   -1
          CC.2.R.I.5 Craft and Structure:
          Know and use various text
          features (e.g., captions, bold                                                                                       3 = Excellent
          print, subheadings, glossaries,              TN.2.6.CU.4 (0201.6.4) Recognize and use                                   match
          indexes, electronic menus,                   text features to comprehend informational                               between the
          icons) to locate key facts or                texts (e.g., time lines, graphs, charts, maps                                two      grade level difference for a portion
R.I   5   information in a text efficiently.   2   2   and legends, illustrations).                       6(I)    CU.4    0     documents of the standard
          CC.2.R.I.5 Craft and Structure:
          Know and use various text
          features (e.g., captions, bold
          print, subheadings, glossaries,
          indexes, electronic menus,                   TN.3.6.SPI.4 (SPI 0301.6.4) Locate
          icons) to locate key facts or                information using available text features (e.g.,                                        grade level difference for a portion
R.I   5   information in a text efficiently.   2   3   charts, maps, graphics).                           6(I)    SPI.4   -1                   of the standard

          CC.2.R.I.6 Craft and Structure:                                                                                      3 = Excellent
          Identify the main purpose of a                                                                                          match
          text, including what the author              TN.3.8.SPI.5 (SPI 0301.8.5) Identify the                                between the
          wants to answer, explain, or                 author's purpose (e.g., to entertain, to inform,                             two
R.I   6   describe.                            2   3   to describe, to share feelings).                   8(LI)   SPI.5   -1    documents grade difference
          CC.2.R.I.7 Integration of
          Knowledge and Ideas: Explain                                                                                         3 = Excellent
          how specific images (e.g., a                                                                                            match
          diagram showing how a                                                                                                between the
          machine works) contribute to                 TN.2.6.GLE.3 (GLE 0201.6.3) Interpret the                                    two
R.I   7   and clarify a text.                  2   2   graphics that support informational texts.         6(I)    GLE.3   0     documents
          CC.2.R.I.7 Integration of
          Knowledge and Ideas: Explain
          how specific images (e.g., a                 TN.2.6.CU.4 (0201.6.4) Recognize and use
          diagram showing how a                        text features to comprehend informational
          machine works) contribute to                 texts (e.g., time lines, graphs, charts, maps
R.I   7   and clarify a text.                  2   2   and legends, illustrations).                       6(I)    CU.4    0
                                                                                                                         2 = Good
           CC.2.R.I.8 Integration of                                                                                    match, with
           Knowledge and Ideas: Describe                                                                                   minor
           how reasons support specific                TN.2.6.GLE.2 (GLE 0201.6.2) Comprehend                            aspects of
           points the author makes in a                the main ideas and supporting details of                        the CCSS not
R.I   8    text.                               2   2   informational texts.                         6(I)   GLE.2   0     addressed

                                                                                                                         2 = Good
           CC.2.R.I.9 Integration of                                                                                    match, with
           Knowledge and Ideas: Compare                TN.2.6.CU.3 (CU 0201.6.3) Explore various                           minor
           and contrast the most important             forms of informational texts (e.g.,                               aspects of
           points presented by two texts on            newspapers, pamphlets, manuals,                                 the CCSS not
R.I   9    the same topic.                     2   2   magazines).                                  6(I)   CU.3    0     addressed

           CC.2.R.I.9 Integration of
           Knowledge and Ideas: Compare
           and contrast the most important
           points presented by two texts on            TN.2.5.CU.4 (CU 0201.5.4) Compare and
R.I   9    the same topic.                     2   2   contrast information and ideas.             5(LO)   CU.4    0

           CC.2.R.I.10 Range of Reading
           and Level of Text Complexity:
           By the end of year, read and
           comprehend informational texts,
           including history/social studies,                                                                             2 = Good
           science, and technical texts, in                                                                             match, with
           the grades 2–3 text complexity              TN.2.6.CU.3 (CU 0201.6.3) Explore various                           minor
           band proficiently, with                     forms of informational texts (e.g.,                               aspects of
           scaffolding as needed at the                newspapers, pamphlets, manuals,                                 the CCSS not no specific mention of text
R.I   10   high end of the range.              2   2   magazines).                                  6(I)   CU.3    0     addressed complexity
           CC.2.R.I.10 Range of Reading
           and Level of Text Complexity:
           By the end of year, read and
           comprehend informational texts,
           including history/social studies,
           science, and technical texts, in
           the grades 2–3 text complexity
           band proficiently, with
           scaffolding as needed at the                  TN.2.8.GLE.3 (GLE 0201.8.3) Develop                                                 no specific mention of text
R.I   10   high end of the range.                2   2   reading fluency and accuracy.                    8(LI)   GLE.3   0                  complexity

           CC.2.R.I.10 Range of Reading
           and Level of Text Complexity:
           By the end of year, read and
           comprehend informational texts,
           including history/social studies,
           science, and technical texts, in
           the grades 2–3 text complexity
           band proficiently, with                       TN.2.8.GLE.2 (GLE 0201.8.2) Employ a
           scaffolding as needed at the                  variety of basic reading comprehension                                              no specific mention of text
R.I   10   high end of the range.                2   2   strategies.                                      8(LI)   GLE.2   0                  complexity

           CC.3.R.I.1 Key Ideas and                                                                                             2 = Good
           Details: Ask and answer                                                                                             match, with
           questions to demonstrate                      TN.3.6.CU.2 (CU 0301.6.2) Demonstrate                                    minor
           understanding of a text, referring            strategies for determining meaning while                               aspects of State standards do not require
           explicitly to the text as the basis           reading (e.g., formulate clarifying questions,                       the CCSS not students to refer explicitly to the
R.I   1    for the answers.                      3   3   predict outcomes, create a mental image).        6(I)    CU.2    0     addressed text.
           CC.3.R.I.1 Key Ideas and
           Details: Ask and answer
           questions to demonstrate                      TN.3.6.CU.3 (CU 0301.6.3) Check for
           understanding of a text, referring            understanding after reading (e.g., draw                                             State standards do not require
           explicitly to the text as the basis           conclusions based on evidence gained while                                          students to refer explicitly to the
R.I   1    for the answers.                      3   3   reading).                                        6(I)    CU.3    0                  text.
          CC.3.R.I.2 Key Ideas and                                                                                        3 = Excellent
          Details: Determine the main idea                                                                                   match
          of a text; recount the key details                                                                              between the
          and explain how they support                  TN.3.6.CU.4 (CU 0301.6.4) Identify the main                            two
R.I   2   the main idea.                        3   3   idea and supporting details in text.           6(I)   CU.4    0    documents
          CC.3.R.I.3 Key Ideas and
          Details: Describe the
          relationship between a series of
          historical events, scientific ideas                                                                               2 = Good
          or concepts, or steps in                                                                                         match, with
          technical procedures in a text,                                                                                     minor
          using language that pertains to                                                                                   aspects of
          time, sequence, and                           TN.3.5.SPI.3 (SPI 0301.5.3) Identify stated                       the CCSS not
R.I   3   cause/effect.                         3   3   cause/effect relationships in text.           5(LO)   SPI.3   0     addressed
          CC.3.R.I.3 Key Ideas and
          Details: Describe the
          relationship between a series of
          historical events, scientific ideas
          or concepts, or steps in
          technical procedures in a text,
          using language that pertains to
          time, sequence, and                           TN.3.5.SPI.4 (SPI 0301.5.4) Determine
R.I   3   cause/effect.                         3   3   sequence of events in text.                   5(LO)   SPI.4   0
          CC.3.R.I.3 Key Ideas and
          Details: Describe the
          relationship between a series of
          historical events, scientific ideas
          or concepts, or steps in
          technical procedures in a text,
          using language that pertains to
          time, sequence, and                           TN.3.5.CU.3 (CU 0301.5.3) Compare and
R.I   3   cause/effect.                         3   3   contrast two characters, ideas, or stories.   5(LO)   CU.3    0
          CC.3.R.I.3 Key Ideas and
          Details: Describe the
          relationship between a series of
          historical events, scientific ideas           TN.4.6.CU.1 (CU 0401.6.1) Use a variety of
          or concepts, or steps in                      pre-reading strategies (e.g., organize prior
          technical procedures in a text,               knowledge using a graphic organizer, explore
          using language that pertains to               significant words to be encountered, relate
          time, sequence, and                           text to prior personal and historical
R.I   3   cause/effect.                         3   4   experiences and current events).                   6(I)    CU.1     -1
          CC.3.R.I.4 Craft and Structure:
          Determine the meaning of                                                                                               3 = Excellent
          general academic and domain-                                                                                              match
          specific words and phrases in a               TN.3.1.CU.20 (CU 0301.1.20) Use a variety                                between the
          text relevant to a grade 3 topic              of previously learned strategies to determine                                 two
R.I   4   or subject area.                      3   3   the meanings of unfamiliar words.                  1(LA)   CU.20    0     documents
          CC.3.R.I.4 Craft and Structure:
          Determine the meaning of
          general academic and domain-
          specific words and phrases in a               TN.3.1.SPI.19 (SPI 0301.1.19) Recognize
          text relevant to a grade 3 topic              grade appropriate vocabulary, including
R.I   4   or subject area.                      3   3   multiple-meaning words, within context             1(LA)   SPI.19   0
          CC.3.R.I.5 Craft and Structure:
          Use text features and search                                                                                           3 = Excellent
          tools (e.g., key words, sidebars,                                                                                         match
          hyperlinks) to locate information             TN.3.6.SPI.4 (SPI 0301.6.4) Locate                                       between the
          relevant to a given topic                     information using available text features (e.g.,                              two
R.I   5   efficiently.                          3   3   charts, maps, graphics).                           6(I)    SPI.4    0     documents
          CC.3.R.I.5 Craft and Structure:
          Use text features and search
          tools (e.g., key words, sidebars,
          hyperlinks) to locate information             TN.3.4.GLE.2 (GLE 0301.4.2) Gather
          relevant to a given topic                     information from a variety of sources to
R.I   5   efficiently.                          3   3   support a research topic.                          4(R)    GLE.2    0
                                                                                                                                1 = Weak
          CC.3.R.I.6 Craft and Structure:                                                                                     match, major
          Distinguish their own point of                                                                                        aspects of
          view from that of the author of a           TN.3.8.CU.12 (CU 0301.8.12) Explore the                                 the CCSS not
R.I   6   text.                               3   3   concept of first person point of view.             8(LI)   CU.12   0      addressed
          CC.3.R.I.6 Craft and Structure:
          Distinguish their own point of              TN.6.8.CU.11 (CU 0601.8.11) Identify the
          view from that of the author of a           narration and point of view (e.g., first person,
R.I   6   text.                               3   6   third person) in literary texts.                   8(LI)   CU.11   -3
          CC.3.R.I.7 Integration of
          Knowledge and Ideas: Use
          information gained from
          illustrations (e.g., maps,                                                                                            2 = Good
          photographs) and the words in a                                                                                      match, with
          text to demonstrate                                                                                                     minor
          understanding of the text (e.g.,            TN.3.6.SPI.4 (SPI 0301.6.4) Locate                                        aspects of
          where, when, why, and how key               information using available text features (e.g.,                        the CCSS not
R.I   7   events occur).                      3   3   charts, maps, graphics).                           6(I)    SPI.4   0      addressed
                                                      TN.2.8.CU.6 (CU 0201.8.6) Derive meaning
                                                      while reading by employing the following
                                                      strategies:
                                                      *Asking questions to clarify meaning.
          CC.3.R.I.7 Integration of                   *Participating in discussions.
          Knowledge and Ideas: Use                    *Predicting what will happen next.
          information gained from                     *Creating mental images.
          illustrations (e.g., maps,                  *Using illustrations to gain meaning.
          photographs) and the words in a             *Answering the five W + H questions (i.e.,
          text to demonstrate                         Who, What, When, Where, How, Why).
          understanding of the text (e.g.,            *Relating knowledge from personal
          where, when, why, and how key               experience, other texts, and world events to
R.I   7   events occur).                      3   2   make meaning from text.                            8(LI)   CU.6    1
          CC.3.R.I.8 Integration of
          Knowledge and Ideas: Describe                                                                                     2 = Good
          the logical connection between                                                                                   match, with
          particular sentences and                     TN.3.5.GLE.2 (GLE 0301.5.2) Use learned                                minor
          paragraphs in a text (e.g.,                  logic skills to make inferences and draw                             aspects of
          comparison, cause/effect,                    conclusions in a variety of oral and written                       the CCSS not
R.I   8   first/second/third in a sequence).   3   3   contexts.                                      5(LO)   GLE.2   0     addressed

          CC.3.R.I.8 Integration of
          Knowledge and Ideas: Describe
          the logical connection between
          particular sentences and
          paragraphs in a text (e.g.,
          comparison, cause/effect,                    TN.3.5.SPI.3 (SPI 0301.5.3) Identify stated
R.I   8   first/second/third in a sequence).   3   3   cause/effect relationships in text.            5(LO)   SPI.3   0

          CC.3.R.I.8 Integration of
          Knowledge and Ideas: Describe
          the logical connection between
          particular sentences and
          paragraphs in a text (e.g.,
          comparison, cause/effect,                    TN.3.5.SPI.4 (SPI 0301.5.4) Determine
R.I   8   first/second/third in a sequence).   3   3   sequence of events in text.                    5(LO)   SPI.4   0

                                                                                                                            2 = Good
          CC.3.R.I.9 Integration of                                                                                        match, with
          Knowledge and Ideas: Compare                                                                                        minor
          and contrast the most important                                                                                   aspects of
          points and key details presented             TN.3.5.CU.3 (CU 0301.5.3) Compare and                              the CCSS not
R.I   9   in two texts on the same topic.      3   3   contrast two characters, ideas, or stories.    5(LO)   CU.3    0     addressed

          CC.3.R.I.9 Integration of
          Knowledge and Ideas: Compare
          and contrast the most important
          points and key details presented             TN.3.6.CU.4 (CU 0301.6.4) Identify the main
R.I   9   in two texts on the same topic.      3   3   idea and supporting details in text.            6(I)   CU.4    0
           CC.3.R.I.10 Range of Reading
           and Level of Text Complexity:
           By the end of the year, read and
           comprehend informational texts,                                                                                     2 = Good
           including history/social studies,                                                                                  match, with
           science, and technical texts, at                                                                                      minor
           the high end of the grades 2–3              TN.3.8.CU.14 (CU 0301.8.14) Read longer                                 aspects of
           text complexity band                        narrative and expository text independently,                          the CCSS not no specific mention of text
R.I   10   independently and proficiently.     3   3   including chapter books.                          8(LI)   CU.14   0     addressed complexity

           CC.3.R.I.10 Range of Reading
           and Level of Text Complexity:
           By the end of the year, read and
           comprehend informational texts,
           including history/social studies,           TN.3.8.CU.4 (CU 0301.8.4) Read with
           science, and technical texts, at            increasing fluency and confidence from a
           the high end of the grades 2–3              variety of texts (e.g., paired readings, shared
           text complexity band                        reading, choral reading, teacher-led reading,                                         no specific mention of text
R.I   10   independently and proficiently.     3   3   reading from tapes/CDs).                          8(LI)   CU.4    0                   complexity

           CC.3.R.I.10 Range of Reading
           and Level of Text Complexity:
           By the end of the year, read and
           comprehend informational texts,
           including history/social studies,
           science, and technical texts, at
           the high end of the grades 2–3              TN.3.8.GLE.1 (GLE 0301.8.1) Use active
           text complexity band                        comprehension strategies before, during, and                                          no specific mention of text
R.I   10   independently and proficiently.     3   3   after reading.                                    8(LI)   GLE.1   0                   complexity
           CC.4.R.I.1 Key Ideas and
           Details: Refer to details and               TN.4.6.CU.2 (CU 0401.6.2) Derive meaning                              3 = Excellent
           examples in a text when                     while reading (e.g., express reactions and                               match
           explaining what the text says               personal opinions to a selection, make                                between the
           explicitly and when drawing                 inferences, draw conclusions based on                                      two
R.I   1    inferences from the text.           4   4   evidence gained).                                 6(I)    CU.2    0    documents
          CC.4.R.I.1 Key Ideas and
          Details: Refer to details and               TN.4.6.CU.3 (CU 0401.6.3) Check for
          examples in a text when                     understanding after reading (e.g., identify the
          explaining what the text says               author's purpose; locate information to
          explicitly and when drawing                 support opinions, predictions, and
R.I   1   inferences from the text.           4   4   conclusions).                                     6(I)   CU.3    0

                                                                                                                              2 = Good
          CC.4.R.I.2 Key Ideas and                                                                                           match, with
          Details: Determine the main idea                                                                                      minor
          of a text and explain how it is                                                                                     aspects of
          supported by key details;                   TN.4.6.CU.6 (CU 0401.6.6) Determine the                               the CCSS not Students aren't asked to explain
R.I   2   summarize the text.                 4   4   main idea and supporting details from text.       6(I)   CU.6    0      addressed how details support the main idea.
          CC.4.R.I.2 Key Ideas and
          Details: Determine the main idea
          of a text and explain how it is
          supported by key details;                   TN.5.6.CU.10 (CU 0501.6.10) Summarize                                                Students aren't asked to explain
R.I   2   summarize the text.                 4   5   information presented in text.                    6(I)   CU.10   -1                  how details support the main idea.

          CC.4.R.I.3 Key Ideas and
          Details: Explain events,                                                                                            2 = Good
          procedures, ideas, or concepts                                                                                     match, with
          in a historical, scientific, or                                                                                       minor
          technical text, including what              TN.4.6.SPI.2 (SPI 0401.6.2) Identify the                                aspects of
          happened and why, based on                  stated main idea and supporting details in                            the CCSS not
R.I   3   specific information in the text.   4   4   text.                                             6(I)   SPI.2   0      addressed

          CC.4.R.I.3 Key Ideas and
          Details: Explain events,
          procedures, ideas, or concepts
          in a historical, scientific, or
          technical text, including what
          happened and why, based on                  TN.4.6.CU.8 (CU 0401.6.8) Understand a
R.I   3   specific information in the text.   4   4   variety of informational texts, including         6(I)   CU.8    0
          CC.4.R.I.4 Craft and Structure:
          Determine the meaning of                                                                                         3 = Excellent
          general academic and domain-                                                                                        match
          specific words or phrases in a               TN.4.1.SPI.13 (SPI 0401.1.13) Recognize                             between the
          text relevant to a grade 4 topic             and use grade appropriate vocabulary within                              two
R.I   4   or subject area.                     4   4   context.                                      1(LA)   SPI.13   0     documents
          CC.4.R.I.4 Craft and Structure:
          Determine the meaning of                     TN.4.1.CU.18 (CU 0401.1.18) Use a variety
          general academic and domain-                 of previously learned strategies (e.g.,
          specific words or phrases in a               understanding of roots and affixes, context
          text relevant to a grade 4 topic             clues, reference sources) to determine the
R.I   4   or subject area.                     4   4   meaning of unfamiliar words.                  1(LA)   CU.18    0
          CC.4.R.I.5 Craft and Structure:
          Describe the overall structure
          (e.g., chronology, comparison,                                                                                   3 = Excellent
          cause/effect, problem/solution)                                                                                     match
          of events, ideas, concepts, or               TN.5.6.GLE.3 (GLE 0501.6.3) Explore the                             between the Students are not asked to identify
          information in a text or part of a           organizational structures of informational                               two      organizational structures until
R.I   5   text.                                4   5   texts.                                        6(I)    GLE.3    -1    documents grade 6.
          CC.4.R.I.5 Craft and Structure:
          Describe the overall structure
          (e.g., chronology, comparison,
          cause/effect, problem/solution)
          of events, ideas, concepts, or               TN.6.6.GLE.2 (GLE 0601.6.2) Identify the                                            Students are not asked to identify
          information in a text or part of a           organizational structures of informational                                          organizational structures until
R.I   5   text.                                4   6   texts.                                        6(I)    GLE.2    -2                   grade 6.
          CC.4.R.I.6 Craft and Structure:
          Compare and contrast a                                                                                             2 = Good
          firsthand and secondhand                                                                                          match, with
          account of the same event or                                                                                         minor
          topic; describe the differences in                                                                                 aspects of
          focus and the information                    TN.4.4.SPI.2 (SPI 0401.4.2) Rank the                                the CCSS not Grade level difference is
R.I   6   provided.                            4   4   reliability of sources on a given topic.      4(R)    SPI.2    0      addressed significant.
          CC.4.R.I.6 Craft and Structure:
          Compare and contrast a                        TN.8.4.SPI.4 (SPI 0801.4.4) Distinguish
          firsthand and secondhand                      between primary sources (i.e., interviews,
          account of the same event or                  letters, diaries, newspapers, autobiographies,
          topic; describe the differences in            personal narratives) and secondary sources
          focus and the information                     (i.e., reference books, periodicals, Internet,                                       Grade level difference is
R.I   6   provided.                             4   8   biographies, informational texts).               4(R)   SPI.4   -4                   significant.
          CC.4.R.I.6 Craft and Structure:
          Compare and contrast a
          firsthand and secondhand
          account of the same event or
          topic; describe the differences in
          focus and the information                     TN.4.6.CU.8 (CU 0401.6.8) Understand a                                               Grade level difference is
R.I   6   provided.                             4   4   variety of informational texts, including        6(I)   CU.8    0                    significant.


          CC.4.R.I.7 Integration of
          Knowledge and Ideas: Interpret
          information presented visually,
          orally, or quantitatively (e.g., in
          charts, graphs, diagrams, time
          lines, animations, or interactive                                                                                  3 = Excellent
          elements on Web pages) and                                                                                            match
          explain how the information                                                                                        between the
          contributes to an understanding               TN.4.7.SPI.2 (SPI 0401.7.2) Identify the main                             two
R.I   7   of the text in which it appears.      4   4   idea in a visual image.                          7(M)   SPI.2   0     documents
          CC.4.R.I.7 Integration of
          Knowledge and Ideas: Interpret
          information presented visually,
          orally, or quantitatively (e.g., in
          charts, graphs, diagrams, time
          lines, animations, or interactive
          elements on Web pages) and
          explain how the information                   TN.4.6.SPI.6 (SPI 0401.6.6) Use available
          contributes to an understanding               text features (e.g., graphics and illustrations)
R.I   7   of the text in which it appears.      4   4   to make meaning from text.                         6(I)   SPI.6   0


          CC.4.R.I.7 Integration of
          Knowledge and Ideas: Interpret
          information presented visually,
          orally, or quantitatively (e.g., in
          charts, graphs, diagrams, time
          lines, animations, or interactive
          elements on Web pages) and
          explain how the information
          contributes to an understanding               TN.2.6.GLE.3 (GLE 0201.6.3) Interpret the
R.I   7   of the text in which it appears.      4   2   graphics that support informational texts.         6(I)   GLE.3   2


          CC.4.R.I.7 Integration of
          Knowledge and Ideas: Interpret
          information presented visually,
          orally, or quantitatively (e.g., in
          charts, graphs, diagrams, time
          lines, animations, or interactive
          elements on Web pages) and
          explain how the information
          contributes to an understanding               TN.4.2.SPI.1 (SPI 0401.2.1) Identify the main
R.I   7   of the text in which it appears.      4   4   idea and supporting points of a speech.            2(C)   SPI.1   0
          CC.4.R.I.7 Integration of
          Knowledge and Ideas: Interpret
          information presented visually,
          orally, or quantitatively (e.g., in
          charts, graphs, diagrams, time
          lines, animations, or interactive
          elements on Web pages) and
          explain how the information
          contributes to an understanding               TN.4.6.GLE.1 (GLE 0401.6.1) Apply skills and
R.I   7   of the text in which it appears.      4   4   strategies to comprehend informational texts.     6(I)   GLE.1   0

                                                                                                                               2 = Good
          CC.4.R.I.8 Integration of                     TN.4.6.CU.2 (CU 0401.6.2) Derive meaning                              match, with
          Knowledge and Ideas: Explain                  while reading (e.g., express reactions and                               minor
          how an author uses reasons and                personal opinions to a selection, make                                 aspects of
          evidence to support particular                inferences, draw conclusions based on                                the CCSS not
R.I   8   points in a text.                     4   4   evidence gained).                                 6(I)   CU.2    0     addressed
          CC.4.R.I.8 Integration of
          Knowledge and Ideas: Explain
          how an author uses reasons and
          evidence to support particular                TN.4.6.CU.6 (CU 0401.6.6) Determine the
R.I   8   points in a text.                     4   4   main idea and supporting details from text.       6(I)   CU.6    0
          CC.4.R.I.8 Integration of                     TN.4.6.CU.3 (CU 0401.6.3) Check for
          Knowledge and Ideas: Explain                  understanding after reading (e.g., identify the
          how an author uses reasons and                author's purpose; locate information to
          evidence to support particular                support opinions, predictions, and
R.I   8   points in a text.                     4   4   conclusions).                                     6(I)   CU.3    0
          CC.4.R.I.9 Integration of
          Knowledge and Ideas: Integrate                                                                                     3 = Excellent
          information from two texts on                                                                                         match
          the same topic in order to write              TN.4.4.CU.6 (CU 0401.4.6) Write a research                           between the
          or speak about the subject                    report using notes taken from three or more                               two
R.I   9   knowledgeably.                        4   4   sources.                                          4(R)   CU.6    0    documents
           CC.4.R.I.9 Integration of
           Knowledge and Ideas: Integrate
           information from two texts on
           the same topic in order to write            TN.4.4.CU.3 (CU 0401.4.3) Gather and
           or speak about the subject                  record information on a research topic from a
R.I   9    knowledgeably.                      4   4   variety of sources.                             4(R)    CU.3   0
           CC.4.R.I.9 Integration of
           Knowledge and Ideas: Integrate
           information from two texts on               TN.4.2.CU.9 (CU 0401.2.9) Create and
           the same topic in order to write            deliver an oral presentation on an assigned
           or speak about the subject                  topic (e.g., book reports, demonstrations,
R.I   9    knowledgeably.                      4   4   science/social studies projects).               2(C)    CU.9   0

           CC.4.R.I.10 Range of Reading
           and Complexity of Text: By the
           end of year, read and
           comprehend informational texts,
           including history/social studies,                                                                                2 = Good
           science, and technical texts, in                                                                                match, with
           the grades 4–5 text complexity                                                                                     minor
           band proficiently, with                                                                                          aspects of
           scaffolding as necessary at the             TN.4.6.CU.8 (CU 0401.6.8) Understand a                             the CCSS not no specific mention of text
R.I   10   high end of the range.              4   4   variety of informational texts, including       6(I)    CU.8   0     addressed complexity

           CC.4.R.I.10 Range of Reading
           and Complexity of Text: By the
           end of year, read and
           comprehend informational texts,
           including history/social studies,
           science, and technical texts, in
           the grades 4–5 text complexity
           band proficiently, with                     TN.4.8.CU.5 (CU 0401.8.5) Read with fluency
           scaffolding as necessary at the             from a variety of texts (e.g., poetry, drama,                                    no specific mention of text
R.I   10   high end of the range.              4   4   current events, novels).                        8(LI)   CU.5   0                 complexity
           CC.4.R.I.10 Range of Reading
           and Complexity of Text: By the
           end of year, read and
           comprehend informational texts,
           including history/social studies,
           science, and technical texts, in
           the grades 4–5 text complexity
           band proficiently, with
           scaffolding as necessary at the             TN.4.6.GLE.1 (GLE 0401.6.1) Apply skills and                                       no specific mention of text
R.I   10   high end of the range.              4   4   strategies to comprehend informational texts.      6(I)   GLE.1   0                complexity
           CC.5.R.I.1 Key Ideas and
           Details: Quote accurately from a                                                                                   3 = Excellent
           text when explaining what the               TN.6.4.CU.18 (CU 0601.4.18) Quote,                                        match
           text says explicitly and when               paraphrase, or summarize text, ideas, or                               between the
           drawing inferences from the                 other information taken from print or                                       two
R.I   1    text.                               5   6   electronic sources.                               4(R)    CU.18   -1    documents grade difference

                                                       TN.6.3.CU.16 (CU 0601.3.16) When other
                                                       sources are used or referenced (such as in
                                                       research, informational essays, or literary
                                                       essays) adhere to the list below.
                                                       *Acknowledge source material (e.g., list
                                                       sources).
                                                       *Understand the differences between/among
           CC.5.R.I.1 Key Ideas and                    quoting, paraphrasing, and summarizing.
           Details: Quote accurately from a            *Quote, paraphrase, or summarize text,
           text when explaining what the               ideas, or other information taken from print or
           text says explicitly and when               other electronic sources.
           drawing inferences from the                 *Embed quotations and graphics from other
R.I   1    text.                               5   6   sources, when appropriate.                        3(W)    CU.16   -1               grade difference
           CC.5.R.I.1 Key Ideas and
           Details: Quote accurately from a
           text when explaining what the
           text says explicitly and when               TN.5.5.SPI.1 (SPI 0501.5.1) Locate
           drawing inferences from the                 information to support opinions, predictions,
R.I   1    text.                               5   5   and conclusions.                                  5(LO)   SPI.1   0                grade difference
          CC.5.R.I.1 Key Ideas and
          Details: Quote accurately from a
          text when explaining what the
          text says explicitly and when
          drawing inferences from the                   TN.5.5.SPI.6 (SPI 0501.5.6) Make inferences
R.I   1   text.                                 5   5   and draw appropriate conclusions from text.     5(LO)   SPI.6   0                   grade difference

                                                                                                                              2 = Good
          CC.5.R.I.2 Key Ideas and                                                                                           match, with
          Details: Determine two or more                                                                                        minor
          main ideas of a text and explain                                                                                    aspects of
          how they are supported by key                 TN.5.6.CU.6 (CU 0501.6.6) Determine the                             the CCSS not
R.I   2   details; summarize the text.          5   5   main idea and supporting details from text.      6(I)   CU.6    0     addressed

          CC.5.R.I.2 Key Ideas and
          Details: Determine two or more
          main ideas of a text and explain
          how they are supported by key                 TN.5.6.CU.10 (CU 0501.6.10) Summarize
R.I   2   details; summarize the text.          5   5   information presented in text.                   6(I)   CU.10   0

          CC.5.R.I.3 Key Ideas and
          Details: Explain the relationships
          or interactions between two or
          more individuals, events, ideas,                                                                                  3 = Excellent
          or concepts in a historical,                  TN.5.6.CU.8 (CU 0501.6.8) Understand a                                 match
          scientific, or technical text based           variety of informational texts, including                           between the
          on specific information in the                primary sources (e.g., autobiographical                                  two
R.I   3   text.                                 5   5   sketches, letters, diaries, Internet sites).     6(I)   CU.8    0    documents

          CC.5.R.I.3 Key Ideas and
          Details: Explain the relationships
          or interactions between two or
          more individuals, events, ideas,
          or concepts in a historical,                  TN.5.8.CU.11 (CU 0501.8.11) Discuss
          scientific, or technical text based           similarities and differences in events and/or
          on specific information in the                characters, using evidence cited in two or
R.I   3   text.                                 5   5   more texts.                                     8(LI)   CU.11   0
          CC.5.R.I.3 Key Ideas and
          Details: Explain the relationships
          or interactions between two or
          more individuals, events, ideas,
          or concepts in a historical,
          scientific, or technical text based
          on specific information in the                TN.5.5.SPI.2 (SPI 0501.5.2) Identify stated or
R.I   3   text.                                 5   5   implied cause and effect relationships in text.   5(LO)   SPI.2    0
          CC.5.R.I.4 Craft and Structure:
          Determine the meaning of                                                                                              3 = Excellent
          general academic and domain-                                                                                             match
          specific words and phrases in a                                                                                       between the
          text relevant to a grade 5 topic              TN.5.1.SPI.11 (SPI 0501.1.11) Determine                                      two
R.I   4   or subject area.                      5   5   word meanings within context.                     1(LA)   SPI.11   0     documents
          CC.5.R.I.4 Craft and Structure:
          Determine the meaning of
          general academic and domain-
          specific words and phrases in a               TN.5.1.SPI.15 (SPI 0501.1.15) Recognize
          text relevant to a grade 5 topic              and use grade appropriate vocabulary within
R.I   4   or subject area.                      5   5   context.                                          1(LA)   SPI.15   0

          CC.5.R.I.5 Craft and Structure:
          Compare and contrast the
          overall structure (e.g.,                      TN.6.6.CU.7 (CU 0601.6.7) Identify and                                  3 = Excellent
          chronology, comparison,                       analyze the organizational structures of                                   match
          cause/effect, problem/solution)               informational texts (e.g., chronological,                               between the
          of events, ideas, concepts, or                sequential, cause-effect, comparison-                                        two
R.I   5   information in two or more texts.     5   6   contrast, problem-solution).                       6(I)   CU.7     -1    documents grade difference

          CC.5.R.I.5 Craft and Structure:
          Compare and contrast the
          overall structure (e.g.,
          chronology, comparison,                       TN.5.8.CU.11 (CU 0501.8.11) Discuss
          cause/effect, problem/solution)               similarities and differences in events and/or
          of events, ideas, concepts, or                characters, using evidence cited in two or
R.I   5   information in two or more texts.     5   5   more texts.                                       8(LI)   CU.11    0                    grade difference
          CC.5.R.I.5 Craft and Structure:
          Compare and contrast the
          overall structure (e.g.,
          chronology, comparison,
          cause/effect, problem/solution)              TN.5.6.GLE.3 (GLE 0501.6.3) Explore the
          of events, ideas, concepts, or               organizational structures of informational
R.I   5   information in two or more texts.    5   5   texts.                                             6(I)    GLE.3   0                   grade difference

          CC.5.R.I.6 Craft and Structure:                                                                                        2 = Good
          Analyze multiple accounts of the                                                                                      match, with
          same event or topic, noting                                                                                              minor
          important similarities and                   TN.6.8.CU.11 (CU 0601.8.11) Identify the                                  aspects of
          differences in the point of view             narration and point of view (e.g., first person,                        the CCSS not
R.I   6   they represent.                      5   6   third person) in literary texts.                   8(LI)   CU.11   -1     addressed
          CC.5.R.I.6 Craft and Structure:
          Analyze multiple accounts of the             TN.6.4.CU.4 (CU 0601.4.4) Distinguish
          same event or topic, noting                  between primary and secondary sources,
          important similarities and                   defining the characteristics of each and
          differences in the point of view             evaluating each for their benefits and
R.I   6   they represent.                      5   6   limitations.                                       4(R)    CU.4    -1
          CC.5.R.I.6 Craft and Structure:
          Analyze multiple accounts of the
          same event or topic, noting                  TN.5.8.CU.11 (CU 0501.8.11) Discuss
          important similarities and                   similarities and differences in events and/or
          differences in the point of view             characters, using evidence cited in two or
R.I   6   they represent.                      5   5   more texts.                                        8(LI)   CU.11   0

          CC.5.R.I.7 Integration of
          Knowledge and Ideas: Draw on                                                                                           2 = Good
          information from multiple print or                                                                                    match, with
          digital sources, demonstrating               TN.5.4.CU.4 (CU 0501.4.4) Gather and                                        minor
          the ability to locate an answer to           record information on a research topic using                              aspects of
          a question quickly or to solve a             three different sources, at least one of which                          the CCSS not
R.I   7   problem efficiently.                 5   5   must be a print source.                            4(R)    CU.4    0      addressed
          CC.5.R.I.7 Integration of
          Knowledge and Ideas: Draw on
          information from multiple print or
          digital sources, demonstrating
          the ability to locate an answer to            TN.5.6.SPI.3 (SPI 0501.6.3) Locate
          a question quickly or to solve a              information using available text features (e.g.,
R.I   7   problem efficiently.                  5   5   maps, charts, graphics)                            6(I)   SPI.3   0

          CC.5.R.I.8 Integration of
          Knowledge and Ideas: Explain                                                                                          2 = Good
          how an author uses reasons and                                                                                       match, with
          evidence to support particular                                                                                          minor
          points in a text, identifying which           TN.5.6.CU.3 (CU 0501.6.3 Check for                                      aspects of
          reasons and evidence support                  understanding after reading (e.g., summarize,                         the CCSS not
R.I   8   which point(s).                       5   5   identify the author's purpose).                    6(I)   CU.3    0     addressed

          CC.5.R.I.8 Integration of
          Knowledge and Ideas: Explain
          how an author uses reasons and
          evidence to support particular
          points in a text, identifying which
          reasons and evidence support                  TN.5.6.CU.6 (CU 0501.6.6) Determine the
R.I   8   which point(s).                       5   5   main idea and supporting details from text.        6(I)   CU.6    0

          CC.5.R.I.9 Integration of
          Knowledge and Ideas: Integrate                                                                                      3 = Excellent
          information from several texts                TN.5.4.CU.4 (CU 0501.4.4) Gather and                                     match
          on the same topic in order to                 record information on a research topic using                          between the
          write or speak about the subject              three different sources, at least one of which                             two
R.I   9   knowledgeably.                        5   5   must be a print source.                            4(R)   CU.4    0    documents
           CC.5.R.I.9 Integration of
           Knowledge and Ideas: Integrate
           information from several texts
           on the same topic in order to
           write or speak about the subject            TN.5.4.CU.8 (CU 0501.4.8) Write a research
R.I   9    knowledgeably.                      5   5   report using and citing three or more sources.   4(R)    CU.8    0

           CC.5.R.I.9 Integration of
           Knowledge and Ideas: Integrate
           information from several texts
           on the same topic in order to               TN.5.2.CU.10 (CU 0501.2.10) Create and
           write or speak about the subject            deliver an oral presentation using visual aids
R.I   9    knowledgeably.                      5   5   or props.                                        2(C)    CU.10   0

           CC.5.R.I.10 Range of Reading
           and Complexity of Text: By the
           end of the year, read and
           comprehend informational texts,                                                                                    2 = Good
           including history/social studies,                                                                                 match, with
           science, and technical texts, at                                                                                     minor
           the high end of the grades 4–5              TN.4.8.CU.5 (CU 0401.8.5) Read with fluency                            aspects of
           text complexity band                        from a variety of texts (e.g., poetry, drama,                        the CCSS not no specific mention of text
R.I   10   independently and proficiently.     5   4   current events, novels).                         8(LI)   CU.5    1     addressed complexity

           CC.5.R.I.10 Range of Reading
           and Complexity of Text: By the
           end of the year, read and
           comprehend informational texts,
           including history/social studies,           TN.5.6.GLE.1 (GLE 0501.6.1) Apply
           science, and technical texts, at            appropriate skills and strategies to
           the high end of the grades 4–5              comprehend informational texts (e.g., pre-
           text complexity band                        reading strategies, comprehension strategies,                                      no specific mention of text
R.I   10   independently and proficiently.     5   5   graphic organizers, questioning text).           6(I)    GLE.1   0                 complexity
           CC.5.R.I.10 Range of Reading
           and Complexity of Text: By the
           end of the year, read and
           comprehend informational texts,
           including history/social studies,
           science, and technical texts, at            TN.5.6.CU.8 (CU 0501.6.8) Understand a
           the high end of the grades 4–5              variety of informational texts, including
           text complexity band                        primary sources (e.g., autobiographical                                                no specific mention of text
R.I   10   independently and proficiently.     5   5   sketches, letters, diaries, Internet sites).        6(I)    CU.8   0                   complexity

                                                       TN.K.3.CU.4 (CU 0001.3.4) Create legible                                  2 = Good
                                                       documents for reading by the following:                                  match, with
           CC.K.R.F.1 Print Concepts:                  forming uppercase/lowercase letters; writing                                minor
           Demonstrate understanding of                from left to right/top to bottom; and                                     aspects of
           the organization and basic                  tracing/reproducing letters and words                                   the CCSS not
R.F   1    features of print.                  K   K   correctly.                                          3(W)    CU.4   0      addressed
           CC.K.R.F.1 Print Concepts:                  TN.1.8.CU.3 (CU 0101.8.3) Identify parts of a
           Demonstrate understanding of                book (e.g., front cover and back cover, table
           the organization and basic                  of contents, index, glossary, title page, author,
R.F   1    features of print.                  K   1   illustrator).                                       8(LI)   CU.3   -1
                                                     TN.K.1.CU.11 (CU 0001.1.11) Apply phonics
                                                     generalizations in order to decode words.
                                                     *Recognize and name all
                                                     uppercase/lowercase letters of the alphabet.
                                                     *Understand that the sequence of letters in a
                                                     written word represents the sequence of
                                                     sounds in a word.
                                                     *Use letter-sound matches to decode simple
                                                     words.
                                                     *Understand that as letters of a word change,
            CC.K.R.F.1.b Print Concepts:             so do the sounds (alphabetic principle).                                  3 = Excellent
            Recognize that spoken words              *Make new words using common word                                            match
            are represented in written               families (e.g., b-at, p-at, c-at).                                        between the
            language by specific sequences           *Use the first letter of a word paired with a                                  two
R.F   1.b   of letters.                      K   K   picture as a decoding strategy.                      1(LA)   CU.11   0     documents

                                                     TN.1.3.CU.7 (CU 0101.3.70 Create legible
                                                     documents for reading by the following:                                     1 = Weak
                                                     forming uppercase/lowercase letters; utilizing                            match, major
            CC.K.R.F.1.c Print Concepts:             correct spacing; writing from left to right/top to                          aspects of
            Understand that words are                bottom; and tracing/reproducing letters and                               the CCSS not
R.F   1.c   separated by spaces in print.    K   1   words correctly.                                     3(W)    CU.7    -1     addressed
                                                     TN.K.1.CU.11 (CU 0001.1.11) Apply phonics
                                                     generalizations in order to decode words.
                                                     *Recognize and name all
                                                     uppercase/lowercase letters of the alphabet.
                                                     *Understand that the sequence of letters in a
                                                     written word represents the sequence of
                                                     sounds in a word.
                                                     *Use letter-sound matches to decode simple
                                                     words.
                                                     *Understand that as letters of a word change,
                                                     so do the sounds (alphabetic principle).                            3 = Excellent
            CC.K.R.F.1.d Print Concepts:             *Make new words using common word                                      match
            Recognize and name all upper-            families (e.g., b-at, p-at, c-at).                                  between the
            and lowercase letters of the             *Use the first letter of a word paired with a                            two
R.F   1.d   alphabet.                        K   K   picture as a decoding strategy.                 1(LA)   CU.11   0    documents

            CC.K.R.F.2 Phonological                                                                                      3 = Excellent
            Awareness: Demonstrate                                                                                          match
            understanding of spoken words,                                                                               between the
            syllables, and sounds                    TN.K.1.GLE.3 (GLE 0001.1.3) Develop and                                  two
R.F   2     (phonemes).                      K   K   maintain phonological awareness.                1(LA)   GLE.3   0    documents
                                                      TN.K.1.CU.10 (CU 0001.1.10) Maintain
                                                      phonemic awareness.
                                                      *Understand that a phoneme is one distinct
                                                      sound.
                                                      *Use sound stretching of one-syllable words
                                                      to identify each phoneme.
                                                      *Use sound blending of each separately
                                                      spoken phoneme to make meaningful words.
                                                      *Segment one-syllable words into individual
                                                      sounds and blend the sounds into whole
                                                      words.
                                                      *Recognize and produce rhyming words.                             3 = Excellent
                                                      *Recognize words that have the same                                  match
            CC.K.R.F.2.a Phonological                 beginning and ending sounds.                                      between the
            Awareness: Recognize and                  *Understand words are made up of one or                                two
R.F   2.a   produce rhyming words.            K   K   more syllables.                               1(LA)   CU.10   0    documents

                                                      TN.K.1.CU.10 (CU 0001.1.10) Maintain
                                                      phonemic awareness.
                                                      *Understand that a phoneme is one distinct
                                                      sound.
                                                      *Use sound stretching of one-syllable words
                                                      to identify each phoneme.
                                                      *Use sound blending of each separately
                                                      spoken phoneme to make meaningful words.
                                                      *Segment one-syllable words into individual
                                                      sounds and blend the sounds into whole
                                                      words.
                                                      *Recognize and produce rhyming words.                             3 = Excellent
            CC.K.R.F.2.b Phonological                 *Recognize words that have the same                                  match
            Awareness: Count, pronounce,              beginning and ending sounds.                                      between the
            blend, and segment syllables in           *Understand words are made up of one or                                two
R.F   2.b   spoken words.                     K   K   more syllables.                               1(LA)   CU.10   0    documents
                                                     TN.K.1.CU.10 (CU 0001.1.10) Maintain
                                                     phonemic awareness.
                                                     *Understand that a phoneme is one distinct
                                                     sound.
                                                     *Use sound stretching of one-syllable words
                                                     to identify each phoneme.
                                                     *Use sound blending of each separately
                                                     spoken phoneme to make meaningful words.
                                                     *Segment one-syllable words into individual
                                                     sounds and blend the sounds into whole
                                                     words.                                                              2 = Good
                                                     *Recognize and produce rhyming words.                              match, with
            CC.K.R.F.2.c Phonological                *Recognize words that have the same                                   minor
            Awareness: Blend and segment             beginning and ending sounds.                                        aspects of
            onsets and rimes of single-              *Understand words are made up of one or                           the CCSS not
R.F   2.c   syllable spoken words.           K   K   more syllables.                               1(LA)   CU.10   0     addressed

                                                     TN.K.1.CU.10 (CU 0001.1.10) Maintain
                                                     phonemic awareness.
                                                     *Understand that a phoneme is one distinct
                                                     sound.
                                                     *Use sound stretching of one-syllable words
                                                     to identify each phoneme.
                                                     *Use sound blending of each separately
            CC.K.R.F.2.d Phonological                spoken phoneme to make meaningful words.
            Awareness: d. Isolate and                *Segment one-syllable words into individual
            pronounce the initial, medial            sounds and blend the sounds into whole
            vowel, and final sounds                  words.
            (phonemes) in three-phoneme              *Recognize and produce rhyming words.                               1 = Weak
            (consonant-vowel-consonant, or           *Recognize words that have the same                               match, major
            CVC) words.*(This does not               beginning and ending sounds.                                        aspects of
            include CVCs ending with /l/,            *Understand words are made up of one or                           the CCSS not Students are asked to segment,
R.F   2.d   /r/,or /x/.)                     K   K   more syllables.                               1(LA)   CU.10   0     addressed but not isolate phonemes.
                                                      TN.1.1.CU.11 (CU 0101.1.11) Maintain
                                                      phonemic awareness.
                                                      *Understand that a phoneme is one distinct
                                                      sound.
                                                      *Use sound stretching of one syllable words
                                                      to identify each phoneme.
                                                      *Use sound blending of each separately
                                                      spoken phoneme to make meaningful words.
                                                      *Segment one-syllable words into individual
                                                      sounds and blend the sounds into whole
                                                      words.
                                                      *Recognize and produce rhyming words.
                                                      *Recognize words that have the same
                                                      beginning, middle, or ending sounds.
                                                      *Understand words are made up of one or
                                                      more syllables.
            CC.K.R.F.2.e Phonological                 *Substitute targeted sounds to change words                          3 = Excellent
            Awareness: Add or substitute              (e.g., bed to bad, hat to bat).                                         match
            individual sounds (phonemes) in           *Rearrange the letter sounds of a given word                         between the
            simple, one-syllable words to             to create new words (e.g., pan to nap, ten to                             two
R.F   2.e   make new words.                   K   1   net).                                           1(LA)   CU.11   -1    documents grade difference

            CC.K.R.F.3 Phonics and Word                                                                                    3 = Excellent
            Recognition: Know and apply                                                                                       match
            grade-level phonics and word                                                                                   between the
            analysis skills in decoding               TN.K.1.GLE.4 (GLE 0001.1.4) Begin to                                      two
R.F   3     words.                            K   K   explore the alphabetic principle.               1(LA)   GLE.4   0     documents
                                                     TN.K.1.CU.11 (CU 0001.1.11) Apply phonics
                                                     generalizations in order to decode words.
                                                     *Recognize and name all
                                                     uppercase/lowercase letters of the alphabet.
                                                     *Understand that the sequence of letters in a
                                                     written word represents the sequence of
                                                     sounds in a word.
                                                     *Use letter-sound matches to decode simple
                                                     words.
                                                     *Understand that as letters of a word change,
            CC.K.R.F.3 Phonics and Word              so do the sounds (alphabetic principle).
            Recognition: Know and apply              *Make new words using common word
            grade-level phonics and word             families (e.g., b-at, p-at, c-at).
            analysis skills in decoding              *Use the first letter of a word paired with a
R.F   3     words.                           K   K   picture as a decoding strategy.                 1(LA)   CU.11   0



                                                     TN.K.1.CU.11 (CU 0001.1.11) Apply phonics
                                                     generalizations in order to decode words.
                                                     *Recognize and name all
                                                     uppercase/lowercase letters of the alphabet.
                                                     *Understand that the sequence of letters in a
                                                     written word represents the sequence of
                                                     sounds in a word.
                                                     *Use letter-sound matches to decode simple
                                                     words.
            CC.K.R.F.3.a Phonics and Word            *Understand that as letters of a word change,
            Recognition: Demonstrate basic           so do the sounds (alphabetic principle).                            3 = Excellent
            knowledge of letter-sound                *Make new words using common word                                      match
            correspondences by producing             families (e.g., b-at, p-at, c-at).                                  between the
            the primary or most frequent             *Use the first letter of a word paired with a                            two
R.F   3.a   sound for each consonant.        K   K   picture as a decoding strategy.                 1(LA)   CU.11   0    documents
                                                          TN.1.1.CU.12 (CU 0101.1.12) Apply phonics
                                                          generalizations in order to decode words.
                                                          *Name all uppercase/lowercase letters of the
                                                          alphabet.
                                                          *Understand that the sequence of letters in a
                                                          written word represents the sequence of
                                                          sounds in a word.
                                                          *Use letter-sound matches and structural
                                                          analysis to decode grade level words.
                                                          *Use parts of words (e.g., root/base words,
                                                          compound words, contractions, prefixes,
                                                          suffixes) to decode grade level words.
                                                          *Apply long and short vowel rules when
                                                          decoding text.
                                                          *Use sounding out words; chunking words
            CC.K.R.F.3.b Phonics and Word                 into smaller parts; and looking for blends,                          3 = Excellent
            Recognition: Associate the long               digraphs, word families, etc. as a means of                             match
            and short sounds with the                     decoding unfamiliar words.                                           between the
            common spellings (graphemes)                  *Continue to decode unknown words that are                                two
R.F   3.b   for the five major vowels.            K   1   grade-level appropriate.                        1(LA)   CU.12   -1    documents grade difference

            CC.K.R.F.3.c Phonics and Word                                                                                      3 = Excellent
            Recognition: Read common high-                                                                                        match
            frequency words by sight. (e.g.,              TN.K.1.CU.6 (CU 0001.1.6) Read high                                  between the
            the, of, to, you, she, my, is, are,           frequency words (e.g., the, and, can, color                               two
R.F   3.c   do, does).                            K   K   words, number words).                           1(LA)   CU.6    0     documents
                                                       TN.K.1.CU.11 (CU 0001.1.11) Apply phonics
                                                       generalizations in order to decode words.
                                                       *Recognize and name all
                                                       uppercase/lowercase letters of the alphabet.
                                                       *Understand that the sequence of letters in a
                                                       written word represents the sequence of
                                                       sounds in a word.
                                                       *Use letter-sound matches to decode simple
                                                       words.
                                                       *Understand that as letters of a word change,                         2 = Good
            CC.K.R.F.3.d Phonics and Word              so do the sounds (alphabetic principle).                             match, with
            Recognition: Distinguish                   *Make new words using common word                                       minor
            between similarly spelled words            families (e.g., b-at, p-at, c-at).                                    aspects of
            by identifying the sounds of the           *Use the first letter of a word paired with a                       the CCSS not
R.F   3.d   letters that differ.               K   K   picture as a decoding strategy.                 1(LA)   CU.11   0     addressed

            CC.K.R.F.3.d Phonics and Word
            Recognition: Distinguish                   TN.K.1.CU.5 (CU 0001.1.5) Attempt to spell
            between similarly spelled words            simple words using pre-to-early phonetic
            by identifying the sounds of the           knowledge, sounds of the alphabet, and
R.F   3.d   letters that differ.               K   K   knowledge of letter names.                      1(LA)   CU.5    0

                                                                                                                           3 = Excellent
                                                                                                                              match
            CC.K.R.F.4 Read emergent-                                                                                      between the
            reader texts with purpose and              TN.K.8.GLE.3 (GLE 0001.8.3) Develop                                      two
R.F   4     understanding.                     K   K   reading fluency and accuracy.                   8(LI)   GLE.3   0    documents
            CC.K.R.F.4 Read emergent-                  TN.K.8.GLE.2 (GLE 0001.8.2) Employ a
            reader texts with purpose and              variety of basic reading comprehension
R.F   4     understanding.                     K   K   strategies.                                     8(LI)   GLE.2   0
                                                          TN.K.8.CU.1 (CU 0001.8.1) Read picture
                                                          books, alphabet and number books, Mother
            CC.K.R.F.4 Read emergent-                     Goose rhymes and other rhyming books,
            reader texts with purpose and                 story books, fairy tales, poetry, and song
R.F   4     understanding.                        K   K   lyrics.                                              8(LI)   CU.1   0
            CC.K.R.F.4 Read emergent-                     TN.K.8.CU.7 (CU 0001.8.7) Read simple text
            reader texts with purpose and                 containing familiar letter-sound
R.F   4     understanding.                        K   K   correspondence and high frequency words.             8(LI)   CU.7   0
                                                          TN.K.8.CU.5 (CU 0001.8.5) Derive meaning
                                                          while reading by employing the following
                                                          strategies:
                                                          *Asking questions to clarify meaning.
                                                          *Participating in discussions.
                                                          *Predicting what will happen next.
                                                          *Creating mental images.
            CC.K.R.F.4 Read emergent-                     *Using illustrations to gain meaning.
            reader texts with purpose and                 *Relating knowledge from personal
R.F   4     understanding.                        K   K   experience.                                          8(LI)   CU.5   0

                                                                                                                                    2 = Good
                                                                                                                                   match, with
            CC.1.R.F.1 Print Concepts:                    TN.1.8.CU.3 (CU 0101.8.3) Identify parts of a                               minor
            Demonstrate understanding of                  book (e.g., front cover and back cover, table                             aspects of
            the organization and basic                    of contents, index, glossary, title page, author,                       the CCSS not
R.F   1     features of print.                    1   1   illustrator).                                        8(LI)   CU.3   0     addressed
                                                          TN.1.3.CU.7 (CU 0101.3.70 Create legible
                                                          documents for reading by the following:
            CC.1.R.F.1 Print Concepts:                    forming uppercase/lowercase letters; utilizing
            Demonstrate understanding of                  correct spacing; writing from left to right/top to
            the organization and basic                    bottom; and tracing/reproducing letters and
R.F   1     features of print.                    1   1   words correctly.                                     3(W)    CU.7   0

            CC.1.R.F.1.a Print Concepts:                                                                                          3 = Excellent
            Recognize the distinguishing                                                                                             match
            features of a sentence (e.g., first                                                                                   between the
            word, capitalization, ending                  TN.1.1.CU.6 (CU 0101.1.6) Understand that                                    two
R.F   1.a   punctuation).                         1   1   groups of words make sentences.                      1(LA)   CU.6   0    documents
            CC.1.R.F.1.a Print Concepts:
            Recognize the distinguishing                  TN.1.1.CU.2 (CU 0101.1.2) Use capital letters
            features of a sentence (e.g., first           correctly (i.e., in the first word of a sentence,
            word, capitalization, ending                  first and last names, pronoun I, proper
R.F   1.a   punctuation).                         1   1   nouns).                                             1(LA)   CU.2    0
            CC.1.R.F.1.a Print Concepts:
            Recognize the distinguishing
            features of a sentence (e.g., first           TN.1.1.CU.3 (CU 0101.1.3) Identify and use
            word, capitalization, ending                  correct punctuation at the end of declarative
R.F   1.a   punctuation).                         1   1   sentences and questions.                            1(LA)   CU.3    0
            CC.1.R.F.1.a Print Concepts:
            Recognize the distinguishing
            features of a sentence (e.g., first           TN.1.1.CU.7 (CU 0101.1.7) Understand that
            word, capitalization, ending                  word order helps determine the meaning of a
R.F   1.a   punctuation).                         1   1   sentence.                                           1(LA)   CU.7    0

            CC.1.R.F.2 Phonological                                                                                               3 = Excellent
            Awareness: Demonstrate                                                                                                   match
            understanding of spoken words,                                                                                        between the
            syllables, and sounds                         TN.1.1.GLE.3 (GLE 0101.1.3) Develop and                                      two
R.F   2     (phonemes).                           1   1   maintain phonological awareness.                    1(LA)   GLE.3   0    documents
                                                     TN.1.1.CU.12 (CU 0101.1.12) Apply phonics
                                                     generalizations in order to decode words.
                                                     *Name all uppercase/lowercase letters of the
                                                     alphabet.
                                                     *Understand that the sequence of letters in a
                                                     written word represents the sequence of
                                                     sounds in a word.
                                                     *Use letter-sound matches and structural
                                                     analysis to decode grade level words.
                                                     *Use parts of words (e.g., root/base words,
                                                     compound words, contractions, prefixes,
                                                     suffixes) to decode grade level words.
                                                     *Apply long and short vowel rules when
                                                     decoding text.
                                                     *Use sounding out words; chunking words                               2 = Good
                                                     into smaller parts; and looking for blends,                          match, with   The distiguishing of long/short
            CC.1.R.F.2.a Phonological                digraphs, word families, etc. as a means of                             minor      vowel sounds is addressed under
            Awareness: Distinguish long              decoding unfamiliar words.                                            aspects of   phonics, but is not specified under
            from short vowel sounds in               *Continue to decode unknown words that are                          the CCSS not   the phonemic awareness
R.F   2.a   spoken single-syllable words .   1   1   grade-level appropriate.                        1(LA)   CU.12   0     addressed    standards in grade 1.
                                                     TN.1.1.CU.11 (CU 0101.1.11) Maintain
                                                     phonemic awareness.
                                                     *Understand that a phoneme is one distinct
                                                     sound.
                                                     *Use sound stretching of one syllable words
                                                     to identify each phoneme.
                                                     *Use sound blending of each separately
                                                     spoken phoneme to make meaningful words.
                                                     *Segment one-syllable words into individual
                                                     sounds and blend the sounds into whole
                                                     words.
                                                     *Recognize and produce rhyming words.
                                                     *Recognize words that have the same
                                                     beginning, middle, or ending sounds.
                                                     *Understand words are made up of one or
                                                     more syllables.
                                                     *Substitute targeted sounds to change words                            The distiguishing of long/short
            CC.1.R.F.2.a Phonological                (e.g., bed to bad, hat to bat).                                        vowel sounds is addressed under
            Awareness: Distinguish long              *Rearrange the letter sounds of a given word                           phonics, but is not specified under
            from short vowel sounds in               to create new words (e.g., pan to nap, ten to                          the phonemic awareness
R.F   2.a   spoken single-syllable words .   1   1   net).                                             1(LA)   CU.11   0    standards in grade 1.
                                                                                                                            The distiguishing of long/short
            CC.1.R.F.2.a Phonological                                                                                       vowel sounds is addressed under
            Awareness: Distinguish long              TN.3.1.CU.17 (CU 0301.1.17) Continue to                                phonics, but is not specified under
            from short vowel sounds in               maintain and develop the ability to distinguish                        the phonemic awareness
R.F   2.a   spoken single-syllable words .   1   3   sounds and sound patterns within words.           1(LA)   CU.17   -2   standards in grade 1.
                                                        TN.1.1.CU.11 (CU 0101.1.11) Maintain
                                                        phonemic awareness.
                                                        *Understand that a phoneme is one distinct
                                                        sound.
                                                        *Use sound stretching of one syllable words
                                                        to identify each phoneme.
                                                        *Use sound blending of each separately
                                                        spoken phoneme to make meaningful words.
                                                        *Segment one-syllable words into individual
                                                        sounds and blend the sounds into whole
                                                        words.
                                                        *Recognize and produce rhyming words.
                                                        *Recognize words that have the same
                                                        beginning, middle, or ending sounds.
                                                        *Understand words are made up of one or
                                                        more syllables.
            CC.1.R.F.2.b Phonological                   *Substitute targeted sounds to change words                         3 = Excellent
            Awareness: Orally produce                   (e.g., bed to bad, hat to bat).                                        match
            single-syllable words by blending           *Rearrange the letter sounds of a given word                        between the
            sounds (phonemes), including                to create new words (e.g., pan to nap, ten to                            two
R.F   2.b   consonant blends.                   1   1   net).                                           1(LA)   CU.11   0    documents
                                                        TN.1.1.CU.12 (CU 0101.1.12) Apply phonics
                                                        generalizations in order to decode words.
                                                        *Name all uppercase/lowercase letters of the
                                                        alphabet.
                                                        *Understand that the sequence of letters in a
                                                        written word represents the sequence of
                                                        sounds in a word.
                                                        *Use letter-sound matches and structural
                                                        analysis to decode grade level words.
                                                        *Use parts of words (e.g., root/base words,
                                                        compound words, contractions, prefixes,
                                                        suffixes) to decode grade level words.
                                                        *Apply long and short vowel rules when
                                                        decoding text.
                                                        *Use sounding out words; chunking words
            CC.1.R.F.2.b Phonological                   into smaller parts; and looking for blends,
            Awareness: Orally produce                   digraphs, word families, etc. as a means of
            single-syllable words by blending           decoding unfamiliar words.
            sounds (phonemes), including                *Continue to decode unknown words that are
R.F   2.b   consonant blends.                   1   1   grade-level appropriate.                        1(LA)   CU.12   0
                                                       TN.1.1.CU.11 (CU 0101.1.11) Maintain
                                                       phonemic awareness.
                                                       *Understand that a phoneme is one distinct
                                                       sound.
                                                       *Use sound stretching of one syllable words
                                                       to identify each phoneme.
                                                       *Use sound blending of each separately
                                                       spoken phoneme to make meaningful words.
                                                       *Segment one-syllable words into individual
                                                       sounds and blend the sounds into whole
                                                       words.
                                                       *Recognize and produce rhyming words.
                                                       *Recognize words that have the same
                                                       beginning, middle, or ending sounds.
                                                       *Understand words are made up of one or
                                                       more syllables.                                                       2 = Good
            CC.1.R.F.2.c Phonological                  *Substitute targeted sounds to change words                          match, with   Phoneme isolation is not
            Awareness: Isolate and                     (e.g., bed to bad, hat to bat).                                         minor      specifically mentioned, although
            pronounce initial, medial vowel,           *Rearrange the letter sounds of a given word                          aspects of   both lower and higher-level
            and final sounds (phonemes) in             to create new words (e.g., pan to nap, ten to                       the CCSS not   phonological awareness skills are
R.F   2.c   spoken single-syllable words.      1   1   net).                                           1(LA)   CU.11   0     addressed    covered in this standard.
                                                       TN.1.1.CU.11 (CU 0101.1.11) Maintain
                                                       phonemic awareness.
                                                       *Understand that a phoneme is one distinct
                                                       sound.
                                                       *Use sound stretching of one syllable words
                                                       to identify each phoneme.
                                                       *Use sound blending of each separately
                                                       spoken phoneme to make meaningful words.
                                                       *Segment one-syllable words into individual
                                                       sounds and blend the sounds into whole
                                                       words.
                                                       *Recognize and produce rhyming words.
                                                       *Recognize words that have the same
                                                       beginning, middle, or ending sounds.
                                                       *Understand words are made up of one or
                                                       more syllables.
            CC.1.R.F.2.d Phonological                  *Substitute targeted sounds to change words                         3 = Excellent
            Awareness: Segment spoken                  (e.g., bed to bad, hat to bat).                                        match
            single-syllable words into their           *Rearrange the letter sounds of a given word                        between the
            complete sequence of individual            to create new words (e.g., pan to nap, ten to                            two
R.F   2.d   sounds (phonemes).                 1   1   net).                                           1(LA)   CU.11   0    documents
                                                 TN.1.1.CU.12 (CU 0101.1.12) Apply phonics
                                                 generalizations in order to decode words.
                                                 *Name all uppercase/lowercase letters of the
                                                 alphabet.
                                                 *Understand that the sequence of letters in a
                                                 written word represents the sequence of
                                                 sounds in a word.
                                                 *Use letter-sound matches and structural
                                                 analysis to decode grade level words.
                                                 *Use parts of words (e.g., root/base words,
                                                 compound words, contractions, prefixes,
                                                 suffixes) to decode grade level words.
                                                 *Apply long and short vowel rules when
                                                 decoding text.
                                                 *Use sounding out words; chunking words
          CC.1.R.F.3 Phonics and Word            into smaller parts; and looking for blends,                         3 = Excellent
          Recognition: Know and apply            digraphs, word families, etc. as a means of                            match
          grade-level phonics and word           decoding unfamiliar words.                                          between the
          analysis skills in decoding            *Continue to decode unknown words that are                               two
R.F   3   words.                         1   1   grade-level appropriate.                        1(LA)   CU.12   0    documents
                                                      TN.1.1.CU.12 (CU 0101.1.12) Apply phonics
                                                      generalizations in order to decode words.
                                                      *Name all uppercase/lowercase letters of the
                                                      alphabet.
                                                      *Understand that the sequence of letters in a
                                                      written word represents the sequence of
                                                      sounds in a word.
                                                      *Use letter-sound matches and structural
                                                      analysis to decode grade level words.
                                                      *Use parts of words (e.g., root/base words,
                                                      compound words, contractions, prefixes,
                                                      suffixes) to decode grade level words.
                                                      *Apply long and short vowel rules when
                                                      decoding text.
            CC.1.R.F.3.a Phonics and Word             *Use sounding out words; chunking words
            Recognition: Know the spelling-           into smaller parts; and looking for blends,                         3 = Excellent
            sound correspondences for                 digraphs, word families, etc. as a means of                            match
            common consonant digraphs                 decoding unfamiliar words.                                          between the
            (two letters that represent one           *Continue to decode unknown words that are                               two
R.F   3.a   sound).                           1   1   grade-level appropriate.                        1(LA)   CU.12   0    documents grade difference
                                                      TN.2.1.CU.8 (CU 0201.1.8) Spell simple
                                                      words using developing phonetic knowledge,
                                                      sounds of the alphabet, and simple
                                                      consonant/vowel patterns.
                                                      *Spell high frequency words correctly (e.g.,
                                                      Dolch list, Fry list).
                                                      *Continue to spell words using basic CVC,
                                                      CVCE, and CVVC patterns.
                                                      *Alphabetize words to the second letter.
                                                      *Use primary dictionaries to spell words
                                                      correctly and verify spelling.
                                                      *Spell regular and irregular plurals correctly
                                                      (e.g., boy/boys, child/children).
            CC.1.R.F.3.a Phonics and Word             *Spell digraphs (e.g., ch, ea, ir), trigraphs
            Recognition: Know the spelling-           (e.g., -igh, -tch), and blends (e.g., bl, br, str).
            sound correspondences for                 *Understand and spell basic words that sound
            common consonant digraphs                 the same but are spelled differently and have
            (two letters that represent one           different meanings (homophones, e.g., hair,
R.F   3.a   sound).                           1   2   hare; to, too, two).                                  1(LA)   CU.8   -1   grade difference
                                                     TN.1.1.CU.12 (CU 0101.1.12) Apply phonics
                                                     generalizations in order to decode words.
                                                     *Name all uppercase/lowercase letters of the
                                                     alphabet.
                                                     *Understand that the sequence of letters in a
                                                     written word represents the sequence of
                                                     sounds in a word.
                                                     *Use letter-sound matches and structural
                                                     analysis to decode grade level words.
                                                     *Use parts of words (e.g., root/base words,
                                                     compound words, contractions, prefixes,
                                                     suffixes) to decode grade level words.
                                                     *Apply long and short vowel rules when
                                                     decoding text.
                                                     *Use sounding out words; chunking words
                                                     into smaller parts; and looking for blends,                         3 = Excellent
                                                     digraphs, word families, etc. as a means of                            match
            CC.1.R.F.3.b Phonics and Word            decoding unfamiliar words.                                          between the
            Recognition: Decode regularly            *Continue to decode unknown words that are                               two
R.F   3.b   spelled one-syllable words.      1   1   grade-level appropriate.                        1(LA)   CU.12   0    documents
                                                     TN.1.1.CU.9 (CU 0101.1.9) Spell simple
                                                     words using developing phonetic knowledge,
                                                     sounds of the
                                                     alphabet, and simple consonant/vowel
                                                     patterns.
            CC.1.R.F.3.c Phonics and Word            *Spell high frequency words correctly (e.g.,                        3 = Excellent
            Recognition: Know final -e and           Dolch list, Fry list).                                                 match
            common vowel team                        *Spell one-syllable words, using basic CVC,                         between the
            conventions for representing             CVCE, and CVVC patterns.                                                 two
R.F   3.c   long vowel sounds.               1   1   *Alphabetize words to the first letter.         1(LA)   CU.9    0    documents
                                                     TN.1.1.CU.12 (CU 0101.1.12) Apply phonics
                                                     generalizations in order to decode words.
                                                     *Name all uppercase/lowercase letters of the
                                                     alphabet.
                                                     *Understand that the sequence of letters in a
                                                     written word represents the sequence of
                                                     sounds in a word.
                                                     *Use letter-sound matches and structural
                                                     analysis to decode grade level words.
                                                     *Use parts of words (e.g., root/base words,
                                                     compound words, contractions, prefixes,
                                                     suffixes) to decode grade level words.
                                                     *Apply long and short vowel rules when
                                                     decoding text.
                                                     *Use sounding out words; chunking words
            CC.1.R.F.3.c Phonics and Word            into smaller parts; and looking for blends,
            Recognition: Know final -e and           digraphs, word families, etc. as a means of
            common vowel team                        decoding unfamiliar words.
            conventions for representing             *Continue to decode unknown words that are
R.F   3.c   long vowel sounds.               1   1   grade-level appropriate.                        1(LA)   CU.12   0
                                                       TN.1.1.CU.11 (CU 0101.1.11) Maintain
                                                       phonemic awareness.
                                                       *Understand that a phoneme is one distinct
                                                       sound.
                                                       *Use sound stretching of one syllable words
                                                       to identify each phoneme.
                                                       *Use sound blending of each separately
                                                       spoken phoneme to make meaningful words.
                                                       *Segment one-syllable words into individual
                                                       sounds and blend the sounds into whole
                                                       words.
                                                       *Recognize and produce rhyming words.
                                                       *Recognize words that have the same
                                                       beginning, middle, or ending sounds.
                                                       *Understand words are made up of one or
            CC.1.R.F.3.d Phonics and Word              more syllables.                                                       2 = Good
            Recognition: Use knowledge                 *Substitute targeted sounds to change words                          match, with
            that every syllable must have a            (e.g., bed to bad, hat to bat).                                         minor
            vowel sound to determine the               *Rearrange the letter sounds of a given word                          aspects of
            number of syllables in a printed           to create new words (e.g., pan to nap, ten to                       the CCSS not This concept is not explicitly
R.F   3.d   word.                              1   1   net).                                           1(LA)   CU.11   0     addressed taught.
                                                       TN.1.1.CU.12 (CU 0101.1.12) Apply phonics
                                                       generalizations in order to decode words.
                                                       *Name all uppercase/lowercase letters of the
                                                       alphabet.
                                                       *Understand that the sequence of letters in a
                                                       written word represents the sequence of
                                                       sounds in a word.
                                                       *Use letter-sound matches and structural
                                                       analysis to decode grade level words.
                                                       *Use parts of words (e.g., root/base words,
                                                       compound words, contractions, prefixes,
                                                       suffixes) to decode grade level words.
                                                       *Apply long and short vowel rules when
                                                       decoding text.
            CC.1.R.F.3.d Phonics and Word              *Use sounding out words; chunking words
            Recognition: Use knowledge                 into smaller parts; and looking for blends,
            that every syllable must have a            digraphs, word families, etc. as a means of
            vowel sound to determine the               decoding unfamiliar words.
            number of syllables in a printed           *Continue to decode unknown words that are                          This concept is not explicitly
R.F   3.d   word.                              1   1   grade-level appropriate.                        1(LA)   CU.12   0   taught.
                                                       TN.2.1.CU.11 (CU 0201.1.11) Apply phonics
                                                       generalizations in order to decode words in
                                                       the following ways:
                                                       *Read words containing r-controlled vowels
                                                       (er, or, ar, ir, ur).
                                                       *Apply knowledge of basic syllabication rules.
                                                       *Use letter-sound matches and structural
                                                       analysis to decode grade level words.
                                                       *Use parts of words (e.g., root/base words,
                                                       compound words, contractions, prefixes, and
                                                       suffixes) to decode grade level words.
                                                       *Apply long and short vowel rules when
                                                       decoding text.
            CC.1.R.F.3.d Phonics and Word              *Use sounding out words; chunking words
            Recognition: Use knowledge                 into smaller parts; and looking for blends,
            that every syllable must have a            digraphs, diphthongs, word families, etc. as a
            vowel sound to determine the               means of decoding unfamiliar words.
            number of syllables in a printed           *Continue to decode unknown words that are                            This concept is not explicitly
R.F   3.d   word.                              1   2   grade-level appropriate.                         1(LA)   CU.11   -1   taught.
                                                     TN.1.1.CU.12 (CU 0101.1.12) Apply phonics
                                                     generalizations in order to decode words.
                                                     *Name all uppercase/lowercase letters of the
                                                     alphabet.
                                                     *Understand that the sequence of letters in a
                                                     written word represents the sequence of
                                                     sounds in a word.
                                                     *Use letter-sound matches and structural
                                                     analysis to decode grade level words.
                                                     *Use parts of words (e.g., root/base words,
                                                     compound words, contractions, prefixes,
                                                     suffixes) to decode grade level words.
                                                     *Apply long and short vowel rules when
                                                     decoding text.
                                                     *Use sounding out words; chunking words                               2 = Good
            CC.1.R.F.3.e Phonics and Word            into smaller parts; and looking for blends,                          match, with
            Recognition: Decode two-                 digraphs, word families, etc. as a means of                             minor
            syllable words following basic           decoding unfamiliar words.                                            aspects of
            patterns by breaking the words           *Continue to decode unknown words that are                          the CCSS not
R.F   3.e   into syllables.                  1   1   grade-level appropriate.                        1(LA)   CU.12   0     addressed
                                                     TN.2.1.CU.11 (CU 0201.1.11) Apply phonics
                                                     generalizations in order to decode words in
                                                     the following ways:
                                                     *Read words containing r-controlled vowels
                                                     (er, or, ar, ir, ur).
                                                     *Apply knowledge of basic syllabication rules.
                                                     *Use letter-sound matches and structural
                                                     analysis to decode grade level words.
                                                     *Use parts of words (e.g., root/base words,
                                                     compound words, contractions, prefixes, and
                                                     suffixes) to decode grade level words.
                                                     *Apply long and short vowel rules when
                                                     decoding text.
                                                     *Use sounding out words; chunking words
            CC.1.R.F.3.e Phonics and Word            into smaller parts; and looking for blends,
            Recognition: Decode two-                 digraphs, diphthongs, word families, etc. as a
            syllable words following basic           means of decoding unfamiliar words.
            patterns by breaking the words           *Continue to decode unknown words that are
R.F   3.e   into syllables.                  1   2   grade-level appropriate.                         1(LA)   CU.11   -1
                                                    TN.1.1.CU.12 (CU 0101.1.12) Apply phonics
                                                    generalizations in order to decode words.
                                                    *Name all uppercase/lowercase letters of the
                                                    alphabet.
                                                    *Understand that the sequence of letters in a
                                                    written word represents the sequence of
                                                    sounds in a word.
                                                    *Use letter-sound matches and structural
                                                    analysis to decode grade level words.
                                                    *Use parts of words (e.g., root/base words,
                                                    compound words, contractions, prefixes,
                                                    suffixes) to decode grade level words.
                                                    *Apply long and short vowel rules when
                                                    decoding text.
                                                    *Use sounding out words; chunking words
                                                    into smaller parts; and looking for blends,                             3 = Excellent
                                                    digraphs, word families, etc. as a means of                                match
            CC.1.R.F.3.f Phonics and Word           decoding unfamiliar words.                                              between the
            Recognition: Read words with            *Continue to decode unknown words that are                                   two      Inflectional endings are not
R.F   3.f   inflectional endings.           1   1   grade-level appropriate.                          1(LA)   CU.12    0     documents specifically mentioned.

            CC.1.R.F.3.f Phonics and Word           TN.3.1.SPI.15 (SPI 0301.1.15) Recognize
            Recognition: Read words with            root words and their various inflections (e.g.,                                       Inflectional endings are not
R.F   3.f   inflectional endings.           1   3   walks, walking, walked).                          1(LA)   SPI.15   -2                 specifically mentioned.
                                                      TN.1.1.CU.10 (CU 0101.1.10) Show evidence
                                                      of expanding language through vocabulary
                                                      growth.
                                                      *Build vocabulary by reading, listening to, and
                                                      discussing a variety of literature.
                                                      *Use word families and a variety of active
                                                      word walls.
                                                      *Read high frequency words in context.
                                                      *Recognize and identify compound words,
                                                      synonyms, and antonyms.
                                                      *Identify positional words (e.g., inside,
                                                      outside, beside, between).                                            3 = Excellent
            CC.1.R.F.3.g Phonics and Word             *Identify simple multi-meaning words in                                  match
            Recognition: Recognize and                context (e.g., fly, pop, bat).                                        between the
            read grade-appropriate                    *Use a picture dictionary/beginning dictionary                             two
R.F   3.g   irregularly spelled words.        1   1   to determine word meaning.                        1(LA)   CU.10   0    documents
            CC.1.R.F.3.g Phonics and Word
            Recognition: Recognize and                TN.1.8.CU.9 (CU 0101.8.9) Read simple text
            read grade-appropriate                    containing familiar letter-sound
R.F   3.g   irregularly spelled words.        1   1   correspondence and high frequency words.          8(LI)   CU.9    0

                                                                                                                            3 = Excellent
                                                                                                                               match
            CC.1.R.F.4 Read with sufficient                                                                                 between the
            accuracy and fluency to support           TN.1.8.GLE.3 (GLE 0101.8.3) Develop                                        two
R.F   4     comprehension.                    1   1   reading fluency and accuracy.                     8(LI)   GLE.3   0    documents

            CC.1.R.F.4 Read with sufficient           TN.1.8.GLE.2 (GLE 0101.8.2) Employ a
            accuracy and fluency to support           variety of basic reading comprehension
R.F   4     comprehension.                    1   1   strategies.                                       8(LI)   GLE.2   0
                                                      TN.1.8.CU.6 (CU 0101.8.6) Derive meaning
                                                      while reading by employing the following
                                                      strategies:
                                                      *Asking questions to clarify meaning.
                                                      *Participating in discussions.
                                                      *Predicting what will happen next.
                                                      *Creating mental images.
                                                      *Using illustrations to gain meaning.
                                                      *Answering the five W + H questions (i.e.,
            CC.1.R.F.4 Read with sufficient           Who, What, When, Where, How, Why).
            accuracy and fluency to support           *Relating knowledge from personal
R.F   4     comprehension.                    1   1   experience, and/or other text.                8(LI)   CU.6   0

                                                                                                                       3 = Excellent
                                                                                                                          match
            CC.1.R.F.4.a Read grade-level             TN.1.8.CU.9 (CU 0101.8.9) Read simple text                       between the
            text with purpose and                     containing familiar letter-sound                                      two
R.F   4.a   understanding.                    1   1   correspondence and high frequency words.      8(LI)   CU.9   0    documents
                                                      TN.1.8.CU.1 (CU 0101.8.1) Read picture
            CC.1.R.F.4.a Read grade-level             books, alphabet and number books, rhyming
            text with purpose and                     books, storybooks, fairy tales, poetry, and
R.F   4.a   understanding.                    1   1   nonfiction text.                              8(LI)   CU.1   0
                                                      TN.1.8.CU.6 (CU 0101.8.6) Derive meaning
                                                      while reading by employing the following
                                                      strategies:
                                                      *Asking questions to clarify meaning.
                                                      *Participating in discussions.
                                                      *Predicting what will happen next.
                                                      *Creating mental images.
                                                      *Using illustrations to gain meaning.
                                                      *Answering the five W + H questions (i.e.,
            CC.1.R.F.4.a Read grade-level             Who, What, When, Where, How, Why).
            text with purpose and                     *Relating knowledge from personal
R.F   4.a   understanding.                    1   1   experience, and/or other text.                8(LI)   CU.6   0
                                                                                                                           3 = Excellent
            CC.1.R.F.4.b Read grade-level                                                                                     match
            text orally with accuracy,                                                                                     between the
            appropriate rate, and                    TN.1.8.CU.10 (CU 0101.8.10) Read orally                                    two
R.F   4.b   expression.                      1   1   with fluency and accuracy.                       8(LI)   CU.10   0     documents grade difference
            CC.1.R.F.4.b Read grade-level
            text orally with accuracy,               TN.2.8.CU.9 (CU 0201.8.9) Read orally with
            appropriate rate, and                    fluency and accuracy, using appropriate
R.F   4.b   expression.                      1   2   pacing and expression.                           8(LI)   CU.9    -1                   grade difference


                                                                                                                             1 = Weak
            CC.1.R.F.4.c Use context to                                                                                    match, major
            confirm or self-correct word             TN.1.1.GLE.2 (GLE 0101.1.2) Employ a                                    aspects of
            recognition and understanding,           variety of strategies to decode words and                             the CCSS not No specific mention of self-
R.F   4.c   rereading as necessary.          1   1   expand vocabulary.                               1(LA)   GLE.2   0      addressed correction or rereading

                                                     TN.2.1.CU.11 (CU 0201.1.11) Apply phonics
                                                     generalizations in order to decode words in
                                                     the following ways:
                                                     *Read words containing r-controlled vowels
                                                     (er, or, ar, ir, ur).
                                                     *Apply knowledge of basic syllabication rules.
                                                     *Use letter-sound matches and structural
                                                     analysis to decode grade level words.
                                                     *Use parts of words (e.g., root/base words,
                                                     compound words, contractions, prefixes, and
                                                     suffixes) to decode grade level words.
                                                     *Apply long and short vowel rules when
                                                     decoding text.
                                                     *Use sounding out words; chunking words
            CC.2.R.F.3 Phonics and Word              into smaller parts; and looking for blends,                           3 = Excellent
            Recognition: Know and apply              digraphs, diphthongs, word families, etc. as a                           match
            grade-level phonics and word             means of decoding unfamiliar words.                                   between the
            analysis skills in decoding              *Continue to decode unknown words that are                                 two
R.F   3     words.                           2   2   grade-level appropriate.                         1(LA)   CU.11   0     documents
                                                     TN.2.1.CU.11 (CU 0201.1.11) Apply phonics
                                                     generalizations in order to decode words in
                                                     the following ways:
                                                     *Read words containing r-controlled vowels
                                                     (er, or, ar, ir, ur).
                                                     *Apply knowledge of basic syllabication rules.
                                                     *Use letter-sound matches and structural
                                                     analysis to decode grade level words.
                                                     *Use parts of words (e.g., root/base words,
                                                     compound words, contractions, prefixes, and
                                                     suffixes) to decode grade level words.
                                                     *Apply long and short vowel rules when
                                                     decoding text.
                                                     *Use sounding out words; chunking words
            CC.2.R.F.3.a Phonics and Word            into smaller parts; and looking for blends,                          3 = Excellent
            Recognition: Distinguish long            digraphs, diphthongs, word families, etc. as a                          match
            and short vowels when reading            means of decoding unfamiliar words.                                  between the
            regularly spelled one-syllable           *Continue to decode unknown words that are                                two
R.F   3.a   words.                           2   2   grade-level appropriate.                         1(LA)   CU.11   0    documents
                                                     TN.2.1.CU.8 (CU 0201.1.8) Spell simple
                                                     words using developing phonetic knowledge,
                                                     sounds of the alphabet, and simple
                                                     consonant/vowel patterns.
                                                     *Spell high frequency words correctly (e.g.,
                                                     Dolch list, Fry list).
                                                     *Continue to spell words using basic CVC,
                                                     CVCE, and CVVC patterns.
                                                     *Alphabetize words to the second letter.
                                                     *Use primary dictionaries to spell words
                                                     correctly and verify spelling.
                                                     *Spell regular and irregular plurals correctly
                                                     (e.g., boy/boys, child/children).
                                                     *Spell digraphs (e.g., ch, ea, ir), trigraphs
                                                     (e.g., -igh, -tch), and blends (e.g., bl, br, str).                      3 = Excellent
            CC.2.R.F.3.b Phonics and Word            *Understand and spell basic words that sound                                match
            Recognition: Know spelling-              the same but are spelled differently and have                            between the
            sound correspondences for                different meanings (homophones, e.g., hair,                                   two
R.F   3.b   additional common vowel teams.   2   2   hare; to, too, two).                                  1(LA)   CU.8   0    documents
                                                     TN.2.1.CU.11 (CU 0201.1.11) Apply phonics
                                                     generalizations in order to decode words in
                                                     the following ways:
                                                     *Read words containing r-controlled vowels
                                                     (er, or, ar, ir, ur).
                                                     *Apply knowledge of basic syllabication rules.
                                                     *Use letter-sound matches and structural
                                                     analysis to decode grade level words.
                                                     *Use parts of words (e.g., root/base words,
                                                     compound words, contractions, prefixes, and
                                                     suffixes) to decode grade level words.
                                                     *Apply long and short vowel rules when
                                                     decoding text.
                                                     *Use sounding out words; chunking words
                                                     into smaller parts; and looking for blends,
            CC.2.R.F.3.b Phonics and Word            digraphs, diphthongs, word families, etc. as a
            Recognition: Know spelling-              means of decoding unfamiliar words.
            sound correspondences for                *Continue to decode unknown words that are
R.F   3.b   additional common vowel teams.   2   2   grade-level appropriate.                         1(LA)   CU.11   0
                                                      TN.2.1.CU.11 (CU 0201.1.11) Apply phonics
                                                      generalizations in order to decode words in
                                                      the following ways:
                                                      *Read words containing r-controlled vowels
                                                      (er, or, ar, ir, ur).
                                                      *Apply knowledge of basic syllabication rules.
                                                      *Use letter-sound matches and structural
                                                      analysis to decode grade level words.
                                                      *Use parts of words (e.g., root/base words,
                                                      compound words, contractions, prefixes, and
                                                      suffixes) to decode grade level words.
                                                      *Apply long and short vowel rules when
                                                      decoding text.
                                                      *Use sounding out words; chunking words
                                                      into smaller parts; and looking for blends,                          3 = Excellent
            CC.2.R.F.3.c Phonics and Word             digraphs, diphthongs, word families, etc. as a                          match
            Recognition: Decode regularly             means of decoding unfamiliar words.                                  between the
            spelled two-syllable words with           *Continue to decode unknown words that are                                two
R.F   3.c   long vowels.                      2   2   grade-level appropriate.                         1(LA)   CU.11   0    documents
                                                       TN.2.1.CU.11 (CU 0201.1.11) Apply phonics
                                                       generalizations in order to decode words in
                                                       the following ways:
                                                       *Read words containing r-controlled vowels
                                                       (er, or, ar, ir, ur).
                                                       *Apply knowledge of basic syllabication rules.
                                                       *Use letter-sound matches and structural
                                                       analysis to decode grade level words.
                                                       *Use parts of words (e.g., root/base words,
                                                       compound words, contractions, prefixes, and
                                                       suffixes) to decode grade level words.
                                                       *Apply long and short vowel rules when
                                                       decoding text.
                                                       *Use sounding out words; chunking words
                                                       into smaller parts; and looking for blends,                          3 = Excellent
                                                       digraphs, diphthongs, word families, etc. as a                          match
            CC.2.R.F.3.d Phonics and Word              means of decoding unfamiliar words.                                  between the
            Recognition: Decode words with             *Continue to decode unknown words that are                                two
R.F   3.d   common prefixes and suffixes.      2   2   grade-level appropriate.                         1(LA)   CU.11   0    documents


            CC.2.R.F.3.e Phonics and Word                                                                                     1 = Weak
            Recognition: Identify words with                                                                                match, major
            inconsistent but common                    TN.2.8.CU.8 (CU 0201.8.8) Read text                                    aspects of
            spelling-sound                             containing familiar letter-sound                                     the CCSS not
R.F   3.e   correspondences.                   2   2   correspondence and high frequency words.         8(LI)   CU.8    0     addressed
                                                       TN.2.1.CU.8 (CU 0201.1.8) Spell simple
                                                       words using developing phonetic knowledge,
                                                       sounds of the alphabet, and simple
                                                       consonant/vowel patterns.
                                                       *Spell high frequency words correctly (e.g.,
                                                       Dolch list, Fry list).
                                                       *Continue to spell words using basic CVC,
                                                       CVCE, and CVVC patterns.
                                                       *Alphabetize words to the second letter.
                                                       *Use primary dictionaries to spell words
                                                       correctly and verify spelling.
                                                       *Spell regular and irregular plurals correctly
                                                       (e.g., boy/boys, child/children).
                                                       *Spell digraphs (e.g., ch, ea, ir), trigraphs
            CC.2.R.F.3.e Phonics and Word              (e.g., -igh, -tch), and blends (e.g., bl, br, str).
            Recognition: Identify words with           *Understand and spell basic words that sound
            inconsistent but common                    the same but are spelled differently and have
            spelling-sound                             different meanings (homophones, e.g., hair,
R.F   3.e   correspondences.                   2   2   hare; to, too, two).                                  1(LA)   CU.8    0

                                                                                                                                 3 = Excellent
            CC.2.R.F.3.f Phonics and Word                                                                                           match
            Recognition: Recognize and                 TN.2.8.CU.8 (CU 0201.8.8) Read text                                       between the
            read grade-appropriate                     containing familiar letter-sound                                               two
R.F   3.f   irregularly spelled words.         2   2   correspondence and high frequency words.              8(LI)   CU.8    0    documents

                                                                                                                                 3 = Excellent
                                                                                                                                    match
            CC.2.R.F.4 Read with sufficient            TN.2.8.GLE.2 (GLE 0201.8.2) Employ a                                      between the
            accuracy and fluency to support            variety of basic reading comprehension                                         two
R.F   4     comprehension.                     2   2   strategies.                                           8(LI)   GLE.2   0    documents

            CC.2.R.F.4 Read with sufficient
            accuracy and fluency to support            TN.2.8.GLE.3 (GLE 0201.8.3) Develop
R.F   4     comprehension.                     2   2   reading fluency and accuracy.                         8(LI)   GLE.3   0
                                                      TN.2.8.CU.6 (CU 0201.8.6) Derive meaning
                                                      while reading by employing the following
                                                      strategies:
                                                      *Asking questions to clarify meaning.
                                                      *Participating in discussions.
                                                      *Predicting what will happen next.
                                                      *Creating mental images.
                                                      *Using illustrations to gain meaning.
                                                      *Answering the five W + H questions (i.e.,
                                                      Who, What, When, Where, How, Why).
            CC.2.R.F.4 Read with sufficient           *Relating knowledge from personal
            accuracy and fluency to support           experience, other texts, and world events to
R.F   4     comprehension.                    2   2   make meaning from text.                         8(LI)   CU.6   0
                                                      TN.2.8.CU.6 (CU 0201.8.6) Derive meaning
                                                      while reading by employing the following
                                                      strategies:
                                                      *Asking questions to clarify meaning.
                                                      *Participating in discussions.
                                                      *Predicting what will happen next.
                                                      *Creating mental images.
                                                      *Using illustrations to gain meaning.
                                                      *Answering the five W + H questions (i.e.,                         3 = Excellent
                                                      Who, What, When, Where, How, Why).                                    match
            CC.2.R.F.4.a Read grade-level             *Relating knowledge from personal                                  between the
            text with purpose and                     experience, other texts, and world events to                            two
R.F   4.a   understanding.                    2   2   make meaning from text.                         8(LI)   CU.6   0    documents
            CC.2.R.F.4.a Read grade-level             TN.2.8.CU.1 (CU 0201.8.1) Read fables, folk
            text with purpose and                     tales, fairy tales, poetry, nonfiction, short
R.F   4.a   understanding.                    2   2   stories, and chapter books.                     8(LI)   CU.1   0
            CC.2.R.F.4.a Read grade-level             TN.2.8.CU.8 (CU 0201.8.8) Read text
            text with purpose and                     containing familiar letter-sound
R.F   4.a   understanding.                    2   2   correspondence and high frequency words.        8(LI)   CU.8   0
                                                                                                                          3 = Excellent
            CC.2.R.F.4.b Read grade-level                                                                                    match
            text orally with accuracy,               TN.2.8.CU.9 (CU 0201.8.9) Read orally with                           between the
            appropriate rate, and                    fluency and accuracy, using appropriate                                   two
R.F   4.b   expression.                      2   2   pacing and expression.                          8(LI)   CU.9     0    documents


                                                                                                                            1 = Weak
            CC.2.R.F.4.c Use context to                                                                                   match, major
            confirm or self-correct word             TN.2.1.GLE.2 (GLE 0201.1.2) Employ a                                   aspects of
            recognition and understanding,           variety of strategies to decode words and                            the CCSS not No specific mention of self-
R.F   4.c   rereading as necessary.          2   2   expand vocabulary.                              1(LA)   GLE.2    0     addressed correction or rereading

                                                                                                                            2 = Good
            CC.3.R.F.3 Phonics and Word                                                                                    match, with
            Recognition: Know and apply              TN.3.1.GLE.2 (GLE 0301.1.2) Demonstrate                                  minor
            grade-level phonics and word             knowledge of strategies and resources to                               aspects of
            analysis skills in decoding              determine the definition, pronunciation, and                         the CCSS not
R.F   3     words.                           3   3   usage of words and phrases.                     1(LA)   GLE.2    0     addressed

            CC.3.R.F.3.a Phonics and Word                                                                                 3 = Excellent
            Recognition: Identify and know                                                                                   match
            the meaning of the most                  TN.3.1.SPI.16 (SPI 0301.1.16) Determine                              between the
            common prefixes and                      word meanings using prefixes, suffixes and/or                             two
R.F   3.a   derivational suffixes.           3   3   context clues.                                  1(LA)   SPI.16   0    documents

                                                                                                                            2 = Good
                                                                                                                           match, with
                                                                                                                              minor
            CC.3.R.F.3.b Phonics and Word            TN.3.1.SPI.16 (SPI 0301.1.16) Determine                                aspects of
            Recognition: Decode words with           word meanings using prefixes, suffixes and/or                        the CCSS not
R.F   3.b   common Latin suffixes.           3   3   context clues.                                  1(LA)   SPI.16   0     addressed
                                                     TN.2.1.CU.11 (CU 0201.1.11) Apply phonics
                                                     generalizations in order to decode words in
                                                     the following ways:
                                                     *Read words containing r-controlled vowels
                                                     (er, or, ar, ir, ur).
                                                     *Apply knowledge of basic syllabication rules.
                                                     *Use letter-sound matches and structural
                                                     analysis to decode grade level words.
                                                     *Use parts of words (e.g., root/base words,
                                                     compound words, contractions, prefixes, and
                                                     suffixes) to decode grade level words.
                                                     *Apply long and short vowel rules when
                                                     decoding text.
                                                     *Use sounding out words; chunking words
                                                     into smaller parts; and looking for blends,
                                                     digraphs, diphthongs, word families, etc. as a
            CC.3.R.F.3.b Phonics and Word            means of decoding unfamiliar words.
            Recognition: Decode words with           *Continue to decode unknown words that are
R.F   3.b   common Latin suffixes.           3   2   grade-level appropriate.                         1(LA)   CU.11   1
                                                      TN.2.1.CU.11 (CU 0201.1.11) Apply phonics
                                                      generalizations in order to decode words in
                                                      the following ways:
                                                      *Read words containing r-controlled vowels
                                                      (er, or, ar, ir, ur).
                                                      *Apply knowledge of basic syllabication rules.
                                                      *Use letter-sound matches and structural
                                                      analysis to decode grade level words.
                                                      *Use parts of words (e.g., root/base words,
                                                      compound words, contractions, prefixes, and
                                                      suffixes) to decode grade level words.
                                                      *Apply long and short vowel rules when
                                                      decoding text.
                                                      *Use sounding out words; chunking words                                 2 = Good
                                                      into smaller parts; and looking for blends,                            match, with
                                                      digraphs, diphthongs, word families, etc. as a                            minor
            CC.3.R.F.3.c Phonics and Word             means of decoding unfamiliar words.                                     aspects of
            Recognition: Decode                       *Continue to decode unknown words that are                            the CCSS not
R.F   3.c   multisyllable words.              3   2   grade-level appropriate.                         1(LA)   CU.11    1     addressed

                                                                                                                            3 = Excellent
            CC.3.R.F.3.d Phonics and Word                                                                                      match
            Recognition: Read grade-                  TN.3.1.SPI.12 (SPI 0301.1.12) Choose                                  between the
            appropriate irregularly spelled           correctly (or incorrectly) spelled words in                                two
R.F   3.d   words.                            3   3   context.                                         1(LA)   SPI.12   0    documents
            CC.3.R.F.3.d Phonics and Word
            Recognition: Read grade-                  TN.3.1.SPI.19 (SPI 0301.1.19) Recognize
            appropriate irregularly spelled           grade appropriate vocabulary, including
R.F   3.d   words.                            3   3   multiple-meaning words, within context           1(LA)   SPI.19   0
            CC.3.R.F.3.d Phonics and Word
            Recognition: Read grade-                  TN.2.8.CU.8 (CU 0201.8.8) Read text
            appropriate irregularly spelled           containing familiar letter-sound
R.F   3.d   words.                            3   2   correspondence and high frequency words.         8(LI)   CU.8     1
                                                      TN.3.8.CU.4 (CU 0301.8.4) Read with                                   3 = Excellent
                                                      increasing fluency and confidence from a                                 match
            CC.3.R.F.4 Fluency: Read with             variety of texts (e.g., paired readings, shared                       between the
            sufficient accuracy and fluency           reading, choral reading, teacher-led reading,                              two
R.F   4     to support comprehension.         3   3   reading from tapes/CDs).                          8(LI)   CU.4    0    documents

            CC.3.R.F.4 Fluency: Read with             TN.3.8.GLE.1 (GLE 0301.8.1) Use active
            sufficient accuracy and fluency           comprehension strategies before, during, and
R.F   4     to support comprehension.         3   3   after reading.                                    8(LI)   GLE.1   0

            CC.3.R.F.4 Fluency: Read with             TN.3.8.CU.14 (CU 0301.8.14) Read longer
            sufficient accuracy and fluency           narrative and expository text independently,
R.F   4     to support comprehension.         3   3   including chapter books.                          8(LI)   CU.14   0

            CC.3.R.F.4 Fluency: Read with             TN.2.8.CU.9 (CU 0201.8.9) Read orally with
            sufficient accuracy and fluency           fluency and accuracy, using appropriate
R.F   4     to support comprehension.         3   2   pacing and expression.                            8(LI)   CU.9    1

                                                                                                                            3 = Excellent
                                                                                                                               match
            CC.3.R.F.4.a Fluency: Read                TN.3.8.CU.14 (CU 0301.8.14) Read longer                               between the
            grade-level text with purpose             narrative and expository text independently,                               two
R.F   4.a   and understanding.                3   3   including chapter books.                          8(LI)   CU.14   0    documents
                                                      TN.3.8.CU.1 (CU 0301.8.1) Develop and use
                                                      pre-reading strategies (e.g., identify a
                                                      purpose for reading {for information, for
                                                      enjoyment, for understanding a writer's
                                                      position}, make predictions using text features
            CC.3.R.F.4.a Fluency: Read                {illustrations, graphics}, preview text using
            grade-level text with purpose             illustrations, graphics, text format, text
R.F   4.a   and understanding.                3   3   structures, and skimming).                        8(LI)   CU.1    0

                                                      TN.3.8.CU.2 (CU 0301.8.2) Demonstrate
            CC.3.R.F.4.a Fluency: Read                strategies for determining meaning while
            grade-level text with purpose             reading (e.g., formulate clarifying questions,
R.F   4.a   and understanding.                3   3   predict outcomes, create a mental image).         8(LI)   CU.2    0
                                                         TN.3.8.CU.3 (CU 0301.8.3) Check for
                                                         understanding after reading (e.g., draw
            CC.3.R.F.4.a Fluency: Read                   conclusions based on evidence gained while
            grade-level text with purpose                reading, identify the stated or implied main
R.F   4.a   and understanding.                   3   3   idea).                                            8(LI)   CU.3    0

                                                                                                                                 2 = Good
                                                         TN.3.8.CU.4 (CU 0301.8.4) Read with                                    match, with Oral reading is not specifically
            CC.3.R.F.4.b Fluency: Read                   increasing fluency and confidence from a                                  minor    mentioned for text at the third
            grade-level prose and poetry                 variety of texts (e.g., paired readings, shared                         aspects of grade level.
            orally with accuracy, appropriate            reading, choral reading, teacher-led reading,                         the CCSS not
R.F   4.b   rate, and expression.                3   3   reading from tapes/CDs).                          8(LI)   CU.4    0     addressed
                                                                                                                                            Oral reading is not specifically
            CC.3.R.F.4.b Fluency: Read                   TN.3.8.CU.7 (CU 0301.8.7) Read and review                                          mentioned for text at the third
            grade-level prose and poetry                 various literary genres (e.g., short stories,                                      grade level.
            orally with accuracy, appropriate            fairy tales, folktales, poetry, plays, and
R.F   4.b   rate, and expression.                3   3   nonfiction).                                      8(LI)   CU.7    0
                                                                                                                                              Oral reading is not specifically
            CC.3.R.F.4.b Fluency: Read                                                                                                        mentioned for text at the third
            grade-level prose and poetry                 TN.2.8.CU.9 (CU 0201.8.9) Read orally with                                           grade level.
            orally with accuracy, appropriate            fluency and accuracy, using appropriate
R.F   4.b   rate, and expression.                3   2   pacing and expression.                            8(LI)   CU.9    1


            CC.3.R.F.4.c Fluency: Use                                                                                            1 = Weak
            context to confirm or self-correct           TN.3.1.GLE.2 (GLE 0301.1.2) Demonstrate                               match, major
            word recognition and                         knowledge of strategies and resources to                                aspects of
            understanding, rereading as                  determine the definition, pronunciation, and                          the CCSS not
R.F   4.c   necessary.                           3   3   usage of words and phrases.                       1(LA)   GLE.2   0     addressed

                                                                                                                                 2 = Good
            CC.4.R.F.3 Phonics and Word                                                                                         match, with
            Recognition: Know and apply                  TN.4.1.GLE.2 (GLE 0401.1.2) Demonstrate                                   minor
            grade-level phonics and word                 knowledge of strategies and resources to                                aspects of
            analysis skills in decoding                  determine the definition, pronunciation, and                          the CCSS not
R.F   3     words.                               4   4   usage of words and phrases.                       1(LA)   GLE.2   0     addressed
            CC.4.R.F.3.a Phonics and Word
            Recognition: Use combined
            knowledge of all letter-sound
            correspondences, syllabication                                                                                 2 = Good
            patterns, and morphology (e.g.,           TN.4.1.CU.18 (CU 0401.1.18) Use a variety                           match, with
            roots and affixes) to read                of previously learned strategies (e.g.,                                minor
            accurately unfamiliar                     understanding of roots and affixes, context                          aspects of
            multisyllabic words in context            clues, reference sources) to determine the                         the CCSS not There is no explicit mention of
R.F   3.a   and out of context.               4   4   meaning of unfamiliar words.                   1(LA)   CU.18   0     addressed phonics at the fourth grade level.
            CC.4.R.F.3.a Phonics and Word
            Recognition: Use combined
            knowledge of all letter-sound
            correspondences, syllabication
            patterns, and morphology (e.g.,
            roots and affixes) to read                TN.4.1.GLE.2 (GLE 0401.1.2) Demonstrate
            accurately unfamiliar                     knowledge of strategies and resources to
            multisyllabic words in context            determine the definition, pronunciation, and                                     There is no explicit mention of
R.F   3.a   and out of context.               4   4   usage of words and phrases.                    1(LA)   GLE.2   0                 phonics at the fourth grade level.
            CC.4.R.F.3.a Phonics and Word
            Recognition: Use combined
            knowledge of all letter-sound
            correspondences, syllabication
            patterns, and morphology (e.g.,
            roots and affixes) to read
            accurately unfamiliar                     TN.4.1.CU.17 (CU 0401.1.17) Continue to
            multisyllabic words in context            develop word consciousness (e.g., word play,                                     There is no explicit mention of
R.F   3.a   and out of context.               4   4   word walls, word sorts).                       1(LA)   CU.17   0                 phonics at the fourth grade level.
                                                      TN.2.1.CU.11 (CU 0201.1.11) Apply phonics
                                                      generalizations in order to decode words in
                                                      the following ways:
                                                      *Read words containing r-controlled vowels
                                                      (er, or, ar, ir, ur).
                                                      *Apply knowledge of basic syllabication rules.
                                                      *Use letter-sound matches and structural
                                                      analysis to decode grade level words.
                                                      *Use parts of words (e.g., root/base words,
                                                      compound words, contractions, prefixes, and
            CC.4.R.F.3.a Phonics and Word             suffixes) to decode grade level words.
            Recognition: Use combined                 *Apply long and short vowel rules when
            knowledge of all letter-sound             decoding text.
            correspondences, syllabication            *Use sounding out words; chunking words
            patterns, and morphology (e.g.,           into smaller parts; and looking for blends,
            roots and affixes) to read                digraphs, diphthongs, word families, etc. as a
            accurately unfamiliar                     means of decoding unfamiliar words.
            multisyllabic words in context            *Continue to decode unknown words that are                                           There is no explicit mention of
R.F   3.a   and out of context.               4   2   grade-level appropriate.                         1(LA)   CU.11   2                   phonics at the fourth grade level.

                                                                                                                           3 = Excellent
                                                                                                                              match
            CC.4.R.F.4 Fluency: Read with             TN.4.8.CU.5 (CU 0401.8.5) Read with fluency                          between the
            sufficient accuracy and fluency           from a variety of texts (e.g., poetry, drama,                             two
R.F   4     to support comprehension.         4   4   current events, novels).                         8(LI)   CU.5    0    documents
                                                      TN.4.8.GLE.1 (GLE 0401.8.1) Use active
            CC.4.R.F.4 Fluency: Read with             comprehension strategies to derive meaning
            sufficient accuracy and fluency           while reading and check for understanding
R.F   4     to support comprehension.         4   4   after reading.                                   8(LI)   GLE.1   0

            CC.4.R.F.4 Fluency: Read with             TN.2.8.CU.9 (CU 0201.8.9) Read orally with
            sufficient accuracy and fluency           fluency and accuracy, using appropriate
R.F   4     to support comprehension.         4   2   pacing and expression.                           8(LI)   CU.9    2
                                                                                                                               2 = Good
                                                                                                                              match, with
                                                                                                                                 minor
            CC.4.R.F.4.a Fluency: Read                  TN.4.8.CU.5 (CU 0401.8.5) Read with fluency                            aspects of
            grade-level text with purpose               from a variety of texts (e.g., poetry, drama,                        the CCSS not
R.F   4.a   and understanding.                  4   4   current events, novels).                          8(LI)   CU.5   0     addressed

                                                        TN.4.8.CU.1 (CU 0401.8.1) Use a variety of
                                                        pre-reading strategies (e.g., organize prior
                                                        knowledge using a graphic organizer, explore
            CC.4.R.F.4.a Fluency: Read                  significant words to be encountered, relate
            grade-level text with purpose               text to prior personal and historical
R.F   4.a   and understanding.                  4   4   experiences and current events).                  8(LI)   CU.1   0
                                                        TN.4.8.CU.2 (CU 0401.8.2) Derive meaning
                                                        while reading (e.g., express reactions and
            CC.4.R.F.4.a Fluency: Read                  personal opinions to a selection, make
            grade-level text with purpose               inferences, draw conclusions based on
R.F   4.a   and understanding.                  4   4   evidence gained).                                 8(LI)   CU.2   0
                                                        TN.4.8.CU.3 (CU 0401.8.3) Check for
                                                        understanding after reading (e.g., identify the
            CC.4.R.F.4.a Fluency: Read                  author's purpose; locate information to
            grade-level text with purpose               support opinions, predictions, and
R.F   4.a   and understanding.                  4   4   conclusions).                                     8(LI)   CU.3   0

                                                                                                                               2 = Good
                                                                                                                              match, with
            CC.4.R.F.4.b Fluency: Read                                                                                           minor
            grade-level prose and poetry                TN.4.8.CU.5 (CU 0401.8.5) Read with fluency                            aspects of Oral reading is not specifically
            orally with accuracy, appropriate           from a variety of texts (e.g., poetry, drama,                        the CCSS not mentioned for text at the fourth
R.F   4.b   rate, and expression.               4   4   current events, novels).                          8(LI)   CU.5   0     addressed grade level.

            CC.4.R.F.4.b Fluency: Read
            grade-level prose and poetry                TN.2.8.CU.9 (CU 0201.8.9) Read orally with                                          Oral reading is not specifically
            orally with accuracy, appropriate           fluency and accuracy, using appropriate                                             mentioned for text at the fourth
R.F   4.b   rate, and expression.               4   2   pacing and expression.                            8(LI)   CU.9   2                  grade level.
            CC.4.R.F.4.c Fluency: Use                                                                                         1 = Weak
            context to confirm or self-correct           TN.4.1.GLE.2 (GLE 0401.1.2) Demonstrate                            match, major
            word recognition and                         knowledge of strategies and resources to                             aspects of
            understanding, rereading as                  determine the definition, pronunciation, and                       the CCSS not No specific mention of self-
R.F   4.c   necessary.                           4   4   usage of words and phrases.                    1(LA)   GLE.2   0     addressed correction or rereading

                                                                                                                              2 = Good
            CC.5.R.F.3 Phonics and Word                                                                                      match, with
            Recognition: Know and apply                  TN.5.1.GLE.2 (GLE 0501.1.2) Demonstrate                                minor
            grade-level phonics and word                 knowledge of strategies and resources to                             aspects of
            analysis skills in decoding                  determine the definition, pronunciation, and                       the CCSS not
R.F   3     words.                               5   5   usage of words and phrases.                    1(LA)   GLE.2   0     addressed
            CC.5.R.F.3.a Phonics and Word
            Recognition: Use combined
            knowledge of all letter-sound
            correspondences, syllabication                                                                                    2 = Good
            patterns, and morphology (e.g.,                                                                                  match, with
            roots and affixes) to read                   TN.5.1.GLE.2 (GLE 0501.1.2) Demonstrate                                minor
            accurately unfamiliar                        knowledge of strategies and resources to                             aspects of There is no explicit mention of
            multisyllabic words in context               determine the definition, pronunciation, and                       the CCSS not phonics at the fifth grade level.
R.F   3.a   and out of context.                  5   5   usage of words and phrases.                    1(LA)   GLE.2   0     addressed Grade difference is significant.
            CC.5.R.F.3.a Phonics and Word
            Recognition: Use combined
            knowledge of all letter-sound
            correspondences, syllabication
            patterns, and morphology (e.g.,              TN.5.1.CU.16 (CU 0501.1.16) Use a variety
            roots and affixes) to read                   of previously learned strategies (e.g.,
            accurately unfamiliar                        understanding of roots and affixes, context                                       There is no explicit mention of
            multisyllabic words in context               clues, reference sources) to determine the                                        phonics at the fifth grade level.
R.F   3.a   and out of context.                  5   5   meaning of unfamiliar words.                   1(LA)   CU.16   0                  Grade difference is significant.
                                                      TN.2.1.CU.11 (CU 0201.1.11) Apply phonics
                                                      generalizations in order to decode words in
                                                      the following ways:
                                                      *Read words containing r-controlled vowels
                                                      (er, or, ar, ir, ur).
                                                      *Apply knowledge of basic syllabication rules.
                                                      *Use letter-sound matches and structural
                                                      analysis to decode grade level words.
                                                      *Use parts of words (e.g., root/base words,
                                                      compound words, contractions, prefixes, and
            CC.5.R.F.3.a Phonics and Word             suffixes) to decode grade level words.
            Recognition: Use combined                 *Apply long and short vowel rules when
            knowledge of all letter-sound             decoding text.
            correspondences, syllabication            *Use sounding out words; chunking words
            patterns, and morphology (e.g.,           into smaller parts; and looking for blends,
            roots and affixes) to read                digraphs, diphthongs, word families, etc. as a
            accurately unfamiliar                     means of decoding unfamiliar words.                                                There is no explicit mention of
            multisyllabic words in context            *Continue to decode unknown words that are                                         phonics at the fifth grade level.
R.F   3.a   and out of context.               5   2   grade-level appropriate.                         1(LA)   CU.11   3                 Grade difference is significant.

                                                                                                                             2 = Good
                                                                                                                            match, with
                                                                                                                               minor
            CC.5.R.F.4 Fluency: Read with             TN.5.8.GLE.1 (GLE 0501.8.1) Use previously                             aspects of
            sufficient accuracy and fluency           learned comprehension strategies before,                             the CCSS not Grade level difference is
R.F   4     to support comprehension.         5   5   during, and after reading.                       8(LI)   GLE.1   0     addressed significant.

            CC.5.R.F.4 Fluency: Read with             TN.4.8.CU.5 (CU 0401.8.5) Read with fluency
            sufficient accuracy and fluency           from a variety of texts (e.g., poetry, drama,                                      Grade level difference is
R.F   4     to support comprehension.         5   4   current events, novels).                         8(LI)   CU.5    1                 significant.

            CC.5.R.F.4 Fluency: Read with             TN.2.8.CU.9 (CU 0201.8.9) Read orally with
            sufficient accuracy and fluency           fluency and accuracy, using appropriate                                            Grade level difference is
R.F   4     to support comprehension.         5   2   pacing and expression.                           8(LI)   CU.9    3                 significant.
                                                        TN.5.8.CU.1 (CU 0501.8.1) Use a variety of                               2 = Good
                                                        pre-reading strategies (e.g., set a purpose for                         match, with
                                                        reading, {to understand, to enjoy, to solve                                minor
            CC.5.R.F.4.a Fluency: Read                  problems, to locate specific information/facts},                         aspects of
            grade-level text with purpose               utilize reference sources to build background                          the CCSS not
R.F   4.a   and understanding.                  5   5   for reading, preview text features).               8(LI)   CU.1    0     addressed
                                                        TN.5.8.CU.2 (CU 0501.8.2) Derive meaning
                                                        while reading (e.g., use metacognitive and
            CC.5.R.F.4.a Fluency: Read                  self-monitoring reading strategies to improve
            grade-level text with purpose               comprehension {reread, ask for help, draw on
R.F   4.a   and understanding.                  5   5   earlier reading}).                                 8(LI)   CU.2    0
            CC.5.R.F.4.a Fluency: Read                  TN.5.8.CU.3 (CU 0501.8.3) Check for
            grade-level text with purpose               understanding after reading (e.g., summarize,
R.F   4.a   and understanding.                  5   5   identify the author's purpose).                    8(LI)   CU.3    0
            CC.5.R.F.4.a Fluency: Read                  TN.5.8.CU.4 (CU 0501.8.4) Build vocabulary
            grade-level text with purpose               by reading from a wide variety of texts and
R.F   4.a   and understanding.                  5   5   literary genres.                                   8(LI)   CU.4    0


                                                        TN.5.8.GLE.2 (GLE 0501.8.2) Experience                                   1 = Weak
            CC.5.R.F.4.b Fluency: Read                  various literary genres, including fiction and                         match, major Oral reading is not specifically
            grade-level prose and poetry                nonfiction, poetry, drama, chapter books,                                aspects of mentioned for text at the fifth grade
            orally with accuracy, appropriate           biography/autobiography, short stories, folk                           the CCSS not level.
R.F   4.b   rate, and expression.               5   5   tales, myths, science fiction.                     8(LI)   GLE.2   0     addressed

            CC.5.R.F.4.b Fluency: Read                                                                                                        Oral reading is not specifically
            grade-level prose and poetry                TN.5.8.CU.4 (CU 0501.8.4) Build vocabulary                                            mentioned for text at the fifth grade
            orally with accuracy, appropriate           by reading from a wide variety of texts and                                           level.
R.F   4.b   rate, and expression.               5   5   literary genres.                                   8(LI)   CU.4    0

            CC.5.R.F.4.b Fluency: Read                                                                                                        Oral reading is not specifically
            grade-level prose and poetry                TN.2.8.CU.9 (CU 0201.8.9) Read orally with                                            mentioned for text at the fifth grade
            orally with accuracy, appropriate           fluency and accuracy, using appropriate                                               level.
R.F   4.b   rate, and expression.               5   2   pacing and expression.                             8(LI)   CU.9    3
            CC.5.R.F.4.c Fluency: Use                                                                                         1 = Weak
            context to confirm or self-correct           TN.5.1.GLE.2 (GLE 0501.1.2) Demonstrate                            match, major
            word recognition and                         knowledge of strategies and resources to                             aspects of
            understanding, rereading as                  determine the definition, pronunciation, and                       the CCSS not No specific mention of self-
R.F   4.c   necessary.                           5   5   usage of words and phrases.                    1(LA)   GLE.2   0     addressed correction or rereading

            CC.K.W.2 Text Types and
            Purposes: Use a combination of
            drawing, dictating, and writing to           TN.K.3.CU.1 (CU 0001.3.1) Brainstorm ideas
            compose                                      with teachers and peers, use graphic                                 1 = Weak
            informative/explanatory texts in             organizers (e.g., webs, charts, diagrams)                          match, major
            which they name what they are                independently and/or in group, draw pictures                         aspects of
            writing about and supply some                to generate ideas, and use a variety of                            the CCSS not
W     2     information about the topic.         K   K   resources to gather information.               3(W)    CU.1    0     addressed

            CC.K.W.3 Text Types and
            Purposes: Use a combination of
            drawing, dictating, and writing to
            narrate a single event or several                                                                                 1 = Weak
            loosely linked events, tell about                                                                               match, major
            the events in the order in which                                                                                  aspects of
            they occurred, and provide a                 TN.K.3.GLE.3 (GLE 0001.3.3) Compose                                the CCSS not
W     3     reaction to what happened.           K   K   simple stories with teacher assistance.        3(W)    GLE.3   0     addressed

            CC.K.W.3 Text Types and
            Purposes: Use a combination of
            drawing, dictating, and writing to           TN.K.3.CU.1 (CU 0001.3.1) Brainstorm ideas
            narrate a single event or several            with teachers and peers, use graphic
            loosely linked events, tell about            organizers (e.g., webs, charts, diagrams)
            the events in the order in which             independently and/or in group, draw pictures
            they occurred, and provide a                 to generate ideas, and use a variety of
W     3     reaction to what happened.           K   K   resources to gather information.               3(W)    CU.1    0
        CC.K.W.5 Production and
        Distribution of Writing: With
        guidance and support from                                                                                            3 = Excellent
        adults, respond to questions and                                                                                        match
        suggestions from peers and add                                                                                       between the
        details to strengthen writing as               TN.K.3.CU.3 (CU 0001.3.3) Add descriptive                                  two
W   5   needed.                                K   K   words and details to writing.                      3(W)   CU.3   0     documents
        CC.K.W.5 Production and
        Distribution of Writing: With
        guidance and support from
        adults, respond to questions and
        suggestions from peers and add
        details to strengthen writing as               TN.K.3.CU.6 (CU 0001.3.6) Incorporate
W   5   needed.                                K   K   suggestions from teachers and peers.               3(W)   CU.6   0
        CC.K.W.5 Production and                        TN.K.2.CU.8 (CU 0001.2.8) Participate in
        Distribution of Writing: With                  group discussion.
        guidance and support from                      *Work productively in group discussion for a
        adults, respond to questions and               particular purpose (e.g., respond to literature,
        suggestions from peers and add                 solve a problem).
        details to strengthen writing as               *Ask and respond to questions from teacher
W   5   needed.                                K   K   and other group members.                           2(C)   CU.8   0
        CC.K.W.6 Production and
        Distribution of Writing: With
        guidance and support from                                                                                            3 = Excellent
        adults, explore a variety of digital                                                                                    match
        tools to produce and publish                   TN.2.7.CU.4 (CU 0201.7.4) Begin to utilize                            between the
        writing, including in collaboration            technology to create publications and                                      two
W   6   with peers.                            K   2   presentations.                                     7(M)   CU.4   -2    documents grade difference
        CC.K.W.6 Production and
        Distribution of Writing: With
        guidance and support from
        adults, explore a variety of digital
        tools to produce and publish
        writing, including in collaboration            TN.K.3.CU.6 (CU 0001.3.6) Incorporate
W   6   with peers.                            K   K   suggestions from teachers and peers.               3(W)   CU.6   0                    grade difference
        CC.K.W.7 Research to Build
        and Present Knowledge:                    TN.K.3.CU.1 (CU 0001.3.1) Brainstorm ideas
        Participate in shared research            with teachers and peers, use graphic                                  3 = Excellent
        and writing projects (e.g.,               organizers (e.g., webs, charts, diagrams)                                match
        explore a number of books by a            independently and/or in group, draw pictures                          between the
        favorite author and express               to generate ideas, and use a variety of                                    two
W   7   opinions about them).             K   K   resources to gather information.                   3(W)   CU.1    0    documents
        CC.K.W.7 Research to Build                TN.K.2.CU.8 (CU 0001.2.8) Participate in
        and Present Knowledge:                    group discussion.
        Participate in shared research            *Work productively in group discussion for a
        and writing projects (e.g.,               particular purpose (e.g., respond to literature,
        explore a number of books by a            solve a problem).
        favorite author and express               *Ask and respond to questions from teacher
W   7   opinions about them).             K   K   and other group members.                           2(C)   CU.8    0
        CC.K.W.8 Research to Build
        and Present Knowledge: With                                                                                       2 = Good
        guidance and support from                                                                                        match, with
        adults, recall information from                                                                                     minor
        experiences or gather                     TN.K.4.GLE.2 (GLE 0001.4.2) Select a                                    aspects of
        information from provided                 source necessary to answer a research                                 the CCSS not
W   8   sources to answer a question.     K   K   question.                                          4(R)   GLE.2   0     addressed
        CC.K.W.8 Research to Build
        and Present Knowledge: With
        guidance and support from
        adults, recall information from
        experiences or gather
        information from provided                 TN.K.4.CU.2 (CU 0001.4.2) Use the family
W   8   sources to answer a question.     K   K   and community as sources of information.           4(R)   CU.2    0
        CC.K.W.8 Research to Build
        and Present Knowledge: With               TN.K.3.CU.1 (CU 0001.3.1) Brainstorm ideas
        guidance and support from                 with teachers and peers, use graphic
        adults, recall information from           organizers (e.g., webs, charts, diagrams)
        experiences or gather                     independently and/or in group, draw pictures
        information from provided                 to generate ideas, and use a variety of
W   8   sources to answer a question.     K   K   resources to gather information.                   3(W)   CU.1    0
        CC.1.W.1 Text Types and
        Purposes: Write opinion pieces
        in which they introduce the topic                                                                                2 = Good
        or name the book they are                                                                                       match, with
        writing about, state an opinion,                                                                                   minor
        supply a reason for the opinion,                                                                                 aspects of
        and provide some sense of                   TN.1.3.GLE.3 (GLE 0101.3.3) Begin to                               the CCSS not no specific mention of opinion
W   1   closure.                            1   1   develop topic sentences.                       3(W)   GLE.3   0      addressed pieces
        CC.1.W.1 Text Types and
        Purposes: Write opinion pieces
        in which they introduce the topic
        or name the book they are
        writing about, state an opinion,
        supply a reason for the opinion,
        and provide some sense of                   TN.1.3.CU.5 (CU 0101.3.5) Arrange events in                                      no specific mention of opinion
W   1   closure.                            1   1   a logical and sequential order when writing.   3(W)   CU.5    0                  pieces
        CC.1.W.1 Text Types and
        Purposes: Write opinion pieces
        in which they introduce the topic
        or name the book they are
        writing about, state an opinion,
        supply a reason for the opinion,            TN.2.3.GLE.1 (GLE 0201.3.1) Write in a
        and provide some sense of                   variety of modes for different audiences and                                     no specific mention of opinion
W   1   closure.                            1   2   purposes.                                      3(W)   GLE.1   -1                 pieces

        CC.1.W.2 Text Types and
        Purposes: Write                                                                                                3 = Excellent
        informative/explanatory texts in                                                                                  match
        which they name a topic, supply                                                                                between the
        some facts about the topic, and             TN.1.3.GLE.3 (GLE 0101.3.3) Begin to                                    two
W   2   provide some sense of closure.      1   1   develop topic sentences.                       3(W)   GLE.3   0     documents grade difference
        CC.1.W.2 Text Types and
        Purposes: Write
        informative/explanatory texts in
        which they name a topic, supply
        some facts about the topic, and            TN.1.3.CU.5 (CU 0101.3.5) Arrange events in
W   2   provide some sense of closure.     1   1   a logical and sequential order when writing.     3(W)   CU.5    0                  grade difference

        CC.1.W.2 Text Types and
        Purposes: Write
        informative/explanatory texts in
        which they name a topic, supply            TN.2.3.GLE.1 (GLE 0201.3.1) Write in a
        some facts about the topic, and            variety of modes for different audiences and
W   2   provide some sense of closure.     1   2   purposes.                                        3(W)   GLE.1   -1                 grade difference

        CC.1.W.2 Text Types and
        Purposes: Write
        informative/explanatory texts in
        which they name a topic, supply
        some facts about the topic, and            TN.2.3.CU.1 (CU 0201.3.1) Write to describe,
W   2   provide some sense of closure.     1   2   entertain, and inform.                           3(W)   CU.1    -1                 grade difference

        CC.1.W.2 Text Types and
        Purposes: Write
        informative/explanatory texts in
        which they name a topic, supply            TN.2.4.CU.7 (CU 0201.4.7) Write a simple
        some facts about the topic, and            research report that demonstrates a gathering
W   2   provide some sense of closure.     1   2   of information.                                  4(R)   CU.7    -1                 grade difference

        CC.1.W.3 Text Types and
        Purposes: Write narratives in
        which they recount two or more                                                                                    2 = Good
        appropriately sequenced events,                                                                                  match, with
        include some details regarding                                                                                      minor
        what happened, use temporal                TN.1.3.GLE.1 (GLE 0101.3.1) Compose                                    aspects of
        words to signal event order, and           simple stories with a clear beginning, middle,                       the CCSS not grade level difference is significant
W   3   provide some sense of closure.     1   1   and end.                                         3(W)   GLE.1   0      addressed for a small portion of the standard.
        CC.1.W.3 Text Types and
        Purposes: Write narratives in
        which they recount two or more
        appropriately sequenced events,
        include some details regarding
        what happened, use temporal
        words to signal event order, and            TN.1.3.CU.6 (CU 0101.3.6) Begin to add                                              grade level difference is significant
W   3   provide some sense of closure.      1   1   descriptive words and details to writing.       3(W)   CU.6    0                    for a small portion of the standard.

        CC.1.W.3 Text Types and
        Purposes: Write narratives in
        which they recount two or more
        appropriately sequenced events,
        include some details regarding
        what happened, use temporal
        words to signal event order, and            TN.1.3.CU.5 (CU 0101.3.5) Arrange events in                                         grade level difference is significant
W   3   provide some sense of closure.      1   1   a logical and sequential order when writing.    3(W)   CU.5    0                    for a small portion of the standard.

        CC.1.W.3 Text Types and
        Purposes: Write narratives in
        which they recount two or more
        appropriately sequenced events,
        include some details regarding
        what happened, use temporal
        words to signal event order, and            TN.4.3.CU.14 (CU 0401.3.14) Use                                                     grade level difference is significant
W   3   provide some sense of closure.      1   4   appropriate time-order or transitional words.   3(W)   CU.14   -3                   for a small portion of the standard.

        CC.1.W.5 Production and
        Distribution of Writing: With
        guidance and support from                                                                                       3 = Excellent
        adults, focus on a topic, respond                                                                                  match
        to questions and suggestions                                                                                    between the
        from peers, and add details to              TN.1.3.CU.9 (CU 0101.3.9) Incorporate                                    two
W   5   strengthen writing as needed.       1   1   suggestions from teachers and peers.            3(W)   CU.9    0     documents
        CC.1.W.5 Production and                       TN.1.2.CU.8 (CU 0101.2.8) Participate in
        Distribution of Writing: With                 group discussion.
        guidance and support from                     *Work productively in group discussion for a
        adults, focus on a topic, respond             particular purpose (e.g., respond to literature,
        to questions and suggestions                  solve a problem).
        from peers, and add details to                *Ask and respond to questions from teacher
W   5   strengthen writing as needed.         1   1   and other group members.                           2(C)   CU.8   0

        CC.1.W.5 Production and
        Distribution of Writing: With
        guidance and support from
        adults, focus on a topic, respond
        to questions and suggestions
        from peers, and add details to                TN.1.3.CU.6 (CU 0101.3.6) Begin to add
W   5   strengthen writing as needed.         1   1   descriptive words and details to writing.          3(W)   CU.6   0

        CC.1.W.5 Production and
        Distribution of Writing: With                 TN.1.3.CU.1 (CU 0101.3.1) Brainstorm ideas
        guidance and support from                     with teachers and peers, use graphic
        adults, focus on a topic, respond             organizers (e.g., webs, charts, Venn
        to questions and suggestions                  diagrams) independently and/or in group,
        from peers, and add details to                draw pictures to generate ideas, and use a
W   5   strengthen writing as needed.         1   1   variety of resources to gather information.        3(W)   CU.1   0
        CC.1.W.6 Production and
        Distribution of Writing: With
        guidance and support from                                                                                           3 = Excellent
        adults, use a variety of digital                                                                                       match
        tools to produce and publish                  TN.2.7.CU.4 (CU 0201.7.4) Begin to utilize                            between the
        writing, including in collaboration           technology to create publications and                                      two
W   6   with peers.                           1   2   presentations.                                     7(M)   CU.4   -1    documents grade difference
        CC.1.W.6 Production and
        Distribution of Writing: With
        guidance and support from
        adults, use a variety of digital
        tools to produce and publish
        writing, including in collaboration           TN.1.3.CU.9 (CU 0101.3.9) Incorporate
W   6   with peers.                           1   1   suggestions from teachers and peers.               3(W)   CU.9   0                   grade difference

        CC.1.W.7 Research to Build and
        Present Knowledge: Participate                TN.1.3.CU.1 (CU 0101.3.1) Brainstorm ideas
        in shared research and writing                with teachers and peers, use graphic                                 3 = Excellent
        projects (e.g., explore a number              organizers (e.g., webs, charts, Venn                                    match
        of “how-to” books on a given                  diagrams) independently and/or in group,                             between the
        topic and use them to write a                 draw pictures to generate ideas, and use a                                two
W   7   sequence of instructions).            1   1   variety of resources to gather information.        3(W)   CU.1   0    documents

        CC.1.W.7 Research to Build and                TN.1.2.CU.8 (CU 0101.2.8) Participate in
        Present Knowledge: Participate                group discussion.
        in shared research and writing                *Work productively in group discussion for a
        projects (e.g., explore a number              particular purpose (e.g., respond to literature,
        of “how-to” books on a given                  solve a problem).
        topic and use them to write a                 *Ask and respond to questions from teacher
W   7   sequence of instructions).            1   1   and other group members.                           2(C)   CU.8   0
        CC.1.W.8 Research to Build and
        Present Knowledge: With
        guidance and support from                                                                                          3 = Excellent
        adults, recall information from                                                                                       match
        experiences or gather                                                                                              between the
        information from provided                     TN.1.4.CU.2 (CU 0101.4.2) Select two                                      two
W   8   sources to answer a question.         1   1   resources to answer a research question.           4(R)   CU.2   0    documents
        CC.1.W.8 Research to Build and
        Present Knowledge: With
        guidance and support from
        adults, recall information from
        experiences or gather
        information from provided                     TN.1.4.CU.3 (CU 0101.4.3) Use the family
W   8   sources to answer a question.         1   1   and community as sources of information.           4(R)   CU.3   0
        CC.1.W.8 Research to Build and
        Present Knowledge: With                     TN.1.3.CU.1 (CU 0101.3.1) Brainstorm ideas
        guidance and support from                   with teachers and peers, use graphic
        adults, recall information from             organizers (e.g., webs, charts, Venn
        experiences or gather                       diagrams) independently and/or in group,
        information from provided                   draw pictures to generate ideas, and use a
W   8   sources to answer a question.       1   1   variety of resources to gather information.     3(W)   CU.1    0

        CC.2.W.1 Text Types and
        Purposes: Write opinion pieces
        in which they introduce the topic
        or book they are writing about,
        state an opinion, supply reasons                                                                                 2 = Good
        that support the opinion, use                                                                                   match, with
        linking words (e.g., because,                                                                                      minor
        and, also) to connect opinion               TN.2.3.GLE.3 (GLE 0201.3.3) Organize ideas                           aspects of
        and reasons, and provide a                  into a topic paragraph with complete coherent                      the CCSS not no specific mention of opinion
W   1   concluding statement or section.    2   2   sentences.                                      3(W)   GLE.3   0     addressed pieces

        CC.2.W.1 Text Types and
        Purposes: Write opinion pieces
        in which they introduce the topic
        or book they are writing about,
        state an opinion, supply reasons
        that support the opinion, use
        linking words (e.g., because,
        and, also) to connect opinion
        and reasons, and provide a                  TN.2.3.CU.7 (CU 0201.3.7) Arrange events in                                      no specific mention of opinion
W   1   concluding statement or section.    2   2   a logical and sequential order when writing.    3(W)   CU.7    0                 pieces
        CC.2.W.1 Text Types and
        Purposes: Write opinion pieces
        in which they introduce the topic
        or book they are writing about,
        state an opinion, supply reasons
        that support the opinion, use
        linking words (e.g., because,
        and, also) to connect opinion               TN.2.3.GLE.1 (GLE 0201.3.1) Write in a
        and reasons, and provide a                  variety of modes for different audiences and                        no specific mention of opinion
W   1   concluding statement or section.    2   2   purposes.                                       3(W)   GLE.1   0    pieces

        CC.2.W.1 Text Types and
        Purposes: Write opinion pieces
        in which they introduce the topic
        or book they are writing about,
        state an opinion, supply reasons
        that support the opinion, use               TN.3.3.CU.11 (CU 0301.3.11) Using
        linking words (e.g., because,               complete sentences, develop a logical,
        and, also) to connect opinion               coherent paragraph with a topic sentence,
        and reasons, and provide a                  supporting details, and a concluding                                no specific mention of opinion
W   1   concluding statement or section.    2   3   sentence.                                       3(W)   CU.11   -1   pieces

        CC.2.W.1 Text Types and
        Purposes: Write opinion pieces
        in which they introduce the topic
        or book they are writing about,
        state an opinion, supply reasons
        that support the opinion, use
        linking words (e.g., because,
        and, also) to connect opinion
        and reasons, and provide a                  TN.4.3.CU.14 (CU 0401.3.14) Use                                     no specific mention of opinion
W   1   concluding statement or section.    2   4   appropriate time-order or transitional words.   3(W)   CU.14   -2   pieces
        CC.2.W.2 Text Types and
        Purposes: Write
        informative/explanatory texts in                                                                                3 = Excellent
        which they introduce a topic, use                                                                                  match
        facts and definitions to develop            TN.2.3.GLE.1 (GLE 0201.3.1) Write in a                              between the
        points, and provide a concluding            variety of modes for different audiences and                             two
W   2   statement or section.               2   2   purposes.                                       3(W)   GLE.1   0     documents grade difference

        CC.2.W.2 Text Types and
        Purposes: Write
        informative/explanatory texts in
        which they introduce a topic, use
        facts and definitions to develop
        points, and provide a concluding            TN.2.3.CU.1 (CU 0201.3.1) Write to describe,
W   2   statement or section.               2   2   entertain, and inform.                          3(W)   CU.1    0                grade difference

        CC.2.W.2 Text Types and
        Purposes: Write
        informative/explanatory texts in
        which they introduce a topic, use
        facts and definitions to develop            TN.2.3.GLE.3 (GLE 0201.3.3) Organize ideas
        points, and provide a concluding            into a topic paragraph with complete coherent
W   2   statement or section.               2   2   sentences.                                      3(W)   GLE.3   0                grade difference

        CC.2.W.2 Text Types and
        Purposes: Write
        informative/explanatory texts in            TN.3.3.CU.11 (CU 0301.3.11) Using
        which they introduce a topic, use           complete sentences, develop a logical,
        facts and definitions to develop            coherent paragraph with a topic sentence,
        points, and provide a concluding            supporting details, and a concluding
W   2   statement or section.               2   3   sentence.                                       3(W)   CU.11   -1               grade difference
        CC.2.W.2 Text Types and
        Purposes: Write
        informative/explanatory texts in
        which they introduce a topic, use
        facts and definitions to develop            TN.2.4.CU.7 (CU 0201.4.7) Write a simple
        points, and provide a concluding            research report that demonstrates a gathering
W   2   statement or section.               2   2   of information.                                  4(R)   CU.7   0                 grade difference
        CC.2.W.3 Text Types and
        Purposes: Write narratives in
        which they recount a well-                  TN.2.3.CU.2 (CU 0201.3.2) Write in response
        elaborated event or short                   to literature (e.g., create a new ending to a
        sequence of events, include                 story, create class books, summarize a story),                       2 = Good
        details to describe actions,                compose a variety of written works (e.g.,                           match, with
        thoughts, and feelings, use                 friendly letters, journal entries, reports,                            minor
        temporal words to signal event              experience stories) and begin to compose                             aspects of
        order, and provide a sense of               narratives (with a beginning, middle, and                          the CCSS not grade difference for a small portion
W   3   closure.                            2   2   end).                                            3(W)   CU.2   0     addressed of the standard
        CC.2.W.3 Text Types and
        Purposes: Write narratives in
        which they recount a well-
        elaborated event or short
        sequence of events, include
        details to describe actions,
        thoughts, and feelings, use
        temporal words to signal event
        order, and provide a sense of               TN.2.3.CU.7 (CU 0201.3.7) Arrange events in                                      grade difference for a small portion
W   3   closure.                            2   2   a logical and sequential order when writing.     3(W)   CU.7   0                 of the standard
        CC.2.W.3 Text Types and
        Purposes: Write narratives in
        which they recount a well-
        elaborated event or short
        sequence of events, include
        details to describe actions,
        thoughts, and feelings, use
        temporal words to signal event
        order, and provide a sense of             TN.2.3.CU.8 (CU 0201.3.8) Continue to add                                              grade difference for a small portion
W   3   closure.                          2   2   descriptive words and details to writing.          3(W)   CU.8    0                    of the standard
        CC.2.W.3 Text Types and
        Purposes: Write narratives in
        which they recount a well-
        elaborated event or short
        sequence of events, include
        details to describe actions,
        thoughts, and feelings, use
        temporal words to signal event
        order, and provide a sense of             TN.4.3.CU.14 (CU 0401.3.14) Use                                                        grade difference for a small portion
W   3   closure.                          2   4   appropriate time-order or transitional words.      3(W)   CU.14   -2                   of the standard

        CC.2.W.5 Production and
        Distribution of Writing: With                                                                                    3 = Excellent
        guidance and support from                                                                                           match
        adults and peers, focus on a                                                                                     between the
        topic and strengthen writing as           TN.2.3.CU.11 (CU 0201.3.11) Incorporate                                     two
W   5   needed by revising and editing.   2   2   suggestions from teachers and peers.               3(W)   CU.11   0     documents

                                                  TN.2.2.CU.8 (CU 0201.2.8) Participate in
        CC.2.W.5 Production and                   group discussion.
        Distribution of Writing: With             *Work productively in group discussion for a
        guidance and support from                 particular purpose (e.g., respond to literature,
        adults and peers, focus on a              solve a problem, and plan a project).
        topic and strengthen writing as           *Ask and respond to questions from teacher
W   5   needed by revising and editing.   2   2   and other group members.                           2(C)   CU.8    0
        CC.2.W.5 Production and
        Distribution of Writing: With
        guidance and support from
        adults and peers, focus on a                  TN.2.3.GLE.4 (GLE 0201.3.4) Revise first
        topic and strengthen writing as               drafts for clearer meaning, correct
W   5   needed by revising and editing.       2   2   capitalization, and punctuation.                   3(W)   GLE.4   0
        CC.2.W.6 Production and
        Distribution of Writing: With
        guidance and support from                                                                                           3 = Excellent
        adults, use a variety of digital                                                                                       match
        tools to produce and publish                  TN.2.7.CU.4 (CU 0201.7.4) Begin to utilize                            between the
        writing, including in collaboration           technology to create publications and                                      two
W   6   with peers.                           2   2   presentations.                                     7(M)   CU.4    0    documents
        CC.2.W.6 Production and
        Distribution of Writing: With
        guidance and support from
        adults, use a variety of digital
        tools to produce and publish
        writing, including in collaboration           TN.2.3.CU.11 (CU 0201.3.11) Incorporate
W   6   with peers.                           2   2   suggestions from teachers and peers.               3(W)   CU.11   0
        CC.2.W.7 Research to Build and
        Present Knowledge: Participate                TN.2.3.CU.3 (CU 0201.3.3) Brainstorm ideas
        in shared research and writing                with teachers and peers, use graphic                                  3 = Excellent
        projects (e.g., read a number of              organizers (e.g., webs, charts, Venn                                     match
        books on a single topic to                    diagrams) independently and/or in group, and                          between the
        produce a report; record science              use a variety of resources to gather                                       two
W   7   observations).                        2   2   information.                                       3(W)   CU.3    0    documents

        CC.2.W.7 Research to Build and                TN.2.2.CU.8 (CU 0201.2.8) Participate in
        Present Knowledge: Participate                group discussion.
        in shared research and writing                *Work productively in group discussion for a
        projects (e.g., read a number of              particular purpose (e.g., respond to literature,
        books on a single topic to                    solve a problem, and plan a project).
        produce a report; record science              *Ask and respond to questions from teacher
W   7   observations).                        2   2   and other group members.                           2(C)   CU.8    0
        CC.2.W.7 Research to Build and
        Present Knowledge: Participate
        in shared research and writing
        projects (e.g., read a number of
        books on a single topic to                 TN.2.4.CU.7 (CU 0201.4.7) Write a simple
        produce a report; record science           research report that demonstrates a gathering
W   7   observations).                     2   2   of information.                                  4(R)   CU.7    0

        CC.2.W.8 Research to Build and                                                                                 3 = Excellent
        Present Knowledge: Recall                                                                                         match
        information from experiences or                                                                                between the
        gather information from provided           TN.2.4.CU.2 (CU 0201.4.2) Select three                                   two
W   8   sources to answer a question.      2   2   sources to answer a research question.           4(R)   CU.2    0    documents

        CC.2.W.8 Research to Build and
        Present Knowledge: Recall
        information from experiences or
        gather information from provided           TN.2.4.GLE.2 (GLE 0201.4.2) Gather relevant
W   8   sources to answer a question.      2   2   information to answer a research question.       4(R)   GLE.2   0

        CC.2.W.8 Research to Build and
        Present Knowledge: Recall
        information from experiences or
        gather information from provided           TN.2.4.CU.3 (CU 0201.4.3) Utilize the family
W   8   sources to answer a question.      2   2   and community as sources of information.         4(R)   CU.3    0
                                                   TN.2.3.CU.2 (CU 0201.3.2) Write in response
                                                   to literature (e.g., create a new ending to a
                                                   story, create class books, summarize a story),
        CC.2.W.8 Research to Build and             compose a variety of written works (e.g.,
        Present Knowledge: Recall                  friendly letters, journal entries, reports,
        information from experiences or            experience stories) and begin to compose
        gather information from provided           narratives (with a beginning, middle, and
W   8   sources to answer a question.      2   2   end).                                            3(W)   CU.2    0
          CC.3.W.1 Text Types and                                                                                             3 = Excellent
          Purposes: Write opinion pieces                TN.3.3.CU.2 (CU 0301.3.2) Write for a variety                            match
          on familiar topics or texts,                  of purposes: to entertain, persuade, inform,                          between the
          supporting a point of view with               demonstrate knowledge, answer questions,                                   two      Opinion pieces are covered under
W   1     reasons.                              3   3   tell a story, or respond to literature.           3(W)   CU.2    0     documents persuasive writing.

          CC.3.W.1.a Text Types and                                                                                             2 = Good
          Purposes: Introduce the topic or              TN.3.3.CU.11 (CU 0301.3.11) Using                                      match, with
          text they are writing about, state            complete sentences, develop a logical,                                    minor
          an opinion, and create an                     coherent paragraph with a topic sentence,                               aspects of
          organizational structure that lists           supporting details, and a concluding                                  the CCSS not
W   1.a   reasons.                              3   3   sentence.                                         3(W)   CU.11   0      addressed

                                                                                                                                2 = Good
                                                        TN.3.3.CU.11 (CU 0301.3.11) Using                                      match, with
                                                        complete sentences, develop a logical,                                    minor
          CC.3.W.1.b Text Types and                     coherent paragraph with a topic sentence,                               aspects of
          Purposes: Provide reasons that                supporting details, and a concluding                                  the CCSS not "Supporting details" may or may
W   1.b   support the opinion.                  3   3   sentence.                                         3(W)   CU.11   0      addressed not be equivalent to "reasons."

                                                                                                                                2 = Good
          CC.3.W.1.c Text Types and                                                                                            match, with
          Purposes: Use linking words                                                                                             minor
          and phrases (e.g., because,                                                                                           aspects of
          therefore, since, for example) to             TN.4.3.CU.14 (CU 0401.3.14) Use                                       the CCSS not
W   1.c   connect opinion and reasons.          3   4   appropriate time-order or transitional words.     3(W)   CU.14   -1     addressed

          CC.3.W.1.c Text Types and
          Purposes: Use linking words
          and phrases (e.g., because,                   TN.4.3.SPI.8 (SPI 0401.3.8) Select
          therefore, since, for example) to             appropriate time-order or transitional words to
W   1.c   connect opinion and reasons.          3   4   enhance the flow of a writing sample.             3(W)   SPI.8   -1
                                                     TN.3.3.CU.11 (CU 0301.3.11) Using                                  3 = Excellent
                                                     complete sentences, develop a logical,                                match
          CC.3.W.1.d Text Types and                  coherent paragraph with a topic sentence,                          between the
          Purposes: Provide a concluding             supporting details, and a concluding                                    two
W   1.d   statement or section.              3   3   sentence.                                       3(W)   CU.11   0    documents

          CC.3.W.2 Text Types and                                                                                       3 = Excellent
          Purposes: Write                            TN.3.3.CU.2 (CU 0301.3.2) Write for a variety                         match
          informative/explanatory texts to           of purposes: to entertain, persuade, inform,                       between the
          examine a topic and convey                 demonstrate knowledge, answer questions,                                two
W   2     ideas and information clearly.     3   3   tell a story, or respond to literature.         3(W)   CU.2    0    documents

          CC.3.W.2.a Text Types and                                                                                       2 = Good
          Purposes: Introduce a topic and            TN.3.3.CU.11 (CU 0301.3.11) Using                                   match, with
          group related information                  complete sentences, develop a logical,                                 minor
          together; include illustrations            coherent paragraph with a topic sentence,                            aspects of
          when useful to aiding                      supporting details, and a concluding                               the CCSS not
W   2.a   comprehension.                     3   3   sentence.                                       3(W)   CU.11   0     addressed
          CC.3.W.2.a Text Types and
          Purposes: Introduce a topic and
          group related information
          together; include illustrations
          when useful to aiding                      TN.3.7.CU.2 (CU 0301.7.2) Use media to
W   2.a   comprehension.                     3   3   enhance reports and oral presentations.         7(M)   CU.2    0

                                                                                                                          2 = Good
                                                     TN.3.3.CU.11 (CU 0301.3.11) Using                                   match, with
                                                     complete sentences, develop a logical,                                 minor
          CC.3.W.2.b Text Types and                  coherent paragraph with a topic sentence,                            aspects of
          Purposes: Develop the topic with           supporting details, and a concluding                               the CCSS not
W   2.b   facts, definitions, and details.   3   3   sentence.                                       3(W)   CU.11   0     addressed

          CC.3.W.2.b Text Types and
          Purposes: Develop the topic with           TN.3.3.CU.10 (CU 0301.3.10) Select and
W   2.b   facts, definitions, and details.   3   3   refine a topic.                                 3(W)   CU.10   0
          CC.3.W.2.b Text Types and
          Purposes: Develop the topic with            TN.3.4.CU.6 (CU 0301.4.6) Write a research
W   2.b   facts, definitions, and details.    3   3   report demonstrating the research results.        4(R)   CU.6    0

                                                                                                                              2 = Good
          CC.3.W.2.c Text Types and                                                                                          match, with
          Purposes: Use linking words                                                                                           minor
          and phrases (e.g., also, another,                                                                                   aspects of
          and, more, but) to connect ideas            TN.4.3.CU.14 (CU 0401.3.14) Use                                       the CCSS not
W   2.c   within categories of information.   3   4   appropriate time-order or transitional words.     3(W)   CU.14   -1     addressed

          CC.3.W.2.c Text Types and
          Purposes: Use linking words
          and phrases (e.g., also, another,           TN.4.3.SPI.8 (SPI 0401.3.8) Select
          and, more, but) to connect ideas            appropriate time-order or transitional words to
W   2.c   within categories of information.   3   4   enhance the flow of a writing sample.             3(W)   SPI.8   -1

                                                      TN.3.3.CU.11 (CU 0301.3.11) Using                                     3 = Excellent
                                                      complete sentences, develop a logical,                                   match
          CC.3.W.2.d Text Types and                   coherent paragraph with a topic sentence,                             between the
          Purposes: Provide a concluding              supporting details, and a concluding                                       two
W   2.d   statement or section.               3   3   sentence.                                         3(W)   CU.11   0     documents
          CC.3.W.3 Text Types and
          Purposes: Write narratives to                                                                                       2 = Good
          develop real or imagined                                                                                           match, with
          experiences or events using                 TN.3.3.GLE.2 (GLE 0301.3.2) Write in                                      minor
          effective technique, descriptive            various modes and genres, including                                     aspects of
          details, and clear event                    narration, literary response, personal                                the CCSS not
W   3     sequences.                          3   3   experience, and subject matter content.           3(W)   GLE.2   0      addressed
          CC.3.W.3 Text Types and
          Purposes: Write narratives to
          develop real or imagined
          experiences or events using
          effective technique, descriptive
          details, and clear event                    TN.2.3.CU.7 (CU 0201.3.7) Arrange events in
W   3     sequences.                          3   2   a logical and sequential order when writing.      3(W)   CU.7    1
          CC.3.W.3 Text Types and
          Purposes: Write narratives to
          develop real or imagined
          experiences or events using
          effective technique, descriptive
          details, and clear event                   TN.2.3.CU.8 (CU 0201.3.8) Continue to add
W   3     sequences.                         3   2   descriptive words and details to writing.         3(W)   CU.8    1


          CC.3.W.3.a Text Types and                                                                                          1 = Weak
          Purposes: Establish a situation                                                                                  match, major
          and introduce a narrator and/or                                                                                    aspects of
          characters; organize an event              TN.2.3.CU.7 (CU 0201.3.7) Arrange events in                           the CCSS not
W   3.a   sequence that unfolds naturally.   3   2   a logical and sequential order when writing.      3(W)   CU.7    1      addressed

                                                                                                                           3 = Excellent
          CC.3.W.3.c Text Types and                                                                                           match
          Purposes: Use temporal words                                                                                     between the
          and phrases to signal event                TN.4.3.CU.14 (CU 0401.3.14) Use                                            two
W   3.c   order.                             3   4   appropriate time-order or transitional words.     3(W)   CU.14   -1    documents grade difference
          CC.3.W.3.c Text Types and
          Purposes: Use temporal words               TN.4.3.SPI.8 (SPI 0401.3.8) Select
          and phrases to signal event                appropriate time-order or transitional words to
W   3.c   order.                             3   4   enhance the flow of a writing sample.             3(W)   SPI.8   -1                  grade difference

                                                                                                                             2 = Good
                                                     TN.3.3.CU.11 (CU 0301.3.11) Using                                      match, with
                                                     complete sentences, develop a logical,                                    minor
          CC.3.W.3.d Text Types and                  coherent paragraph with a topic sentence,                               aspects of
          Purposes: Provide a sense of               supporting details, and a concluding                                  the CCSS not
W   3.d   closure.                           3   3   sentence.                                         3(W)   CU.11   0      addressed
        CC.3.W.4 Production and
        Distribution of Writing: With
        guidance and support from
        adults, produce writing in which
        the development and
        organization are appropriate to                                                                              3 = Excellent
        task and purpose. (Grade-                                                                                       match
        specific expectations for writing                                                                            between the
        types are defined in standards              TN.3.3.GLE.1 (GLE 0301.3.1) Write for a                               two
W   4   1–3 above.)                         3   3   variety of purposes to different audiences.   3(W)   GLE.1   0    documents
        CC.3.W.4 Production and
        Distribution of Writing: With
        guidance and support from
        adults, produce writing in which
        the development and
        organization are appropriate to
        task and purpose. (Grade-                   TN.3.3.GLE.3 (GLE 0301.3.3) Know and
        specific expectations for writing           apply the steps of the writing process:
        types are defined in standards              prewriting, drafting, revising, editing,
W   4   1–3 above.)                         3   3   evaluating, and publishing.                   3(W)   GLE.3   0
        CC.3.W.4 Production and
        Distribution of Writing: With
        guidance and support from
        adults, produce writing in which
        the development and
        organization are appropriate to
        task and purpose. (Grade-
        specific expectations for writing
        types are defined in standards              TN.2.3.CU.11 (CU 0201.3.11) Incorporate
W   4   1–3 above.)                         3   2   suggestions from teachers and peers.          3(W)   CU.11   1
        CC.3.W.5 Production and
        Distribution of Writing: With
        guidance and support from
        peers and adults, develop and
        strengthen writing as needed by
        planning, revising, and editing.
        (Editing for conventions should                                                                              3 = Excellent
        demonstrate command of                     TN.3.3.CU.8 (CU 0301.3.8) Use all steps in                           match
        Language standards 1–3 up to               the writing process: brainstorm and organize                      between the
        and including grade 3 on page              ideas, create a first draft, revise and                                two
W   5   29.)                               3   3   proofread draft, share completed work.         3(W)   CU.8    0    documents

        CC.3.W.5 Production and
        Distribution of Writing: With
        guidance and support from
        peers and adults, develop and
        strengthen writing as needed by
        planning, revising, and editing.
        (Editing for conventions should            TN.3.3.CU.13 (CU 0301.3.13) Revise writing
        demonstrate command of                     to improve detail (e.g., rearrange words,
        Language standards 1–3 up to               sentences, and paragraphs; add descriptive
        and including grade 3 on page              words; remove unnecessary information; vary
W   5   29.)                               3   3   sentence structure).                           3(W)   CU.13   0

        CC.3.W.5 Production and
        Distribution of Writing: With
        guidance and support from
        peers and adults, develop and
        strengthen writing as needed by
        planning, revising, and editing.
        (Editing for conventions should
        demonstrate command of
        Language standards 1–3 up to
        and including grade 3 on page              TN.2.3.CU.11 (CU 0201.3.11) Incorporate
W   5   29.)                               3   2   suggestions from teachers and peers.           3(W)   CU.11   1
        CC.3.W.6 Production and
        Distribution of Writing: With                TN.2.2.CU.8 (CU 0201.2.8) Participate in
        guidance and support from                    group discussion.
        adults, use technology to                    *Work productively in group discussion for a                           3 = Excellent
        produce and publish writing                  particular purpose (e.g., respond to literature,                          match
        (using keyboarding skills) as                solve a problem, and plan a project).                                  between the Using technology to interact with
        well as to interact and                      *Ask and respond to questions from teacher                                  two      others is not specifically
W   6   collaborate with others.             3   2   and other group members.                           2(C)   CU.8    1     documents mentioned.
        CC.3.W.6 Production and
        Distribution of Writing: With
        guidance and support from
        adults, use technology to
        produce and publish writing
        (using keyboarding skills) as                                                                                                       Using technology to interact with
        well as to interact and                      TN.3.3.CU.16 (CU 0301.3.16) Use technology                                             others is not specifically
W   6   collaborate with others.             3   3   to publish and present.                            3(W)   CU.16   0                    mentioned.
        CC.3.W.6 Production and
        Distribution of Writing: With
        guidance and support from
        adults, use technology to
        produce and publish writing                  TN.4.4.CU.2 (CU 0401.4.2) Use current
        (using keyboarding skills) as                technology as a research and communication                                             Using technology to interact with
        well as to interact and                      tool for personal interest, research, and                                              others is not specifically
W   6   collaborate with others.             3   4   clarification.                                     4(R)   CU.2    -1                   mentioned.

                                                                                                                            3 = Excellent
        CC.3.W.7 Research to Build and                                                                                         match
        Present Knowledge: Conduct                   TN.3.4.GLE.2 (GLE 0301.4.2) Gather                                     between the
        short research projects that build           information from a variety of sources to                                    two
W   7   knowledge about a topic.             3   3   support a research topic.                          4(R)   GLE.2   0     documents

        CC.3.W.7 Research to Build and
        Present Knowledge: Conduct
        short research projects that build           TN.3.4.GLE.3 (GLE 0301.4.3) Present
W   7   knowledge about a topic.             3   3   research results in a written report.              4(R)   GLE.3   0
        CC.3.W.8 Research to Build and
        Present Knowledge: Recall
        information from experiences or                                                                               2 = Good
        gather information from print                                                                                match, with
        and digital sources; take brief                                                                                 minor
        notes on sources and sort                 TN.3.4.CU.2 (CU 0301.4.2) Identify three or                         aspects of
        evidence into provided                    more resources using more than one medium                         the CCSS not
W   8   categories.                       3   3   to support a research topic.                  4(R)   CU.2    0      addressed

        CC.3.W.8 Research to Build and
        Present Knowledge: Recall
        information from experiences or
        gather information from print
        and digital sources; take brief
        notes on sources and sort                 TN.3.4.CU.5 (CU 0301.4.5) Organize
        evidence into provided                    information gathered using a graphic
W   8   categories.                       3   3   organizer.                                    4(R)   CU.5    0

        CC.3.W.8 Research to Build and
        Present Knowledge: Recall
        information from experiences or
        gather information from print
        and digital sources; take brief
        notes on sources and sort                 TN.4.4.CU.6 (CU 0401.4.6) Write a research
        evidence into provided                    report using notes taken from three or more
W   8   categories.                       3   4   sources.                                      4(R)   CU.6    -1

        CC.3.W.8 Research to Build and
        Present Knowledge: Recall
        information from experiences or
        gather information from print
        and digital sources; take brief
        notes on sources and sort                 TN.3.4.GLE.2 (GLE 0301.4.2) Gather
        evidence into provided                    information from a variety of sources to
W   8   categories.                       3   3   support a research topic.                     4(R)   GLE.2   0
         CC.3.W.8 Research to Build and
         Present Knowledge: Recall
         information from experiences or
         gather information from print
         and digital sources; take brief
         notes on sources and sort                 TN.4.4.CU.5 (CU 0401.4.5) Use a graphic
         evidence into provided                    organizer to organize information from text or
W   8    categories.                       3   4   technological sources.                           4(R)   CU.5    -1

         CC.3.W.10 Range of Writing:
         Write routinely over extended
         time frames (time for research,
         reflection, and revision) and                                                                                  3 = Excellent
         shorter time frames (a single                                                                                     match
         sitting or a day or two) for a                                                                                 between the
         range of discipline-specific              TN.3.3.CU.5 (CU 0301.3.5) Practice writing to                             two
W   10   tasks, purposes, and audiences.   3   3   a prompt within a specified time limit.          3(W)   CU.5    0     documents

         CC.3.W.10 Range of Writing:
         Write routinely over extended
         time frames (time for research,
         reflection, and revision) and
         shorter time frames (a single
         sitting or a day or two) for a
         range of discipline-specific              TN.3.3.GLE.1 (GLE 0301.3.1) Write for a
W   10   tasks, purposes, and audiences.   3   3   variety of purposes to different audiences.      3(W)   GLE.1   0

         CC.3.W.10 Range of Writing:
         Write routinely over extended
         time frames (time for research,
         reflection, and revision) and
         shorter time frames (a single             TN.3.3.CU.8 (CU 0301.3.8) Use all steps in
         sitting or a day or two) for a            the writing process: brainstorm and organize
         range of discipline-specific              ideas, create a first draft, revise and
W   10   tasks, purposes, and audiences.   3   3   proofread draft, share completed work.           3(W)   CU.8    0
          CC.3.W.10 Range of Writing:
          Write routinely over extended
          time frames (time for research,
          reflection, and revision) and
          shorter time frames (a single              TN.3.3.GLE.2 (GLE 0301.3.2) Write in
          sitting or a day or two) for a             various modes and genres, including
          range of discipline-specific               narration, literary response, personal
W   10    tasks, purposes, and audiences.    3   3   experience, and subject matter content.           3(W)   GLE.2   0

          CC.4.W.1 Text Types and                    TN.4.3.CU.2 (CU 0401.3.2) Write for a variety                        3 = Excellent
          Purposes: Write opinion pieces             of purposes: to entertain, persuade, inform,                            match
          on topics or texts, supporting a           demonstrate knowledge, answer questions,                             between the
          point of view with reasons and             respond to literature, acquire knowledge (e.g.,                           two      Opinion pieces are covered under
W   1     information.                       4   4   take notes, synthesize information).              3(W)   CU.2    0    documents persuasive writing.
          CC.4.W.1.a Text Types and
          Purposes: Introduce a topic or                                                                                    2 = Good
          text clearly, state an opinion,                                                                                  match, with
          and create an organizational                                                                                        minor
          structure in which related ideas           TN.4.3.CU.13 (CU 0401.3.13) Arrange multi-                             aspects of
          are grouped to support the                 paragraph work in a logical and coherent                             the CCSS not
W   1.a   writer’s purpose.                  4   4   order.                                            3(W)   CU.13   0     addressed
          CC.4.W.1.a Text Types and
          Purposes: Introduce a topic or
          text clearly, state an opinion,
          and create an organizational
          structure in which related ideas           TN.4.3.CU.11 (CU 0401.3.11) Develop a topic
          are grouped to support the                 sentence with supporting details and a
W   1.a   writer’s purpose.                  4   4   concluding sentence to form a paragraph.          3(W)   CU.11   0

                                                                                                                            2 = Good
                                                                                                                           match, with
          CC.4.W.1.b Text Types and                                                                                           minor
          Purposes: Provide reasons that             TN.4.3.CU.11 (CU 0401.3.11) Develop a topic                            aspects of
          are supported by facts and                 sentence with supporting details and a                               the CCSS not "Supporting details" may or may
W   1.b   details.                           4   4   concluding sentence to form a paragraph.          3(W)   CU.11   0     addressed not be equivalent to "reasons."
                                                                                                                            2 = Good
          CC.4.W.1.c Text Types and                                                                                        match, with
          Purposes: Link opinion and                                                                                          minor
          reasons using words and                                                                                           aspects of
          phrases (e.g., for instance, in            TN.4.3.CU.14 (CU 0401.3.14) Use                                      the CCSS not
W   1.c   order to, in addition).            4   4   appropriate time-order or transitional words.     3(W)   CU.14   0     addressed
          CC.4.W.1.c Text Types and
          Purposes: Link opinion and
          reasons using words and                    TN.4.3.SPI.8 (SPI 0401.3.8) Select
          phrases (e.g., for instance, in            appropriate time-order or transitional words to
W   1.c   order to, in addition).            4   4   enhance the flow of a writing sample.             3(W)   SPI.8   0

                                                                                                                            2 = Good
                                                                                                                           match, with
          CC.4.W.1.d Text Types and                                                                                           minor
          Purposes: Provide a concluding             TN.4.3.CU.11 (CU 0401.3.11) Develop a topic                            aspects of
          statement or section related to            sentence with supporting details and a                               the CCSS not
W   1.d   the opinion presented.             4   4   concluding sentence to form a paragraph.          3(W)   CU.11   0     addressed

          CC.4.W.2 Text Types and                    TN.4.3.CU.2 (CU 0401.3.2) Write for a variety                        3 = Excellent
          Purposes: Write                            of purposes: to entertain, persuade, inform,                            match
          informative/explanatory texts to           demonstrate knowledge, answer questions,                             between the
          examine a topic and convey                 respond to literature, acquire knowledge (e.g.,                           two
W   2     ideas and information clearly.     4   4   take notes, synthesize information).              3(W)   CU.2    0    documents
          CC.4.W.2.a Text Types and
          Purposes: Introduce a topic
          clearly and group related
          information in paragraphs and                                                                                   3 = Excellent
          sections; include formatting                                                                                       match
          (e.g., headings), illustrations,           TN.4.3.CU.11 (CU 0401.3.11) Develop a topic                          between the
          and multimedia when useful to              sentence with supporting details and a                                    two
W   2.a   aiding comprehension.              4   4   concluding sentence to form a paragraph.          3(W)   CU.11   0    documents
          CC.4.W.2.a Text Types and
          Purposes: Introduce a topic
          clearly and group related
          information in paragraphs and
          sections; include formatting
          (e.g., headings), illustrations,           TN.4.3.CU.13 (CU 0401.3.13) Arrange multi-
          and multimedia when useful to              paragraph work in a logical and coherent
W   2.a   aiding comprehension.              4   4   order.                                        3(W)   CU.13   0
          CC.4.W.2.a Text Types and
          Purposes: Introduce a topic
          clearly and group related
          information in paragraphs and
          sections; include formatting
          (e.g., headings), illustrations,
          and multimedia when useful to              TN.4.7.CU.3 (CU 0401.7.3) Use media to
W   2.a   aiding comprehension.              4   4   enhance reports and oral presentations.       7(M)   CU.3    0
          CC.4.W.2.a Text Types and
          Purposes: Introduce a topic
          clearly and group related
          information in paragraphs and
          sections; include formatting
          (e.g., headings), illustrations,           TN.4.3.CU.16 (CU 0401.3.16) Use correct
          and multimedia when useful to              page format (e.g., paragraphs, margins,
W   2.a   aiding comprehension.              4   4   indentations, titles).                        3(W)   CU.16   0
          CC.4.W.2.b Text Types and
          Purposes: Develop the topic with                                                                            3 = Excellent
          facts, definitions, concrete                                                                                   match
          details, quotations, or other                                                                               between the
          information and examples                   TN.4.3.CU.10 (CU 0401.3.10) Select and                                two
W   2.b   related to the topic.              4   4   refine a topic.                               3(W)   CU.10   0    documents grade difference
          CC.4.W.2.b Text Types and
          Purposes: Develop the topic with
          facts, definitions, concrete
          details, quotations, or other              TN.4.3.CU.11 (CU 0401.3.11) Develop a topic
          information and examples                   sentence with supporting details and a
W   2.b   related to the topic.              4   4   concluding sentence to form a paragraph.      3(W)   CU.11   0               grade difference
          CC.4.W.2.b Text Types and
          Purposes: Develop the topic with
          facts, definitions, concrete
          details, quotations, or other              TN.6.2.CU.10 (CU 0601.2.10) Include
          information and examples                   relevant facts, reasons, details, and examples
W   2.b   related to the topic.              4   6   to support a relatively complicated thesis.       2(C)   CU.10   -2                  grade difference
          CC.4.W.2.b Text Types and
          Purposes: Develop the topic with
          facts, definitions, concrete
          details, quotations, or other              TN.4.4.CU.6 (CU 0401.4.6) Write a research
          information and examples                   report using notes taken from three or more
W   2.b   related to the topic.              4   4   sources.                                          4(R)   CU.6    0                   grade difference
          CC.4.W.2.b Text Types and
          Purposes: Develop the topic with
          facts, definitions, concrete               TN.6.4.CU.18 (CU 0601.4.18) Quote,
          details, quotations, or other              paraphrase, or summarize text, ideas, or
          information and examples                   other information taken from print or
W   2.b   related to the topic.              4   6   electronic sources.                               4(R)   CU.18   -2                  grade difference
          CC.4.W.2.b Text Types and
          Purposes: Develop the topic with           TN.6.4.CU.12 (CU 0601.4.12) Present a body
          facts, definitions, concrete               of well-developed and specific facts and
          details, quotations, or other              information pertinent to the topic, developed
          information and examples                   as a series of paragraphs which support the
W   2.b   related to the topic.              4   6   topic.                                            4(R)   CU.12   -2                  grade difference

          CC.4.W.2.c Text Types and                                                                                          2 = Good
          Purposes: Link ideas within                                                                                       match, with
          categories of information using                                                                                      minor
          words and phrases (e.g.,                                                                                           aspects of
          another, for example, also,                TN.4.3.CU.14 (CU 0401.3.14) Use                                       the CCSS not
W   2.c   because).                          4   4   appropriate time-order or transitional words.     3(W)   CU.14   0      addressed
          CC.4.W.2.c Text Types and
          Purposes: Link ideas within
          categories of information using
          words and phrases (e.g.,                   TN.4.3.SPI.8 (SPI 0401.3.8) Select
          another, for example, also,                appropriate time-order or transitional words to
W   2.c   because).                          4   4   enhance the flow of a writing sample.             3(W)   SPI.8   0
                                                                                                                              2 = Good
          CC.4.W.2.d Text Types and                                                                                          match, with
          Purposes: Use precise language                                                                                        minor
          and domain-specific vocabulary                                                                                      aspects of
          to inform about or explain the             TN.4.3.CU.15 (CU 0401.3.15) Incorporate                                the CCSS not
W   2.d   topic.                             4   4   vivid language into writing.                     3(W)    CU.15    0      addressed
          CC.4.W.2.d Text Types and
          Purposes: Use precise language             TN.4.3.CU.17 (CU 0401.3.17) Revise to
          and domain-specific vocabulary             clarify and refine ideas; to distinguish among
          to inform about or explain the             important, unimportant, and irrelevant
W   2.d   topic.                             4   4   information; and to enhance word selection.      3(W)    CU.17    0
          CC.4.W.2.d Text Types and
          Purposes: Use precise language
          and domain-specific vocabulary             TN.5.3.CU.16 (CU 0502.3.16) Use precise
          to inform about or explain the             language, including vivid words and figurative
W   2.d   topic.                             4   5   language.                                        3(W)    CU.16    -1
          CC.4.W.2.d Text Types and
          Purposes: Use precise language
          and domain-specific vocabulary             TN.4.1.SPI.13 (SPI 0401.1.13) Recognize
          to inform about or explain the             and use grade appropriate vocabulary within
W   2.d   topic.                             4   4   context.                                         1(LA)   SPI.13   0

                                                                                                                              2 = Good
          CC.4.W.2.e Text Types and                                                                                          match, with
          Purposes: Provide a concluding                                                                                        minor
          statement or section related to            TN.4.3.CU.11 (CU 0401.3.11) Develop a topic                              aspects of
          the information or explanation             sentence with supporting details and a                                 the CCSS not
W   2.e   presented.                         4   4   concluding sentence to form a paragraph.         3(W)    CU.11    0      addressed
          CC.4.W.3 Text Types and
          Purposes: Write narratives to
          develop real or imagined                   TN.4.3.GLE.2 (GLE 0401.3.2) Write in a                                 3 = Excellent
          experiences or events using                variety of modes and genres (e.g., narration,                             match
          effective technique, descriptive           description, personal expression, imaginative                          between the
          details, and clear event                   writing, response to literature, response to                                two
W   3     sequences.                         4   4   subject matter content).                         3(W)    GLE.2    0     documents
          CC.4.W.3 Text Types and
          Purposes: Write narratives to
          develop real or imagined
          experiences or events using
          effective technique, descriptive           TN.4.3.CU.12 (CU 0401.3.12) Construct
          details, and clear event                   varied sentences (i.e., syntactic variety) to
W   3     sequences.                         4   4   add interest.                                   3(W)   CU.12   0
          CC.4.W.3 Text Types and
          Purposes: Write narratives to
          develop real or imagined
          experiences or events using
          effective technique, descriptive
          details, and clear event                   TN.2.3.CU.8 (CU 0201.3.8) Continue to add
W   3     sequences.                         4   2   descriptive words and details to writing.       3(W)   CU.8    2
          CC.4.W.3 Text Types and
          Purposes: Write narratives to
          develop real or imagined
          experiences or events using
          effective technique, descriptive           TN.4.3.CU.13 (CU 0401.3.13) Arrange multi-
          details, and clear event                   paragraph work in a logical and coherent
W   3     sequences.                         4   4   order.                                          3(W)   CU.13   0
          CC.4.W.3 Text Types and
          Purposes: Write narratives to
          develop real or imagined
          experiences or events using
          effective technique, descriptive
          details, and clear event                   TN.4.3.CU.15 (CU 0401.3.15) Incorporate
W   3     sequences.                         4   4   vivid language into writing.                    3(W)   CU.15   0

          CC.4.W.3.a Text Types and
          Purposes: Orient the reader by                                                                                  1 = Weak
          establishing a situation and                                                                                  match, major
          introducing a narrator and/or              TN.4.3.CU.13 (CU 0401.3.13) Arrange multi-                           aspects of
          characters; organize an event              paragraph work in a logical and coherent                           the CCSS not
W   3.a   sequence that unfolds naturally.   4   4   order.                                          3(W)   CU.13   0     addressed
          CC.4.W.3.c Text Types and                                                                                       3 = Excellent
          Purposes: Use a variety of                                                                                         match
          transitional words and phrases                                                                                  between the
          to manage the sequence of                 TN.4.3.CU.14 (CU 0401.3.14) Use                                            two
W   3.c   events.                           4   4   appropriate time-order or transitional words.     3(W)   CU.14   0     documents
          CC.4.W.3.c Text Types and
          Purposes: Use a variety of
          transitional words and phrases            TN.4.3.SPI.8 (SPI 0401.3.8) Select
          to manage the sequence of                 appropriate time-order or transitional words to
W   3.c   events.                           4   4   enhance the flow of a writing sample.             3(W)   SPI.8   0

          CC.4.W.3.d Text Types and                                                                                       3 = Excellent
          Purposes: Use concrete words                                                                                       match
          and phrases and sensory details           TN.5.3.CU.16 (CU 0502.3.16) Use precise                               between the
          to convey experiences and                 language, including vivid words and figurative                             two
W   3.d   events precisely.                 4   5   language.                                         3(W)   CU.16   -1    documents grade difference

          CC.4.W.3.d Text Types and
          Purposes: Use concrete words              TN.4.3.CU.17 (CU 0401.3.17) Revise to
          and phrases and sensory details           clarify and refine ideas; to distinguish among
          to convey experiences and                 important, unimportant, and irrelevant
W   3.d   events precisely.                 4   4   information; and to enhance word selection.       3(W)   CU.17   0                    grade difference

          CC.4.W.3.d Text Types and
          Purposes: Use concrete words
          and phrases and sensory details
          to convey experiences and                 TN.4.3.CU.15 (CU 0401.3.15) Incorporate
W   3.d   events precisely.                 4   4   vivid language into writing.                      3(W)   CU.15   0                    grade difference


                                                                                                                            1 = Weak
          CC.4.W.3.e Text Types and                                                                                       match, major
          Purposes: Provide a conclusion            TN.4.3.CU.11 (CU 0401.3.11) Develop a topic                             aspects of
          that follows from the narrated            sentence with supporting details and a                                the CCSS not
W   3.e   experiences or events.            4   4   concluding sentence to form a paragraph.          3(W)   CU.11   0      addressed
        CC.4.W.4 Production and
        Distribution of Writing: Produce
        clear and coherent writing in
        which the development and
        organization are appropriate to                                                                            3 = Excellent
        task, purpose, and audience.                                                                                  match
        (Grade-specific expectations for           TN.4.3.CU.13 (CU 0401.3.13) Arrange multi-                      between the
        writing types are defined in               paragraph work in a logical and coherent                             two
W   4   standards 1–3 above.)              4   4   order.                                       3(W)   CU.13   0    documents

        CC.4.W.4 Production and
        Distribution of Writing: Produce
        clear and coherent writing in
        which the development and
        organization are appropriate to
        task, purpose, and audience.
        (Grade-specific expectations for           TN.4.3.GLE.1 (GLE 0401.3.1) Write for a
        writing types are defined in               variety of purposes and to a variety of
W   4   standards 1–3 above.)              4   4   audiences.                                   3(W)   GLE.1   0

        CC.4.W.4 Production and
        Distribution of Writing: Produce
        clear and coherent writing in
        which the development and
        organization are appropriate to
        task, purpose, and audience.               TN.4.3.GLE.3 (GLE 0401.3.3) Know and
        (Grade-specific expectations for           apply the steps of the writing process:
        writing types are defined in               prewriting, drafting, revising, editing,
W   4   standards 1–3 above.)              4   4   evaluating, and publishing.                  3(W)   GLE.3   0
        CC.4.W.4 Production and
        Distribution of Writing: Produce
        clear and coherent writing in
        which the development and
        organization are appropriate to
        task, purpose, and audience.
        (Grade-specific expectations for
        writing types are defined in               TN.2.3.CU.11 (CU 0201.3.11) Incorporate
W   4   standards 1–3 above.)              4   2   suggestions from teachers and peers.             3(W)   CU.11   2
        CC.4.W.5 Production and
        Distribution of Writing: With
        guidance and support from
        peers and adults, develop and
        strengthen writing as needed by
        planning, revising, and
        editing.(Editing for conventions                                                                               3 = Excellent
        should demonstrate command                 TN.4.3.CU.8 (CU 0401.3.8) Use all steps in                             match
        of Language standards 1–3up to             the writing process: brainstorm and organize                        between the
        and including grade 4 on page              ideas, create a first draft, revise and                                  two
W   5   29.)                               4   4   proofread draft, share completed work.           3(W)   CU.8    0    documents
        CC.4.W.5 Production and
        Distribution of Writing: With
        guidance and support from
        peers and adults, develop and
        strengthen writing as needed by
        planning, revising, and
        editing.(Editing for conventions
        should demonstrate command                 TN.4.3.CU.17 (CU 0401.3.17) Revise to
        of Language standards 1–3up to             clarify and refine ideas; to distinguish among
        and including grade 4 on page              important, unimportant, and irrelevant
W   5   29.)                               4   4   information; and to enhance word selection.      3(W)   CU.17   0
        CC.4.W.5 Production and
        Distribution of Writing: With
        guidance and support from
        peers and adults, develop and
        strengthen writing as needed by
        planning, revising, and
        editing.(Editing for conventions
        should demonstrate command
        of Language standards 1–3up to
        and including grade 4 on page              TN.2.3.CU.11 (CU 0201.3.11) Incorporate
W   5   29.)                               4   2   suggestions from teachers and peers.         3(W)   CU.11   2
        CC.4.W.6 Production and
        Distribution of Writing: With
        some guidance and support
        from adults, use technology,
        including the Internet, to
        produce and publish writing as
        well as to interact and                                                                                      2 = Good
        collaborate with others;                                                                                    match, with
        demonstrate sufficient                     TN.4.4.CU.2 (CU 0401.4.2) Use current                               minor
        command of keyboarding skills              technology as a research and communication                        aspects of
        to type a minimum of one page              tool for personal interest, research, and                       the CCSS not
W   6   in a single sitting.               4   4   clarification.                               4(R)   CU.2    0     addressed no mention of keyboarding skills
        CC.4.W.6 Production and
        Distribution of Writing: With
        some guidance and support
        from adults, use technology,
        including the Internet, to
        produce and publish writing as
        well as to interact and
        collaborate with others;
        demonstrate sufficient
        command of keyboarding skills
        to type a minimum of one page              TN.4.3.CU.20 (CU 0401.3.20) Use technology
W   6   in a single sitting.               4   4   to publish and present.                      3(W)   CU.20   0                no mention of keyboarding skills
        CC.4.W.6 Production and
        Distribution of Writing: With
        some guidance and support
        from adults, use technology,
        including the Internet, to
        produce and publish writing as
        well as to interact and
        collaborate with others;
        demonstrate sufficient
        command of keyboarding skills
        to type a minimum of one page                TN.2.3.CU.11 (CU 0201.3.11) Incorporate
W   6   in a single sitting.                 4   2   suggestions from teachers and peers.          3(W)   CU.11   2                   no mention of keyboarding skills

        CC.4.W.7 Research to Build and                                                                                3 = Excellent
        Present Knowledge: Conduct                                                                                       match
        short research projects that build                                                                            between the
        knowledge through investigation              TN.4.4.GLE.1 (GLE 0401.4.1) Conduct                                   two
W   7   of different aspects of a topic.     4   4   research to access and present information.   4(R)   GLE.1   0    documents

        CC.4.W.7 Research to Build and
        Present Knowledge: Conduct
        short research projects that build           TN.4.4.GLE.2 (GLE 0401.4.2) Collect,
        knowledge through investigation              organize, and determine the reliability of
W   7   of different aspects of a topic.     4   4   researched information.                       4(R)   GLE.2   0

        CC.4.W.7 Research to Build and
        Present Knowledge: Conduct
        short research projects that build
        knowledge through investigation              TN.4.4.GLE.3 (GLE 0401.4.3) Present
W   7   of different aspects of a topic.     4   4   research results in a written report.         4(R)   GLE.3   0
        CC.4.W.8 Research to Build and
        Present Knowledge: Recall
        relevant information from
        experiences or gather relevant                                                                                  3 = Excellent
        information from print and digital                                                                                 match
        sources; take notes and                      TN.4.4.CU.3 (CU 0401.4.3) Gather and                               between the
        categorize information, and                  record information on a research topic from a                           two      grade difference for a portion of
W   8   provide a list of sources.           4   4   variety of sources.                              4(R)   CU.3   0    documents the standard

        CC.4.W.8 Research to Build and
        Present Knowledge: Recall
        relevant information from
        experiences or gather relevant
        information from print and digital
        sources; take notes and                      TN.4.4.CU.5 (CU 0401.4.5) Use a graphic
        categorize information, and                  organizer to organize information from text or                                   grade difference for a portion of
W   8   provide a list of sources.           4   4   technological sources.                           4(R)   CU.5   0                 the standard

        CC.4.W.8 Research to Build and
        Present Knowledge: Recall
        relevant information from
        experiences or gather relevant
        information from print and digital
        sources; take notes and                      TN.4.4.CU.6 (CU 0401.4.6) Write a research
        categorize information, and                  report using notes taken from three or more                                      grade difference for a portion of
W   8   provide a list of sources.           4   4   sources.                                         4(R)   CU.6   0                 the standard

        CC.4.W.8 Research to Build and
        Present Knowledge: Recall
        relevant information from                    TN.4.4.CU.8 (CU 0401.4.8) Use and discern
        experiences or gather relevant               appropriate reference sources in various
        information from print and digital           formats (e.g., interviews with family and
        sources; take notes and                      community; encyclopedia, card/electronic
        categorize information, and                  catalogs, almanacs, magazines,                                                   grade difference for a portion of
W   8   provide a list of sources.           4   4   newspapers).                                     4(R)   CU.8   0                 the standard
          CC.4.W.8 Research to Build and
          Present Knowledge: Recall
          relevant information from
          experiences or gather relevant
          information from print and digital
          sources; take notes and                       TN.5.4.GLE.3 (GLE 0501.4.3) Present the
          categorize information, and                   research results in a written report, citing the                                      grade difference for a portion of
W   8     provide a list of sources.            4   5   resources used.                                    4(R)   GLE.3   -1                  the standard

          CC.4.W.9 Research to Build and                                                                                         2 = Good
          Present Knowledge: Draw                       TN.4.3.CU.2 (CU 0401.3.2) Write for a variety                           match, with
          evidence from literary or                     of purposes: to entertain, persuade, inform,                               minor
          informational texts to support                demonstrate knowledge, answer questions,                                 aspects of
          analysis, reflection, and                     respond to literature, acquire knowledge (e.g.,                        the CCSS not
W   9     research.                             4   4   take notes, synthesize information).               3(W)   CU.2    0      addressed
          CC.4.W.9 Research to Build and
          Present Knowledge: Draw
          evidence from literary or
          informational texts to support
          analysis, reflection, and                     TN.4.4.GLE.1 (GLE 0401.4.1) Conduct
W   9     research.                             4   4   research to access and present information.        4(R)   GLE.1   0

          CC.4.W.9.a Research to Build
          and Present Knowledge: Apply
          grade 4 Reading standards to
          literature (e.g., “Describe in                                                                                         2 = Good
          depth a character, setting, or                                                                                        match, with
          event in a story or drama,                                                                                               minor
          drawing on specific details in the            TN.4.3.CU.7 (CU 0401.3.7) Write creative,                                aspects of
          text [e.g., a character’s thoughts,           imaginative, and original responses to                                 the CCSS not
W   9.a   words, or actions].”).                4   4   literature (e.g., poems, raps, stories).           3(W)   CU.7    0      addressed
          CC.4.W.9.a Research to Build
          and Present Knowledge: Apply
          grade 4 Reading standards to
          literature (e.g., “Describe in
          depth a character, setting, or
          event in a story or drama,                    TN.4.8.CU.10 (CU 0401.8.10) Identify and
          drawing on specific details in the            describe main and minor characters,
          text [e.g., a character’s thoughts,           considering the importance of their actions,
W   9.a   words, or actions].”).                4   4   motives, and appearances.                         8(LI)   CU.10   0

          CC.4.W.9.b Research to Build
          and Present Knowledge: Apply                                                                                          2 = Good
          grade 4 Reading standards to                  TN.4.6.CU.3 (CU 0401.6.3) Check for                                    match, with
          informational texts (e.g.,                    understanding after reading (e.g., identify the                           minor
          “Explain how an author uses                   author's purpose; locate information to                                 aspects of
          reasons and evidence to support               support opinions, predictions, and                                    the CCSS not
W   9.b   particular points in a text”).        4   4   conclusions).                                     6(I)    CU.3    0     addressed

          CC.4.W.9.b Research to Build
          and Present Knowledge: Apply
          grade 4 Reading standards to
          informational texts (e.g.,
          “Explain how an author uses
          reasons and evidence to support               TN.4.6.CU.6 (CU 0401.6.6) Determine the
W   9.b   particular points in a text”).        4   4   main idea and supporting details from text.       6(I)    CU.6    0

          CC.4.W.9.b Research to Build
          and Present Knowledge: Apply
          grade 4 Reading standards to                  TN.4.6.CU.2 (CU 0401.6.2) Derive meaning
          informational texts (e.g.,                    while reading (e.g., express reactions and
          “Explain how an author uses                   personal opinions to a selection, make
          reasons and evidence to support               inferences, draw conclusions based on
W   9.b   particular points in a text”).        4   4   evidence gained).                                 6(I)    CU.2    0
          CC.4.W.9.b Research to Build
          and Present Knowledge: Apply
          grade 4 Reading standards to              TN.4.3.GLE.2 (GLE 0401.3.2) Write in a
          informational texts (e.g.,                variety of modes and genres (e.g., narration,
          “Explain how an author uses               description, personal expression, imaginative
          reasons and evidence to support           writing, response to literature, response to
W   9.b   particular points in a text”).    4   4   subject matter content).                        3(W)   GLE.2   0

          CC.4.W.10 Range of Writing:
          Write routinely over extended
          time frames (time for research,
          reflection, and revision) and                                                                                3 = Excellent
          shorter time frames (a single                                                                                   match
          sitting or a day or two) for a            TN.4.3.GLE.1 (GLE 0401.3.1) Write for a                            between the
          range of discipline-specific              variety of purposes and to a variety of                                 two
W   10    tasks, purposes, and audiences.   4   4   audiences.                                      3(W)   GLE.1   0    documents

          CC.4.W.10 Range of Writing:
          Write routinely over extended
          time frames (time for research,
          reflection, and revision) and             TN.4.3.GLE.2 (GLE 0401.3.2) Write in a
          shorter time frames (a single             variety of modes and genres (e.g., narration,
          sitting or a day or two) for a            description, personal expression, imaginative
          range of discipline-specific              writing, response to literature, response to
W   10    tasks, purposes, and audiences.   4   4   subject matter content).                        3(W)   GLE.2   0

          CC.4.W.10 Range of Writing:
          Write routinely over extended
          time frames (time for research,
          reflection, and revision) and
          shorter time frames (a single
          sitting or a day or two) for a
          range of discipline-specific              TN.4.3.CU.3 (CU 0401.3.3) Practice writing to
W   10    tasks, purposes, and audiences.   4   4   a prompt within a specified time limit.         3(W)   CU.3    0
          CC.4.W.10 Range of Writing:
          Write routinely over extended
          time frames (time for research,
          reflection, and revision) and
          shorter time frames (a single              TN.4.3.CU.8 (CU 0401.3.8) Use all steps in
          sitting or a day or two) for a             the writing process: brainstorm and organize
          range of discipline-specific               ideas, create a first draft, revise and
W   10    tasks, purposes, and audiences.    4   4   proofread draft, share completed work.           3(W)   CU.8    0
                                                     TN.5.3.CU.2 (CU 0501.3.2) Write for a variety
                                                     of purposes: to entertain, persuade, inform,                          2 = Good
          CC.5.W.1 Text Types and                    describe, demonstrate knowledge, answer                              match, with
          Purposes: Write opinion pieces             questions, respond to literature, acquire                               minor
          on topics or texts, supporting a           knowledge (e.g., clarify thinking, take notes,                        aspects of
          point of view with reasons and             synthesize information, enhance                                     the CCSS not Opinion pieces are covered under
W   1     information.                       5   5   communication).                                  3(W)   CU.2    0     addressed persuasive writing.
          CC.5.W.1.a Text Types and
          Purposes: Introduce a topic or                                                                                   2 = Good
          text clearly, state an opinion,                                                                                 match, with
          and create an organizational                                                                                       minor
          structure in which ideas are               TN.5.3.CU.13 (CU 0501.3.13) Compose                                   aspects of
          logically grouped to support the           clear, coherent, well-organized multi-                              the CCSS not
W   1.a   writer’s purpose.                  5   5   paragraphed works.                               3(W)   CU.13   0     addressed
          CC.5.W.1.a Text Types and
          Purposes: Introduce a topic or
          text clearly, state an opinion,
          and create an organizational
          structure in which ideas are               TN.5.3.CU.14 (CU 0501.3.14) Develop a
          logically grouped to support the           paragraph with a topic sentence, supporting
W   1.a   writer’s purpose.                  5   5   details, and a concluding sentence.              3(W)   CU.14   0

                                                                                                                           2 = Good
                                                                                                                          match, with
          CC.5.W.1.b Text Types and                                                                                          minor
          Purposes: Provide logically                TN.5.3.CU.14 (CU 0501.3.14) Develop a                                 aspects of
          ordered reasons that are                   paragraph with a topic sentence, supporting                         the CCSS not "Supporting details" may or may
W   1.b   supported by facts and details.    5   5   details, and a concluding sentence.              3(W)   CU.14   0     addressed not be equivalent to "reasons."
                                                                                                                                2 = Good
          CC.5.W.1.c Text Types and                                                                                            match, with
          Purposes: Link opinion and                                                                                              minor
          reasons using words, phrases,                  TN.5.3.CU.17 (CU 0501.3.17) Use                                        aspects of
          and clauses (e.g., consequently,               appropriate time-order or transitional words                         the CCSS not
W   1.c   specifically).                         5   5   and phrases.                                     3(W)   CU.17    0     addressed
          CC.5.W.1.c Text Types and
          Purposes: Link opinion and                     TN.5.3.SPI.10 (SPI 0501.3.10) Select
          reasons using words, phrases,                  appropriate time-order or transitional
          and clauses (e.g., consequently,               words/phrases to enhance the flow of a
W   1.c   specifically).                         5   5   writing sample.                                  3(W)   SPI.10   0

                                                                                                                                2 = Good
                                                                                                                               match, with
          CC.5.W.1.d Text Types and                                                                                               minor
          Purposes: Provide a concluding                 TN.5.3.CU.14 (CU 0501.3.14) Develop a                                  aspects of
          statement or section related to                paragraph with a topic sentence, supporting                          the CCSS not
W   1.d   the opinion presented.                 5   5   details, and a concluding sentence.              3(W)   CU.14    0     addressed
                                                         TN.5.3.CU.2 (CU 0501.3.2) Write for a variety
                                                         of purposes: to entertain, persuade, inform,
          CC.5.W.2 Text Types and                        describe, demonstrate knowledge, answer                              3 = Excellent
          Purposes: Write                                questions, respond to literature, acquire                               match
          informative/explanatory texts to               knowledge (e.g., clarify thinking, take notes,                       between the
          examine a topic and convey                     synthesize information, enhance                                           two
W   2     ideas and information clearly.         5   5   communication).                                  3(W)   CU.2     0    documents
          CC.5.W.2.a Text Types and
          Purposes: Introduce a topic
          clearly, provide a general
          observation and focus, and
          group related information                                                                                           3 = Excellent
          logically; include formatting (e.g.,                                                                                   match
          headings), illustrations, and                  TN.5.3.CU.13 (CU 0501.3.13) Compose                                  between the
          multimedia when useful to aiding               clear, coherent, well-organized multi-                                    two
W   2.a   comprehension.                         5   5   paragraphed works.                               3(W)   CU.13    0    documents
          CC.5.W.2.a Text Types and
          Purposes: Introduce a topic
          clearly, provide a general
          observation and focus, and
          group related information
          logically; include formatting (e.g.,
          headings), illustrations, and                  TN.5.3.CU.14 (CU 0501.3.14) Develop a
          multimedia when useful to aiding               paragraph with a topic sentence, supporting
W   2.a   comprehension.                         5   5   details, and a concluding sentence.           3(W)   CU.14   0
          CC.5.W.2.a Text Types and
          Purposes: Introduce a topic
          clearly, provide a general
          observation and focus, and
          group related information
          logically; include formatting (e.g.,
          headings), illustrations, and                  TN.5.3.CU.18 (CU 0501.3.18) Use correct
          multimedia when useful to aiding               page format (e.g., paragraphs, margins,
W   2.a   comprehension.                         5   5   indentations, title).                         3(W)   CU.18   0
          CC.5.W.2.a Text Types and
          Purposes: Introduce a topic
          clearly, provide a general
          observation and focus, and
          group related information
          logically; include formatting (e.g.,
          headings), illustrations, and
          multimedia when useful to aiding               TN.5.7.CU.5 (CU 0501.7.5) Use media to
W   2.a   comprehension.                         5   5   enhance reports and oral presentations.       7(M)   CU.5    0
          CC.5.W.2.b Text Types and
          Purposes: Develop the topic with                                                                                3 = Excellent
          facts, definitions, concrete                                                                                       match
          details, quotations, or other                                                                                   between the
          information and examples                       TN.5.3.CU.12 (CU 0501.3.12) Select and                                two
W   2.b   related to the topic.                  5   5   refine a topic.                               3(W)   CU.12   0    documents grade difference
          CC.5.W.2.b Text Types and
          Purposes: Develop the topic with
          facts, definitions, concrete
          details, quotations, or other              TN.5.3.CU.14 (CU 0501.3.14) Develop a
          information and examples                   paragraph with a topic sentence, supporting
W   2.b   related to the topic.              5   5   details, and a concluding sentence.              3(W)   CU.14   0                   grade difference
          CC.5.W.2.b Text Types and
          Purposes: Develop the topic with
          facts, definitions, concrete
          details, quotations, or other
          information and examples                   TN.5.4.CU.8 (CU 0501.4.8) Write a research
W   2.b   related to the topic.              5   5   report using and citing three or more sources.   4(R)   CU.8    0                   grade difference
          CC.5.W.2.b Text Types and
          Purposes: Develop the topic with
          facts, definitions, concrete
          details, quotations, or other              TN.6.2.CU.10 (CU 0601.2.10) Include
          information and examples                   relevant facts, reasons, details, and examples
W   2.b   related to the topic.              5   6   to support a relatively complicated thesis.      2(C)   CU.10   -1                  grade difference
          CC.5.W.2.b Text Types and
          Purposes: Develop the topic with
          facts, definitions, concrete               TN.6.4.CU.18 (CU 0601.4.18) Quote,
          details, quotations, or other              paraphrase, or summarize text, ideas, or
          information and examples                   other information taken from print or
W   2.b   related to the topic.              5   6   electronic sources.                              4(R)   CU.18   -1                  grade difference
          CC.5.W.2.b Text Types and
          Purposes: Develop the topic with           TN.6.4.CU.12 (CU 0601.4.12) Present a body
          facts, definitions, concrete               of well-developed and specific facts and
          details, quotations, or other              information pertinent to the topic, developed
          information and examples                   as a series of paragraphs which support the
W   2.b   related to the topic.              5   6   topic.                                           4(R)   CU.12   -1                  grade difference

          CC.5.W.2.c Text Types and                                                                                         2 = Good
          Purposes: Link ideas within and                                                                                  match, with
          across categories of information                                                                                    minor
          using words, phrases, and                  TN.5.3.CU.17 (CU 0501.3.17) Use                                        aspects of
          clauses (e.g., in contrast,                appropriate time-order or transitional words                         the CCSS not
W   2.c   especially).                       5   5   and phrases.                                     3(W)   CU.17   0      addressed
          CC.5.W.2.c Text Types and
          Purposes: Link ideas within and
          across categories of information           TN.5.3.SPI.10 (SPI 0501.3.10) Select
          using words, phrases, and                  appropriate time-order or transitional
          clauses (e.g., in contrast,                words/phrases to enhance the flow of a
W   2.c   especially).                       5   5   writing sample.                                  3(W)    SPI.10   0

                                                                                                                             2 = Good
          CC.5.W.2.d Text Types and                                                                                         match, with
          Purposes: Use precise language                                                                                       minor
          and domain-specific vocabulary             TN.5.3.CU.16 (CU 0502.3.16) Use precise                                 aspects of
          to inform about or explain the             language, including vivid words and figurative                        the CCSS not
W   2.d   topic.                             5   5   language.                                        3(W)    CU.16    0     addressed
          CC.5.W.2.d Text Types and
          Purposes: Use precise language
          and domain-specific vocabulary             TN.5.1.SPI.15 (SPI 0501.1.15) Recognize
          to inform about or explain the             and use grade appropriate vocabulary within
W   2.d   topic.                             5   5   context.                                         1(LA)   SPI.15   0

                                                                                                                             2 = Good
          CC.5.W.2.e Text Types and                                                                                         match, with
          Purposes: Provide a concluding                                                                                       minor
          statement or section related to            TN.5.3.CU.14 (CU 0501.3.14) Develop a                                   aspects of
          the information or explanation             paragraph with a topic sentence, supporting                           the CCSS not
W   2.e   presented.                         5   5   details, and a concluding sentence.              3(W)    CU.14    0     addressed
          CC.5.W.3 Text Types and
          Purposes: Write narratives to
          develop real or imagined                                                                                         3 = Excellent
          experiences or events using                TN.5.3.GLE.2 (GLE 0501.3.2) Write in                                     match
          effective technique, descriptive           various modes and genres, including                                   between the
          details, and clear event                   narration, literary response, personal                                     two
W   3     sequences.                         5   5   expression, description, and imaginative.        3(W)    GLE.2    0    documents
          CC.5.W.3 Text Types and
          Purposes: Write narratives to
          develop real or imagined
          experiences or events using
          effective technique, descriptive
          details, and clear event                   TN.5.3.CU.15 (CU 0501.3.15) Demonstrate
W   3     sequences.                         5   5   syntactic variety.                               3(W)   CU.15   0
          CC.5.W.3 Text Types and
          Purposes: Write narratives to
          develop real or imagined
          experiences or events using
          effective technique, descriptive           TN.5.3.CU.13 (CU 0501.3.13) Compose
          details, and clear event                   clear, coherent, well-organized multi-
W   3     sequences.                         5   5   paragraphed works.                               3(W)   CU.13   0
          CC.5.W.3 Text Types and
          Purposes: Write narratives to
          develop real or imagined
          experiences or events using
          effective technique, descriptive           TN.5.3.CU.16 (CU 0502.3.16) Use precise
          details, and clear event                   language, including vivid words and figurative
W   3     sequences.                         5   5   language.                                        3(W)   CU.16   0
          CC.5.W.3 Text Types and
          Purposes: Write narratives to
          develop real or imagined
          experiences or events using
          effective technique, descriptive
          details, and clear event                   TN.2.3.CU.8 (CU 0201.3.8) Continue to add
W   3     sequences.                         5   2   descriptive words and details to writing.        3(W)   CU.8    3

          CC.5.W.3.a Text Types and
          Purposes: Orient the reader by                                                                                   1 = Weak
          establishing a situation and                                                                                   match, major
          introducing a narrator and/or              TN.5.3.CU.13 (CU 0501.3.13) Compose                                   aspects of
          characters; organize an event              clear, coherent, well-organized multi-                              the CCSS not
W   3.a   sequence that unfolds naturally.   5   5   paragraphed works.                               3(W)   CU.13   0     addressed
          CC.5.W.3.c Text Types and                                                                                       3 = Excellent
          Purposes: Use a variety of                                                                                         match
          transitional words, phrases, and           TN.5.3.CU.17 (CU 0501.3.17) Use                                      between the
          clauses to manage the                      appropriate time-order or transitional words                              two
W   3.c   sequence of events.                5   5   and phrases.                                     3(W)   CU.17    0    documents
          CC.5.W.3.c Text Types and
          Purposes: Use a variety of                 TN.5.3.SPI.10 (SPI 0501.3.10) Select
          transitional words, phrases, and           appropriate time-order or transitional
          clauses to manage the                      words/phrases to enhance the flow of a
W   3.c   sequence of events.                5   5   writing sample.                                  3(W)   SPI.10   0

          CC.5.W.3.d Text Types and                                                                                       3 = Excellent
          Purposes: Use concrete words                                                                                       match
          and phrases and sensory details            TN.5.3.CU.16 (CU 0502.3.16) Use precise                              between the
          to convey experiences and                  language, including vivid words and figurative                            two
W   3.d   events precisely.                  5   5   language.                                        3(W)   CU.16    0    documents

          CC.5.W.3.d Text Types and
          Purposes: Use concrete words               TN.5.3.CU.19 (CU 0501.3.19) Revise to
          and phrases and sensory details            clarify thought, to refine ideas, and to
          to convey experiences and                  distinguish between important and
W   3.d   events precisely.                  5   5   unimportant information.                         3(W)   CU.19    0


                                                                                                                            1 = Weak
          CC.5.W.3.e Text Types and                                                                                       match, major
          Purposes: Provide a conclusion             TN.5.3.CU.14 (CU 0501.3.14) Develop a                                  aspects of
          that follows from the narrated             paragraph with a topic sentence, supporting                          the CCSS not
W   3.e   experiences or events.             5   5   details, and a concluding sentence.              3(W)   CU.14    0     addressed
        CC.5.W.4 Production and
        Distribution of Writing: Produce
        clear and coherent writing in
        which the development and
        organization are appropriate to                                                                          3 = Excellent
        task, purpose, and audience.                                                                                match
        (Grade-specific expectations for           TN.5.3.GLE.1 (GLE 0501.3.1) Write for a                       between the
        writing types are defined in               variety of purposes and to different                               two
W   4   standards 1–3 above.)              5   5   audiences.                                 3(W)   GLE.1   0    documents

        CC.5.W.4 Production and
        Distribution of Writing: Produce
        clear and coherent writing in
        which the development and
        organization are appropriate to
        task, purpose, and audience.               TN.5.3.GLE.3 (GLE 0501.3.3) Know and
        (Grade-specific expectations for           apply the steps of the writing process:
        writing types are defined in               prewriting, drafting, revising, editing,
W   4   standards 1–3 above.)              5   5   evaluating, and publishing.                3(W)   GLE.3   0

        CC.5.W.4 Production and
        Distribution of Writing: Produce
        clear and coherent writing in
        which the development and
        organization are appropriate to
        task, purpose, and audience.
        (Grade-specific expectations for           TN.5.3.CU.13 (CU 0501.3.13) Compose
        writing types are defined in               clear, coherent, well-organized multi-
W   4   standards 1–3 above.)              5   5   paragraphed works.                         3(W)   CU.13   0
        CC.5.W.4 Production and
        Distribution of Writing: Produce
        clear and coherent writing in
        which the development and
        organization are appropriate to
        task, purpose, and audience.
        (Grade-specific expectations for
        writing types are defined in               TN.2.3.CU.11 (CU 0201.3.11) Incorporate
W   4   standards 1–3 above.)              5   2   suggestions from teachers and peers.                3(W)   CU.11   3

        CC.5.W.5 Production and
        Distribution of Writing: With
        guidance and support from
        peers and adults, develop and
        strengthen writing as needed by
        planning, revising, editing,
        rewriting, or trying a new
        approach.(Editing for                                                                                             3 = Excellent
        conventions should demonstrate             TN.5.3.CU.10 (CU 0501.3.10) Recognize and                                 match
        command of Language                        use all steps in the writing process: prewriting,                      between the
        standards 1–3up to and                     drafting, revising, editing/proofing, evaluating,                           two
W   5   including grade 5 on page 29.)     5   5   publishing.                                         3(W)   CU.10   0    documents

        CC.5.W.5 Production and
        Distribution of Writing: With
        guidance and support from
        peers and adults, develop and
        strengthen writing as needed by
        planning, revising, editing,
        rewriting, or trying a new
        approach.(Editing for
        conventions should demonstrate             TN.5.3.CU.19 (CU 0501.3.19) Revise to
        command of Language                        clarify thought, to refine ideas, and to
        standards 1–3up to and                     distinguish between important and
W   5   including grade 5 on page 29.)     5   5   unimportant information.                            3(W)   CU.19   0
        CC.5.W.5 Production and
        Distribution of Writing: With
        guidance and support from
        peers and adults, develop and
        strengthen writing as needed by
        planning, revising, editing,
        rewriting, or trying a new
        approach.(Editing for
        conventions should demonstrate
        command of Language
        standards 1–3up to and                    TN.2.3.CU.11 (CU 0201.3.11) Incorporate
W   5   including grade 5 on page 29.)    5   2   suggestions from teachers and peers.         3(W)   CU.11   3
        CC.5.W.6 Production and
        Distribution of Writing: With
        some guidance and support
        from adults, use technology,
        including the Internet, to
        produce and publish writing as
        well as to interact and                                                                                     2 = Good
        collaborate with others;                                                                                   match, with
        demonstrate sufficient                                                                                        minor
        command of keyboarding skills                                                                               aspects of
        to type a minimum of two pages            TN.5.3.CU.22 (CU 0501.3.22) Use technology                      the CCSS not
W   6   in a single sitting.              5   5   to publish and present.                      3(W)   CU.22   0     addressed no mention of keyboarding skills
        CC.5.W.6 Production and
        Distribution of Writing: With
        some guidance and support
        from adults, use technology,
        including the Internet, to
        produce and publish writing as
        well as to interact and
        collaborate with others;
        demonstrate sufficient                    TN.5.4.CU.3 (CU 0501.4.3) Use current
        command of keyboarding skills             technology as a research and communication
        to type a minimum of two pages            tool for personal interest, research, and
W   6   in a single sitting.              5   5   clarification.                               4(R)   CU.3    0                no mention of keyboarding skills
        CC.5.W.6 Production and
        Distribution of Writing: With
        some guidance and support
        from adults, use technology,
        including the Internet, to
        produce and publish writing as
        well as to interact and
        collaborate with others;
        demonstrate sufficient
        command of keyboarding skills
        to type a minimum of two pages             TN.2.3.CU.11 (CU 0201.3.11) Incorporate
W   6   in a single sitting.               5   2   suggestions from teachers and peers.               3(W)   CU.11   3                   no mention of keyboarding skills

        CC.5.W.7 Research to Build and
        Present Knowledge: Conduct                                                                                       3 = Excellent
        short research projects that use                                                                                    match
        several sources to build                                                                                         between the
        knowledge through investigation            TN.5.4.GLE.1 (GLE 0501.4.1) Conduct                                        two
W   7   of different aspects of a topic.   5   5   research to access and present information.        4(R)   GLE.1   0    documents

        CC.5.W.7 Research to Build and
        Present Knowledge: Conduct
        short research projects that use
        several sources to build                   TN.5.4.GLE.2 (GLE 0501.4.2) Collect,
        knowledge through investigation            organize, determine reliability, and use
W   7   of different aspects of a topic.   5   5   information researched.                            4(R)   GLE.2   0

        CC.5.W.7 Research to Build and
        Present Knowledge: Conduct
        short research projects that use
        several sources to build                   TN.5.4.GLE.3 (GLE 0501.4.3) Present the
        knowledge through investigation            research results in a written report, citing the
W   7   of different aspects of a topic.   5   5   resources used.                                    4(R)   GLE.3   0
        CC.5.W.7 Research to Build and
        Present Knowledge: Conduct
        short research projects that use             TN.5.4.CU.4 (CU 0501.4.4) Gather and
        several sources to build                     record information on a research topic using
        knowledge through investigation              three different sources, at least one of which
W   7   of different aspects of a topic.     5   5   must be a print source.                            4(R)   CU.4    0

        CC.5.W.8 Research to Build and
        Present Knowledge: Recall
        relevant information from
        experiences or gather relevant
        information from print and digital                                                                                 3 = Excellent
        sources; summarize or                                                                                                 match
        paraphrase information in notes              TN.5.4.GLE.3 (GLE 0501.4.3) Present the                               between the
        and finished work, and provide a             research results in a written report, citing the                           two
W   8   list of sources.                     5   5   resources used.                                    4(R)   GLE.3   0    documents

        CC.5.W.8 Research to Build and
        Present Knowledge: Recall
        relevant information from
        experiences or gather relevant               TN.5.4.CU.2 (CU 0501.4.2) Discern and use
        information from print and digital           appropriate reference sources in various
        sources; summarize or                        formats (e.g., interviews with family and
        paraphrase information in notes              community; encyclopedia, card/electronic
        and finished work, and provide a             catalogs, almanacs, magazines,
W   8   list of sources.                     5   5   newspapers).                                       4(R)   CU.2    0

        CC.5.W.8 Research to Build and
        Present Knowledge: Recall
        relevant information from
        experiences or gather relevant
        information from print and digital
        sources; summarize or                        TN.5.4.CU.4 (CU 0501.4.4) Gather and
        paraphrase information in notes              record information on a research topic using
        and finished work, and provide a             three different sources, at least one of which
W   8   list of sources.                     5   5   must be a print source.                            4(R)   CU.4    0
        CC.5.W.8 Research to Build and
        Present Knowledge: Recall
        relevant information from
        experiences or gather relevant
        information from print and digital
        sources; summarize or
        paraphrase information in notes              TN.5.4.CU.6 (CU 0501.4.6) Organize
        and finished work, and provide a             information from text or technological sources
W   8   list of sources.                     5   5   using a graphic organizer.                       4(R)   CU.6    0

        CC.5.W.8 Research to Build and
        Present Knowledge: Recall
        relevant information from
        experiences or gather relevant
        information from print and digital
        sources; summarize or                        TN.5.4.CU.7 (CU 0501.4.7) Develop a note-
        paraphrase information in notes              taking system that includes important
        and finished work, and provide a             concepts, paraphrases, summaries, and
W   8   list of sources.                     5   5   identification of reference sources.             4(R)   CU.7    0
                                                     TN.5.3.CU.2 (CU 0501.3.2) Write for a variety
        CC.5.W.9 Research to Build and               of purposes: to entertain, persuade, inform,                          2 = Good
        Present Knowledge: Draw                      describe, demonstrate knowledge, answer                              match, with
        evidence from literary or                    questions, respond to literature, acquire                               minor
        informational texts to support               knowledge (e.g., clarify thinking, take notes,                        aspects of
        analysis, reflection, and                    synthesize information, enhance                                     the CCSS not
W   9   research.                            5   5   communication).                                  3(W)   CU.2    0     addressed
        CC.5.W.9 Research to Build and
        Present Knowledge: Draw
        evidence from literary or
        informational texts to support
        analysis, reflection, and                    TN.5.4.GLE.1 (GLE 0501.4.1) Conduct
W   9   research.                            5   5   research to access and present information.      4(R)   GLE.1   0
          CC.5.W.9.a Research to Build
          and Present Knowledge: Apply
          grade 5 Reading standards to
          literature (e.g., “Compare and                                                                                      2 = Good
          contrast two or more characters,                                                                                   match, with
          settings, or events in a story or a                                                                                   minor
          drama, drawing on specific                                                                                          aspects of
          details in the text [e.g., how                TN.5.3.CU.5 (CU 0501.3.5) Compare and                               the CCSS not
W   9.a   characters interact]”).               5   5   contrast two persons, places, things, or ideas.   3(W)   CU.5   0     addressed

          CC.5.W.9.a Research to Build
          and Present Knowledge: Apply
          grade 5 Reading standards to
          literature (e.g., “Compare and
          contrast two or more characters,
          settings, or events in a story or a
          drama, drawing on specific                    TN.5.3.CU.6 (CU 0501.3.6) Respond in
          details in the text [e.g., how                writing to literature studied (e.g., critique,
W   9.a   characters interact]”).               5   5   journal, group project).                          3(W)   CU.6   0

          CC.5.W.9.a Research to Build
          and Present Knowledge: Apply
          grade 5 Reading standards to
          literature (e.g., “Compare and
          contrast two or more characters,
          settings, or events in a story or a
          drama, drawing on specific                    TN.5.3.CU.8 (CU 0501.3.8) Compose and
          details in the text [e.g., how                respond in writing to original questions and/or
W   9.a   characters interact]”).               5   5   problems from all content areas.                  3(W)   CU.8   0
          CC.5.W.9.a Research to Build
          and Present Knowledge: Apply
          grade 5 Reading standards to
          literature (e.g., “Compare and
          contrast two or more characters,
          settings, or events in a story or a
          drama, drawing on specific
          details in the text [e.g., how                TN.5.3.CU.9 (CU 0501.3.9) Explore writing in
W   9.a   characters interact]”).               5   5   the expository mode.                             3(W)   CU.9   0
          CC.5.W.9.b Research to Build
          and Present Knowledge: Apply
          grade 5 Reading standards to
          informational texts (e.g.,                    TN.5.3.CU.2 (CU 0501.3.2) Write for a variety
          “Explain how an author uses                   of purposes: to entertain, persuade, inform,                         2 = Good
          reasons and evidence to support               describe, demonstrate knowledge, answer                             match, with
          particular points in a text,                  questions, respond to literature, acquire                              minor
          identifying which reasons and                 knowledge (e.g., clarify thinking, take notes,                       aspects of
          evidence support which                        synthesize information, enhance                                    the CCSS not
W   9.b   point[s]”).                           5   5   communication).                                  3(W)   CU.2   0     addressed
          CC.5.W.9.b Research to Build
          and Present Knowledge: Apply
          grade 5 Reading standards to
          informational texts (e.g.,
          “Explain how an author uses
          reasons and evidence to support
          particular points in a text,
          identifying which reasons and                 TN.5.6.CU.3 (CU 0501.6.3 Check for
          evidence support which                        understanding after reading (e.g., summarize,
W   9.b   point[s]”).                           5   5   identify the author's purpose).                  6(I)   CU.3   0
          CC.5.W.9.b Research to Build
          and Present Knowledge: Apply
          grade 5 Reading standards to
          informational texts (e.g.,
          “Explain how an author uses
          reasons and evidence to support
          particular points in a text,
          identifying which reasons and
          evidence support which                    TN.5.6.CU.6 (CU 0501.6.6) Determine the
W   9.b   point[s]”).                       5   5   main idea and supporting details from text.      6(I)   CU.6    0

          CC.5.W.10 Range of Writing:
          Write routinely over extended
          time frames (time for research,
          reflection, and revision) and                                                                                 3 = Excellent
          shorter time frames (a single                                                                                    match
          sitting or a day or two) for a            TN.5.3.GLE.1 (GLE 0501.3.1) Write for a                             between the
          range of discipline-specific              variety of purposes and to different                                     two
W   10    tasks, purposes, and audiences.   5   5   audiences.                                       3(W)   GLE.1   0    documents

          CC.5.W.10 Range of Writing:
          Write routinely over extended             TN.5.3.CU.2 (CU 0501.3.2) Write for a variety
          time frames (time for research,           of purposes: to entertain, persuade, inform,
          reflection, and revision) and             describe, demonstrate knowledge, answer
          shorter time frames (a single             questions, respond to literature, acquire
          sitting or a day or two) for a            knowledge (e.g., clarify thinking, take notes,
          range of discipline-specific              synthesize information, enhance
W   10    tasks, purposes, and audiences.   5   5   communication).                                  3(W)   CU.2    0

          CC.5.W.10 Range of Writing:
          Write routinely over extended
          time frames (time for research,
          reflection, and revision) and
          shorter time frames (a single
          sitting or a day or two) for a            TN.5.3.CU.3 (CU 0501.3.3) Practice writing to
          range of discipline-specific              narrative and descriptive prompts within a
W   10    tasks, purposes, and audiences.   5   5   specified time limit.                            3(W)   CU.3    0
           CC.5.W.10 Range of Writing:
           Write routinely over extended
           time frames (time for research,
           reflection, and revision) and
           shorter time frames (a single              TN.5.3.CU.10 (CU 0501.3.10) Recognize and
           sitting or a day or two) for a             use all steps in the writing process: prewriting,
           range of discipline-specific               drafting, revising, editing/proofing, evaluating,
W    10    tasks, purposes, and audiences.    5   5   publishing.                                         3(W)   CU.10   0
           CC.K.SL.1 Comprehension and
           Collaboration: Participate in
           collaborative conversations with                                                                                  3 = Excellent
           diverse partners about                                                                                               match
           kindergarten topics and texts              TN.K.2.GLE.1 (GLE 0001.2.1) Develop critical                           between the
           with peers and adults in small             listening skills essential for comprehension,                               two
SL   1     and larger groups.                 K   K   problem solving, and task completion.               2(C)   GLE.1   0    documents
           CC.K.SL.1 Comprehension and
           Collaboration: Participate in
           collaborative conversations with
           diverse partners about
           kindergarten topics and texts              TN.K.2.GLE.2 (GLE 0001.2.2) Develop critical
           with peers and adults in small             speaking skills essential for effective
SL   1     and larger groups.                 K   K   communication.                                      2(C)   GLE.2   0
           CC.K.SL.1 Comprehension and                TN.K.2.CU.8 (CU 0001.2.8) Participate in
           Collaboration: Participate in              group discussion.
           collaborative conversations with           *Work productively in group discussion for a
           diverse partners about                     particular purpose (e.g., respond to literature,
           kindergarten topics and texts              solve a problem).
           with peers and adults in small             *Ask and respond to questions from teacher
SL   1     and larger groups.                 K   K   and other group members.                            2(C)   CU.8    0
           CC.K.SL.1.a Comprehension
           and Collaboration: Follow
           agreed-upon rules for                                                                                             3 = Excellent
           discussions (e.g., listening to                                                                                      match
           others and taking turns speaking           TN.K.2.CU.1 (CU 0001.2.1) Use appropriate                              between the
           about the topics and texts under           listening skills (e.g., do not interrupt, face                              two
SL   1.a   discussion).                       K   K   speaker, ask questions).                            2(C)   CU.1    0    documents
           CC.K.SL.1.a Comprehension
           and Collaboration: Follow
           agreed-upon rules for
           discussions (e.g., listening to
           others and taking turns speaking            TN.K.2.CU.5 (CU 0001.2.5) Use rules for
           about the topics and texts under            conversation (e.g., raise hands, take turns,
SL   1.a   discussion).                        K   K   and focus attention on speaker).                   2(C)   CU.5   0

                                                                                                                              2 = Good
                                                                                                                             match, with
           CC.K.SL.1.b Comprehension                                                                                            minor
           and Collaboration: Continue a               TN.K.2.CU.5 (CU 0001.2.5) Use rules for                                aspects of
           conversation through multiple               conversation (e.g., raise hands, take turns,                         the CCSS not no specific mention of "multiple
SL   1.b   exchanges.                          K   K   and focus attention on speaker).                   2(C)   CU.5   0     addressed exchanges"
                                                       TN.K.2.CU.8 (CU 0001.2.8) Participate in
                                                       group discussion.
                                                       *Work productively in group discussion for a
           CC.K.SL.1.b Comprehension                   particular purpose (e.g., respond to literature,
           and Collaboration: Continue a               solve a problem).
           conversation through multiple               *Ask and respond to questions from teacher                                           no specific mention of "multiple
SL   1.b   exchanges.                          K   K   and other group members.                           2(C)   CU.8   0                   exchanges"
           CC.K.SL.2 Comprehension and
           Collaboration: Confirm
           understanding of a text read                TN.K.2.CU.8 (CU 0001.2.8) Participate in
           aloud or information presented              group discussion.
           orally or through other media by            *Work productively in group discussion for a                         3 = Excellent
           asking and answering questions              particular purpose (e.g., respond to literature,                        match
           about key details and requesting            solve a problem).                                                    between the
           clarification if something is not           *Ask and respond to questions from teacher                                two
SL   2     understood.                         K   K   and other group members.                           2(C)   CU.8   0    documents
                                                     TN.K.8.CU.5 (CU 0001.8.5) Derive meaning
         CC.K.SL.2 Comprehension and                 while reading by employing the following
         Collaboration: Confirm                      strategies:
         understanding of a text read                *Asking questions to clarify meaning.
         aloud or information presented              *Participating in discussions.
         orally or through other media by            *Predicting what will happen next.
         asking and answering questions              *Creating mental images.
         about key details and requesting            *Using illustrations to gain meaning.
         clarification if something is not           *Relating knowledge from personal
SL   2   understood.                         K   K   experience.                                        8(LI)   CU.5   0
         CC.K.SL.2 Comprehension and
         Collaboration: Confirm
         understanding of a text read
         aloud or information presented
         orally or through other media by
         asking and answering questions
         about key details and requesting            TN.K.7.CU.1 (CU 0001.7.1) Experience and
         clarification if something is not           respond to a variety of media (e.g., books,
SL   2   understood.                         K   K   audio tapes, film).                                7(M)    CU.1   0
                                                     TN.K.2.CU.8 (CU 0001.2.8) Participate in
         CC.K.SL.3 Comprehension and                 group discussion.
         Collaboration: Ask and answer               *Work productively in group discussion for a                          3 = Excellent
         questions in order to seek help,            particular purpose (e.g., respond to literature,                         match
         get information, or clarify                 solve a problem).                                                     between the
         something that is not                       *Ask and respond to questions from teacher                                 two
SL   3   understood.                         K   K   and other group members.                           2(C)    CU.8   0    documents
                                                     TN.K.8.CU.5 (CU 0001.8.5) Derive meaning
                                                     while reading by employing the following
                                                     strategies:
                                                     *Asking questions to clarify meaning.
         CC.K.SL.3 Comprehension and                 *Participating in discussions.
         Collaboration: Ask and answer               *Predicting what will happen next.
         questions in order to seek help,            *Creating mental images.
         get information, or clarify                 *Using illustrations to gain meaning.
         something that is not                       *Relating knowledge from personal
SL   3   understood.                         K   K   experience.                                        8(LI)   CU.5   0
         CC.K.SL.4 Presentation of                                                                                            2 = Good
         Knowledge and Ideas: Describe                                                                                       match, with
         familiar people, places, things,                                                                                       minor
         and events and, with prompting                                                                                       aspects of
         and support, provide additional             TN.K.2.CU.9 (CU 0001.2.9) Retell a story,                              the CCSS not
SL   4   detail.                             K   K   describing the plot, characters, and setting.      2(C)   CU.9    0      addressed

         CC.K.SL.4 Presentation of
         Knowledge and Ideas: Describe
         familiar people, places, things,
         and events and, with prompting              TN.K.2.GLE.2 (GLE 0001.2.2) Develop critical
         and support, provide additional             speaking skills essential for effective
SL   4   detail.                             K   K   communication.                                     2(C)   GLE.2   0

         CC.K.SL.5 Presentation of                                                                                          3 = Excellent
         Knowledge and Ideas: Add                                                                                              match
         drawings or other visual displays                                                                                  between the
         to descriptions as desired to               TN.1.7.CU.4 (CU 0101.7.4) Enhance oral                                      two
SL   5   provide additional detail.          K   1   presentations with a visual medium.                7(M)   CU.4    -1    documents grade difference

                                                                                                                            3 = Excellent
         CC.K.SL.6 Presentation of                                                                                             match
         Knowledge and Ideas: Speak                  TN.K.2.GLE.2 (GLE 0001.2.2) Develop critical                           between the Grade level difference is
         audibly and express thoughts,               speaking skills essential for effective                                     two      siginificant for a portion of the
SL   6   feelings, and ideas clearly.        K   K   communication.                                     2(C)   GLE.2   0     documents standard.
         CC.K.SL.6 Presentation of
         Knowledge and Ideas: Speak                  TN.K.2.CU.6 (CU 0001.2.6) Speak clearly,                                              Grade level difference is
         audibly and express thoughts,               properly, and politely; recognize the difference                                      siginificant for a portion of the
SL   6   feelings, and ideas clearly.        K   K   between formal and informal language.              2(C)   CU.6    0                   standard.
         CC.K.SL.6 Presentation of
         Knowledge and Ideas: Speak                  TN.4.2.CU.8 (CU 0401.2.8) Express                                                     Grade level difference is
         audibly and express thoughts,               reactions, personal experiences, and opinions                                         siginificant for a portion of the
SL   6   feelings, and ideas clearly.        K   4   orally.                                            2(C)   CU.8    -4                  standard.
           CC.1.SL.1 Comprehension and
           Collaboration: Participate in
           collaborative conversations with                                                                                 3 = Excellent
           diverse partners about grade 1                                                                                      match
           topics and texts with peers and            TN.1.2.GLE.1 (GLE 0101.2.1) Develop critical                          between the
           adults in small and larger                 listening skills essential for comprehension,                              two
SL   1     groups.                            1   1   problem solving, and task completion.              2(C)   GLE.1   0    documents
           CC.1.SL.1 Comprehension and
           Collaboration: Participate in
           collaborative conversations with
           diverse partners about grade 1
           topics and texts with peers and            TN.1.2.GLE.2 (GLE 0101.2.2) Develop critical
           adults in small and larger                 speaking skills essential for effective
SL   1     groups.                            1   1   communication.                                     2(C)   GLE.2   0
           CC.1.SL.1 Comprehension and                TN.1.2.CU.8 (CU 0101.2.8) Participate in
           Collaboration: Participate in              group discussion.
           collaborative conversations with           *Work productively in group discussion for a
           diverse partners about grade 1             particular purpose (e.g., respond to literature,
           topics and texts with peers and            solve a problem).
           adults in small and larger                 *Ask and respond to questions from teacher
SL   1     groups.                            1   1   and other group members.                           2(C)   CU.8    0
           CC.1.SL.1.a Comprehension
           and Collaboration: Follow
           agreed-upon rules for                                                                                            3 = Excellent
           discussions (e.g., listening to                                                                                     match
           others with care, speaking one             TN.1.2.CU.1 (CU 0101.2.1) Use appropriate                             between the
           at a time about the topics and             listening skills (e.g., do not interrupt, face                             two
SL   1.a   texts under discussion).           1   1   speaker, ask questions).                           2(C)   CU.1    0    documents
           CC.1.SL.1.a Comprehension
           and Collaboration: Follow
           agreed-upon rules for
           discussions (e.g., listening to
           others with care, speaking one             TN.1.2.CU.5 (CU 0101.2.5) Use rules for
           at a time about the topics and             conversation (e.g., take turns, and focus
SL   1.a   texts under discussion).           1   1   attention on speaker).                             2(C)   CU.5    0
           CC.1.SL.1.b Comprehension                                                                                          2 = Good
           and Collaboration: Build on                                                                                       match, with
           others’ talk in conversations by                                                                                     minor
           responding to the comments of              TN.1.2.CU.5 (CU 0101.2.5) Use rules for                                 aspects of
           others through multiple                    conversation (e.g., take turns, and focus                             the CCSS not no specific mention of "multiple
SL   1.b   exchanges.                         1   1   attention on speaker).                             2(C)    CU.5   0     addressed exchanges"
                                                      TN.1.2.CU.8 (CU 0101.2.8) Participate in
           CC.1.SL.1.b Comprehension                  group discussion.
           and Collaboration: Build on                *Work productively in group discussion for a
           others’ talk in conversations by           particular purpose (e.g., respond to literature,
           responding to the comments of              solve a problem).
           others through multiple                    *Ask and respond to questions from teacher                                            no specific mention of "multiple
SL   1.b   exchanges.                         1   1   and other group members.                           2(C)    CU.8   0                   exchanges"
                                                      TN.1.2.CU.8 (CU 0101.2.8) Participate in
                                                      group discussion.
           CC.1.SL.1.c Comprehension                  *Work productively in group discussion for a                          3 = Excellent
           and Collaboration: Ask                     particular purpose (e.g., respond to literature,                         match
           questions to clear up any                  solve a problem).                                                     between the
           confusion about the topics and             *Ask and respond to questions from teacher                                 two
SL   1.c   texts under discussion.            1   1   and other group members.                           2(C)    CU.8   0    documents
                                                      TN.1.8.CU.6 (CU 0101.8.6) Derive meaning
                                                      while reading by employing the following
                                                      strategies:
                                                      *Asking questions to clarify meaning.
                                                      *Participating in discussions.
                                                      *Predicting what will happen next.
                                                      *Creating mental images.
           CC.1.SL.1.c Comprehension                  *Using illustrations to gain meaning.
           and Collaboration: Ask                     *Answering the five W + H questions (i.e.,
           questions to clear up any                  Who, What, When, Where, How, Why).
           confusion about the topics and             *Relating knowledge from personal
SL   1.c   texts under discussion.            1   1   experience, and/or other text.                     8(LI)   CU.6   0
                                                      TN.1.2.CU.8 (CU 0101.2.8) Participate in
         CC.1.SL.2 Comprehension and                  group discussion.
         Collaboration: Ask and answer                *Work productively in group discussion for a                          3 = Excellent
         questions about key details in a             particular purpose (e.g., respond to literature,                         match
         text read aloud or information               solve a problem).                                                     between the
         presented orally or through other            *Ask and respond to questions from teacher                                 two
SL   2   media.                               1   1   and other group members.                           2(C)    CU.8   0    documents
                                                      TN.1.8.CU.6 (CU 0101.8.6) Derive meaning
                                                      while reading by employing the following
                                                      strategies:
                                                      *Asking questions to clarify meaning.
                                                      *Participating in discussions.
                                                      *Predicting what will happen next.
         CC.1.SL.2 Comprehension and                  *Creating mental images.
         Collaboration: Ask and answer                *Using illustrations to gain meaning.
         questions about key details in a             *Answering the five W + H questions (i.e.,
         text read aloud or information               Who, What, When, Where, How, Why).
         presented orally or through other            *Relating knowledge from personal
SL   2   media.                               1   1   experience, and/or other text.                     8(LI)   CU.6   0
         CC.1.SL.2 Comprehension and
         Collaboration: Ask and answer
         questions about key details in a
         text read aloud or information               TN.1.7.CU.1 (CU 0101.7.1) Experience and
         presented orally or through other            respond to a variety of media (e.g., books,
SL   2   media.                               1   1   audio, video, computer, illustrations).            7(M)    CU.1   0
                                                      TN.1.2.CU.8 (CU 0101.2.8) Participate in
         CC.1.SL.3 Comprehension and                  group discussion.
         Collaboration: Ask and answer                *Work productively in group discussion for a                          3 = Excellent
         questions about what a speaker               particular purpose (e.g., respond to literature,                         match
         says in order to gather additional           solve a problem).                                                     between the
         information or clarify something             *Ask and respond to questions from teacher                                 two
SL   3   that is not understood.              1   1   and other group members.                           2(C)    CU.8   0    documents grade difference
         CC.1.SL.3 Comprehension and
         Collaboration: Ask and answer
         questions about what a speaker               TN.3.2.CU.3 (CU0301.2.3) Respond to
         says in order to gather additional           questions from teachers and other group
         information or clarify something             members and pose follow-up questions for
SL   3   that is not understood.              1   3   clarity.                                        2(C)   CU.3    -2                   grade difference
         CC.1.SL.4 Presentation of
         Knowledge and Ideas: Describe                                                                                    3 = Excellent
         people, places, things, and                                                                                         match
         events with relevant details,                                                                                    between the Grade level difference is
         expressing ideas and feelings                TN.1.2.CU.9 (CU 0101.2.9) Retell a story,                                two      siginificant for a portion of the
SL   4   clearly.                             1   1   describing the plot, characters, and setting.   2(C)   CU.9    0     documents standard.
         CC.1.SL.4 Presentation of
         Knowledge and Ideas: Describe
         people, places, things, and
         events with relevant details,                TN.1.2.GLE.2 (GLE 0101.2.2) Develop critical                                        Grade level difference is
         expressing ideas and feelings                speaking skills essential for effective                                             siginificant for a portion of the
SL   4   clearly.                             1   1   communication.                                  2(C)   GLE.2   0                    standard.
         CC.1.SL.4 Presentation of
         Knowledge and Ideas: Describe
         people, places, things, and
         events with relevant details,                TN.4.2.CU.8 (CU 0401.2.8) Express                                                   Grade level difference is
         expressing ideas and feelings                reactions, personal experiences, and opinions                                       siginificant for a portion of the
SL   4   clearly.                             1   4   orally.                                         2(C)   CU.8    -3                   standard.
         CC.1.SL.5 Presentation of
         Knowledge and Ideas: Add                                                                                         3 = Excellent
         drawings or other visual displays                                                                                   match
         to descriptions when appropriate                                                                                 between the
         to clarify ideas, thoughts, and              TN.1.7.CU.4 (CU 0101.7.4) Enhance oral                                   two
SL   5   feelings.                            1   1   presentations with a visual medium.             7(M)   CU.4    0     documents
         CC.1.SL.6 Presentation of
         Knowledge and Ideas: Produce
         complete sentences when                                                                                             3 = Excellent
         appropriate to task and situation.                                                                                     match
         (See grade 1 Language                        TN.1.2.CU.6 (CU 0101.2.6) Speak clearly,                               between the
         standards 1 and 3 on page 26                 properly, and politely; recognize the difference                            two
SL   6   for specific expectations.)          1   1   between formal and informal language.              2(C)    CU.6    0    documents

         CC.1.SL.6 Presentation of
         Knowledge and Ideas: Produce
         complete sentences when
         appropriate to task and situation.
         (See grade 1 Language                        TN.1.1.GLE.1 (GLE 0101.1.1) Demonstrate
         standards 1 and 3 on page 26                 control of basic Standard English usage,
SL   6   for specific expectations.)          1   1   mechanics, spelling, and sentence structure.       1(LA)   GLE.1   0
         CC.2.SL.1 Comprehension and
         Collaboration: Participate in
         collaborative conversations with
         diverse partners about grade 2                                                                                      3 = Excellent
         topics and texts with peers and                                                                                        match
         adults in small and larger                   TN.2.2.GLE.1 (GLE 0201.2.1) Develop critical                           between the
         groups.                                      listening skills essential for comprehension,                               two
SL   1                                        2   2   problem solving, and task completion.              2(C)    GLE.1   0    documents
         CC.2.SL.1 Comprehension and
         Collaboration: Participate in
         collaborative conversations with
         diverse partners about grade 2
         topics and texts with peers and
         adults in small and larger                   TN.2.2.GLE.2 (GLE 0201.2.2) Develop critical
         groups.                                      speaking skills essential for effective
SL   1                                        2   2   communication.                                     2(C)    GLE.2   0
           CC.2.SL.1 Comprehension and
           Collaboration: Participate in                 TN.2.2.CU.8 (CU 0201.2.8) Participate in
           collaborative conversations with              group discussion.
           diverse partners about grade 2                *Work productively in group discussion for a
           topics and texts with peers and               particular purpose (e.g., respond to literature,
           adults in small and larger                    solve a problem, and plan a project).
           groups.                                       *Ask and respond to questions from teacher
SL   1                                           2   2   and other group members.                           2(C)   CU.8   0

           CC.2.SL.1.a Comprehension
           and Collaboration: Follow
           agreed-upon rules for
           discussions (e.g., gaining the                                                                                     3 = Excellent
           floor in respectful ways, listening                                                                                   match
           to others with care, speaking                 TN.2.2.CU.1 (CU 0201.2.1) Use appropriate                            between the
           one at a time about the topics                listening skills (e.g., do not interrupt, face                            two
SL   1.a   and texts under discussion).          2   2   speaker, ask questions).                           2(C)   CU.1   0    documents

           CC.2.SL.1.a Comprehension
           and Collaboration: Follow
           agreed-upon rules for
           discussions (e.g., gaining the
           floor in respectful ways, listening
           to others with care, speaking                 TN.2.2.CU.5 (CU 0201.2.5) Use rules for
           one at a time about the topics                conversation (e.g., take turns and focus
SL   1.a   and texts under discussion).          2   2   attention on speaker).                             2(C)   CU.5   0

                                                                                                                                2 = Good
           CC.2.SL.1.b Comprehension                                                                                           match, with
           and Collaboration: Build on                                                                                            minor
           others’ talk in conversations by              TN.2.2.CU.5 (CU 0201.2.5) Use rules for                                aspects of
           linking their comments to the                 conversation (e.g., take turns and focus                             the CCSS not
SL   1.b   remarks of others.                    2   2   attention on speaker).                             2(C)   CU.5   0     addressed
                                                      TN.2.2.CU.8 (CU 0201.2.8) Participate in
                                                      group discussion.
           CC.2.SL.1.b Comprehension                  *Work productively in group discussion for a
           and Collaboration: Build on                particular purpose (e.g., respond to literature,
           others’ talk in conversations by           solve a problem, and plan a project).
           linking their comments to the              *Ask and respond to questions from teacher
SL   1.b   remarks of others.                 2   2   and other group members.                           2(C)    CU.8   0
           CC.2.SL.1.b Comprehension
           and Collaboration: Build on
           others’ talk in conversations by           TN.2.2.CU.1 (CU 0201.2.1) Use appropriate
           linking their comments to the              listening skills (e.g., do not interrupt, face
SL   1.b   remarks of others.                 2   2   speaker, ask questions).                           2(C)    CU.1   0
                                                      TN.2.8.CU.6 (CU 0201.8.6) Derive meaning
                                                      while reading by employing the following
                                                      strategies:
                                                      *Asking questions to clarify meaning.
                                                      *Participating in discussions.
                                                      *Predicting what will happen next.
                                                      *Creating mental images.
           CC.2.SL.1.c Comprehension                  *Using illustrations to gain meaning.
           and Collaboration: Ask for                 *Answering the five W + H questions (i.e.,                             3 = Excellent
           clarification and further                  Who, What, When, Where, How, Why).                                        match
           explanation as needed about the            *Relating knowledge from personal                                      between the
           topics and texts under                     experience, other texts, and world events to                                two
SL   1.c   discussion.                        2   2   make meaning from text.                            8(LI)   CU.6   0     documents grade difference
           CC.2.SL.1.c Comprehension
           and Collaboration: Ask for
           clarification and further                  TN.3.2.CU.3 (CU0301.2.3) Respond to
           explanation as needed about the            questions from teachers and other group
           topics and texts under                     members and pose follow-up questions for
SL   1.c   discussion.                        2   3   clarity.                                           2(C)    CU.3   -1               grade difference
                                                     TN.2.2.CU.8 (CU 0201.2.8) Participate in
           CC.2.SL.1.c Comprehension                 group discussion.
           and Collaboration: Ask for                *Work productively in group discussion for a
           clarification and further                 particular purpose (e.g., respond to literature,
           explanation as needed about the           solve a problem, and plan a project).
           topics and texts under                    *Ask and respond to questions from teacher
SL   1.c   discussion.                       2   2   and other group members.                           2(C)   CU.8   0                    grade difference
           CC.2.SL.2 Comprehension and
           Collaboration: Recount or                                                                                       3 = Excellent
           describe key ideas or details                                                                                      match
           from a text read aloud or                 TN.2.2.CU.4 (CU 0201.2.4) Summarize what                              between the
           information presented orally or           has been heard using the logical sequence of                               two
SL   2     through other media.              2   2   events.                                            2(C)   CU.4   0     documents
           CC.2.SL.2 Comprehension and
           Collaboration: Recount or
           describe key ideas or details
           from a text read aloud or
           information presented orally or           TN.2.2.CU.9 (CU 0201.2.9) Retell a story,
SL   2     through other media.              2   2   describing the plot, characters, and setting.      2(C)   CU.9   0
           CC.2.SL.2 Comprehension and
           Collaboration: Recount or
           describe key ideas or details
           from a text read aloud or                 TN.2.7.CU.1 (CU 0201.7.1) Understand the
           information presented orally or           main idea in a visual medium (e.g., pictures,
SL   2     through other media.              2   2   cartoons, posters).                                7(M)   CU.1   0
           CC.2.SL.3 Comprehension and
           Collaboration: Ask and answer
           questions about what a speaker
           says in order to clarify                                                                                        3 = Excellent
           comprehension, gather                     TN.3.2.CU.3 (CU0301.2.3) Respond to                                      match
           additional information, or                questions from teachers and other group                               between the
           deepen understanding of a topic           members and pose follow-up questions for                                   two
SL   3     or issue.                         2   3   clarity.                                           2(C)   CU.3   -1    documents grade difference
         CC.2.SL.3 Comprehension and
         Collaboration: Ask and answer             TN.2.2.CU.8 (CU 0201.2.8) Participate in
         questions about what a speaker            group discussion.
         says in order to clarify                  *Work productively in group discussion for a
         comprehension, gather                     particular purpose (e.g., respond to literature,
         additional information, or                solve a problem, and plan a project).
         deepen understanding of a topic           *Ask and respond to questions from teacher
SL   3   or issue.                         2   2   and other group members.                           2(C)   CU.8    0                  grade difference
         CC.2.SL.4 Presentation of
         Knowledge and Ideas: Tell a
         story or recount an experience                                                                                   3 = Excellent
         with appropriate facts and                                                                                          match
         relevant, descriptive details,                                                                                   between the
         speaking audibly in coherent              TN.2.2.CU.9 (CU 0201.2.9) Retell a story,                                   two      Grade level difference is significant
SL   4   sentences.                        2   2   describing the plot, characters, and setting.      2(C)   CU.9    0     documents for a portion of the standard.
         CC.2.SL.4 Presentation of
         Knowledge and Ideas: Tell a
         story or recount an experience
         with appropriate facts and
         relevant, descriptive details,            TN.2.2.GLE.2 (GLE 0201.2.2) Develop critical
         speaking audibly in coherent              speaking skills essential for effective                                              Grade level difference is significant
SL   4   sentences.                        2   2   communication.                                     2(C)   GLE.2   0                  for a portion of the standard.
         CC.2.SL.4 Presentation of
         Knowledge and Ideas: Tell a
         story or recount an experience
         with appropriate facts and
         relevant, descriptive details,            TN.4.2.CU.8 (CU 0401.2.8) Express
         speaking audibly in coherent              reactions, personal experiences, and opinions                                        Grade level difference is significant
SL   4   sentences.                        2   4   orally.                                            2(C)   CU.8    -2                 for a portion of the standard.
         CC.2.SL.5 Presentation of
         Knowledge and Ideas: Create
         audio recordings of stories or                                                                                     2 = Good
         poems; add drawings or other                                                                                      match, with
         visual displays to stories or                                                                                        minor
         recounts of experiences when                                                                                       aspects of
         appropriate to clarify ideas,             TN.2.2.CU.10 (CU 0201.2.10) Recite poems,                              the CCSS not State standards do not require the
SL   5   thoughts, and feelings.           2   2   stories, and songs.                                2(C)   CU.10   0      addressed creation of audio recordings.
         CC.2.SL.5 Presentation of
         Knowledge and Ideas: Create
         audio recordings of stories or
         poems; add drawings or other
         visual displays to stories or
         recounts of experiences when                  TN.2.7.GLE.2 (GLE 0201.7.2) Enhance oral
         appropriate to clarify ideas,                 presentations and/or written work with a                                               State standards do not require the
SL   5   thoughts, and feelings.               2   2   visual medium.                                     7(M)    GLE.2   0                   creation of audio recordings.
         CC.2.SL.5 Presentation of
         Knowledge and Ideas: Create
         audio recordings of stories or
         poems; add drawings or other
         visual displays to stories or
         recounts of experiences when                  TN.2.7.CU.4 (CU 0201.7.4) Begin to utilize
         appropriate to clarify ideas,                 technology to create publications and                                                  State standards do not require the
SL   5   thoughts, and feelings.               2   2   presentations.                                     7(M)    CU.4    0                   creation of audio recordings.

         CC.2.SL.6 Presentation of
         Knowledge and Ideas: Produce
         complete sentences when
         appropriate to task and situation
         in order to provide requested                                                                                        3 = Excellent
         detail or clarification. (See grade                                                                                     match
         2 Language standards 1and 3                   TN.2.2.CU.6 (CU 0201.2.6) Speak clearly,                               between the
         on page 26 for specific                       properly, and politely; recognize the difference                            two
SL   6   expectations.)                        2   2   between formal and informal language.              2(C)    CU.6    0    documents

         CC.2.SL.6 Presentation of
         Knowledge and Ideas: Produce
         complete sentences when
         appropriate to task and situation
         in order to provide requested
         detail or clarification. (See grade
         2 Language standards 1and 3                   TN.2.1.GLE.1 (GLE 0201.1.1) Demonstrate
         on page 26 for specific                       control of basic English usage, mechanics,
SL   6   expectations.)                        2   2   spelling, and sentence structure.                  1(LA)   GLE.1   0
         CC.3.SL.1 Comprehension and
         Collaboration: Engage
         effectively in a range of
         collaborative discussions (one-                                                                               2 = Good
         on-one, in groups, and teacher-                                                                              match, with
         led) with diverse partners on                                                                                   minor
         grade 3 topics and texts,                 TN.3.2.GLE.1 (GLE 0301.2.1) Continue to                             aspects of
         building on others’ ideas and             develop basic listening skills necessary for                      the CCSS not
SL   1   expressing their own clearly.     3   3   communication.                                 2(C)   GLE.1   0     addressed
         CC.3.SL.1 Comprehension and
         Collaboration: Engage
         effectively in a range of
         collaborative discussions (one-
         on-one, in groups, and teacher-
         led) with diverse partners on
         grade 3 topics and texts,                 TN.3.2.GLE.2 (GLE 0301.2.2) Continue to
         building on others’ ideas and             develop basic speaking skills necessary for
SL   1   expressing their own clearly.     3   3   communication.                                 2(C)   GLE.2   0
         CC.3.SL.1 Comprehension and
         Collaboration: Engage
         effectively in a range of
         collaborative discussions (one-
         on-one, in groups, and teacher-
         led) with diverse partners on
         grade 3 topics and texts,
         building on others’ ideas and             TN.3.2.CU.10 (CU 0301.2.10) Participate in
SL   1   expressing their own clearly.     3   3   group discussions.                             2(C)   CU.10   0
         CC.3.SL.1 Comprehension and
         Collaboration: Engage
         effectively in a range of
         collaborative discussions (one-
         on-one, in groups, and teacher-
         led) with diverse partners on
         grade 3 topics and texts,
         building on others’ ideas and             TN.3.2.CU.8 (CU 0301.2.8) Use rules for
SL   1   expressing their own clearly.     3   3   conversation and verbal participation.         2(C)   CU.8    0
         CC.3.SL.1 Comprehension and
         Collaboration: Engage
         effectively in a range of
         collaborative discussions (one-
         on-one, in groups, and teacher-
         led) with diverse partners on             TN.3.2.CU.12 (CU 0301.2.12) Participate in
         grade 3 topics and texts,                 creative and expressive responses to text
         building on others’ ideas and             (e.g., choral reading, discussion,
SL   1   expressing their own clearly.     3   3   dramatizations, oral presentations).         2(C)   CU.12   0
                                                       TN.6.2.CU.17 (CU 0601.2.17) Participate
                                                       productively in self-directed work teams for a
                                                       particular purpose (e.g., to interpret literature,
                                                       to solve a problem, to make a decision) by
                                                       adhering to the following:

                                                       Behavior of Individuals within the Group
                                                       *Contribute appropriate and useful
                                                       information and ideas that demonstrate a
                                                       clear awareness of the context of the
                                                       discussion and the goals of the group, are
                                                       purposeful in moving the team toward its goal,
                                                       and contribute to the topic of group
                                                       discussion.
                                                       *Consult and reference texts or other
                                                       resources as sources for ideas or to support
                                                       ideas under group discussion.
                                                       *Ask relevant questions that move the team
                                                       toward its goals and contribute to the topic of
                                                       discussion.
                                                       *Gain the floor in orderly ways, taking turns
                                                       when speaking and listening with civility to the
                                                       ideas of others (without interrupting).
                                                       *Summarize and paraphrase essential
           CC.3.SL.1.a Comprehension                   information from the input of others, and
           and Collaboration: Come to                  clarify points of agreement and disagreement.
           discussions prepared, having                Goals and Aims of the Group
           read or studied required                    *Understand the purpose for working as a                                   2 = Good
           material; explicitly draw on that           team and work according to that purpose.                                  match, with
           preparation and other                       *Articulate the goals that have been provided                                minor
           information known about the                 for the team work and ask appropriate                                      aspects of
           topic to explore ideas under                clarifying questions.                                                    the CCSS not Grade level difference is
SL   1.a   discussion.                         3   6   *Identify task(s) needed to meet goal and            2(C)   CU.17   -3     addressed significant.
           CC.3.SL.1.a Comprehension
           and Collaboration: Come to
           discussions prepared, having
           read or studied required
           material; explicitly draw on that
           preparation and other
           information known about the
           topic to explore ideas under                  TN.3.2.CU.10 (CU 0301.2.10) Participate in                                            Grade level difference is
SL   1.a   discussion.                           3   3   group discussions.                                 2(C)   CU.10   0                   significant.

           CC.3.SL.1.b Comprehension
           and Collaboration: Follow
           agreed-upon rules for
           discussions (e.g., gaining the                                                                                      3 = Excellent
           floor in respectful ways, listening           TN.3.2.CU.1 (CU 0301.2.1) Use established                                match
           to others with care, speaking                 rules for polite conversation (e.g., take turns,                      between the
           one at a time about the topics                ask questions) and attentive listening (e.g., do                           two
SL   1.b   and texts under discussion).          3   3   not interrupt, raise hands, face speaker).         2(C)   CU.1    0    documents

           CC.3.SL.1.b Comprehension
           and Collaboration: Follow
           agreed-upon rules for
           discussions (e.g., gaining the
           floor in respectful ways, listening
           to others with care, speaking
           one at a time about the topics                TN.3.2.CU.8 (CU 0301.2.8) Use rules for
SL   1.b   and texts under discussion).          3   3   conversation and verbal participation.             2(C)   CU.8    0
           CC.3.SL.1.c Comprehension
           and Collaboration: Ask                                                                                                2 = Good
           questions to check                                                                                                   match, with
           understanding of information                  TN.3.2.CU.3 (CU0301.2.3) Respond to                                       minor
           presented, stay on topic, and                 questions from teachers and other group                                 aspects of
           link their comments to the                    members and pose follow-up questions for                              the CCSS not
SL   1.c   remarks of others.                    3   3   clarity.                                           2(C)   CU.3    0     addressed
           CC.3.SL.1.c Comprehension
           and Collaboration: Ask
           questions to check
           understanding of information               TN.3.2.CU.1 (CU 0301.2.1) Use established
           presented, stay on topic, and              rules for polite conversation (e.g., take turns,
           link their comments to the                 ask questions) and attentive listening (e.g., do
SL   1.c   remarks of others.                 3   3   not interrupt, raise hands, face speaker).         2(C)   CU.1    0
           CC.3.SL.1.c Comprehension
           and Collaboration: Ask
           questions to check
           understanding of information
           presented, stay on topic, and
           link their comments to the                 TN.3.2.CU.8 (CU 0301.2.8) Use rules for
SL   1.c   remarks of others.                 3   3   conversation and verbal participation.             2(C)   CU.8    0

                                                                                                                             3 = Excellent
           CC.3.SL.1.d Comprehension                                                                                            match
           and Collaboration: Explain their           TN.4.2.CU.8 (CU 0401.2.8) Express                                      between the
           own ideas and understanding in             reactions, personal experiences, and opinions                               two      Grade difference for a portion of
SL   1.d   light of the discussion.           3   4   orally.                                            2(C)   CU.8    -1    documents the standard

           CC.3.SL.1.d Comprehension
           and Collaboration: Explain their
           own ideas and understanding in             TN.3.2.CU.10 (CU 0301.2.10) Participate in                                           Grade difference for a portion of
SL   1.d   light of the discussion.           3   3   group discussions.                                 2(C)   CU.10   0                  the standard

           CC.3.SL.1.d Comprehension
           and Collaboration: Explain their
           own ideas and understanding in             TN.3.2.CU.8 (CU 0301.2.8) Use rules for                                              Grade difference for a portion of
SL   1.d   light of the discussion.           3   3   conversation and verbal participation.             2(C)   CU.8    0                  the standard
         CC.3.SL.2 Comprehension and
         Collaboration: Determine the
         main ideas and supporting
         details of a text read aloud or                                                                              3 = Excellent
         information presented in diverse                                                                                match
         media and formats, including               TN.3.2.CU.4 (CU0301.2.4) Listen and                               between the
         visually, quantitatively, and              respond to a variety of media (e.g., books,                            two
SL   2   orally.                            3   3   audio, videos).                                 2(C)   CU.4   0    documents
         CC.3.SL.2 Comprehension and
         Collaboration: Determine the
         main ideas and supporting
         details of a text read aloud or
         information presented in diverse
         media and formats, including
         visually, quantitatively, and              TN.3.2.CU.6 (CU 0301.2.6) Recognize the
SL   2   orally.                            3   3   main idea conveyed in a speech.                 2(C)   CU.6   0
         CC.3.SL.2 Comprehension and
         Collaboration: Determine the
         main ideas and supporting
         details of a text read aloud or
         information presented in diverse           TN.3.7.CU.3 (CU 0301.7.3) Understand the
         media and formats, including               main idea or message in a visual image (e.g.,
         visually, quantitatively, and              pictures, cartoons, weather reports on
SL   2   orally.                            3   3   television, newspapers, photographs).           7(M)   CU.3   0
         CC.3.SL.2 Comprehension and
         Collaboration: Determine the
         main ideas and supporting
         details of a text read aloud or
         information presented in diverse
         media and formats, including
         visually, quantitatively, and              TN.3.2.CU.5 (CU 0301.2.5) Summarize
SL   2   orally.                            3   3   information presented orally by others.         2(C)   CU.5   0
         CC.3.SL.3 Comprehension and                                                                                       2 = Good
         Collaboration: Ask and answer                                                                                    match, with
         questions about information                 TN.3.2.CU.3 (CU0301.2.3) Respond to                                     minor
         from a speaker, offering                    questions from teachers and other group                               aspects of
         appropriate elaboration and                 members and pose follow-up questions for                            the CCSS not
SL   3   detail.                             3   3   clarity.                                        2(C)   CU.3    0      addressed
         CC.3.SL.4 Presentation of
         Knowledge and Ideas: Report on
         a topic or text, tell a story, or                                                                                 2 = Good
         recount an experience with                                                                                       match, with
         appropriate facts and relevant,                                                                                     minor
         descriptive details, speaking               TN.4.2.CU.8 (CU 0401.2.8) Express                                     aspects of
         clearly at an understandable                reactions, personal experiences, and opinions                       the CCSS not
SL   4   pace.                               3   4   orally.                                         2(C)   CU.8    -1     addressed Click here to add a note
         CC.3.SL.4 Presentation of
         Knowledge and Ideas: Report on
         a topic or text, tell a story, or
         recount an experience with
         appropriate facts and relevant,             TN.4.2.CU.9 (CU 0401.2.9) Create and
         descriptive details, speaking               deliver an oral presentation on an assigned
         clearly at an understandable                topic (e.g., book reports, demonstrations,
SL   4   pace.                               3   4   science/social studies projects).               2(C)   CU.9    -1                  Click here to add a note
         CC.3.SL.4 Presentation of
         Knowledge and Ideas: Report on
         a topic or text, tell a story, or
         recount an experience with
         appropriate facts and relevant,
         descriptive details, speaking               TN.3.2.GLE.2 (GLE 0301.2.2) Continue to
         clearly at an understandable                develop basic speaking skills necessary for
SL   4   pace.                               3   3   communication.                                  2(C)   GLE.2   0                   Click here to add a note
         CC.3.SL.4 Presentation of
         Knowledge and Ideas: Report on
         a topic or text, tell a story, or
         recount an experience with
         appropriate facts and relevant,             TN.3.2.CU.12 (CU 0301.2.12) Participate in
         descriptive details, speaking               creative and expressive responses to text
         clearly at an understandable                (e.g., choral reading, discussion,
SL   4   pace.                               3   3   dramatizations, oral presentations).               2(C)   CU.12   0                 Click here to add a note
         CC.3.SL.4 Presentation of
         Knowledge and Ideas: Report on
         a topic or text, tell a story, or
         recount an experience with
         appropriate facts and relevant,
         descriptive details, speaking               TN.2.2.CU.6 (CU 0201.2.6) Speak clearly,
         clearly at an understandable                properly, and politely; recognize the difference
SL   4   pace.                               3   2   between formal and informal language.              2(C)   CU.6    1                 Click here to add a note

         CC.3.SL.5 Presentation of
         Knowledge and Ideas: Create
         engaging audio recordings of
         stories or poems that                                                                                               2 = Good
         demonstrate fluid reading at an                                                                                    match, with
         understandable pace; add visual                                                                                       minor
         displays when appropriate to                                                                                        aspects of
         emphasize or enhance certain                TN.3.7.CU.2 (CU 0301.7.2) Use media to                                the CCSS not State standards do not require the
SL   5   facts or details.                   3   3   enhance reports and oral presentations.            7(M)   CU.2    0     addressed creation of audio recordings.

         CC.3.SL.5 Presentation of
         Knowledge and Ideas: Create
         engaging audio recordings of
         stories or poems that
         demonstrate fluid reading at an
         understandable pace; add visual
         displays when appropriate to                TN.2.7.CU.4 (CU 0201.7.4) Begin to utilize
         emphasize or enhance certain                technology to create publications and                                               State standards do not require the
SL   5   facts or details.                   3   2   presentations.                                     7(M)   CU.4    1                 creation of audio recordings.
         CC.3.SL.5 Presentation of
         Knowledge and Ideas: Create
         engaging audio recordings of
         stories or poems that
         demonstrate fluid reading at an
         understandable pace; add visual
         displays when appropriate to
         emphasize or enhance certain              TN.2.2.CU.10 (CU 0201.2.10) Recite poems,                             State standards do not require the
SL   5   facts or details.                 3   2   stories, and songs.                               2(C)    CU.10   1   creation of audio recordings.

         CC.3.SL.5 Presentation of
         Knowledge and Ideas: Create
         engaging audio recordings of
         stories or poems that
         demonstrate fluid reading at an
         understandable pace; add visual           TN.3.2.CU.12 (CU 0301.2.12) Participate in
         displays when appropriate to              creative and expressive responses to text
         emphasize or enhance certain              (e.g., choral reading, discussion,                                    State standards do not require the
SL   5   facts or details.                 3   3   dramatizations, oral presentations).              2(C)    CU.12   0   creation of audio recordings.

         CC.3.SL.5 Presentation of
         Knowledge and Ideas: Create
         engaging audio recordings of
         stories or poems that
         demonstrate fluid reading at an           TN.3.8.CU.4 (CU 0301.8.4) Read with
         understandable pace; add visual           increasing fluency and confidence from a
         displays when appropriate to              variety of texts (e.g., paired readings, shared
         emphasize or enhance certain              reading, choral reading, teacher-led reading,                         State standards do not require the
SL   5   facts or details.                 3   3   reading from tapes/CDs).                          8(LI)   CU.4    0   creation of audio recordings.
                                                       TN.3.1.CU.1 (CU 0301.1.1 Know and use
                                                       appropriately the meaning, forms, and
                                                       functions of nouns (including nouns as
                                                       subjects and objects, singular, plural, and
                                                       possessives), pronouns (including subject
         CC.3.SL.6 Presentation of                     and object pronouns, substitution for nouns,
         Knowledge and Ideas: Speak in                 agreement with antecedents), verbs
         complete sentences when                       (including past, present, and future tenses;
         appropriate to task and situation             irregular verb; agreement with simple and
         in order to provide requested                 compound subjects), adjectives (including                              3 = Excellent
         detail or clarification. (See grade           vivid descriptive words,                                                  match
         3 Language standards 1 and 3                  comparative/superlative, articles), and                                between the
         on page 26 for specific                       adverbs (including common formation and                                     two
SL   6   expectations.)                        3   3   placement in a sentence).                          1(LA)   CU.1    0    documents

         CC.3.SL.6 Presentation of
         Knowledge and Ideas: Speak in
         complete sentences when
         appropriate to task and situation
         in order to provide requested
         detail or clarification. (See grade
         3 Language standards 1 and 3                  TN.2.2.CU.6 (CU 0201.2.6) Speak clearly,
         on page 26 for specific                       properly, and politely; recognize the difference
SL   6   expectations.)                        3   2   between formal and informal language.              2(C)    CU.6    1
         CC.4.SL.1 Comprehension and
         Collaboration: Engage
         effectively in a range of
         collaborative discussions (one-                                                                                        2 = Good
         on-one, in groups, and teacher-                                                                                       match, with
         led)with diverse partners on                                                                                             minor
         grade 4 topics and texts,                     TN.4.2.GLE.1 (GLE 0401.2.1) Continue to                                  aspects of
         building on others’ ideas and                 develop oral language skills necessary for                             the CCSS not
SL   1   expressing their own clearly.         4   4   communication.                                     2(C)    GLE.1   0     addressed
         CC.4.SL.1 Comprehension and
         Collaboration: Engage
         effectively in a range of
         collaborative discussions (one-
         on-one, in groups, and teacher-
         led)with diverse partners on
         grade 4 topics and texts,                 TN.4.2.GLE.2 (GLE 0401.2.2) Continue to
         building on others’ ideas and             develop listening skills necessary for
SL   1   expressing their own clearly.     4   4   communication.                                   2(C)   GLE.2   0
         CC.4.SL.1 Comprehension and
         Collaboration: Engage
         effectively in a range of
         collaborative discussions (one-
         on-one, in groups, and teacher-
         led)with diverse partners on
         grade 4 topics and texts,
         building on others’ ideas and             TN.4.2.CU.6 (CU 0401.2.6) Use rules for
SL   1   expressing their own clearly.     4   4   polite conversation.                             2(C)   CU.6    0
         CC.4.SL.1 Comprehension and
         Collaboration: Engage
         effectively in a range of
         collaborative discussions (one-
         on-one, in groups, and teacher-
         led)with diverse partners on
         grade 4 topics and texts,                 TN.4.2.CU.13 (CU 0401.2.13) Continue to
         building on others’ ideas and             develop group discussion skills and to work in
SL   1   expressing their own clearly.     4   4   teams.                                           2(C)   CU.13   0
         CC.4.SL.1 Comprehension and
         Collaboration: Engage
         effectively in a range of
         collaborative discussions (one-
         on-one, in groups, and teacher-
         led)with diverse partners on              TN.4.2.CU.7 (CU 0401.2.7) Participate in
         grade 4 topics and texts,                 creative responses to text (e.g., choral
         building on others’ ideas and             reading, discussion, dramatization, oral
SL   1   expressing their own clearly.     4   4   presentations).                                  2(C)   CU.7    0
           CC.4.SL.1.a Comprehension
           and Collaboration: Come to
           discussions prepared, having
           read or studied required                                                                                          2 = Good
           material; explicitly draw on that                                                                                match, with
           preparation and other                                                                                               minor
           information known about the                 TN.4.2.CU.13 (CU 0401.2.13) Continue to                               aspects of
           topic to explore ideas under                develop group discussion skills and to work in                      the CCSS not
SL   1.a   discussion.                         4   4   teams.                                           2(C)   CU.13   0     addressed
                                                       TN.6.2.CU.17 (CU 0601.2.17) Participate
                                                       productively in self-directed work teams for a
                                                       particular purpose (e.g., to interpret literature,
                                                       to solve a problem, to make a decision) by
                                                       adhering to the following:

                                                       Behavior of Individuals within the Group
                                                       *Contribute appropriate and useful
                                                       information and ideas that demonstrate a
                                                       clear awareness of the context of the
                                                       discussion and the goals of the group, are
                                                       purposeful in moving the team toward its goal,
                                                       and contribute to the topic of group
                                                       discussion.
                                                       *Consult and reference texts or other
                                                       resources as sources for ideas or to support
                                                       ideas under group discussion.
                                                       *Ask relevant questions that move the team
                                                       toward its goals and contribute to the topic of
                                                       discussion.
                                                       *Gain the floor in orderly ways, taking turns
                                                       when speaking and listening with civility to the
                                                       ideas of others (without interrupting).
                                                       *Summarize and paraphrase essential
           CC.4.SL.1.a Comprehension                   information from the input of others, and
           and Collaboration: Come to                  clarify points of agreement and disagreement.
           discussions prepared, having                Goals and Aims of the Group
           read or studied required                    *Understand the purpose for working as a
           material; explicitly draw on that           team and work according to that purpose.
           preparation and other                       *Articulate the goals that have been provided
           information known about the                 for the team work and ask appropriate
           topic to explore ideas under                clarifying questions.
SL   1.a   discussion.                         4   6   *Identify task(s) needed to meet goal and            2(C)   CU.17   -2
           CC.4.SL.1.b Comprehension                                                                                      3 = Excellent
           and Collaboration: Follow                                                                                         match
           agreed-upon rules for                      TN.4.2.CU.13 (CU 0401.2.13) Continue to                             between the
           discussions and carry out                  develop group discussion skills and to work in                           two
SL   1.b   assigned roles.                    4   4   teams.                                           2(C)   CU.13   0    documents
           CC.4.SL.1.b Comprehension
           and Collaboration: Follow
           agreed-upon rules for                      TN.4.2.CU.14 (CU 0401.2.14) Recognize
           discussions and carry out                  specific roles assumed by team members in
SL   1.b   assigned roles.                    4   4   completing tasks.                                2(C)   CU.14   0
           CC.4.SL.1.b Comprehension
           and Collaboration: Follow
           agreed-upon rules for                      TN.4.2.CU.1 (CU 0401.2.1) Listen attentively
           discussions and carry out                  by facing the speaker, asking questions, and
SL   1.b   assigned roles.                    4   4   summarizing what is said.                        2(C)   CU.1    0
           CC.4.SL.1.b Comprehension
           and Collaboration: Follow
           agreed-upon rules for
           discussions and carry out                  TN.4.2.CU.6 (CU 0401.2.6) Use rules for
SL   1.b   assigned roles.                    4   4   polite conversation.                             2(C)   CU.6    0
           CC.4.SL.1.c Comprehension
           and Collaboration: Pose and
           respond to specific questions to                                                                                 2 = Good
           clarify or follow up on                                                                                         match, with
           information, and make                                                                                              minor
           comments that contribute to the            TN.4.2.CU.4 (CU 0401.2.4) Formulate and                               aspects of
           discussion and link to the                 respond to questions from teachers and                              the CCSS not
SL   1.c   remarks of others.                 4   4   group members.                                   2(C)   CU.4    0     addressed
           CC.4.SL.1.c Comprehension
           and Collaboration: Pose and
           respond to specific questions to
           clarify or follow up on
           information, and make                      TN.3.2.CU.3 (CU0301.2.3) Respond to
           comments that contribute to the            questions from teachers and other group
           discussion and link to the                 members and pose follow-up questions for
SL   1.c   remarks of others.                 4   3   clarity.                                         2(C)   CU.3    1
           CC.4.SL.1.c Comprehension
           and Collaboration: Pose and
           respond to specific questions to
           clarify or follow up on
           information, and make
           comments that contribute to the            TN.4.2.CU.1 (CU 0401.2.1) Listen attentively
           discussion and link to the                 by facing the speaker, asking questions, and
SL   1.c   remarks of others.                 4   4   summarizing what is said.                        2(C)   CU.1    0
           CC.4.SL.1.c Comprehension
           and Collaboration: Pose and
           respond to specific questions to
           clarify or follow up on
           information, and make
           comments that contribute to the
           discussion and link to the                 TN.4.2.CU.6 (CU 0401.2.6) Use rules for
SL   1.c   remarks of others.                 4   4   polite conversation.                             2(C)   CU.6    0
           CC.4.SL.1.d Comprehension
           and Collaboration: Review the                                                                                  3 = Excellent
           key ideas expressed and explain                                                                                   match
           their own ideas and                        TN.4.2.CU.8 (CU 0401.2.8) Express                                   between the
           understanding in light of the              reactions, personal experiences, and opinions                            two
SL   1.d   discussion.                        4   4   orally.                                          2(C)   CU.8    0    documents
           CC.4.SL.1.d Comprehension
           and Collaboration: Review the
           key ideas expressed and explain
           their own ideas and                        TN.4.2.CU.13 (CU 0401.2.13) Continue to
           understanding in light of the              develop group discussion skills and to work in
SL   1.d   discussion.                        4   4   teams.                                           2(C)   CU.13   0
           CC.4.SL.1.d Comprehension
           and Collaboration: Review the
           key ideas expressed and explain
           their own ideas and                        TN.4.2.CU.1 (CU 0401.2.1) Listen attentively
           understanding in light of the              by facing the speaker, asking questions, and
SL   1.d   discussion.                        4   4   summarizing what is said.                        2(C)   CU.1    0
         CC.4.SL.2 Comprehension and
         Collaboration: Paraphrase                                                                                         2 = Good
         portions of a text read aloud or                                                                                 match, with
         information presented in diverse                                                                                    minor
         media and formats, including                TN.3.2.CU.4 (CU0301.2.4) Listen and                                   aspects of
         visually, quantitatively, and               respond to a variety of media (e.g., books,                         the CCSS not
SL   2   orally.                             4   3   audio, videos).                                 2(C)   CU.4    1      addressed
         CC.4.SL.2 Comprehension and
         Collaboration: Paraphrase
         portions of a text read aloud or
         information presented in diverse
         media and formats, including                TN.6.2.CU.5 (CU 0601.2.5) Begin to
         visually, quantitatively, and               paraphrase accurately ideas and information
SL   2   orally.                             4   6   presented orally by others.                     2(C)   CU.5    -2
         CC.4.SL.2 Comprehension and
         Collaboration: Paraphrase
         portions of a text read aloud or
         information presented in diverse            TN.6.4.CU.18 (CU 0601.4.18) Quote,
         media and formats, including                paraphrase, or summarize text, ideas, or
         visually, quantitatively, and               other information taken from print or
SL   2   orally.                             4   6   electronic sources.                             4(R)   CU.18   -2

         CC.4.SL.3 Comprehension and                                                                                     3 = Excellent
         Collaboration: Identify the                                                                                        match
         reasons and evidence a speaker                                                                                  between the
         provides to support particular              TN.4.2.SPI.1 (SPI 0401.2.1) Identify the main                            two
SL   3   points.                             4   4   idea and supporting points of a speech.         2(C)   SPI.1   0     documents
         CC.4.SL.4 Presentation of
         Knowledge and Ideas: Report on
         a topic or text, tell a story, or
         recount an experience in an
         organized manner, using                                                                                           2 = Good
         appropriate facts and relevant,                                                                                  match, with
         descriptive details to support                                                                                      minor
         main ideas or themes; speak                 TN.4.2.CU.8 (CU 0401.2.8) Express                                     aspects of
         clearly at an understandable                reactions, personal experiences, and opinions                       the CCSS not
SL   4   pace.                               4   4   orally.                                         2(C)   CU.8    0      addressed
         CC.4.SL.4 Presentation of
         Knowledge and Ideas: Report on
         a topic or text, tell a story, or
         recount an experience in an
         organized manner, using
         appropriate facts and relevant,
         descriptive details to support              TN.4.2.CU.9 (CU 0401.2.9) Create and
         main ideas or themes; speak                 deliver an oral presentation on an assigned
         clearly at an understandable                topic (e.g., book reports, demonstrations,
SL   4   pace.                               4   4   science/social studies projects).                  2(C)   CU.9    0
         CC.4.SL.4 Presentation of
         Knowledge and Ideas: Report on
         a topic or text, tell a story, or
         recount an experience in an
         organized manner, using
         appropriate facts and relevant,
         descriptive details to support
         main ideas or themes; speak                 TN.4.2.GLE.1 (GLE 0401.2.1) Continue to
         clearly at an understandable                develop oral language skills necessary for
SL   4   pace.                               4   4   communication.                                     2(C)   GLE.1   0
         CC.4.SL.4 Presentation of
         Knowledge and Ideas: Report on
         a topic or text, tell a story, or
         recount an experience in an
         organized manner, using
         appropriate facts and relevant,
         descriptive details to support
         main ideas or themes; speak                 TN.2.2.CU.6 (CU 0201.2.6) Speak clearly,
         clearly at an understandable                properly, and politely; recognize the difference
SL   4   pace.                               4   2   between formal and informal language.              2(C)   CU.6    2
         CC.4.SL.4 Presentation of
         Knowledge and Ideas: Report on
         a topic or text, tell a story, or
         recount an experience in an
         organized manner, using
         appropriate facts and relevant,
         descriptive details to support              TN.4.2.CU.7 (CU 0401.2.7) Participate in
         main ideas or themes; speak                 creative responses to text (e.g., choral
         clearly at an understandable                reading, discussion, dramatization, oral
SL   4   pace.                               4   4   presentations).                               2(C)   CU.7    0
         CC.4.SL.5 Presentation of
         Knowledge and Ideas: Add                                                                                       2 = Good
         audio recordings and visual                                                                                   match, with
         displays to presentations when                                                                                   minor
         appropriate to enhance the                                                                                     aspects of
         development of main ideas or                TN.4.7.CU.3 (CU 0401.7.3) Use media to                           the CCSS not State standards do not require the
SL   5   themes.                             4   4   enhance reports and oral presentations.       7(M)   CU.3    0     addressed creation of audio recordings.
         CC.4.SL.5 Presentation of
         Knowledge and Ideas: Add
         audio recordings and visual
         displays to presentations when
         appropriate to enhance the                  TN.2.7.CU.4 (CU 0201.7.4) Begin to utilize
         development of main ideas or                technology to create publications and                                          State standards do not require the
SL   5   themes.                             4   2   presentations.                                7(M)   CU.4    2                 creation of audio recordings.
         CC.4.SL.5 Presentation of
         Knowledge and Ideas: Add
         audio recordings and visual
         displays to presentations when              TN.4.7.SPI.3 (SPI 0401.7.3) Choose the most
         appropriate to enhance the                  effective medium to enhance a short oral
         development of main ideas or                presentation (e.g., still pictures, model,                                     State standards do not require the
SL   5   themes.                             4   4   diorama, PowerPoint, recording).              7(M)   SPI.3   0                 creation of audio recordings.
         CC.4.SL.6 Presentation of
         Knowledge and Ideas:
         Differentiate between contexts
         that call for formal English (e.g.,
         presenting ideas) and situations
         where informal discourse is
         appropriate (e.g., small-group
         discussion); use formal English
         when appropriate to task and                                                                                        3 = Excellent
         situation. (See grade 4                                                                                                match
         Language standards 1 and 3 on                 TN.2.2.CU.6 (CU 0201.2.6) Speak clearly,                              between the
         page 28 for specific                          properly, and politely; recognize the difference                           two
SL   6   expectations.)                        4   2   between formal and informal language.              2(C)   CU.6    2    documents

         CC.4.SL.6 Presentation of
         Knowledge and Ideas:
         Differentiate between contexts
         that call for formal English (e.g.,
         presenting ideas) and situations
         where informal discourse is
         appropriate (e.g., small-group
         discussion); use formal English
         when appropriate to task and
         situation. (See grade 4
         Language standards 1 and 3 on                 TN.4.2.CU.10 (CU 0401.2.10) Use different
         page 28 for specific                          voice levels and speech patterns for small
SL   6   expectations.)                        4   4   groups, informal discussions, and reports.         2(C)   CU.10   0
         CC.4.SL.6 Presentation of
         Knowledge and Ideas:
         Differentiate between contexts
         that call for formal English (e.g.,
         presenting ideas) and situations
         where informal discourse is
         appropriate (e.g., small-group                TN.4.1.CU.12 (CU 0401.1.12) Use
         discussion); use formal English               appropriate language structure in oral and
         when appropriate to task and                  written communication (e.g., subject-verb
         situation. (See grade 4                       agreement in simple and compound
         Language standards 1 and 3 on                 sentences, correct word order within a
         page 28 for specific                          sentence, correct placement of detailed
SL   6   expectations.)                        4   4   words and phrases).                               1(LA)   CU.12   0
         CC.5.SL.1 Comprehension and
         Collaboration: Engage
         effectively in a range of
         collaborative discussions (one-                                                                                       2 = Good
         on-one, in groups, and teacher-                                                                                      match, with
         led) with diverse partners on                                                                                           minor
         grade 5 topics and texts,                     TN.5.2.GLE.1 (GLE 0501.2.1) Continue to                                 aspects of
         building on others’ ideas and                 develop critical listening skills necessary for                       the CCSS not
SL   1   expressing their own clearly.         5   5   comprehension and task completion.                2(C)    GLE.1   0     addressed
         CC.5.SL.1 Comprehension and
         Collaboration: Engage
         effectively in a range of
         collaborative discussions (one-
         on-one, in groups, and teacher-
         led) with diverse partners on
         grade 5 topics and texts,                     TN.5.2.GLE.2 (GLE 0501.2.2) Continue to
         building on others’ ideas and                 develop strategies for expressing thoughts
SL   1   expressing their own clearly.         5   5   and ideas clearly and effectively.                2(C)    GLE.2   0
           CC.5.SL.1 Comprehension and
           Collaboration: Engage
           effectively in a range of
           collaborative discussions (one-
           on-one, in groups, and teacher-
           led) with diverse partners on               TN.5.2.CU.2 (CU 0501.2.2) Use established
           grade 5 topics and texts,                   rules for polite conversation (e.g., do not
           building on others’ ideas and               interrupt, face the speaker, listen attentively,
SL   1     expressing their own clearly.       5   5   provide appropriate feedback, take turns,).        2(C)   CU.2    0
           CC.5.SL.1 Comprehension and
           Collaboration: Engage
           effectively in a range of
           collaborative discussions (one-
           on-one, in groups, and teacher-             TN.5.2.CU.7 (CU 0501.2.7) Participate in
           led) with diverse partners on               creative and expressive responses to text
           grade 5 topics and texts,                   (e.g., choral reading, discussion,
           building on others’ ideas and               dramatization, oral presentations, and
SL   1     expressing their own clearly.       5   5   personal experiences).                             2(C)   CU.7    0
           CC.5.SL.1 Comprehension and
           Collaboration: Engage
           effectively in a range of
           collaborative discussions (one-
           on-one, in groups, and teacher-
           led) with diverse partners on
           grade 5 topics and texts,
           building on others’ ideas and               TN.5.2.GLE.4 (GLE 0501.2.4) Participate in
SL   1     expressing their own clearly.       5   5   teams for work and discussion.                     2(C)   GLE.4   0
           CC.5.SL.1.a Comprehension
           and Collaboration: Come to
           discussions prepared, having
           read or studied required                                                                                            2 = Good
           material; explicitly draw on that                                                                                  match, with
           preparation and other                                                                                                 minor
           information known about the                                                                                         aspects of
           topic to explore ideas under                TN.5.2.GLE.4 (GLE 0501.2.4) Participate in                            the CCSS not
SL   1.a   discussion.                         5   5   teams for work and discussion.                     2(C)   GLE.4   0     addressed
                                                       TN.6.2.CU.17 (CU 0601.2.17) Participate
                                                       productively in self-directed work teams for a
                                                       particular purpose (e.g., to interpret literature,
                                                       to solve a problem, to make a decision) by
                                                       adhering to the following:

                                                       Behavior of Individuals within the Group
                                                       *Contribute appropriate and useful
                                                       information and ideas that demonstrate a
                                                       clear awareness of the context of the
                                                       discussion and the goals of the group, are
                                                       purposeful in moving the team toward its goal,
                                                       and contribute to the topic of group
                                                       discussion.
                                                       *Consult and reference texts or other
                                                       resources as sources for ideas or to support
                                                       ideas under group discussion.
                                                       *Ask relevant questions that move the team
                                                       toward its goals and contribute to the topic of
                                                       discussion.
                                                       *Gain the floor in orderly ways, taking turns
                                                       when speaking and listening with civility to the
                                                       ideas of others (without interrupting).
                                                       *Summarize and paraphrase essential
           CC.5.SL.1.a Comprehension                   information from the input of others, and
           and Collaboration: Come to                  clarify points of agreement and disagreement.
           discussions prepared, having                Goals and Aims of the Group
           read or studied required                    *Understand the purpose for working as a
           material; explicitly draw on that           team and work according to that purpose.
           preparation and other                       *Articulate the goals that have been provided
           information known about the                 for the team work and ask appropriate
           topic to explore ideas under                clarifying questions.
SL   1.a   discussion.                         5   6   *Identify task(s) needed to meet goal and            2(C)   CU.17   -1
           CC.5.SL.1.b Comprehension                                                                                        3 = Excellent
           and Collaboration: Follow                                                                                           match
           agreed-upon rules for                                                                                            between the
           discussions and carry out                  TN.5.2.GLE.4 (GLE 0501.2.4) Participate in                                 two
SL   1.b   assigned roles.                    5   5   teams for work and discussion.                     2(C)   GLE.4   0    documents
           CC.5.SL.1.b Comprehension
           and Collaboration: Follow
           agreed-upon rules for                      TN.4.2.CU.14 (CU 0401.2.14) Recognize
           discussions and carry out                  specific roles assumed by team members in
SL   1.b   assigned roles.                    5   4   completing tasks.                                  2(C)   CU.14   1
           CC.5.SL.1.b Comprehension
           and Collaboration: Follow
           agreed-upon rules for                      TN.5.2.CU.1 (CU 0501.2.1) Listen attentively
           discussions and carry out                  by facing the speaker, asking questions, and
SL   1.b   assigned roles.                    5   5   summarizing what is said.                          2(C)   CU.1    0
           CC.5.SL.1.b Comprehension
           and Collaboration: Follow                  TN.5.2.CU.2 (CU 0501.2.2) Use established
           agreed-upon rules for                      rules for polite conversation (e.g., do not
           discussions and carry out                  interrupt, face the speaker, listen attentively,
SL   1.b   assigned roles.                    5   5   provide appropriate feedback, take turns,).        2(C)   CU.2    0
           CC.5.SL.1.c Comprehension
           and Collaboration: Pose and
           respond to specific questions by                                                                                 3 = Excellent
           making comments that                                                                                                match
           contribute to the discussion and           TN.5.2.CU.1 (CU 0501.2.1) Listen attentively                          between the
           elaborate on the remarks of                by facing the speaker, asking questions, and                               two
SL   1.c   others.                            5   5   summarizing what is said.                          2(C)   CU.1    0    documents grade difference
           CC.5.SL.1.c Comprehension
           and Collaboration: Pose and
           respond to specific questions by
           making comments that
           contribute to the discussion and           TN.5.2.CU.4 (CU 0501.2.4) Formulate and
           elaborate on the remarks of                respond to questions from teachers and
SL   1.c   others.                            5   5   group members.                                     2(C)   CU.4    0                   grade difference
           CC.5.SL.1.c Comprehension
           and Collaboration: Pose and
           respond to specific questions by
           making comments that                       TN.5.2.CU.2 (CU 0501.2.2) Use established
           contribute to the discussion and           rules for polite conversation (e.g., do not
           elaborate on the remarks of                interrupt, face the speaker, listen attentively,
SL   1.c   others.                            5   5   provide appropriate feedback, take turns,).        2(C)    CU.2    0                   grade difference

           CC.5.SL.1.c Comprehension                  TN.6.2.CU.9 (CU 0601.2.9) Listen actively in
           and Collaboration: Pose and                group discussions by asking clarifying and
           respond to specific questions by           elaborating questions and by managing
           making comments that                       internal (e.g., emotional state, prejudices) and
           contribute to the discussion and           external (e.g., physical setting, difficulty
           elaborate on the remarks of                hearing, recovering from distractions) barriers
SL   1.c   others.                            5   6   to aid comprehension.                              2(C)    CU.9    -1                  grade difference

           CC.5.SL.1.d Comprehension                                                                                            2 = Good
           and Collaboration: Review the                                                                                       match, with
           key ideas expressed and draw                                                                                           minor
           conclusions in light of                    TN.5.2.CU.1 (CU 0501.2.1) Listen attentively                              aspects of
           information and knowledge                  by facing the speaker, asking questions, and                            the CCSS not
SL   1.d   gained from the discussions.       5   5   summarizing what is said.                          2(C)    CU.1    0      addressed
           CC.5.SL.1.d Comprehension
           and Collaboration: Review the
           key ideas expressed and draw
           conclusions in light of                    TN.5.5.GLE.2 (GLE 0501.5.2) Use logic to
           information and knowledge                  make inferences and to draw conclusions in a
SL   1.d   gained from the discussions.       5   5   variety of oral and written contexts.              5(LO)   GLE.2   0
           CC.5.SL.2 Comprehension and
           Collaboration: Summarize
           written a text read aloud or                                                                                       3 = Excellent
           information presented in diverse                                                                                      match
           media and formats, including                                                                                       between the
           visually, quantitatively, and              TN.5.7.SPI.2 (SPI 0501.7.2) Determine the                                    two
SL   2     orally.                            5   5   main idea in a visual image.                       7(M)    SPI.2   0     documents grade difference
         CC.5.SL.2 Comprehension and
         Collaboration: Summarize
         written a text read aloud or
         information presented in diverse
         media and formats, including
         visually, quantitatively, and              TN.5.2.CU.6 (CU 0501.2.6) Construct a
SL   2   orally.                            5   5   summary of a speech.                               2(C)   CU.6    0                  grade difference
         CC.5.SL.2 Comprehension and
         Collaboration: Summarize
         written a text read aloud or
         information presented in diverse
         media and formats, including               TN.5.2.CU.1 (CU 0501.2.1) Listen attentively
         visually, quantitatively, and              by facing the speaker, asking questions, and
SL   2   orally.                            5   5   summarizing what is said.                          2(C)   CU.1    0                  grade difference
         CC.5.SL.2 Comprehension and
         Collaboration: Summarize
         written a text read aloud or
         information presented in diverse
         media and formats, including               TN.3.2.CU.4 (CU0301.2.4) Listen and
         visually, quantitatively, and              respond to a variety of media (e.g., books,
SL   2   orally.                            5   3   audio, videos).                                    2(C)   CU.4    2                  grade difference
         CC.5.SL.2 Comprehension and
         Collaboration: Summarize
         written a text read aloud or
         information presented in diverse           TN.6.4.CU.18 (CU 0601.4.18) Quote,
         media and formats, including               paraphrase, or summarize text, ideas, or
         visually, quantitatively, and              other information taken from print or
SL   2   orally.                            5   6   electronic sources.                                4(R)   CU.18   -1                 grade difference
         CC.5.SL.3 Comprehension and
         Collaboration: Summarize the               TN.6.2.CU.4 (CU 0601.2.4) Summarize                                    3 = Excellent
         points a speaker makes and                 information presented orally by others in                                 match
         explain how each claim is                  which the main ideas may be explicitly or                              between the
         supported by reasons and                   implicitly stated, including the purposes, major                            two      Grade level difference for a portion
SL   3   evidence.                          5   6   ideas, and supporting details or evidence.         2(C)   CU.4    -1    documents of the standard
         CC.5.SL.3 Comprehension and
         Collaboration: Summarize the
         points a speaker makes and
         explain how each claim is
         supported by reasons and                   TN.5.2.CU.6 (CU 0501.2.6) Construct a                                                Grade level difference for a portion
SL   3   evidence.                          5   5   summary of a speech.                               2(C)   CU.6    0                  of the standard
         CC.5.SL.3 Comprehension and
         Collaboration: Summarize the
         points a speaker makes and
         explain how each claim is
         supported by reasons and                   TN.4.2.SPI.1 (SPI 0401.2.1) Identify the main                                        Grade level difference for a portion
SL   3   evidence.                          5   4   idea and supporting points of a speech.            2(C)   SPI.1   1                  of the standard
         CC.5.SL.4 Presentation of
         Knowledge and Ideas: Report on
         a topic or text or present an
         opinion, sequencing ideas                                                                                          2 = Good
         logically and using appropriate                                                                                   match, with
         facts and relevant, descriptive                                                                                      minor
         details to support main ideas or           TN.2.2.CU.6 (CU 0201.2.6) Speak clearly,                                aspects of
         themes; speak clearly at an                properly, and politely; recognize the difference                      the CCSS not
SL   4   understandable pace.               5   2   between formal and informal language.              2(C)   CU.6    3     addressed
         CC.5.SL.4 Presentation of
         Knowledge and Ideas: Report on
         a topic or text or present an
         opinion, sequencing ideas
         logically and using appropriate            TN.5.2.CU.7 (CU 0501.2.7) Participate in
         facts and relevant, descriptive            creative and expressive responses to text
         details to support main ideas or           (e.g., choral reading, discussion,
         themes; speak clearly at an                dramatization, oral presentations, and
SL   4   understandable pace.               5   5   personal experiences).                             2(C)   CU.7    0
         CC.5.SL.4 Presentation of
         Knowledge and Ideas: Report on
         a topic or text or present an
         opinion, sequencing ideas
         logically and using appropriate
         facts and relevant, descriptive
         details to support main ideas or           TN.5.2.CU.10 (CU 0501.2.10) Create and
         themes; speak clearly at an                deliver an oral presentation using visual aids
SL   4   understandable pace.               5   5   or props.                                        2(C)   CU.10   0
         CC.5.SL.4 Presentation of
         Knowledge and Ideas: Report on
         a topic or text or present an
         opinion, sequencing ideas
         logically and using appropriate
         facts and relevant, descriptive
         details to support main ideas or           TN.5.2.GLE.2 (GLE 0501.2.2) Continue to
         themes; speak clearly at an                develop strategies for expressing thoughts
SL   4   understandable pace.               5   5   and ideas clearly and effectively.               2(C)   GLE.2   0
         CC.5.SL.4 Presentation of
         Knowledge and Ideas: Report on
         a topic or text or present an
         opinion, sequencing ideas
         logically and using appropriate
         facts and relevant, descriptive
         details to support main ideas or           TN.5.2.SPI.4 (SPI 0501.2.4) Organize ideas
         themes; speak clearly at an                in the most effective order for an oral
SL   4   understandable pace.               5   5   presentation.                                    2(C)   SPI.4   0
         CC.5.SL.5 Presentation of
         Knowledge and Ideas: Include
         multimedia components (e.g.,
         graphics, sound) and visual                                                                                    3 = Excellent
         displays in presentations when                                                                                    match
         appropriate to enhance the                                                                                     between the
         development of main ideas or               TN.5.7.CU.5 (CU 0501.7.5) Use media to                                   two
SL   5   themes.                            5   5   enhance reports and oral presentations.          7(M)   CU.5    0    documents
         CC.5.SL.6 Presentation of
         Knowledge and Ideas: Adapt
         speech to a variety of contexts
         and tasks, using formal English
         when appropriate to task and                                                                                     3 = Excellent
         situation. (See grade 5                                                                                             match
         Language standards 1 and 3 on             TN.2.2.CU.6 (CU 0201.2.6) Speak clearly,                               between the
         page 28 for specific                      properly, and politely; recognize the difference                            two
SL   6   expectations.)                    5   2   between formal and informal language.              2(C)    CU.6    3    documents
         CC.5.SL.6 Presentation of
         Knowledge and Ideas: Adapt
         speech to a variety of contexts
         and tasks, using formal English
         when appropriate to task and
         situation. (See grade 5
         Language standards 1 and 3 on             TN.5.2.CU.8 (CU 0501.2.8) Use different
         page 28 for specific                      voice levels and speech patterns in formal
SL   6   expectations.)                    5   5   and informal situations.                           2(C)    CU.8    0
         CC.5.SL.6 Presentation of
         Knowledge and Ideas: Adapt
         speech to a variety of contexts
         and tasks, using formal English           TN.5.1.CU.12 (CU 0501.1.12) Use
         when appropriate to task and              appropriate language structure in oral and
         situation. (See grade 5                   written communication (e.g., subject-verb
         Language standards 1 and 3 on             agreement in simple and compound
         page 28 for specific                      sentences, correct syntax, correct placement
SL   6   expectations.)                    5   5   of modifiers).                                     1(LA)   CU.12   0

         CC.K.L.1 Conventions of                                                                                          3 = Excellent
         Standard English: Demonstrate             TN.K.1.GLE.1 (GLE 0001.1.1) Demonstrate                                   match
         command of the conventions of             an emerging understanding of basic English                             between the
         standard English grammar and              usage, mechanics, spelling, and sentence                                    two
L    1   usage when writing or speaking.   K   K   structure.                                         1(LA)   GLE.1   0    documents
                                                       TN.K.3.CU.4 (CU 0001.3.4) Create legible
                                                       documents for reading by the following:                                3 = Excellent
                                                       forming uppercase/lowercase letters; writing                              match
          CC.K.L.1.a Conventions of                    from left to right/top to bottom; and                                  between the
          Standard English: Print many                 tracing/reproducing letters and words                                       two
L   1.a   upper- and lowercase letters.        K   K   correctly.                                         3(W)    CU.4   0     documents

                                                       TN.1.1.CU.1 (CU 0101.1.1) Identify and                                 3 = Excellent
          CC.K.L.1.b Conventions of                    correctly use adjectives (i.e., descriptive),                             match
          Standard English: Use                        nouns (i.e., singular and plural, possessive),                         between the
          frequently occurring nouns and               pronouns (i.e., substitution for nouns), and                                two
L   1.b   verbs.                               K   1   verbs (i.e., tense, subject-verb agreement)        1(LA)   CU.1   -1    documents grade difference

          CC.K.L.1.c Conventions of                    TN.1.1.CU.1 (CU 0101.1.1) Identify and                                 3 = Excellent
          Standard English: Form regular               correctly use adjectives (i.e., descriptive),                             match
          plural nouns orally by adding /s/            nouns (i.e., singular and plural, possessive),                         between the
          or /es/ (e.g., dog, dogs; wish,              pronouns (i.e., substitution for nouns), and                                two
L   1.c   wishes).                             K   1   verbs (i.e., tense, subject-verb agreement)        1(LA)   CU.1   -1    documents grade difference
                                                       TN.K.2.CU.8 (CU 0001.2.8) Participate in
                                                       group discussion.                                                        2 = Good
          CC.K.L.1.d Conventions of                    *Work productively in group discussion for a                            match, with
          Standard English: Understand                 particular purpose (e.g., respond to literature,                           minor
          and use question words                       solve a problem).                                                        aspects of
          (interrogatives) (e.g., who, what,           *Ask and respond to questions from teacher                             the CCSS not
L   1.d   where, when, why, how).              K   K   and other group members.                           2(C)    CU.8   0      addressed
                                                       TN.1.1.CU.10 (CU 0101.1.10) Show evidence
                                                       of expanding language through vocabulary
                                                       growth.
                                                       *Build vocabulary by reading, listening to, and
                                                       discussing a variety of literature.
                                                       *Use word families and a variety of active
                                                       word walls.
                                                       *Read high frequency words in context.
                                                       *Recognize and identify compound words,
                                                       synonyms, and antonyms.
                                                       *Identify positional words (e.g., inside,
          CC.K.L.1.e Conventions of                    outside, beside, between).                                             3 = Excellent
          Standard English: Use the most               *Identify simple multi-meaning words in                                   match
          frequently occurring prepositions            context (e.g., fly, pop, bat).                                         between the
          (e.g., to, from, in, out, on, off,           *Use a picture dictionary/beginning dictionary                              two
L   1.e   for, of, by, with).                  K   1   to determine word meaning.                        1(LA)   CU.10   -1    documents grade level difference is significant

                                                       TN.5.1.CU.1 (CU 0501.1.1) Know and use
                                                       appropriately the meaning, forms, and
                                                       functions of nouns (including common/proper,
                                                       singular/plural, possessives, predicate
                                                       nouns), verbs (including action/linking,
                                                       regular/irregular, be/have, verb phrases,
                                                       agreement with subject in person and
                                                       number), pronouns (including agreement with
                                                       antecedent, reflexive, possessive, correct
                                                       pronoun case), adjectives (including
                                                       common/proper, predicate adjectives,
                                                       demonstrative adjectives, proper comparative
                                                       forms), adverbs (including proper
          CC.K.L.1.e Conventions of                    comparative forms, adverbs of degree {too,
          Standard English: Use the most               very}), conjunctions (including coordinating),
          frequently occurring prepositions            interjections, and prepositions (place
          (e.g., to, from, in, out, on, off,           prepositional phrases in correct location
L   1.e   for, of, by, with).                  K   5   within the sentence).                             1(LA)   CU.1    -5                 grade level difference is significant
                                                                                                                                1 = Weak
          CC.K.L.1.f Conventions of                                                                                           match, major
          Standard English: Produce and                                                                                         aspects of
          expand complete sentences in               TN.1.1.CU.6 (CU 0101.1.6) Understand that                                the CCSS not
L   1.f   shared language activities.        K   1   groups of words make sentences.                     1(LA)   CU.6    -1     addressed

          CC.K.L.1.f Conventions of                  TN.2.1.CU.5 (CU 0201.1.5) Understand that a
          Standard English: Produce and              sentence is a group of words that has a
          expand complete sentences in               subject and a verb and expresses a complete
L   1.f   shared language activities.        K   2   thought.                                            1(LA)   CU.5    -2

          CC.K.L.1.f Conventions of
          Standard English: Produce and
          expand complete sentences in               TN.1.1.CU.8 (CU 0101.1.8) Identify and
L   1.f   shared language activities.        K   1   correctly write complete sentences.                 1(LA)   CU.8    -1

          CC.K.L.2 Conventions of
          Standard English: Demonstrate                                                                                       3 = Excellent
          command of the conventions of              TN.K.1.CU.5 (CU 0001.1.5) Attempt to spell                                  match
          standard English capitalization,           simple words using pre-to-early phonetic                                 between the
          punctuation, and spelling when             knowledge, sounds of the alphabet, and                                        two
L   2     writing.                           K   K   knowledge of letter names.                          1(LA)   CU.5    0     documents

          CC.K.L.2 Conventions of
          Standard English: Demonstrate
          command of the conventions of
          standard English capitalization,           TN.K.3.GLE.1 (GLE 0001.3.1) Use basic
          punctuation, and spelling when             knowledge of simple capitalization and
L   2     writing.                           K   K   punctuation rules.                                  3(W)    GLE.1   0

                                                                                                                              3 = Excellent
          CC.K.L.2.a Conventions of                  TN.1.1.CU.2 (CU 0101.1.2) Use capital letters                               match
          Standard English: Capitalize the           correctly (i.e., in the first word of a sentence,                        between the
          first word in a sentence and the           first and last names, pronoun I, proper                                       two
L   2.a   pronoun I.                         K   1   nouns).                                             1(LA)   CU.2    -1    documents grade difference
                                                                                                                           2 = Good
                                                                                                                          match, with
                                                     TN.K.1.CU.1 (CU 0001.1.1) Recognize end                                 minor
          CC.K.L.2.b Conventions of                  punctuation marks for statements (period),                            aspects of
          Standard English: Recognize                questions (question mark) and emotions                              the CCSS not
L   2.b   and name end punctuation.          K   K   (exclamation mark).                             1(LA)   CU.1   0      addressed
          CC.K.L.2.b Conventions of                  TN.1.1.CU.3 (CU 0101.1.3) Identify and use
          Standard English: Recognize                correct punctuation at the end of declarative
L   2.b   and name end punctuation.          K   1   sentences and questions.                        1(LA)   CU.3   -1

                                                                                                                           2 = Good
          CC.K.L.2.c Conventions of                                                                                       match, with
          Standard English: Write a letter           TN.K.1.CU.5 (CU 0001.1.5) Attempt to spell                              minor
          or letters for most consonant              simple words using pre-to-early phonetic                              aspects of
          and short-vowel sounds                     knowledge, sounds of the alphabet, and                              the CCSS not
L   2.c   (phonemes).                        K   K   knowledge of letter names.                      1(LA)   CU.5   0      addressed

          CC.K.L.2.d Conventions of                                                                                      3 = Excellent
          Standard English: Spell simple             TN.K.1.CU.5 (CU 0001.1.5) Attempt to spell                             match
          words phonetically, drawing on             simple words using pre-to-early phonetic                            between the
          knowledge of sound-letter                  knowledge, sounds of the alphabet, and                                   two
L   2.d   relationships.                     K   K   knowledge of letter names.                      1(LA)   CU.5   0     documents


          CC.K.L.4 Vocabulary Acquisition
          and Use: Determine or clarify
          the meaning of unknown and                                                                                     3 = Excellent
          multiple-meaning words and                                                                                        match
          phrases based on kindergarten              TN.K.1.CU.9 (CU 0001.1.9) Build vocabulary                          between the
          reading and content.                       by reading, listening to, and discussing a                               two      grade difference for a portion of
L   4                                        K   K   variety of literature.                          1(LA)   CU.9   0     documents the standard
                                                  TN.1.1.CU.10 (CU 0101.1.10) Show evidence
                                                  of expanding language through vocabulary
                                                  growth.
                                                  *Build vocabulary by reading, listening to, and
                                                  discussing a variety of literature.
                                                  *Use word families and a variety of active
                                                  word walls.
                                                  *Read high frequency words in context.
                                                  *Recognize and identify compound words,
        CC.K.L.4 Vocabulary Acquisition           synonyms, and antonyms.
        and Use: Determine or clarify             *Identify positional words (e.g., inside,
        the meaning of unknown and                outside, beside, between).
        multiple-meaning words and                *Identify simple multi-meaning words in
        phrases based on kindergarten             context (e.g., fly, pop, bat).
        reading and content.                      *Use a picture dictionary/beginning dictionary                         grade difference for a portion of
L   4                                     K   1   to determine word meaning.                        1(LA)   CU.10   -1   the standard


        CC.K.L.4 Vocabulary Acquisition
        and Use: Determine or clarify
        the meaning of unknown and
        multiple-meaning words and
        phrases based on kindergarten
        reading and content.                      TN.K.1.CU.8 (CU 0001.1.8) Use context                                  grade difference for a portion of
L   4                                     K   K   clues to identify vocabulary in text.             1(LA)   CU.8    0    the standard
                                                          TN.1.1.CU.10 (CU 0101.1.10) Show evidence
                                                          of expanding language through vocabulary
                                                          growth.
                                                          *Build vocabulary by reading, listening to, and
                                                          discussing a variety of literature.
                                                          *Use word families and a variety of active
                                                          word walls.
                                                          *Read high frequency words in context.
                                                          *Recognize and identify compound words,
                                                          synonyms, and antonyms.
          CC.K.L.4.a Vocabulary                           *Identify positional words (e.g., inside,                                 2 = Good
          Acquisition and Use: Identify                   outside, beside, between).                                               match, with
          new meanings for familiar words                 *Identify simple multi-meaning words in                                     minor
          and apply them accurately (e.g.,                context (e.g., fly, pop, bat).                                            aspects of
          knowing duck is a bird and                      *Use a picture dictionary/beginning dictionary                          the CCSS not
L   4.a   learning the verb to duck).             K   1   to determine word meaning.                        1(LA)   CU.10    -1     addressed
          CC.K.L.4.b Vocabulary
          Acquisition and Use: Use the                                                                                              2 = Good     Grade level difference is
          most frequently occurring                                                                                                match, with   significant;Affixes are mentioned
          inflections and affixes (e.g., -ed, -                                                                                       minor      beginning in first grade under
          s, re-, un-, pre-, -ful, -less) as a            TN.3.1.SPI.16 (SPI 0301.1.16) Determine                                   aspects of   decoding strategies, but not for the
          clue to the meaning of an                       word meanings using prefixes, suffixes and/or                           the CCSS not   purpose of determining word
L   4.b   unknown word.                           K   3   context clues.                                    1(LA)   SPI.16   -3     addressed    meaning.
                                                    TN.1.1.CU.10 (CU 0101.1.10) Show evidence
                                                    of expanding language through vocabulary
                                                    growth.
                                                    *Build vocabulary by reading, listening to, and
                                                    discussing a variety of literature.
                                                    *Use word families and a variety of active
                                                    word walls.
                                                    *Read high frequency words in context.
                                                    *Recognize and identify compound words,
                                                    synonyms, and antonyms.
                                                    *Identify positional words (e.g., inside,                                2 = Good
          CC.K.L.5 Vocabulary Acquisition           outside, beside, between).                                              match, with
          and Use: With guidance and                *Identify simple multi-meaning words in                                    minor
          support from adults, explore              context (e.g., fly, pop, bat).                                           aspects of
          word relationships and nuances            *Use a picture dictionary/beginning dictionary                         the CCSS not
L   5     in word meanings.                 K   1   to determine word meaning.                        1(LA)   CU.10   -1     addressed

          CC.K.L.5 Vocabulary Acquisition
          and Use: With guidance and
          support from adults, explore              TN.K.1.GLE.2 (GLE 0001.1.2) Employ a
          word relationships and nuances            variety of strategies to decode words and
L   5     in word meanings.                 K   K   expand vocabulary.                                1(LA)   GLE.2   0

          CC.K.L.5.a Vocabulary
          Acquisition and Use: Sort                                                                                          1 = Weak
          common objects into categories                                                                                   match, major
          (e.g., shapes, foods) to gain a           TN.3.1.CU.18 (CU 0301.1.18) Continue to                                  aspects of
          sense of the concepts the                 develop word consciousness (e.g., word play,                           the CCSS not
L   5.a   categories represent.             K   3   word walls, word sorts).                          1(LA)   CU.18   -3     addressed
                                                       TN.1.1.CU.10 (CU 0101.1.10) Show evidence
                                                       of expanding language through vocabulary
                                                       growth.
                                                       *Build vocabulary by reading, listening to, and
                                                       discussing a variety of literature.
                                                       *Use word families and a variety of active
                                                       word walls.
                                                       *Read high frequency words in context.
                                                       *Recognize and identify compound words,
                                                       synonyms, and antonyms.
          CC.K.L.5.b Vocabulary                        *Identify positional words (e.g., inside,                                   2 = Good
          Acquisition and Use:                         outside, beside, between).                                                 match, with
          Demonstrate understanding of                 *Identify simple multi-meaning words in                                       minor
          frequently occurring verbs and               context (e.g., fly, pop, bat).                                              aspects of
          adjectives by relating them to               *Use a picture dictionary/beginning dictionary                            the CCSS not
L   5.b   their opposites (antonyms).          K   1   to determine word meaning.                           1(LA)   CU.10   -1     addressed

          CC.1.L.1 Conventions of                                                                                                3 = Excellent
          Standard English: Demonstrate                                                                                             match
          command of the conventions of                TN.1.1.GLE.1 (GLE 0101.1.1) Demonstrate                                   between the
          standard English grammar and                 control of basic Standard English usage,                                       two
L   1     usage when writing or speaking.      1   1   mechanics, spelling, and sentence structure.         1(LA)   GLE.1   0     documents
                                                       TN.1.3.CU.7 (CU 0101.3.70 Create legible
                                                       documents for reading by the following:                                   3 = Excellent
                                                       forming uppercase/lowercase letters; utilizing                               match
          CC.1.L.1.a Conventions of                    correct spacing; writing from left to right/top to                        between the
          Standard English: Print all upper-           bottom; and tracing/reproducing letters and                                    two
L   1.a   and lowercase letters.               1   1   words correctly.                                     3(W)    CU.7    0     documents

                                                       TN.1.1.CU.1 (CU 0101.1.1) Identify and                                    3 = Excellent
                                                       correctly use adjectives (i.e., descriptive),                                match
          CC.1.L.1.b Conventions of                    nouns (i.e., singular and plural, possessive),                            between the
          Standard English: Use common,                pronouns (i.e., substitution for nouns), and                                   two      grade difference for a portion of
L   1.b   proper, and possessive nouns.        1   1   verbs (i.e., tense, subject-verb agreement)          1(LA)   CU.1    0     documents the standard
                                                      TN.2.1.CU.1 (CU 0201.1.1) Identify and
                                                      correctly use adjectives (i.e., descriptive,
                                                      comparative, superlative), nouns (i.e.,
                                                      common and proper, singular and plural,
                                                      possessive), pronouns (i.e., substitution for
          CC.1.L.1.b Conventions of                   nouns), and verbs (i.e., past and present
          Standard English: Use common,               tense, action and linking, regular and                                               grade difference for a portion of
L   1.b   proper, and possessive nouns.       1   2   irregular, subject-verb agreement).              1(LA)   CU.1   -1                   the standard

          CC.1.L.1.c Conventions of                   TN.1.1.CU.1 (CU 0101.1.1) Identify and                               3 = Excellent
          Standard English: Use singular              correctly use adjectives (i.e., descriptive),                           match
          and plural nouns with matching              nouns (i.e., singular and plural, possessive),                       between the
          verbs in basic sentences (e.g.,             pronouns (i.e., substitution for nouns), and                              two
L   1.c   He hops; We hop).                   1   1   verbs (i.e., tense, subject-verb agreement)      1(LA)   CU.1   0     documents

          CC.1.L.1.d Conventions of                   TN.1.1.CU.1 (CU 0101.1.1) Identify and                               3 = Excellent
          Standard English: Use personal,             correctly use adjectives (i.e., descriptive),                           match
          possessive, and indefinite                  nouns (i.e., singular and plural, possessive),                       between the
          pronouns (e.g., I, me, my; they,            pronouns (i.e., substitution for nouns), and                              two      grade level difference is significant
L   1.d   them, their, anyone, everything).   1   1   verbs (i.e., tense, subject-verb agreement)      1(LA)   CU.1   0     documents for a portion of the standard
                                                      TN.4.1.CU.1 (CU 0401.1.1) Know and use
                                                      appropriately the meaning, forms, and
                                                      functions of nouns (including singular and
                                                      plural, common and proper, singular and
                                                      plural possessives), verbs (including action
                                                      and linking, regular and irregular forms,
                                                      correct tenses, agreement in person and
                                                      number with both simple and compound
                                                      subjects), adjectives (including proper
          CC.1.L.1.d Conventions of                   comparison forms, articles), pronouns
          Standard English: Use personal,             (including subject, object, and possessive;
          possessive, and indefinite                  singular and plural; agreement with
          pronouns (e.g., I, me, my; they,            antecedents), and adverbs (i.e., proper                                              grade level difference is significant
L   1.d   them, their, anyone, everything).   1   4   comparison forms, negatives).                    1(LA)   CU.1   -3                   for a portion of the standard
                                                      TN.6.1.CU.1 (CU 0601.1.1) Know and use
                                                      appropriately the meaning, forms and
                                                      functions of nouns (including collective nouns,
                                                      nouns as objects, predicate nouns), pronouns
                                                      (including proper pronoun case; objects of
                                                      prepositions; agreement with antecedents in
                                                      person and number; indefinite, relative, and
                                                      demonstrative pronouns), verbs (including
                                                      agreement with the subject in person and
                                                      number, action verbs that take objects, linking
                                                      verbs, helping verbs, verb phrases, verb
                                                      tenses, regular and irregular verb forms),
                                                      adjectives (including predicate adjectives,
                                                      comparative and superlative forms), adverbs
                                                      (including negatives, forms of comparative
          CC.1.L.1.d Conventions of                   and superlative phrases), conjunctions
          Standard English: Use personal,             (including coordinating, subordinating),
          possessive, and indefinite                  interjections, and prepositions (place
          pronouns (e.g., I, me, my; they,            prepositional phrases correctly according to                                          grade level difference is significant
L   1.d   them, their, anyone, everything).   1   6   the words they modify within the sentence).       1(LA)   CU.1   -5                   for a portion of the standard
          CC.1.L.1.e Conventions of
          Standard English: Use verbs to
          convey a sense of past, present,            TN.1.1.CU.1 (CU 0101.1.1) Identify and                                3 = Excellent
          and future (e.g., Yesterday I               correctly use adjectives (i.e., descriptive),                            match
          walked home; Today I walk                   nouns (i.e., singular and plural, possessive),                        between the
          home; Tomorrow I will walk                  pronouns (i.e., substitution for nouns), and                               two
L   1.e   home).                              1   1   verbs (i.e., tense, subject-verb agreement)       1(LA)   CU.1   0     documents

                                                      TN.1.1.CU.1 (CU 0101.1.1) Identify and                                3 = Excellent
                                                      correctly use adjectives (i.e., descriptive),                            match
          CC.1.L.1.f Conventions of                   nouns (i.e., singular and plural, possessive),                        between the
          Standard English: Use                       pronouns (i.e., substitution for nouns), and                               two
L   1.f   frequently occurring adjectives.    1   1   verbs (i.e., tense, subject-verb agreement)       1(LA)   CU.1   0     documents
                                                      TN.5.1.CU.1 (CU 0501.1.1) Know and use
                                                      appropriately the meaning, forms, and
                                                      functions of nouns (including common/proper,
                                                      singular/plural, possessives, predicate
                                                      nouns), verbs (including action/linking,
                                                      regular/irregular, be/have, verb phrases,
                                                      agreement with subject in person and
                                                      number), pronouns (including agreement with
                                                      antecedent, reflexive, possessive, correct
                                                      pronoun case), adjectives (including
                                                      common/proper, predicate adjectives,
                                                      demonstrative adjectives, proper comparative
                                                      forms), adverbs (including proper
          CC.1.L.1.g Conventions of                   comparative forms, adverbs of degree {too,                           3 = Excellent
          Standard English: Use                       very}), conjunctions (including coordinating),                          match
          frequently occurring                        interjections, and prepositions (place                               between the
          conjunctions (e.g., and, but, or,           prepositional phrases in correct location                                 two
L   1.g   so, because).                       1   5   within the sentence).                            1(LA)   CU.1   -4    documents grade level difference is significant
                                                      TN.3.1.CU.1 (CU 0301.1.1 Know and use
                                                      appropriately the meaning, forms, and
                                                      functions of nouns (including nouns as
                                                      subjects and objects, singular, plural, and
                                                      possessives), pronouns (including subject
                                                      and object pronouns, substitution for nouns,
                                                      agreement with antecedents), verbs
                                                      (including past, present, and future tenses;
                                                      irregular verb; agreement with simple and                              2 = Good
                                                      compound subjects), adjectives (including                             match, with
          CC.1.L.1.h Conventions of                   vivid descriptive words,                                                 minor
          Standard English: Use                       comparative/superlative, articles), and                                aspects of
          determiners (e.g., articles,                adverbs (including common formation and                              the CCSS not
L   1.h   demonstratives).                    1   3   placement in a sentence).                        1(LA)   CU.1   -2     addressed
                                                      TN.5.1.CU.1 (CU 0501.1.1) Know and use
                                                      appropriately the meaning, forms, and
                                                      functions of nouns (including common/proper,
                                                      singular/plural, possessives, predicate
                                                      nouns), verbs (including action/linking,
                                                      regular/irregular, be/have, verb phrases,
                                                      agreement with subject in person and
                                                      number), pronouns (including agreement with
                                                      antecedent, reflexive, possessive, correct
                                                      pronoun case), adjectives (including
                                                      common/proper, predicate adjectives,
                                                      demonstrative adjectives, proper comparative
                                                      forms), adverbs (including proper
                                                      comparative forms, adverbs of degree {too,                           3 = Excellent
          CC.1.L.1.i Conventions of                   very}), conjunctions (including coordinating),                          match
          Standard English: Use                       interjections, and prepositions (place                               between the
          frequently occurring prepositions           prepositional phrases in correct location                                 two
L   1.i   (e.g., during, beyond, toward).     1   5   within the sentence).                            1(LA)   CU.1   -4    documents grade level difference is significant
          CC.1.L.1.j Conventions of
          Standard English: Produce and                                                                                      2 = Good
          expand complete simple and                                                                                        match, with
          compound declarative,                                                                                                minor
          interrogative, imperative, and                                                                                     aspects of
          exclamatory sentences in                    TN.1.1.CU.6 (CU 0101.1.6) Understand that                            the CCSS not
L   1.j   response to prompts.                1   1   groups of words make sentences.                  1(LA)   CU.6   0      addressed
          CC.1.L.1.j Conventions of
          Standard English: Produce and
          expand complete simple and
          compound declarative,
          interrogative, imperative, and
          exclamatory sentences in                    TN.1.1.CU.8 (CU 0101.1.8) Identify and
L   1.j   response to prompts.                1   1   correctly write complete sentences.              1(LA)   CU.8   0
          CC.1.L.1.j Conventions of
          Standard English: Produce and
          expand complete simple and
          compound declarative,                      TN.2.1.CU.5 (CU 0201.1.5) Understand that a
          interrogative, imperative, and             sentence is a group of words that has a
          exclamatory sentences in                   subject and a verb and expresses a complete
L   1.j   response to prompts.               1   2   thought.                                            1(LA)   CU.5    -1
          CC.1.L.1.j Conventions of
          Standard English: Produce and
          expand complete simple and
          compound declarative,
          interrogative, imperative, and             TN.3.1.CU.16 (CU 0301.1.16) Combine
          exclamatory sentences in                   simple sentences into compound sentences
L   1.j   response to prompts.               1   3   using compound subjects and/or predicates.          1(LA)   CU.16   -2
          CC.1.L.1.j Conventions of
          Standard English: Produce and
          expand complete simple and                 TN.3.1.CU.13 (CU 0301.1.13) Recognize
          compound declarative,                      sentence types-statements, questions,
          interrogative, imperative, and             commands, and exclamations-and apply
          exclamatory sentences in                   appropriate end marks when writing and vocal
L   1.j   response to prompts.               1   3   intonation when speaking.                           1(LA)   CU.13   -2

          CC.1.L.2 Conventions of
          Standard English: Demonstrate                                                                                       3 = Excellent
          command of the conventions of                                                                                          match
          standard English capitalization,           TN.1.1.GLE.1 (GLE 0101.1.1) Demonstrate                                  between the
          punctuation, and spelling when             control of basic Standard English usage,                                      two
L   2     writing.                           1   1   mechanics, spelling, and sentence structure.        1(LA)   GLE.1   0     documents

                                                                                                                              3 = Excellent
                                                     TN.1.1.CU.2 (CU 0101.1.2) Use capital letters                               match
          CC.1.L.2.a Conventions of                  correctly (i.e., in the first word of a sentence,                        between the
          Standard English: Capitalize               first and last names, pronoun I, proper                                       two
L   2.a   dates and names of people.         1   1   nouns).                                             1(LA)   CU.2    0     documents
                                                                                                                         3 = Excellent
                                                                                                                            match
          CC.1.L.2.b Conventions of                  TN.1.1.CU.3 (CU 0101.1.3) Identify and use                          between the
          Standard English: Use end                  correct punctuation at the end of declarative                            two
L   2.b   punctuation for sentences.         1   1   sentences and questions.                        1(LA)   CU.3   0     documents

                                                                                                                         3 = Excellent
          CC.1.L.2.c Conventions of                                                                                         match
          Standard English: Use commas                                                                                   between the
          in dates and to separate single            TN.2.1.CU.7 (CU 0201.1.7) Use commas                                     two
L   2.c   words in a series.                 1   2   correctly in a series.                          1(LA)   CU.7   -1    documents grade difference

          CC.1.L.2.c Conventions of
          Standard English: Use commas               TN.3.1.CU.5 (CU 0301.1.5) Use commas in
          in dates and to separate single            direct address, dates, locations and
L   2.c   words in a series.                 1   3   addresses, and items in a series.               1(LA)   CU.5   -2                   grade difference
                                                     TN.1.1.CU.9 (CU 0101.1.9) Spell simple
                                                     words using developing phonetic knowledge,
                                                     sounds of the
                                                     alphabet, and simple consonant/vowel
          CC.1.L.2.d Conventions of                  patterns.
          Standard English: Use                      *Spell high frequency words correctly (e.g.,                        3 = Excellent
          conventional spelling for words            Dolch list, Fry list).                                                 match
          with common spelling patterns              *Spell one-syllable words, using basic CVC,                         between the
          and for frequently occurring               CVCE, and CVVC patterns.                                                 two
L   2.d   irregular words.                   1   1   *Alphabetize words to the first letter.         1(LA)   CU.9   0     documents
                                                     TN.1.1.CU.9 (CU 0101.1.9) Spell simple
                                                     words using developing phonetic knowledge,
                                                     sounds of the
                                                     alphabet, and simple consonant/vowel
                                                     patterns.
          CC.1.L.2.e Conventions of                  *Spell high frequency words correctly (e.g.,                        3 = Excellent
          Standard English: Spell untaught           Dolch list, Fry list).                                                 match
          words phonetically, drawing on             *Spell one-syllable words, using basic CVC,                         between the
          phonemic awareness and                     CVCE, and CVVC patterns.                                                 two
L   2.e   spelling conventions.              1   1   *Alphabetize words to the first letter.         1(LA)   CU.9   0     documents
                                                     TN.1.1.CU.10 (CU 0101.1.10) Show evidence
                                                     of expanding language through vocabulary
                                                     growth.
                                                     *Build vocabulary by reading, listening to, and
                                                     discussing a variety of literature.
                                                     *Use word families and a variety of active
                                                     word walls.
                                                     *Read high frequency words in context.
          CC.1.L.4 Vocabulary Acquisition            *Recognize and identify compound words,
          and Use: Determine or clarify              synonyms, and antonyms.
          the meaning of unknown and                 *Identify positional words (e.g., inside,
          multiple-meaning words and                 outside, beside, between).                                            3 = Excellent
          phrases based on grade 1                   *Identify simple multi-meaning words in                                  match
          reading and content, choosing              context (e.g., fly, pop, bat).                                        between the
          flexibly from an array of                  *Use a picture dictionary/beginning dictionary                             two
L   4     strategies.                        1   1   to determine word meaning.                        1(LA)   CU.10   0    documents

          CC.1.L.4 Vocabulary Acquisition
          and Use: Determine or clarify
          the meaning of unknown and
          multiple-meaning words and
          phrases based on grade 1
          reading and content, choosing              TN.1.1.GLE.2 (GLE 0101.1.2) Employ a
          flexibly from an array of                  variety of strategies to decode words and
L   4     strategies.                        1   1   expand vocabulary.                                1(LA)   GLE.2   0

          CC.1.L.4.a Vocabulary                                                                                            3 = Excellent
          Acquisition and Use: Use                                                                                            match
          sentence-level context as a clue                                                                                 between the
          to the meaning of a word or                TN.K.1.CU.8 (CU 0001.1.8) Use context                                      two
L   4.a   phrase.                            1   K   clues to identify vocabulary in text.             1(LA)   CU.8    1    documents
                                                        TN.1.1.CU.12 (CU 0101.1.12) Apply phonics
                                                        generalizations in order to decode words.
                                                        *Name all uppercase/lowercase letters of the
                                                        alphabet.
                                                        *Understand that the sequence of letters in a
                                                        written word represents the sequence of
                                                        sounds in a word.
                                                        *Use letter-sound matches and structural
                                                        analysis to decode grade level words.
                                                        *Use parts of words (e.g., root/base words,
                                                        compound words, contractions, prefixes,
                                                        suffixes) to decode grade level words.
                                                        *Apply long and short vowel rules when
                                                        decoding text.
                                                        *Use sounding out words; chunking words
                                                        into smaller parts; and looking for blends,                             3 = Excellent   Grade difference; Affixes are
          CC.1.L.4.b Vocabulary                         digraphs, word families, etc. as a means of                                match        mentioned beginning in first grade
          Acquisition and Use: Use                      decoding unfamiliar words.                                              between the     under "decoding strategies," but
          frequently occurring affixes as a             *Continue to decode unknown words that are                                   two        not for the purpose of determining
L   4.b   clue to the meaning of a word.        1   1   grade-level appropriate.                          1(LA)   CU.12    0     documents      word meaning.

                                                                                                                                                Grade difference; Affixes are
          CC.1.L.4.b Vocabulary                                                                                                                 mentioned beginning in first grade
          Acquisition and Use: Use                      TN.3.1.SPI.16 (SPI 0301.1.16) Determine                                                 under "decoding strategies," but
          frequently occurring affixes as a             word meanings using prefixes, suffixes and/or                                           not for the purpose of determining
L   4.b   clue to the meaning of a word.        1   3   context clues.                                    1(LA)   SPI.16   -2                   word meaning.
          CC.1.L.4.c Vocabulary
          Acquisition and Use: Identify                                                                                         3 = Excellent
          frequently occurring root words                                                                                          match
          (e.g., look) and their inflectional           TN.3.1.SPI.15 (SPI 0301.1.15) Recognize                                 between the
          forms (e.g., looks, looked,                   root words and their various inflections (e.g.,                              two
L   4.c   looking).                             1   3   walks, walking, walked).                          1(LA)   SPI.15   -2    documents grade difference
                                                        TN.2.1.CU.9 (CU 0201.1.9) Show evidence of
                                                        expanding language through vocabulary
                                                        growth.
                                                        *Recognize common abbreviations.
                                                        *Build vocabulary by reading, listening to, and
                                                        discussing a variety of literature.
                                                        *Add prefixes (e.g., re-, dis-), suffixes (e.g., -
                                                        ly, -y), and endings (e.g., -ed, -ing, -es) to
                                                        base words to make new words.
                                                        *Use word families and a variety of active
          CC.1.L.4.c Vocabulary                         word walls.
          Acquisition and Use: Identify                 *Recognize and identify compound words,
          frequently occurring root words               synonyms, and antonyms.
          (e.g., look) and their inflectional           *Identify positional words.
          forms (e.g., looks, looked,                   *Identify simple multi-meaning words in
L   4.c   looking).                             1   2   context (e.g., fly, pop, bat).                       1(LA)   CU.9    -1                  grade difference

          CC.1.L.5 Vocabulary Acquisition                                                                                           2 = Good
          and Use: With guidance and                                                                                               match, with
          support from adults,                                                                                                        minor
          demonstrate understanding of                  TN.1.1.GLE.2 (GLE 0101.1.2) Employ a                                        aspects of
          word relationships and nuances                variety of strategies to decode words and                                 the CCSS not
L   5     in word meanings.                     1   1   expand vocabulary.                                   1(LA)   GLE.2   0      addressed
                                                     TN.1.1.CU.10 (CU 0101.1.10) Show evidence
                                                     of expanding language through vocabulary
                                                     growth.
                                                     *Build vocabulary by reading, listening to, and
                                                     discussing a variety of literature.
                                                     *Use word families and a variety of active
                                                     word walls.
                                                     *Read high frequency words in context.
                                                     *Recognize and identify compound words,
                                                     synonyms, and antonyms.
          CC.1.L.5 Vocabulary Acquisition            *Identify positional words (e.g., inside,
          and Use: With guidance and                 outside, beside, between).
          support from adults,                       *Identify simple multi-meaning words in
          demonstrate understanding of               context (e.g., fly, pop, bat).
          word relationships and nuances             *Use a picture dictionary/beginning dictionary
L   5     in word meanings.                  1   1   to determine word meaning.                        1(LA)   CU.10   0

          CC.1.L.5.a Vocabulary
          Acquisition and Use: Sort words                                                                                     1 = Weak
          into categories (e.g., colors,                                                                                    match, major
          clothing) to gain a sense of the           TN.3.1.CU.18 (CU 0301.1.18) Continue to                                  aspects of
          concepts the categories                    develop word consciousness (e.g., word play,                           the CCSS not
L   5.a   represent.                         1   3   word walls, word sorts).                          1(LA)   CU.18   -2     addressed

          CC.2.L.1 Conventions of                                                                                           3 = Excellent
          Standard English: Demonstrate                                                                                        match
          command of the conventions of              TN.2.1.GLE.1 (GLE 0201.1.1) Demonstrate                                between the
          standard English grammar and               control of basic English usage, mechanics,                                  two
L   1     usage when writing or speaking.    2   2   spelling, and sentence structure.                 1(LA)   GLE.1   0     documents

                                                                                                                              2 = Good
                                                                                                                             match, with
                                                                                                                                minor
          CC.2.L.1.a Conventions of                  TN.2.1.GLE.1 (GLE 0201.1.1) Demonstrate                                  aspects of
          Standard English: Use collective           control of basic English usage, mechanics,                             the CCSS not
L   1.a   nouns (e.g., group).               2   2   spelling, and sentence structure.                 1(LA)   GLE.1   0      addressed grade level difference is significant
                                                        TN.6.1.CU.1 (CU 0601.1.1) Know and use
                                                        appropriately the meaning, forms and
                                                        functions of nouns (including collective nouns,
                                                        nouns as objects, predicate nouns), pronouns
                                                        (including proper pronoun case; objects of
                                                        prepositions; agreement with antecedents in
                                                        person and number; indefinite, relative, and
                                                        demonstrative pronouns), verbs (including
                                                        agreement with the subject in person and
                                                        number, action verbs that take objects, linking
                                                        verbs, helping verbs, verb phrases, verb
                                                        tenses, regular and irregular verb forms),
                                                        adjectives (including predicate adjectives,
                                                        comparative and superlative forms), adverbs
                                                        (including negatives, forms of comparative
                                                        and superlative phrases), conjunctions
                                                        (including coordinating, subordinating),
          CC.2.L.1.a Conventions of                     interjections, and prepositions (place
          Standard English: Use collective              prepositional phrases correctly according to
L   1.a   nouns (e.g., group).                  2   6   the words they modify within the sentence).       1(LA)   CU.1   -4                  grade level difference is significant
                                                        TN.2.1.CU.1 (CU 0201.1.1) Identify and
                                                        correctly use adjectives (i.e., descriptive,
                                                        comparative, superlative), nouns (i.e.,                                 2 = Good
          CC.2.L.1.b Conventions of                     common and proper, singular and plural,                                match, with
          Standard English: Form and use                possessive), pronouns (i.e., substitution for                             minor
          frequently occurring irregular                nouns), and verbs (i.e., past and present                               aspects of
          plural nouns (e.g., feet, children,           tense, action and linking, regular and                                the CCSS not
L   1.b   teeth, mice, fish).                   2   2   irregular, subject-verb agreement).               1(LA)   CU.1   0      addressed
                                                        TN.2.1.CU.8 (CU 0201.1.8) Spell simple
                                                        words using developing phonetic knowledge,
                                                        sounds of the alphabet, and simple
                                                        consonant/vowel patterns.
                                                        *Spell high frequency words correctly (e.g.,
                                                        Dolch list, Fry list).
                                                        *Continue to spell words using basic CVC,
                                                        CVCE, and CVVC patterns.
                                                        *Alphabetize words to the second letter.
                                                        *Use primary dictionaries to spell words
                                                        correctly and verify spelling.
                                                        *Spell regular and irregular plurals correctly
                                                        (e.g., boy/boys, child/children).
                                                        *Spell digraphs (e.g., ch, ea, ir), trigraphs
          CC.2.L.1.b Conventions of                     (e.g., -igh, -tch), and blends (e.g., bl, br, str).
          Standard English: Form and use                *Understand and spell basic words that sound
          frequently occurring irregular                the same but are spelled differently and have
          plural nouns (e.g., feet, children,           different meanings (homophones, e.g., hair,
L   1.b   teeth, mice, fish).                   2   2   hare; to, too, two).                                  1(LA)   CU.8   0
                                                     TN.5.1.CU.1 (CU 0501.1.1) Know and use
                                                     appropriately the meaning, forms, and
                                                     functions of nouns (including common/proper,
                                                     singular/plural, possessives, predicate
                                                     nouns), verbs (including action/linking,
                                                     regular/irregular, be/have, verb phrases,
                                                     agreement with subject in person and
                                                     number), pronouns (including agreement with
                                                     antecedent, reflexive, possessive, correct
                                                     pronoun case), adjectives (including
                                                     common/proper, predicate adjectives,
                                                     demonstrative adjectives, proper comparative
                                                     forms), adverbs (including proper                                      2 = Good
                                                     comparative forms, adverbs of degree {too,                            match, with
          CC.2.L.1.c Conventions of                  very}), conjunctions (including coordinating),                           minor
          Standard English: Use reflexive            interjections, and prepositions (place                                 aspects of
          pronouns (e.g., myself,                    prepositional phrases in correct location                            the CCSS not
L   1.c   ourselves).                        2   5   within the sentence).                            1(LA)   CU.1   -3     addressed grade level difference is significant
                                                     TN.2.1.CU.1 (CU 0201.1.1) Identify and
                                                     correctly use adjectives (i.e., descriptive,
                                                     comparative, superlative), nouns (i.e.,
                                                     common and proper, singular and plural,
          CC.2.L.1.c Conventions of                  possessive), pronouns (i.e., substitution for
          Standard English: Use reflexive            nouns), and verbs (i.e., past and present
          pronouns (e.g., myself,                    tense, action and linking, regular and
L   1.c   ourselves).                        2   2   irregular, subject-verb agreement).              1(LA)   CU.1   0                    grade level difference is significant
                                                     TN.2.1.CU.1 (CU 0201.1.1) Identify and
                                                     correctly use adjectives (i.e., descriptive,
                                                     comparative, superlative), nouns (i.e.,
          CC.2.L.1.d Conventions of                  common and proper, singular and plural,                              3 = Excellent
          Standard English: Form and use             possessive), pronouns (i.e., substitution for                           match
          the past tense of frequently               nouns), and verbs (i.e., past and present                            between the
          occurring irregular verbs (e.g.,           tense, action and linking, regular and                                    two
L   1.d   sat, hid, told).                   2   2   irregular, subject-verb agreement).              1(LA)   CU.1   0     documents
                                                      TN.2.1.CU.1 (CU 0201.1.1) Identify and
                                                      correctly use adjectives (i.e., descriptive,
          CC.2.L.1.e Conventions of                   comparative, superlative), nouns (i.e.,
          Standard English: Use                       common and proper, singular and plural,                             3 = Excellent
          adjectives and adverbs, and                 possessive), pronouns (i.e., substitution for                          match
          choose between them                         nouns), and verbs (i.e., past and present                           between the
          depending on what is to be                  tense, action and linking, regular and                                   two      grade difference for a portion of
L   1.e   modified.                           2   2   irregular, subject-verb agreement).             1(LA)   CU.1   0     documents the standard
                                                      TN.3.1.CU.1 (CU 0301.1.1 Know and use
                                                      appropriately the meaning, forms, and
                                                      functions of nouns (including nouns as
                                                      subjects and objects, singular, plural, and
                                                      possessives), pronouns (including subject
                                                      and object pronouns, substitution for nouns,
                                                      agreement with antecedents), verbs
                                                      (including past, present, and future tenses;
          CC.2.L.1.e Conventions of                   irregular verb; agreement with simple and
          Standard English: Use                       compound subjects), adjectives (including
          adjectives and adverbs, and                 vivid descriptive words,
          choose between them                         comparative/superlative, articles), and
          depending on what is to be                  adverbs (including common formation and                                            grade difference for a portion of
L   1.e   modified.                           2   3   placement in a sentence).                       1(LA)   CU.1   -1                  the standard
          CC.2.L.1.f Conventions of
          Standard English: Produce,
          expand, and rearrange complete
          simple and compound                                                                                               2 = Good
          sentences (e.g., The boy                                                                                         match, with
          watched the movie; The little boy                                                                                   minor
          watched the movie; The action                                                                                     aspects of
          movie was watched by the little             TN.2.1.CU.6 (CU 0201.1.6) Identify and                              the CCSS not
L   1.f   boy).                               2   2   correctly write complete sentences.             1(LA)   CU.6   0      addressed
          CC.2.L.1.f Conventions of
          Standard English: Produce,
          expand, and rearrange complete
          simple and compound
          sentences (e.g., The boy
          watched the movie; The little boy
          watched the movie; The action               TN.3.1.CU.16 (CU 0301.1.16) Combine
          movie was watched by the little             simple sentences into compound sentences
L   1.f   boy).                               2   3   using compound subjects and/or predicates.       1(LA)   CU.16   -1

          CC.2.L.2 Conventions of
          Standard English: Demonstrate                                                                                     3 = Excellent
          command of the conventions of                                                                                        match
          standard English capitalization,            TN.2.1.GLE.1 (GLE 0201.1.1) Demonstrate                               between the
          punctuation, and spelling when              control of basic English usage, mechanics,                                 two
L   2     writing.                            2   2   spelling, and sentence structure.                1(LA)   GLE.1   0     documents

                                                                                                                            3 = Excellent
          CC.2.L.2.a Conventions of                   TN.2.1.CU.2 (CU 0201.1.2) Use capitals                                   match
          Standard English: Capitalize                letters correctly (i.e., first and last names,                        between the
          holidays, product names, and                pronoun I, proper nouns, first word of a                                   two
L   2.a   geographic names.                   2   2   sentence).                                       1(LA)   CU.2    0     documents

                                                                                                                              2 = Good
                                                                                                                             match, with
          CC.2.L.2.b Conventions of                   TN.3.1.SPI.9 (SPI 0301.1.9) Identify the                                  minor
          Standard English: Use commas                correct use of commas with dates,                                       aspects of Students are required to "identify"
          in greetings and closings of                addresses, items in a series, and the greeting                        the CCSS not rather than "use" commas in
L   2.b   letters.                            2   3   and closing of a friendly letter.                1(LA)   SPI.9   -1     addressed letters.

                                                                                                                              2 = Good
          CC.2.L.2.c Conventions of                                                                                          match, with
          Standard English: Use an                                                                                              minor
          apostrophe to form contractions                                                                                     aspects of
          and frequently occurring                    TN.2.1.CU.4 (CU 0201.1.4) Form                                        the CCSS not
L   2.c   possessives.                        2   2   contractions correctly.                          1(LA)   CU.4    0      addressed
                                                    TN.2.1.CU.1 (CU 0201.1.1) Identify and
                                                    correctly use adjectives (i.e., descriptive,
                                                    comparative, superlative), nouns (i.e.,
          CC.2.L.2.c Conventions of                 common and proper, singular and plural,
          Standard English: Use an                  possessive), pronouns (i.e., substitution for
          apostrophe to form contractions           nouns), and verbs (i.e., past and present
          and frequently occurring                  tense, action and linking, regular and
L   2.c   possessives.                      2   2   irregular, subject-verb agreement).             1(LA)   CU.1   0
          CC.2.L.2.c Conventions of
          Standard English: Use an
          apostrophe to form contractions
          and frequently occurring                  TN.1.1.CU.4 (CU 0101.1.4) Form
L   2.c   possessives.                      2   1   contractions using apostrophes.                 1(LA)   CU.4   1
          CC.2.L.2.c Conventions of
          Standard English: Use an
          apostrophe to form contractions           TN.3.1.CU.6 (CU 0301.1.6) Recognize the
          and frequently occurring                  correct use of apostrophes in contractions
L   2.c   possessives.                      2   3   and possessives.                                1(LA)   CU.6   -1
                                                   TN.2.1.CU.8 (CU 0201.1.8) Spell simple
                                                   words using developing phonetic knowledge,
                                                   sounds of the alphabet, and simple
                                                   consonant/vowel patterns.
                                                   *Spell high frequency words correctly (e.g.,
                                                   Dolch list, Fry list).
                                                   *Continue to spell words using basic CVC,
                                                   CVCE, and CVVC patterns.
                                                   *Alphabetize words to the second letter.
                                                   *Use primary dictionaries to spell words
                                                   correctly and verify spelling.
                                                   *Spell regular and irregular plurals correctly
                                                   (e.g., boy/boys, child/children).
                                                   *Spell digraphs (e.g., ch, ea, ir), trigraphs
          CC.2.L.2.d Conventions of                (e.g., -igh, -tch), and blends (e.g., bl, br, str).                      3 = Excellent
          Standard English: Generalize             *Understand and spell basic words that sound                                match
          learned spelling patterns when           the same but are spelled differently and have                            between the
          writing words (e.g., cage →              different meanings (homophones, e.g., hair,                                   two      Examples do not seem to
L   2.d   badge; boy → boil).              2   2   hare; to, too, two).                                  1(LA)   CU.8   0    documents accurately reflect the standard.
                                                     TN.2.1.CU.8 (CU 0201.1.8) Spell simple
                                                     words using developing phonetic knowledge,
                                                     sounds of the alphabet, and simple
                                                     consonant/vowel patterns.
                                                     *Spell high frequency words correctly (e.g.,
                                                     Dolch list, Fry list).
                                                     *Continue to spell words using basic CVC,
                                                     CVCE, and CVVC patterns.
                                                     *Alphabetize words to the second letter.
                                                     *Use primary dictionaries to spell words
                                                     correctly and verify spelling.
                                                     *Spell regular and irregular plurals correctly
                                                     (e.g., boy/boys, child/children).
          CC.2.L.2.e Conventions of                  *Spell digraphs (e.g., ch, ea, ir), trigraphs
          Standard English: Consult                  (e.g., -igh, -tch), and blends (e.g., bl, br, str).                        3 = Excellent
          reference materials, including             *Understand and spell basic words that sound                                  match
          beginning dictionaries, as                 the same but are spelled differently and have                              between the
          needed to check and correct                different meanings (homophones, e.g., hair,                                     two
L   2.e   spellings                          2   2   hare; to, too, two).                                  1(LA)   CU.8    0     documents

          CC.2.L.3 Knowledge of                                                                                                 3 = Excellent
          Language: Use knowledge of                                                                                               match
          language and its conventions               TN.2.1.GLE.1 (GLE 0201.1.1) Demonstrate                                    between the
          when writing, speaking, reading,           control of basic English usage, mechanics,                                      two
L   3     or listening.                      2   2   spelling, and sentence structure.                     1(LA)   GLE.1   0     documents grade difference
                                                     TN.4.1.CU.12 (CU 0401.1.12) Use
                                                     appropriate language structure in oral and
          CC.2.L.3 Knowledge of                      written communication (e.g., subject-verb
          Language: Use knowledge of                 agreement in simple and compound
          language and its conventions               sentences, correct word order within a
          when writing, speaking, reading,           sentence, correct placement of detailed
L   3     or listening.                      2   4   words and phrases).                                   1(LA)   CU.12   -2                   grade difference
                                                                                                                              3 = Excellent
                                                                                                                                 match
          CC.2.L.3.a Knowledge of                    TN.2.2.CU.6 (CU 0201.2.6) Speak clearly,                                 between the
          Language: Compare formal and               properly, and politely; recognize the difference                              two
L   3.a   informal uses of English.          2   2   between formal and informal language.                2(C)    CU.6    0    documents

          CC.2.L.4 Vocabulary Acquisition
          and Use: Determine or clarify
          the meaning of unknown and
          multiple-meaning words and                                                                                          3 = Excellent
          phrases based on grade 2                                                                                               match
          reading and content, choosing              TN.2.1.GLE.2 (GLE 0201.1.2) Employ a                                     between the
          flexibly from an array of                  variety of strategies to decode words and                                     two
L   4     strategies.                        2   2   expand vocabulary.                                   1(LA)   GLE.2   0    documents
                                                     TN.2.1.CU.9 (CU 0201.1.9) Show evidence of
                                                     expanding language through vocabulary
                                                     growth.
                                                     *Recognize common abbreviations.
                                                     *Build vocabulary by reading, listening to, and
                                                     discussing a variety of literature.
                                                     *Add prefixes (e.g., re-, dis-), suffixes (e.g., -
                                                     ly, -y), and endings (e.g., -ed, -ing, -es) to
          CC.2.L.4 Vocabulary Acquisition            base words to make new words.
          and Use: Determine or clarify              *Use word families and a variety of active
          the meaning of unknown and                 word walls.
          multiple-meaning words and                 *Recognize and identify compound words,
          phrases based on grade 2                   synonyms, and antonyms.
          reading and content, choosing              *Identify positional words.
          flexibly from an array of                  *Identify simple multi-meaning words in
L   4     strategies.                        2   2   context (e.g., fly, pop, bat).                       1(LA)   CU.9    0

          CC.2.L.4.a Vocabulary                                                                                               3 = Excellent
          Acquisition and Use: Use                                                                                               match
          sentence-level context as a clue                                                                                    between the
          to the meaning of a word or                TN.K.1.CU.8 (CU 0001.1.8) Use context                                         two
L   4.a   phrase.                            2   K   clues to identify vocabulary in text.                1(LA)   CU.8    2    documents
                                                     TN.2.1.CU.9 (CU 0201.1.9) Show evidence of
                                                     expanding language through vocabulary
                                                     growth.
                                                     *Recognize common abbreviations.
                                                     *Build vocabulary by reading, listening to, and
                                                     discussing a variety of literature.
                                                     *Add prefixes (e.g., re-, dis-), suffixes (e.g., -
                                                     ly, -y), and endings (e.g., -ed, -ing, -es) to
                                                     base words to make new words.
                                                     *Use word families and a variety of active
          CC.2.L.4.b Vocabulary                      word walls.
          Acquisition and Use: Determine             *Recognize and identify compound words,                                    3 = Excellent
          the meaning of the new word                synonyms, and antonyms.                                                       match
          formed when a known prefix is              *Identify positional words.                                                between the
          added to a known word (e.g.,               *Identify simple multi-meaning words in                                         two
L   4.b   happy/unhappy, tell/retell).       2   2   context (e.g., fly, pop, bat).                       1(LA)   CU.9     0     documents
          CC.2.L.4.c Vocabulary
          Acquisition and Use: Use a                                                                                            3 = Excellent
          known root word as a clue to the                                                                                         match
          meaning of an unknown word                 TN.4.1.SPI.14 (SPI 0401.1.14) Use prefixes,                                between the
          with the same root (e.g.,                  suffixes, and root words as aids in                                             two
L   4.c   addition, additional).             2   4   determining meaning within context.                  1(LA)   SPI.14   -2    documents grade difference
                                                         TN.2.1.CU.9 (CU 0201.1.9) Show evidence of
                                                         expanding language through vocabulary
                                                         growth.
                                                         *Recognize common abbreviations.
                                                         *Build vocabulary by reading, listening to, and
                                                         discussing a variety of literature.
                                                         *Add prefixes (e.g., re-, dis-), suffixes (e.g., -
                                                         ly, -y), and endings (e.g., -ed, -ing, -es) to
          CC.2.L.4.d Vocabulary                          base words to make new words.
          Acquisition and Use: Use                       *Use word families and a variety of active
          knowledge of the meaning of                    word walls.                                                                2 = Good
          individual words to predict the                *Recognize and identify compound words,                                   match, with
          meaning of compound words                      synonyms, and antonyms.                                                      minor
          (e.g., birdhouse, lighthouse,                  *Identify positional words.                                                aspects of
          housefly; bookshelf, notebook,                 *Identify simple multi-meaning words in                                  the CCSS not
L   4.d   bookmark).                             2   2   context (e.g., fly, pop, bat).                        1(LA)   CU.9   0     addressed

                                                         TN.2.1.CU.8 (CU 0201.1.8) Spell simple
                                                         words using developing phonetic knowledge,
                                                         sounds of the alphabet, and simple
                                                         consonant/vowel patterns.
                                                         *Spell high frequency words correctly (e.g.,
                                                         Dolch list, Fry list).
                                                         *Continue to spell words using basic CVC,
                                                         CVCE, and CVVC patterns.
                                                         *Alphabetize words to the second letter.
                                                         *Use primary dictionaries to spell words
                                                         correctly and verify spelling.
                                                         *Spell regular and irregular plurals correctly
                                                         (e.g., boy/boys, child/children).
          CC.2.L.4.e Vocabulary                          *Spell digraphs (e.g., ch, ea, ir), trigraphs
          Acquisition and Use: Use                       (e.g., -igh, -tch), and blends (e.g., bl, br, str).                      3 = Excellent
          glossaries and beginning                       *Understand and spell basic words that sound                                match
          dictionaries, both print and                   the same but are spelled differently and have                            between the
          digital, to determine or clarify the           different meanings (homophones, e.g., hair,                                   two      grade difference for a portion of
L   4.e   meaning of words and phrases.          2   2   hare; to, too, two).                                  1(LA)   CU.8   0    documents the standard
          CC.2.L.4.e Vocabulary
          Acquisition and Use: Use
          glossaries and beginning
          dictionaries, both print and                   TN.4.1.SPI.16 (SPI 0401.1.16) Determine the
          digital, to determine or clarify the           meaning of unfamiliar words using context                                              grade difference for a portion of
L   4.e   meaning of words and phrases.          2   4   clues, dictionaries, and glossaries.              1(LA)   SPI.16   -2                  the standard

          CC.2.L.4.e Vocabulary
          Acquisition and Use: Use
          glossaries and beginning
          dictionaries, both print and                   TN.2.4.CU.5 (CU 0201.4.5) Recognize and
          digital, to determine or clarify the           identify a variety of print and electronic                                             grade difference for a portion of
L   4.e   meaning of words and phrases.          2   2   resources available for information.              4(R)    CU.5     0                   the standard
                                                         TN.1.1.CU.10 (CU 0101.1.10) Show evidence
                                                         of expanding language through vocabulary
                                                         growth.
                                                         *Build vocabulary by reading, listening to, and
                                                         discussing a variety of literature.
                                                         *Use word families and a variety of active
                                                         word walls.
                                                         *Read high frequency words in context.
                                                         *Recognize and identify compound words,
                                                         synonyms, and antonyms.
          CC.2.L.4.e Vocabulary                          *Identify positional words (e.g., inside,
          Acquisition and Use: Use                       outside, beside, between).
          glossaries and beginning                       *Identify simple multi-meaning words in
          dictionaries, both print and                   context (e.g., fly, pop, bat).
          digital, to determine or clarify the           *Use a picture dictionary/beginning dictionary                                         grade difference for a portion of
L   4.e   meaning of words and phrases.          2   1   to determine word meaning.                        1(LA)   CU.10    1                   the standard

                                                                                                                                   2 = Good
          CC.2.L.5 Vocabulary Acquisition                                                                                         match, with
          and Use: Demonstrate                                                                                                       minor
          understanding of word                          TN.2.1.GLE.2 (GLE 0201.1.2) Employ a                                      aspects of
          relationships and nuances in                   variety of strategies to decode words and                               the CCSS not
L   5     word meanings.                         2   2   expand vocabulary.                                1(LA)   GLE.2    0      addressed
                                                      TN.2.1.CU.9 (CU 0201.1.9) Show evidence of
                                                      expanding language through vocabulary
                                                      growth.
                                                      *Recognize common abbreviations.
                                                      *Build vocabulary by reading, listening to, and
                                                      discussing a variety of literature.
                                                      *Add prefixes (e.g., re-, dis-), suffixes (e.g., -
                                                      ly, -y), and endings (e.g., -ed, -ing, -es) to
                                                      base words to make new words.
                                                      *Use word families and a variety of active
                                                      word walls.
          CC.2.L.5 Vocabulary Acquisition             *Recognize and identify compound words,
          and Use: Demonstrate                        synonyms, and antonyms.
          understanding of word                       *Identify positional words.
          relationships and nuances in                *Identify simple multi-meaning words in
L   5     word meanings.                      2   2   context (e.g., fly, pop, bat).                       1(LA)   CU.9    0

          CC.3.L.1 Conventions of                                                                                              3 = Excellent
          Standard English: Demonstrate                                                                                           match
          command of the conventions of               TN.3.1.GLE.1 (GLE 0301.1.1) Demonstrate                                  between the
          standard English grammar and                knowledge of Standard English usage,                                          two
L   1     usage when writing or speaking.     3   3   mechanics, and spelling.                             1(LA)   GLE.1   0    documents
                                                      TN.3.1.CU.1 (CU 0301.1.1 Know and use
                                                      appropriately the meaning, forms, and
                                                      functions of nouns (including nouns as
                                                      subjects and objects, singular, plural, and
                                                      possessives), pronouns (including subject
                                                      and object pronouns, substitution for nouns,
                                                      agreement with antecedents), verbs
                                                      (including past, present, and future tenses;
          CC.3.L.1.a Conventions of                   irregular verb; agreement with simple and
          Standard English: Explain the               compound subjects), adjectives (including                                3 = Excellent
          function of nouns, pronouns,                vivid descriptive words,                                                    match
          verbs, adjectives, and adverbs              comparative/superlative, articles), and                                  between the
          in general and their functions in           adverbs (including common formation and                                       two
L   1.a   particular sentences.               3   3   placement in a sentence).                            1(LA)   CU.1    0    documents
                                                   TN.3.1.CU.1 (CU 0301.1.1 Know and use
                                                   appropriately the meaning, forms, and
                                                   functions of nouns (including nouns as
                                                   subjects and objects, singular, plural, and
                                                   possessives), pronouns (including subject
                                                   and object pronouns, substitution for nouns,
                                                   agreement with antecedents), verbs
                                                   (including past, present, and future tenses;
                                                   irregular verb; agreement with simple and                                  2 = Good
                                                   compound subjects), adjectives (including                                 match, with
          CC.3.L.1.b Conventions of                vivid descriptive words,                                                     minor
          Standard English: Form and use           comparative/superlative, articles), and                                    aspects of
          regular and irregular plural             adverbs (including common formation and                                  the CCSS not
L   1.b   nouns.                           3   3   placement in a sentence).                             1(LA)   CU.1   0     addressed

                                                   TN.2.1.CU.8 (CU 0201.1.8) Spell simple
                                                   words using developing phonetic knowledge,
                                                   sounds of the alphabet, and simple
                                                   consonant/vowel patterns.
                                                   *Spell high frequency words correctly (e.g.,
                                                   Dolch list, Fry list).
                                                   *Continue to spell words using basic CVC,
                                                   CVCE, and CVVC patterns.
                                                   *Alphabetize words to the second letter.
                                                   *Use primary dictionaries to spell words
                                                   correctly and verify spelling.
                                                   *Spell regular and irregular plurals correctly
                                                   (e.g., boy/boys, child/children).
                                                   *Spell digraphs (e.g., ch, ea, ir), trigraphs
                                                   (e.g., -igh, -tch), and blends (e.g., bl, br, str).
          CC.3.L.1.b Conventions of                *Understand and spell basic words that sound
          Standard English: Form and use           the same but are spelled differently and have
          regular and irregular plural             different meanings (homophones, e.g., hair,
L   1.b   nouns.                           3   2   hare; to, too, two).                                  1(LA)   CU.8   1
                                                   TN.3.1.CU.1 (CU 0301.1.1 Know and use
                                                   appropriately the meaning, forms, and
                                                   functions of nouns (including nouns as
                                                   subjects and objects, singular, plural, and
                                                   possessives), pronouns (including subject
                                                   and object pronouns, substitution for nouns,
                                                   agreement with antecedents), verbs
                                                   (including past, present, and future tenses;
                                                   irregular verb; agreement with simple and
                                                   compound subjects), adjectives (including                           1 = Weak
                                                   vivid descriptive words,                                          match, major
          CC.3.L.1.c Conventions of                comparative/superlative, articles), and                             aspects of
          Standard English: Use abstract           adverbs (including common formation and                           the CCSS not
L   1.c   nouns (e.g., childhood).         3   3   placement in a sentence).                      1(LA)   CU.1   0     addressed
                                                   TN.3.1.CU.1 (CU 0301.1.1 Know and use
                                                   appropriately the meaning, forms, and
                                                   functions of nouns (including nouns as
                                                   subjects and objects, singular, plural, and
                                                   possessives), pronouns (including subject
                                                   and object pronouns, substitution for nouns,
                                                   agreement with antecedents), verbs
                                                   (including past, present, and future tenses;
                                                   irregular verb; agreement with simple and
                                                   compound subjects), adjectives (including                         3 = Excellent
                                                   vivid descriptive words,                                             match
          CC.3.L.1.d Conventions of                comparative/superlative, articles), and                           between the
          Standard English: Form and use           adverbs (including common formation and                                two
L   1.d   regular and irregular verbs.     3   3   placement in a sentence).                      1(LA)   CU.1   0    documents
                                                        TN.3.1.CU.1 (CU 0301.1.1 Know and use
                                                        appropriately the meaning, forms, and
                                                        functions of nouns (including nouns as
                                                        subjects and objects, singular, plural, and
                                                        possessives), pronouns (including subject
                                                        and object pronouns, substitution for nouns,
                                                        agreement with antecedents), verbs
                                                        (including past, present, and future tenses;
                                                        irregular verb; agreement with simple and
                                                        compound subjects), adjectives (including                         3 = Excellent
          CC.3.L.1.e Conventions of                     vivid descriptive words,                                             match
          Standard English: Form and use                comparative/superlative, articles), and                           between the
          the simple (e.g., I walked; I walk;           adverbs (including common formation and                                two
L   1.e   I will walk) verb tenses.             3   3   placement in a sentence).                      1(LA)   CU.1   0    documents
                                                        TN.3.1.CU.1 (CU 0301.1.1 Know and use
                                                        appropriately the meaning, forms, and
                                                        functions of nouns (including nouns as
                                                        subjects and objects, singular, plural, and
                                                        possessives), pronouns (including subject
                                                        and object pronouns, substitution for nouns,
                                                        agreement with antecedents), verbs
                                                        (including past, present, and future tenses;
                                                        irregular verb; agreement with simple and
                                                        compound subjects), adjectives (including                         3 = Excellent
          CC.3.L.1.f Conventions of                     vivid descriptive words,                                             match
          Standard English: Ensure                      comparative/superlative, articles), and                           between the
          subject-verb and pronoun-                     adverbs (including common formation and                                two
L   1.f   antecedent agreement.*                3   3   placement in a sentence).                      1(LA)   CU.1   0    documents
                                                   TN.3.1.CU.1 (CU 0301.1.1 Know and use
                                                   appropriately the meaning, forms, and
                                                   functions of nouns (including nouns as
                                                   subjects and objects, singular, plural, and
                                                   possessives), pronouns (including subject
                                                   and object pronouns, substitution for nouns,
                                                   agreement with antecedents), verbs
          CC.3.L.1.g Conventions of                (including past, present, and future tenses;
          Standard English: Form and use           irregular verb; agreement with simple and
          comparative and superlative              compound subjects), adjectives (including                            3 = Excellent
          adjectives and adverbs, and              vivid descriptive words,                                                match
          choose between them                      comparative/superlative, articles), and                              between the
          depending on what is to be               adverbs (including common formation and                                   two
L   1.g   modified.                        3   3   placement in a sentence).                        1(LA)   CU.1   0     documents

                                                   TN.5.1.CU.1 (CU 0501.1.1) Know and use
                                                   appropriately the meaning, forms, and
                                                   functions of nouns (including common/proper,
                                                   singular/plural, possessives, predicate
                                                   nouns), verbs (including action/linking,
                                                   regular/irregular, be/have, verb phrases,
                                                   agreement with subject in person and
                                                   number), pronouns (including agreement with
                                                   antecedent, reflexive, possessive, correct
                                                   pronoun case), adjectives (including
                                                   common/proper, predicate adjectives,
                                                   demonstrative adjectives, proper comparative
                                                   forms), adverbs (including proper                                      2 = Good
                                                   comparative forms, adverbs of degree {too,                            match, with
          CC.3.L.1.h Conventions of                very}), conjunctions (including coordinating),                           minor
          Standard English: Use                    interjections, and prepositions (place                                 aspects of
          coordinating and subordinating           prepositional phrases in correct location                            the CCSS not Grade level difference is significant
L   1.h   conjunctions.                    3   5   within the sentence).                            1(LA)   CU.1   -2     addressed for a portion of the standard.
                                                   TN.6.1.CU.1 (CU 0601.1.1) Know and use
                                                   appropriately the meaning, forms and
                                                   functions of nouns (including collective nouns,
                                                   nouns as objects, predicate nouns), pronouns
                                                   (including proper pronoun case; objects of
                                                   prepositions; agreement with antecedents in
                                                   person and number; indefinite, relative, and
                                                   demonstrative pronouns), verbs (including
                                                   agreement with the subject in person and
                                                   number, action verbs that take objects, linking
                                                   verbs, helping verbs, verb phrases, verb
                                                   tenses, regular and irregular verb forms),
                                                   adjectives (including predicate adjectives,
                                                   comparative and superlative forms), adverbs
                                                   (including negatives, forms of comparative
                                                   and superlative phrases), conjunctions
          CC.3.L.1.h Conventions of                (including coordinating, subordinating),
          Standard English: Use                    interjections, and prepositions (place
          coordinating and subordinating           prepositional phrases correctly according to                                          Grade level difference is significant
L   1.h   conjunctions.                    3   6   the words they modify within the sentence).       1(LA)   CU.1    -3                  for a portion of the standard.


                                                                                                                            1 = Weak
          CC.3.L.1.i Conventions of                                                                                       match, major
          Standard English: Produce                TN.3.1.CU.16 (CU 0301.1.16) Combine                                      aspects of
          simple, compound, and complex            simple sentences into compound sentences                               the CCSS not
L   1.i   sentences.                       3   3   using compound subjects and/or predicates.        1(LA)   CU.16   0      addressed
          CC.3.L.1.i Conventions of
          Standard English: Produce                TN.7.1.CU.11 (CU 0701.1.11) Recognize and
          simple, compound, and complex            differentiate among simple, compound, and
L   1.i   sentences.                       3   7   complex sentences.                                1(LA)   CU.11   -4
          CC.3.L.1.i Conventions of
          Standard English: Produce
          simple, compound, and complex            TN.4.1.CU.13 (CU 0401.1.13) Use complete
L   1.i   sentences.                       3   4   sentences in writing.                             1(LA)   CU.13   -1
          CC.3.L.2 Conventions of
          Standard English: Demonstrate                                                                                          3 = Excellent
          command of the conventions of                                                                                             match
          standard English capitalization,           TN.3.1.GLE.1 (GLE 0301.1.1) Demonstrate                                     between the
          punctuation, and spelling when             knowledge of Standard English usage,                                             two
L   2     writing.                           3   3   mechanics, and spelling.                              1(LA)   GLE.1    0     documents

                                                     TN.3.1.CU.3 (CU 0301.1.3) Know and apply
                                                     the rules for capitalization (e.g., names,                                  3 = Excellent
                                                     dates, cities and states, addresses, holidays,                                 match
          CC.3.L.2.a Conventions of                  titles of books, first word in a sentence,                                  between the
          Standard English: Capitalize               proper nouns, titles, abbreviations, parts of a                                  two
L   2.a   appropriate words in titles.       3   3   friendly letter, first word in a direct quotation).   1(LA)   CU.3     0     documents

                                                                                                                                 3 = Excellent
                                                                                                                                    match
          CC.3.L.2.b Conventions of                  TN.3.1.CU.5 (CU 0301.1.5) Use commas in                                     between the
          Standard English: Use commas               direct address, dates, locations and                                             two
L   2.b   in addresses.                      3   3   addresses, and items in a series.                     1(LA)   CU.5     0     documents

                                                                                                                                   2 = Good
                                                                                                                                  match, with
                                                                                                                                     minor
          CC.3.L.2.c Conventions of                  TN.4.1.CU.6 (CU 0401.1.6) Demonstrate the                                     aspects of
          Standard English: Use commas               correct usage of quotation marks (e.g., in                                  the CCSS not
L   2.c   and quotation marks in dialogue.   3   4   direct quotations and in titles).                     1(LA)   CU.6     -1     addressed

          CC.3.L.2.c Conventions of                  TN.4.1.SPI.10 (SPI 0401.1.10) Choose the
          Standard English: Use commas               correct use of quotation marks and commas
L   2.c   and quotation marks in dialogue.   3   4   in direct quotations.                                 1(LA)   SPI.10   -1
                                                       TN.3.1.CU.1 (CU 0301.1.1 Know and use
                                                       appropriately the meaning, forms, and
                                                       functions of nouns (including nouns as
                                                       subjects and objects, singular, plural, and
                                                       possessives), pronouns (including subject
                                                       and object pronouns, substitution for nouns,
                                                       agreement with antecedents), verbs
                                                       (including past, present, and future tenses;
                                                       irregular verb; agreement with simple and
                                                       compound subjects), adjectives (including                               3 = Excellent
                                                       vivid descriptive words,                                                   match
          CC.3.L.2.d Conventions of                    comparative/superlative, articles), and                                 between the
          Standard English: Form and use               adverbs (including common formation and                                      two
L   2.d   possessives.                         3   3   placement in a sentence).                           1(LA)   CU.1    0    documents
          CC.3.L.2.e Conventions of
          Standard English: Use
          conventional spelling for high-                                                                                      3 = Excellent
          frequency and other studied                  TN.3.1.CU.10 (CU 0301.1.10) Apply correct                                  match
          words and for adding suffixes to             orthographic patterns (e.g., consonant                                  between the
          base words (e.g., sitting, smiled,           doubling, changing "y" to "i", dropping the final                            two
L   2.e   cries, happiness).                   3   3   silent "e" before adding the suffix).               1(LA)   CU.10   0    documents
          CC.3.L.2.e Conventions of
          Standard English: Use
          conventional spelling for high-
          frequency and other studied
          words and for adding suffixes to             TN.3.1.CU.7 (CU 0301.1.7) Spell correctly
          base words (e.g., sitting, smiled,           high-frequency and commonly misspelled
L   2.e   cries, happiness).                   3   3   words appropriate to grade level.                   1(LA)   CU.7    0
          CC.3.L.2.f Conventions of
          Standard English: Use spelling
          patterns and generalizations
          (e.g., word families, position-                                                                                      3 = Excellent
          based spellings, syllable                    TN.3.1.CU.10 (CU 0301.1.10) Apply correct                                  match
          patterns, ending rules,                      orthographic patterns (e.g., consonant                                  between the
          meaningful word parts) in writing            doubling, changing "y" to "i", dropping the final                            two
L   2.f   words.                               3   3   silent "e" before adding the suffix).               1(LA)   CU.10   0    documents
          CC.3.L.2.g Conventions of
          Standard English: Consult                                                                                            3 = Excellent
          reference materials, including                                                                                          match
          beginning dictionaries, as                 TN.3.4.CU.3 (CU 0301.4.3) Use reference                                   between the
          needed to check and correct                materials (e.g., dictionary, thesaurus, atlas,                                 two
L   2.g   spellings.                         3   3   and encyclopedia).                                    4(R)    CU.3    0    documents

                                                     TN.2.1.CU.8 (CU 0201.1.8) Spell simple
                                                     words using developing phonetic knowledge,
                                                     sounds of the alphabet, and simple
                                                     consonant/vowel patterns.
                                                     *Spell high frequency words correctly (e.g.,
                                                     Dolch list, Fry list).
                                                     *Continue to spell words using basic CVC,
                                                     CVCE, and CVVC patterns.
                                                     *Alphabetize words to the second letter.
                                                     *Use primary dictionaries to spell words
                                                     correctly and verify spelling.
                                                     *Spell regular and irregular plurals correctly
                                                     (e.g., boy/boys, child/children).
          CC.3.L.2.g Conventions of                  *Spell digraphs (e.g., ch, ea, ir), trigraphs
          Standard English: Consult                  (e.g., -igh, -tch), and blends (e.g., bl, br, str).
          reference materials, including             *Understand and spell basic words that sound
          beginning dictionaries, as                 the same but are spelled differently and have
          needed to check and correct                different meanings (homophones, e.g., hair,
L   2.g   spellings.                         3   2   hare; to, too, two).                                  1(LA)   CU.8    1

          CC.3.L.3 Knowledge of                                                                                                3 = Excellent
          Language: Use knowledge of                                                                                              match
          language and its conventions               TN.3.1.GLE.1 (GLE 0301.1.1) Demonstrate                                   between the
          when writing, speaking, reading,           knowledge of Standard English usage,                                           two
L   3     or listening.                      3   3   mechanics, and spelling.                              1(LA)   GLE.1   0    documents grade difference
                                                     TN.4.1.CU.12 (CU 0401.1.12) Use
                                                     appropriate language structure in oral and
          CC.3.L.3 Knowledge of                      written communication (e.g., subject-verb
          Language: Use knowledge of                 agreement in simple and compound
          language and its conventions               sentences, correct word order within a
          when writing, speaking, reading,           sentence, correct placement of detailed
L   3     or listening.                      3   4   words and phrases).                           1(LA)   CU.12   -1                  grade difference

                                                                                                                          2 = Good
                                                     TN.3.3.CU.13 (CU 0301.3.13) Revise writing                          match, with
                                                     to improve detail (e.g., rearrange words,                              minor
          CC.3.L.3.a Knowledge of                    sentences, and paragraphs; add descriptive                           aspects of
          Language: Choose words and                 words; remove unnecessary information; vary                        the CCSS not
L   3.a   phrases for effect.*               3   3   sentence structure).                          3(W)    CU.13   0      addressed
          CC.3.L.3.a Knowledge of
          Language: Choose words and                 TN.4.3.CU.15 (CU 0401.3.15) Incorporate
L   3.a   phrases for effect.*               3   4   vivid language into writing.                  3(W)    CU.15   -1
                                                     TN.4.1.CU.12 (CU 0401.1.12) Use
                                                     appropriate language structure in oral and
                                                     written communication (e.g., subject-verb
                                                     agreement in simple and compound
          CC.3.L.3.a Knowledge of                    sentences, correct word order within a
          Language: Choose words and                 sentence, correct placement of detailed
L   3.a   phrases for effect.*               3   4   words and phrases).                           1(LA)   CU.12   -1
                                                     TN.4.1.CU.12 (CU 0401.1.12) Use
                                                     appropriate language structure in oral and
          CC.3.L.3.b Knowledge of                    written communication (e.g., subject-verb                            1 = Weak
          Language: Recognize and                    agreement in simple and compound                                   match, major
          observe differences between the            sentences, correct word order within a                               aspects of
          conventions of spoken and                  sentence, correct placement of detailed                            the CCSS not
L   3.b   written standard English.          3   4   words and phrases).                           1(LA)   CU.12   -1     addressed
          CC.3.L.4 Vocabulary Acquisition
          and Use: Determine or clarify
          the meaning of unknown and
          multiple-meaning word and                                                                                       3 = Excellent
          phrases based on grade 3                   TN.3.1.GLE.2 (GLE 0301.1.2) Demonstrate                                 match
          reading and content, choosing              knowledge of strategies and resources to                             between the
          flexibly from a range of                   determine the definition, pronunciation, and                              two
L   4     strategies.                        3   3   usage of words and phrases.                     1(LA)   GLE.2    0    documents

          CC.3.L.4 Vocabulary Acquisition
          and Use: Determine or clarify
          the meaning of unknown and
          multiple-meaning word and
          phrases based on grade 3
          reading and content, choosing              TN.3.1.CU.20 (CU 0301.1.20) Use a variety
          flexibly from a range of                   of previously learned strategies to determine
L   4     strategies.                        3   3   the meanings of unfamiliar words.               1(LA)   CU.20    0

          CC.3.L.4 Vocabulary Acquisition
          and Use: Determine or clarify
          the meaning of unknown and
          multiple-meaning word and
          phrases based on grade 3
          reading and content, choosing              TN.3.1.SPI.19 (SPI 0301.1.19) Recognize
          flexibly from a range of                   grade appropriate vocabulary, including
L   4     strategies.                        3   3   multiple-meaning words, within context          1(LA)   SPI.19   0

          CC.3.L.4.a Vocabulary                                                                                           3 = Excellent
          Acquisition and Use: Use                                                                                           match
          sentence-level context as a clue                                                                                between the
          to the meaning of a word or                TN.3.1.SPI.20 (SPI 301.1.20) Determine word                               two
L   4.a   phrase.                            3   3   meaning through context clues.                  1(LA)   SPI.20   0    documents
          CC.3.L.4.b Vocabulary
          Acquisition and Use: Determine
          the meaning of the new word
          formed when a known affix is                                                                                           3 = Excellent
          added to a known word (e.g.,                                                                                              match
          agreeable/disagreeable,                        TN.3.1.SPI.16 (SPI 0301.1.16) Determine                                 between the
          comfortable/uncomfortable,                     word meanings using prefixes, suffixes and/or                                two
L   4.b   care/careless, heat/preheat).          3   3   context clues.                                    1(LA)   SPI.16   0     documents
          CC.3.L.4.c Vocabulary
          Acquisition and Use: Use a                                                                                             3 = Excellent
          known root word as a clue to the                                                                                          match
          meaning of an unknown word                     TN.4.1.SPI.14 (SPI 0401.1.14) Use prefixes,                             between the
          with the same root (e.g.,                      suffixes, and root words as aids in                                          two
L   4.c   company, companion).                   3   4   determining meaning within context.               1(LA)   SPI.14   -1    documents
                                                         TN.1.1.CU.10 (CU 0101.1.10) Show evidence
                                                         of expanding language through vocabulary
                                                         growth.
                                                         *Build vocabulary by reading, listening to, and
                                                         discussing a variety of literature.
                                                         *Use word families and a variety of active
                                                         word walls.
                                                         *Read high frequency words in context.
                                                         *Recognize and identify compound words,
          CC.3.L.4.d Vocabulary                          synonyms, and antonyms.
          Acquisition and Use: Use                       *Identify positional words (e.g., inside,
          glossaries or beginning                        outside, beside, between).                                              3 = Excellent
          dictionaries, both print and                   *Identify simple multi-meaning words in                                    match
          digital, to determine or clarify the           context (e.g., fly, pop, bat).                                          between the
          precise meaning of key words                   *Use a picture dictionary/beginning dictionary                               two      grade difference for a portion of
L   4.d   and phrases.                           3   1   to determine word meaning.                        1(LA)   CU.10    2     documents the standard
          CC.3.L.4.d Vocabulary
          Acquisition and Use: Use
          glossaries or beginning
          dictionaries, both print and
          digital, to determine or clarify the           TN.4.1.SPI.16 (SPI 0401.1.16) Determine the
          precise meaning of key words                   meaning of unfamiliar words using context                                               grade difference for a portion of
L   4.d   and phrases.                           3   4   clues, dictionaries, and glossaries.               1(LA)   SPI.16   -1                  the standard
          CC.3.L.4.d Vocabulary
          Acquisition and Use: Use
          glossaries or beginning
          dictionaries, both print and
          digital, to determine or clarify the           TN.2.4.CU.5 (CU 0201.4.5) Recognize and
          precise meaning of key words                   identify a variety of print and electronic                                              grade difference for a portion of
L   4.d   and phrases.                           3   2   resources available for information.               4(R)    CU.5     1                   the standard

                                                                                                                                    2 = Good
          CC.3.L.5 Vocabulary Acquisition                                                                                          match, with
          and Use: Demonstrate                           TN.3.1.GLE.2 (GLE 0301.1.2) Demonstrate                                      minor
          understanding of word                          knowledge of strategies and resources to                                   aspects of
          relationships and nuances in                   determine the definition, pronunciation, and                             the CCSS not
L   5     word meanings.                         3   3   usage of words and phrases.                        1(LA)   GLE.2    0      addressed
          CC.3.L.5 Vocabulary Acquisition
          and Use: Demonstrate
          understanding of word                          TN.3.1.CU.18 (CU 0301.1.18) Continue to
          relationships and nuances in                   develop word consciousness (e.g., word play,
L   5     word meanings.                         3   3   word walls, word sorts).                           1(LA)   CU.18    0

                                                                                                                                    2 = Good
          CC.3.L.5.a Vocabulary                                                                                                    match, with
          Acquisition and Use: Distinguish                                                                                            minor
          the literal and nonliteral                     TN.3.8.CU.10 (CU 0301.8.10) Explore the                                    aspects of
          meanings of words and phrases                  use of language in literary texts (e.g., rhythm,                         the CCSS not
L   5.a   in context (e.g., take steps).         3   3   beat, imagery, simile, and metaphor).              8(LI)   CU.10    0      addressed grade level difference is significant
          CC.3.L.5.a Vocabulary
          Acquisition and Use: Distinguish           TN.6.8.CU.18 (CU 0601.8.18) Determine the
          the literal and nonliteral                 appropriate meaning of figurative words and
          meanings of words and phrases              phrases (e.g., idioms, metaphors, similes) in
L   5.a   in context (e.g., take steps).     3   6   passages.                                       8(LI)   CU.18    -3                  grade level difference is significant

          CC.3.L.5.a Vocabulary
          Acquisition and Use: Distinguish
          the literal and nonliteral                 TN.6.8.SPI.7 (SPI 0601.8.7) Analyze
          meanings of words and phrases              figurative language (i.e., hyperbole, simile,
L   5.a   in context (e.g., take steps).     3   6   metaphor, personification,) within context.     8(LI)   SPI.7    -3                  grade level difference is significant

          CC.3.L.6 Vocabulary Acquisition
          and Use: Acquire and use
          accurately grade-appropriate
          conversational, general
          academic, and domain-specific                                                                                      2 = Good
          words and phrases, including                                                                                      match, with
          those that signal spatial and                                                                                        minor
          temporal relationships (e.g.,              TN.4.1.SPI.13 (SPI 0401.1.13) Recognize                                 aspects of
          After dinner that night we went            and use grade appropriate vocabulary within                           the CCSS not
L   6     looking for them).                 3   4   context.                                        1(LA)   SPI.13   -1     addressed

          CC.3.L.6 Vocabulary Acquisition
          and Use: Acquire and use
          accurately grade-appropriate
          conversational, general
          academic, and domain-specific
          words and phrases, including
          those that signal spatial and              TN.3.1.GLE.2 (GLE 0301.1.2) Demonstrate
          temporal relationships (e.g.,              knowledge of strategies and resources to
          After dinner that night we went            determine the definition, pronunciation, and
L   6     looking for them).                 3   3   usage of words and phrases.                     1(LA)   GLE.2    0
          CC.4.L.1 Conventions of                                                                                            3 = Excellent
          Standard English: Demonstrate                                                                                         match
          command of the conventions of               TN.4.1.GLE.1 (GLE 0401.1.1) Demonstrate                                between the
          standard English grammar and                knowledge of Standard English usage,                                        two
L   1     usage when writing or speaking.     4   4   mechanics, and spelling.                          1(LA)   GLE.1   0     documents


                                                      TN.6.1.CU.1 (CU 0601.1.1) Know and use
                                                      appropriately the meaning, forms and
                                                      functions of nouns (including collective nouns,
                                                      nouns as objects, predicate nouns), pronouns
                                                      (including proper pronoun case; objects of
                                                      prepositions; agreement with antecedents in
                                                      person and number; indefinite, relative, and
                                                      demonstrative pronouns), verbs (including
                                                      agreement with the subject in person and
                                                      number, action verbs that take objects, linking
                                                      verbs, helping verbs, verb phrases, verb
                                                      tenses, regular and irregular verb forms),
                                                      adjectives (including predicate adjectives,
                                                      comparative and superlative forms), adverbs
                                                      (including negatives, forms of comparative                               2 = Good
          CC.4.L.1.a Conventions of                   and superlative phrases), conjunctions                                  match, with
          Standard English: Use relative              (including coordinating, subordinating),                                   minor
          pronouns (who, whose, whom,                 interjections, and prepositions (place                                   aspects of
          which, that) and relative adverbs           prepositional phrases correctly according to                           the CCSS not
L   1.a   (where, when, why).                 4   6   the words they modify within the sentence).       1(LA)   CU.1    -2     addressed grade level difference is significant
                                                      TN.7.1.CU.1 (CU 0701.1.1) Know and use
                                                      appropriately the meaning, forms, and
                                                      functions of nouns (including collective nouns,
                                                      compound nouns, noun clauses, noun
                                                      functions as direct and indirect objects, and
                                                      as predicate nouns), pronouns (including
                                                      proper case: nominative, objective,
                                                      possessive; reflexive pronouns, interrogative;
                                                      demonstrative; agreement of pronouns with
                                                      their antecedents), verbs (including
                                                      agreement with subject in person and
                                                      number, verbs that take objects, regular and
                                                      irregular verb forms, correct use of the three
                                                      perfect tenses), adjectives (including
                                                      comparative and superlative forms,
                                                      compound predicate adjectives, adjective
                                                      clauses), adverbs (including comparative and
                                                      superlative forms, punctuation with
                                                      introductory adverb phrases and clauses,
                                                      correct placement within the sentence),
                                                      conjunctions (including coordinating,
                                                      correlative, and subordinating conjunctions to
          CC.4.L.1.a Conventions of                   combine words, phrases, clauses, and
          Standard English: Use relative              sentences), interjections, and prepositions
          pronouns (who, whose, whom,                 (recognize prepositional phrases as
          which, that) and relative adverbs           adjective/adverb modifiers and note their
L   1.a   (where, when, why).                 4   7   functions in the sentence).                       1(LA)   CU.1   -3   grade level difference is significant
                                                       TN.4.1.CU.1 (CU 0401.1.1) Know and use
                                                       appropriately the meaning, forms, and
                                                       functions of nouns (including singular and
                                                       plural, common and proper, singular and
                                                       plural possessives), verbs (including action
                                                       and linking, regular and irregular forms,
                                                       correct tenses, agreement in person and
                                                       number with both simple and compound
                                                       subjects), adjectives (including proper
          CC.4.L.1.b Conventions of                    comparison forms, articles), pronouns                                 3 = Excellent
          Standard English: Form and use               (including subject, object, and possessive;                              match
          the progressive (e.g., I was                 singular and plural; agreement with                                   between the
          walking; I am walking; I will be             antecedents), and adverbs (i.e., proper                                    two
L   1.b   walking) verb tenses.                4   4   comparison forms, negatives).                     1(LA)   CU.1   0     documents


                                                       TN.6.1.CU.1 (CU 0601.1.1) Know and use
                                                       appropriately the meaning, forms and
                                                       functions of nouns (including collective nouns,
                                                       nouns as objects, predicate nouns), pronouns
                                                       (including proper pronoun case; objects of
                                                       prepositions; agreement with antecedents in
                                                       person and number; indefinite, relative, and
                                                       demonstrative pronouns), verbs (including
                                                       agreement with the subject in person and
                                                       number, action verbs that take objects, linking
                                                       verbs, helping verbs, verb phrases, verb
                                                       tenses, regular and irregular verb forms),
                                                       adjectives (including predicate adjectives,
                                                       comparative and superlative forms), adverbs
                                                       (including negatives, forms of comparative                              2 = Good
                                                       and superlative phrases), conjunctions                                 match, with
          CC.4.L.1.c Conventions of                    (including coordinating, subordinating),                                  minor
          Standard English: Use modal                  interjections, and prepositions (place                                  aspects of
          auxiliaries (e.g., can, may, must)           prepositional phrases correctly according to                          the CCSS not
L   1.c   to convey various conditions.        4   6   the words they modify within the sentence).       1(LA)   CU.1   -2     addressed
                                                    TN.4.1.CU.12 (CU 0401.1.12) Use
          CC.4.L.1.d Conventions of                 appropriate language structure in oral and
          Standard English: Order                   written communication (e.g., subject-verb                            1 = Weak
          adjectives within sentences               agreement in simple and compound                                   match, major
          according to conventional                 sentences, correct word order within a                               aspects of
          patterns (e.g., a small red bag           sentence, correct placement of detailed                            the CCSS not
L   1.d   rather than a red small bag).     4   4   words and phrases).                            1(LA)   CU.12   0     addressed
                                                    TN.4.1.CU.1 (CU 0401.1.1) Know and use
                                                    appropriately the meaning, forms, and
                                                    functions of nouns (including singular and
                                                    plural, common and proper, singular and
                                                    plural possessives), verbs (including action
                                                    and linking, regular and irregular forms,
                                                    correct tenses, agreement in person and
                                                    number with both simple and compound
          CC.4.L.1.d Conventions of                 subjects), adjectives (including proper
          Standard English: Order                   comparison forms, articles), pronouns
          adjectives within sentences               (including subject, object, and possessive;
          according to conventional                 singular and plural; agreement with
          patterns (e.g., a small red bag           antecedents), and adverbs (i.e., proper
L   1.d   rather than a red small bag).     4   4   comparison forms, negatives).                  1(LA)   CU.1    0
                                                     TN.5.1.CU.1 (CU 0501.1.1) Know and use
                                                     appropriately the meaning, forms, and
                                                     functions of nouns (including common/proper,
                                                     singular/plural, possessives, predicate
                                                     nouns), verbs (including action/linking,
                                                     regular/irregular, be/have, verb phrases,
                                                     agreement with subject in person and
                                                     number), pronouns (including agreement with
                                                     antecedent, reflexive, possessive, correct
                                                     pronoun case), adjectives (including
                                                     common/proper, predicate adjectives,
                                                     demonstrative adjectives, proper comparative
                                                     forms), adverbs (including proper
                                                     comparative forms, adverbs of degree {too,                            3 = Excellent
                                                     very}), conjunctions (including coordinating),                           match
          CC.4.L.1.e Conventions of                  interjections, and prepositions (place                                between the
          Standard English: Form and use             prepositional phrases in correct location                                  two
L   1.e   prepositional phrases.             4   5   within the sentence).                            1(LA)   CU.1    -1    documents
          CC.4.L.1.f Conventions of
          Standard English: Produce                                                                                        3 = Excellent
          complete sentences,                                                                                                 match
          recognizing and correcting                 TN.4.1.CU.14 (CU 0401.1.14) Recognize and                             between the
          inappropriate fragments and run-           edit incomplete sentences and run-on                                       two
L   1.f   ons.*                              4   4   sentences.                                       1(LA)   CU.14   0     documents
          CC.4.L.1.f Conventions of
          Standard English: Produce
          complete sentences,
          recognizing and correcting
          inappropriate fragments and run-           TN.4.1.CU.13 (CU 0401.1.13) Use complete
L   1.f   ons.*                              4   4   sentences in writing.                            1(LA)   CU.13   0
                                                                                                                            2 = Good
                                                                                                                           match, with
          CC.4.L.1.g Conventions of                  TN.4.1.CU.2 (CU 0401.1.2) Recognize usage                                minor
          Standard English: Correctly use            errors (e.g., double negatives, troublesome                            aspects of
          frequently confused words (e.g.,           word groups: {to/too/two, their/there/they're,                       the CCSS not
L   1.g   to, too, two; there, their).*      4   4   its/it's, sit/set, lie/lay}).                    1(LA)   CU.2    0     addressed

          CC.4.L.2 Conventions of
          Standard English: Demonstrate                                                                                   3 = Excellent
          command of the conventions of                                                                                      match
          standard English capitalization,           TN.4.1.GLE.1 (GLE 0401.1.1) Demonstrate                              between the
          punctuation, and spelling when             knowledge of Standard English usage,                                      two
L   2     writing.                           4   4   mechanics, and spelling.                         1(LA)   GLE.1   0    documents

                                                     TN.4.1.CU.3 (CU 0401.1.3) Capitalize                                 3 = Excellent
                                                     correctly sentence beginnings, proper nouns                             match
          CC.4.L.2.a Conventions of                  and adjectives, titles, abbreviations,                               between the
          Standard English: Use correct              quotations, and parts of friendly and business                            two
L   2.a   capitalization.                    4   4   letters.                                         1(LA)   CU.3    0    documents

          CC.4.L.2.b Conventions of                                                                                       3 = Excellent
          Standard English: Use commas                                                                                       match
          and quotation marks to mark                TN.4.1.CU.6 (CU 0401.1.6) Demonstrate the                            between the
          direct speech and quotations               correct usage of quotation marks (e.g., in                                two
L   2.b   from a text.                       4   4   direct quotations and in titles).                1(LA)   CU.6    0    documents
          CC.4.L.2.b Conventions of                  TN.4.1.CU.5 (CU 0401.1.5) Demonstrate the
          Standard English: Use commas               correct usage of commas (e.g., series, direct
          and quotation marks to mark                address, following introductory words, dates,
          direct speech and quotations               addresses, quotations, letters, and compound
L   2.b   from a text.                       4   4   sentences).                                      1(LA)   CU.5    0

          CC.4.L.2.c Conventions of                  TN.4.1.CU.5 (CU 0401.1.5) Demonstrate the                            3 = Excellent
          Standard English: Use a comma              correct usage of commas (e.g., series, direct                           match
          before a coordinating                      address, following introductory words, dates,                        between the
          conjunction in a compound                  addresses, quotations, letters, and compound                              two
L   2.c   sentence.                          4   4   sentences).                                      1(LA)   CU.5    0    documents
          CC.4.L.2.d Conventions of                                                                                    3 = Excellent
          Standard English: Spell grade-                                                                                  match
          appropriate words correctly,               TN.4.1.CU.10 (CU 0401.1.10) Spell correctly                       between the
          consulting references as                   words commonly used in content specific                                two
L   2.d   needed.                            4   4   vocabulary.                                   1(LA)   CU.10   0    documents
          CC.4.L.2.d Conventions of
          Standard English: Spell grade-
          appropriate words correctly,               TN.4.1.CU.7 (CU 0401.1.7) Spell correctly
          consulting references as                   high-frequency and commonly misspelled
L   2.d   needed.                            4   4   words appropriate to grade level.             1(LA)   CU.7    0
          CC.4.L.2.d Conventions of
          Standard English: Spell grade-
          appropriate words correctly,               TN.4.4.CU.7 (CU 0401.4.7) Utilize the
          consulting references as                   dictionary, glossary, thesaurus, and other
L   2.d   needed.                            4   4   word-referenced materials.                    4(R)    CU.7    0

          CC.4.L.3 Knowledge of                                                                                        3 = Excellent
          Language: Use knowledge of                                                                                      match
          language and its conventions               TN.4.1.GLE.1 (GLE 0401.1.1) Demonstrate                           between the
          when writing, speaking, reading,           knowledge of Standard English usage,                                   two
L   3     or listening.                      4   4   mechanics, and spelling.                      1(LA)   GLE.1   0    documents
                                                     TN.4.1.CU.12 (CU 0401.1.12) Use
                                                     appropriate language structure in oral and
          CC.4.L.3 Knowledge of                      written communication (e.g., subject-verb
          Language: Use knowledge of                 agreement in simple and compound
          language and its conventions               sentences, correct word order within a
          when writing, speaking, reading,           sentence, correct placement of detailed
L   3     or listening.                      4   4   words and phrases).                           1(LA)   CU.12   0

                                                                                                                       3 = Excellent
          CC.4.L.3.a Knowledge of                                                                                         match
          Language: Choose words and                                                                                   between the
          phrases to convey ideas                    TN.4.3.CU.15 (CU 0401.3.15) Incorporate                                two
L   3.a   precisely.*                        4   4   vivid language into writing.                  3(W)    CU.15   0    documents grade difference
          CC.4.L.3.a Knowledge of
          Language: Choose words and                 TN.5.3.CU.16 (CU 0502.3.16) Use precise
          phrases to convey ideas                    language, including vivid words and figurative
L   3.a   precisely.*                        4   5   language.                                          3(W)    CU.16   -1                   grade difference

                                                                                                                               2 = Good
                                                                                                                              match, with
                                                                                                                                 minor
          CC.4.L.3.b Knowledge of                    TN.4.3.CU.12 (CU 0401.3.12) Construct                                     aspects of
          Language: Choose punctuation               varied sentences (i.e., syntactic variety) to                           the CCSS not
L   3.b   for effect.*                       4   4   add interest.                                      3(W)    CU.12   0      addressed
          CC.4.L.3.b Knowledge of
          Language: Choose punctuation               TN.4.1.CU.4 (CU 0401.1.4) Use correct
L   3.b   for effect.*                       4   4   punctuation at the ends of sentences.              1(LA)   CU.4    0

          CC.4.L.3.c Knowledge of
          Language: Differentiate between
          contexts that call for formal                                                                                      3 = Excellent
          English (e.g., presenting ideas)                                                                                      match
          and situations where informal              TN.2.2.CU.6 (CU 0201.2.6) Speak clearly,                                between the
          discourse is appropriate (e.g.,            properly, and politely; recognize the difference                             two
L   3.c   small-group discussion).           4   2   between formal and informal language.              2(C)    CU.6    2     documents

          CC.4.L.3.c Knowledge of
          Language: Differentiate between
          contexts that call for formal
          English (e.g., presenting ideas)
          and situations where informal              TN.4.2.CU.10 (CU 0401.2.10) Use different
          discourse is appropriate (e.g.,            voice levels and speech patterns for small
L   3.c   small-group discussion).           4   4   groups, informal discussions, and reports.         2(C)    CU.10   0
          CC.4.L.4 Vocabulary Acquisition
          and Use: Determine or clarify
          the meaning of unknown and                                                                                        2 = Good
          multiple-meaning words and                                                                                       match, with
          phrases based on grade 4                    TN.4.1.GLE.2 (GLE 0401.1.2) Demonstrate                                 minor
          reading and content, choosing               knowledge of strategies and resources to                              aspects of
          flexibly from a range of                    determine the definition, pronunciation, and                        the CCSS not
L   4     strategies.                         4   4   usage of words and phrases.                    1(LA)   GLE.2    0     addressed

          CC.4.L.4 Vocabulary Acquisition
          and Use: Determine or clarify
          the meaning of unknown and
          multiple-meaning words and
          phrases based on grade 4
          reading and content, choosing               TN.4.1.SPI.13 (SPI 0401.1.13) Recognize
          flexibly from a range of                    and use grade appropriate vocabulary within
L   4     strategies.                         4   4   context.                                       1(LA)   SPI.13   0
          CC.4.L.4.a Vocabulary
          Acquisition and Use: Use                                                                                        3 = Excellent
          context (e.g., definitions,                                                                                        match
          examples, or restatements in                TN.4.1.SPI.16 (SPI 0401.1.16) Determine the                         between the
          text) as a clue to the meaning of           meaning of unfamiliar words using context                                two
L   4.a   a word or phrase.                   4   4   clues, dictionaries, and glossaries.           1(LA)   SPI.16   0    documents
          CC.4.L.4.b Vocabulary
          Acquisition and Use: Use                                                                                          2 = Good
          common, grade-appropriate                                                                                        match, with
          Greek and Latin affixes and                                                                                         minor
          roots as clues to the meaning of            TN.4.1.SPI.14 (SPI 0401.1.14) Use prefixes,                           aspects of Greek and Latin roots are not
          a word (e.g., telegraph,                    suffixes, and root words as aids in                                 the CCSS not mentioned as appropriate for the
L   4.b   photograph, autograph).             4   4   determining meaning within context.            1(LA)   SPI.14   0     addressed fourth grade level.
          CC.4.L.4.b Vocabulary
          Acquisition and Use: Use
          common, grade-appropriate                    TN.4.1.CU.18 (CU 0401.1.18) Use a variety
          Greek and Latin affixes and                  of previously learned strategies (e.g.,
          roots as clues to the meaning of             understanding of roots and affixes, context                                        Greek and Latin roots are not
          a word (e.g., telegraph,                     clues, reference sources) to determine the                                         mentioned as appropriate for the
L   4.b   photograph, autograph).              4   4   meaning of unfamiliar words.                   1(LA)   CU.18    0                  fourth grade level.
          CC.4.L.4.b Vocabulary
          Acquisition and Use: Use                     TN.6.1.CU.15 (CU 0601.1.15) Identify and
          common, grade-appropriate                    define English words derived from Latin and
          Greek and Latin affixes and                  Greek words that form common roots (e.g.,
          roots as clues to the meaning of             audio, auto, mal) and recognize English                                            Greek and Latin roots are not
          a word (e.g., telegraph,                     words that are based on them (e.g., audible,                                       mentioned as appropriate for the
L   4.b   photograph, autograph).              4   6   autobiography, malice).                        1(LA)   CU.15    -2                 fourth grade level.
          CC.4.L.4.c Vocabulary
          Acquisition and Use: Consult
          reference materials (e.g.,
          dictionaries, glossaries,
          thesauruses), both print and                                                                                      3 = Excellent
          digital, to find the pronunciation                                                                                   match
          and determine or clarify the                 TN.4.4.CU.7 (CU 0401.4.7) Utilize the                                between the
          precise meaning of key words                 dictionary, glossary, thesaurus, and other                                two      grade difference for a portion of
L   4.c   and phrases.                         4   4   word-referenced materials.                     4(R)    CU.7     0     documents the standard
          CC.4.L.4.c Vocabulary
          Acquisition and Use: Consult
          reference materials (e.g.,
          dictionaries, glossaries,
          thesauruses), both print and
          digital, to find the pronunciation
          and determine or clarify the                 TN.4.1.SPI.16 (SPI 0401.1.16) Determine the
          precise meaning of key words                 meaning of unfamiliar words using context                                          grade difference for a portion of
L   4.c   and phrases.                         4   4   clues, dictionaries, and glossaries.           1(LA)   SPI.16   0                  the standard
          CC.4.L.4.c Vocabulary
          Acquisition and Use: Consult
          reference materials (e.g.,
          dictionaries, glossaries,
          thesauruses), both print and
          digital, to find the pronunciation           TN.4.1.GLE.2 (GLE 0401.1.2) Demonstrate
          and determine or clarify the                 knowledge of strategies and resources to
          precise meaning of key words                 determine the definition, pronunciation, and                                         grade difference for a portion of
L   4.c   and phrases.                         4   4   usage of words and phrases.                      1(LA)   GLE.2   0                   the standard
          CC.4.L.4.c Vocabulary
          Acquisition and Use: Consult                 TN.6.1.CU.13 (CU 0601.1.13) Use printed
          reference materials (e.g.,                   and electronic dictionaries, thesauruses, and
          dictionaries, glossaries,                    glossaries to determine word pronunciation,
          thesauruses), both print and                 spelling, and part of speech; to clarify
          digital, to find the pronunciation           meaning and improve understanding of words
          and determine or clarify the                 (including connotation and denotation); and to
          precise meaning of key words                 distinguish among contextually appropriate                                           grade difference for a portion of
L   4.c   and phrases.                         4   6   synonyms and definitions.                        1(LA)   CU.13   -2                  the standard

                                                                                                                               2 = Good
          CC.4.L.5 Vocabulary Acquisition                                                                                     match, with
          and Use: Demonstrate                         TN.4.1.GLE.2 (GLE 0401.1.2) Demonstrate                                   minor
          understanding of figurative                  knowledge of strategies and resources to                                aspects of
          language, word relationships,                determine the definition, pronunciation, and                          the CCSS not
L   5     and nuances in word meanings.        4   4   usage of words and phrases.                      1(LA)   GLE.2   0      addressed

          CC.4.L.5 Vocabulary Acquisition
          and Use: Demonstrate
          understanding of figurative                  TN.4.1.CU.17 (CU 0401.1.17) Continue to
          language, word relationships,                develop word consciousness (e.g., word play,
L   5     and nuances in word meanings.        4   4   word walls, word sorts).                         1(LA)   CU.17   0

          CC.4.L.5 Vocabulary Acquisition
          and Use: Demonstrate
          understanding of figurative                  TN.5.3.CU.16 (CU 0502.3.16) Use precise
          language, word relationships,                language, including vivid words and figurative
L   5     and nuances in word meanings.        4   5   language.                                        3(W)    CU.16   -1
          CC.4.L.5.a Vocabulary                                                                                            3 = Excellent
          Acquisition and Use: Explain the                                                                                    match
          meaning of simple similes and                                                                                    between the
          metaphors (e.g., as pretty as a            TN.4.8.SPI.6 (SPI 0401.8.6) Identify and                                   two
L   5.a   picture) in context.               4   4   interpret similes and metaphors.                8(LI)   SPI.6    0     documents

                                                                                                                             2 = Good
          CC.4.L.5.b Vocabulary                                                                                             match, with
          Acquisition and Use: Recognize             TN.6.8.CU.18 (CU 0601.8.18) Determine the                                 minor
          and explain the meaning of                 appropriate meaning of figurative words and                             aspects of
          common idioms, adages, and                 phrases (e.g., idioms, metaphors, similes) in                         the CCSS not
L   5.b   proverbs.                          4   6   passages.                                       8(LI)   CU.18    -2     addressed

          CC.4.L.5.c Vocabulary
          Acquisition and Use:
          Demonstrate understanding of                                                                                     3 = Excellent
          words by relating them to their                                                                                     match
          opposites (antonyms) and to                TN.4.1.CU.16 (CU 0401.1.16) Define and                                between the
          words with similar but not                 recognize synonyms, antonyms, and                                          two
L   5.c   identical meanings (synonyms).     4   4   homonyms.                                       1(LA)   CU.16    0     documents

          CC.4.L.5.c Vocabulary
          Acquisition and Use:
          Demonstrate understanding of
          words by relating them to their
          opposites (antonyms) and to                TN.4.1.SPI.12 (SPI 0401.1.12) Select
          words with similar but not                 appropriate antonyms, synonyms, and
L   5.c   identical meanings (synonyms).     4   4   homonyms within context.                        1(LA)   SPI.12   0

          CC.4.L.5.c Vocabulary
          Acquisition and Use:
          Demonstrate understanding of
          words by relating them to their
          opposites (antonyms) and to                TN.4.5.CU.5 (CU 0401.5.5) Complete word
          words with similar but not                 analogies employing synonyms and
L   5.c   identical meanings (synonyms).     4   4   antonyms.                                       5(LO)   CU.5     0
        CC.4.L.6 Vocabulary Acquisition
        and Use: Acquire and use
        accurately grade-appropriate
        general academic and domain-
        specific words and phrases,
        including those that signal
        precise actions, emotions, or
        states of being (e.g., quizzed,                                                                                       2 = Good
        whined, stammered) and that                                                                                          match, with
        are basic to a particular topic                                                                                         minor
        (e.g., wildlife, conservation, and           TN.5.3.CU.16 (CU 0502.3.16) Use precise                                  aspects of
        endangered when discussing                   language, including vivid words and figurative                         the CCSS not
L   6   animal preservation).                4   5   language.                                        3(W)    CU.16    -1     addressed

        CC.4.L.6 Vocabulary Acquisition
        and Use: Acquire and use
        accurately grade-appropriate
        general academic and domain-
        specific words and phrases,
        including those that signal
        precise actions, emotions, or
        states of being (e.g., quizzed,
        whined, stammered) and that
        are basic to a particular topic
        (e.g., wildlife, conservation, and           TN.4.1.SPI.13 (SPI 0401.1.13) Recognize
        endangered when discussing                   and use grade appropriate vocabulary within
L   6   animal preservation).                4   4   context.                                         1(LA)   SPI.13   0
        CC.4.L.6 Vocabulary Acquisition
        and Use: Acquire and use
        accurately grade-appropriate
        general academic and domain-
        specific words and phrases,
        including those that signal
        precise actions, emotions, or
        states of being (e.g., quizzed,
        whined, stammered) and that
        are basic to a particular topic              TN.4.1.GLE.2 (GLE 0401.1.2) Demonstrate
        (e.g., wildlife, conservation, and           knowledge of strategies and resources to
        endangered when discussing                   determine the definition, pronunciation, and
L   6   animal preservation).                4   4   usage of words and phrases.                    1(LA)   GLE.2   0

        CC.5.L.1 Conventions of                                                                                         3 = Excellent
        Standard English: Demonstrate                                                                                      match
        command of the conventions of                TN.5.1.GLE.1 (GLE 0501.1.1) Demonstrate                            between the
        standard English grammar and                 knowledge of Standard English usage,                                    two
L   1   usage when writing or speaking.      5   5   mechanics, and spelling.                       1(LA)   GLE.1   0    documents
                                                       TN.5.1.CU.1 (CU 0501.1.1) Know and use
                                                       appropriately the meaning, forms, and
                                                       functions of nouns (including common/proper,
                                                       singular/plural, possessives, predicate
                                                       nouns), verbs (including action/linking,
                                                       regular/irregular, be/have, verb phrases,
                                                       agreement with subject in person and
                                                       number), pronouns (including agreement with
                                                       antecedent, reflexive, possessive, correct
                                                       pronoun case), adjectives (including
                                                       common/proper, predicate adjectives,
                                                       demonstrative adjectives, proper comparative
          CC.5.L.1.a Conventions of                    forms), adverbs (including proper
          Standard English: Explain the                comparative forms, adverbs of degree {too,                          3 = Excellent
          function of conjunctions,                    very}), conjunctions (including coordinating),                         match
          prepositions, and interjections in           interjections, and prepositions (place                              between the
          general and their function in                prepositional phrases in correct location                                two
L   1.a   particular sentences.                5   5   within the sentence).                            1(LA)   CU.1   0    documents
                                                       TN.7.1.CU.1 (CU 0701.1.1) Know and use
                                                       appropriately the meaning, forms, and
                                                       functions of nouns (including collective nouns,
                                                       compound nouns, noun clauses, noun
                                                       functions as direct and indirect objects, and
                                                       as predicate nouns), pronouns (including
                                                       proper case: nominative, objective,
                                                       possessive; reflexive pronouns, interrogative;
                                                       demonstrative; agreement of pronouns with
                                                       their antecedents), verbs (including
                                                       agreement with subject in person and
                                                       number, verbs that take objects, regular and
                                                       irregular verb forms, correct use of the three
                                                       perfect tenses), adjectives (including
                                                       comparative and superlative forms,
                                                       compound predicate adjectives, adjective
                                                       clauses), adverbs (including comparative and
                                                       superlative forms, punctuation with
                                                       introductory adverb phrases and clauses,
                                                       correct placement within the sentence),
                                                       conjunctions (including coordinating,
                                                       correlative, and subordinating conjunctions to
          CC.5.L.1.b Conventions of                    combine words, phrases, clauses, and                                   3 = Excellent
          Standard English: Form and use               sentences), interjections, and prepositions                               match
          the perfect (e.g., I had walked; I           (recognize prepositional phrases as                                    between the
          have walked; I will have walked)             adjective/adverb modifiers and note their                                   two
L   1.b   verb tenses.                         5   7   functions in the sentence).                       1(LA)   CU.1    -2    documents grade difference

                                                                                                                                2 = Good
          CC.5.L.1.c Conventions of                                                                                            match, with
          Standard English: Use verb                   TN.5.1.SPI.2 (SPI 0501.1.2) Identify the                                   minor
          tense to convey various times,               correct use of verbs (i.e., action/linking,                              aspects of
          sequences, states, and                       regular/irregular, agreement, tenses) within                           the CCSS not
L   1.c   conditions.                          5   5   context.                                          1(LA)   SPI.2   0      addressed
                                                     TN.4.1.CU.1 (CU 0401.1.1) Know and use
                                                     appropriately the meaning, forms, and
                                                     functions of nouns (including singular and
                                                     plural, common and proper, singular and
                                                     plural possessives), verbs (including action
                                                     and linking, regular and irregular forms,
                                                     correct tenses, agreement in person and
                                                     number with both simple and compound
                                                     subjects), adjectives (including proper
          CC.5.L.1.c Conventions of                  comparison forms, articles), pronouns
          Standard English: Use verb                 (including subject, object, and possessive;
          tense to convey various times,             singular and plural; agreement with
          sequences, states, and                     antecedents), and adverbs (i.e., proper
L   1.c   conditions.                        5   4   comparison forms, negatives).                  1(LA)   CU.1    1

                                                                                                                           2 = Good
                                                                                                                          match, with
          CC.5.L.1.d Conventions of                  TN.5.1.SPI.2 (SPI 0501.1.2) Identify the                                minor
          Standard English: Recognize                correct use of verbs (i.e., action/linking,                           aspects of
          and correct inappropriate shifts           regular/irregular, agreement, tenses) within                        the CCSS not
L   1.d   in verb tense.*                    5   5   context.                                       1(LA)   SPI.2   0      addressed
          CC.5.L.1.d Conventions of                  TN.6.3.CU.18 (CU 0601.3.18) Edit writing for
          Standard English: Recognize                mechanics (punctuation, capitalization),
          and correct inappropriate shifts           spelling, and grammar (e.g., consistent verb
L   1.d   in verb tense.*                    5   6   tense, noun and pronoun agreement).            3(W)    CU.18   -1
                                                     TN.7.1.CU.1 (CU 0701.1.1) Know and use
                                                     appropriately the meaning, forms, and
                                                     functions of nouns (including collective nouns,
                                                     compound nouns, noun clauses, noun
                                                     functions as direct and indirect objects, and
                                                     as predicate nouns), pronouns (including
                                                     proper case: nominative, objective,
                                                     possessive; reflexive pronouns, interrogative;
                                                     demonstrative; agreement of pronouns with
                                                     their antecedents), verbs (including
                                                     agreement with subject in person and
                                                     number, verbs that take objects, regular and
                                                     irregular verb forms, correct use of the three
                                                     perfect tenses), adjectives (including
                                                     comparative and superlative forms,
                                                     compound predicate adjectives, adjective
                                                     clauses), adverbs (including comparative and
                                                     superlative forms, punctuation with
                                                     introductory adverb phrases and clauses,
                                                     correct placement within the sentence),
                                                     conjunctions (including coordinating,
                                                     correlative, and subordinating conjunctions to
                                                     combine words, phrases, clauses, and                                   3 = Excellent
          CC.5.L.1.e Conventions of                  sentences), interjections, and prepositions                               match
          Standard English: Use                      (recognize prepositional phrases as                                    between the
          correlative conjunctions (e.g.,            adjective/adverb modifiers and note their                                   two
L   1.e   either/or, neither/nor).           5   7   functions in the sentence).                       1(LA)   CU.1    -2    documents grade difference

          CC.5.L.2 Conventions of
          Standard English: Demonstrate                                                                                     3 = Excellent
          command of the conventions of                                                                                        match
          standard English capitalization,           TN.5.1.GLE.1 (GLE 0501.1.1) Demonstrate                                between the
          punctuation, and spelling when             knowledge of Standard English usage,                                        two
L   2     writing.                           5   5   mechanics, and spelling.                          1(LA)   GLE.1   0     documents
                                                         TN.5.1.CU.6 (CU 0501.1.6) Demonstrate
                                                         knowledge of the meaning and function of
                                                         certain marks of punctuation, including colons
                                                         (between the hour and minute and after the
                                                         greeting of a business letter), semicolons,
                                                         apostrophes, quotation marks, and commas
                                                         used in these ways: direct address, items in a                      3 = Excellent
          CC.5.L.2.a Conventions of                      series, following introductory words, in dates                         match
          Standard English: Use                          and addresses, quotations, parts of a letter,                       between the
          punctuation to separate items in               and before coordinating conjunctions in                                  two
L   2.a   a series.*                             5   5   compound sentences.                              1(LA)   CU.6   0    documents

                                                         TN.5.1.CU.6 (CU 0501.1.6) Demonstrate
                                                         knowledge of the meaning and function of
                                                         certain marks of punctuation, including colons
                                                         (between the hour and minute and after the
                                                         greeting of a business letter), semicolons,
                                                         apostrophes, quotation marks, and commas
          CC.5.L.2.b Conventions of                      used in these ways: direct address, items in a                      3 = Excellent
          Standard English: Use a comma                  series, following introductory words, in dates                         match
          to separate an introductory                    and addresses, quotations, parts of a letter,                       between the
          element from the rest of the                   and before coordinating conjunctions in                                  two
L   2.b   sentence.                              5   5   compound sentences.                              1(LA)   CU.6   0    documents

                                                         TN.5.1.CU.6 (CU 0501.1.6) Demonstrate
                                                         knowledge of the meaning and function of
          CC.5.L.2.c Conventions of                      certain marks of punctuation, including colons
          Standard English: Use a comma                  (between the hour and minute and after the
          to set off the words yes and no                greeting of a business letter), semicolons,
          (e.g., Yes, thank you), to set off             apostrophes, quotation marks, and commas                              2 = Good
          a tag question from the rest of                used in these ways: direct address, items in a                       match, with
          the sentence (e.g., It’s true, isn’t           series, following introductory words, in dates                          minor
          it?), and to indicate direct                   and addresses, quotations, parts of a letter,                         aspects of
          address (e.g., Is that you,                    and before coordinating conjunctions in                             the CCSS not
L   2.c   Steve?).                               5   5   compound sentences.                              1(LA)   CU.6   0     addressed
                                                         TN.6.1.CU.4 (CU 0601.1.4) Demonstrate the
                                                         correct use of commas (including after
                                                         introductory words, to set off appositives and
          CC.5.L.2.c Conventions of                      interrupters, before a coordinating conjunction
          Standard English: Use a comma                  joining independent clauses to form
          to set off the words yes and no                compound sentences), colons (including
          (e.g., Yes, thank you), to set off             business letters, preceding a list of items),
          a tag question from the rest of                semicolons (including combining sentences),
          the sentence (e.g., It’s true, isn’t           quotation marks (including explanatory
          it?), and to indicate direct                   material within the quote, proper use with end
          address (e.g., Is that you,                    marks), and apostrophes (including forming
L   2.c   Steve?).                               5   6   singular and plural possessives).                 1(LA)   CU.4     -1

                                                                                                                                   2 = Good
                                                                                                                                  match, with
          CC.5.L.2.d Conventions of                      TN.8.1.SPI.15 (SPI 0801.1.15) Select the                                    minor
          Standard English: Use                          appropriate use of underlining/italicizing with                           aspects of
          underlining, quotation marks, or               titles, specific words, numbers, letters, and                           the CCSS not Grade difference is significant for a
L   2.d   italics to indicate titles of works.   5   8   figures.                                          1(LA)   SPI.15   -3     addressed portion of the standard.
                                                         TN.7.1.CU.4 (CU 0701.1.4) Demonstrate the
                                                         correct use of commas (including after
                                                         introductory words, phrases or clauses;
                                                         setting off appositives and interrupters; before
                                                         coordinating conjunction joining independent
                                                         clauses to form compound sentences),
                                                         colons (including in business letters or before
                                                         a list of items in a series), semicolons
                                                         (including combining sentences, between
                                                         items in a series when the items already
                                                         contain commas), underlining and italicizing
                                                         (including titles; certain words, letters, figures;
                                                         foreign words), quotation marks (including
          CC.5.L.2.d Conventions of                      with direct quotations, to set off dialogue, in
          Standard English: Use                          titles, use of end punctuation with quotation
          underlining, quotation marks, or               marks) and apostrophes (including forming                                                  Grade difference is significant for a
L   2.d   italics to indicate titles of works.   5   7   both singular and plural possessives).                1(LA)   CU.4    -2                   portion of the standard.

          CC.5.L.2.e Conventions of                                                                                                 3 = Excellent
          Standard English: Spell grade-                                                                                               match
          appropriate words correctly,                   TN.5.1.CU.8 (CU 0501.1.8) Spell correctly                                  between the
          consulting references as                       high-frequency and commonly misspelled                                          two
L   2.e   needed.                                5   5   words appropriate to grade level.                     1(LA)   CU.8    0     documents
          CC.5.L.2.e Conventions of
          Standard English: Spell grade-
          appropriate words correctly,                   TN.5.3.CU.20 (CU 0501.3.20 )Use resources
          consulting references as                       (e.g., dictionary, thesaurus, computer) to aid
L   2.e   needed.                                5   5   in the writing process.                               3(W)    CU.20   0

          CC.5.L.3 Knowledge of                                                                                                     3 = Excellent
          Language: Use knowledge of                                                                                                   match
          language and its conventions                   TN.5.1.GLE.1 (GLE 0501.1.1) Demonstrate                                    between the
          when writing, speaking, reading,               knowledge of Standard English usage,                                            two
L   3     or listening.                          5   5   mechanics, and spelling.                              1(LA)   GLE.1   0     documents
                                                        TN.5.1.CU.12 (CU 0501.1.12) Use
          CC.5.L.3 Knowledge of                         appropriate language structure in oral and
          Language: Use knowledge of                    written communication (e.g., subject-verb
          language and its conventions                  agreement in simple and compound
          when writing, speaking, reading,              sentences, correct syntax, correct placement
L   3     or listening.                         5   5   of modifiers).                                 1(LA)   CU.12   0

                                                        TN.5.1.CU.14 (CU 0501.1.14) Eliminate                                2 = Good
          CC.5.L.3.a Knowledge of                       reliance on simple sentences by combining                           match, with
          Language: Expand, combine,                    independent clauses, by creating compound                              minor
          and reduce sentences for                      subjects and/or predicates, by using                                 aspects of
          meaning, reader/listener                      introductory phrases or clauses, or by                             the CCSS not
L   3.a   interest, and style.                  5   5   appropriate use of a semicolon.                1(LA)   CU.14   0     addressed
          CC.5.L.3.a Knowledge of
          Language: Expand, combine,
          and reduce sentences for
          meaning, reader/listener                      TN.5.3.CU.15 (CU 0501.3.15) Demonstrate
L   3.a   interest, and style.                  5   5   syntactic variety.                             3(W)    CU.15   0


          CC.5.L.3.b Knowledge of                                                                                            1 = Weak
          Language: Compare and                                                                                            match, major
          contrast the varieties of English             TN.5.1.CU.3 (CU 0501.1.3) Recognize and                              aspects of
          (e.g., dialects, registers) used in           appreciate cultural and regional differences                       the CCSS not
L   3.b   stories, dramas, or poems.            5   5   signaled by word usage and vocabulary.         1(LA)   CU.3    0     addressed

          CC.5.L.4 Vocabulary Acquisition
          and Use: Determine or clarify
          the meaning of unknown and
          multiple-meaning words and                                                                                       3 = Excellent
          phrases based on grade 5                      TN.5.1.GLE.2 (GLE 0501.1.2) Demonstrate                               match
          reading and content, choosing                 knowledge of strategies and resources to                           between the
          flexibly from a range of                      determine the definition, pronunciation, and                            two
L   4     strategies.                           5   5   usage of words and phrases.                    1(LA)   GLE.2   0    documents
          CC.5.L.4 Vocabulary Acquisition
          and Use: Determine or clarify
          the meaning of unknown and
          multiple-meaning words and
          phrases based on grade 5
          reading and content, choosing               TN.5.1.SPI.16 (SPI 0501.1.16) Determine the
          flexibly from a range of                    correct meaning/usage of multiple meaning
L   4     strategies.                         5   5   words within context.                             1(LA)   SPI.16   0
          CC.5.L.4.a Vocabulary
          Acquisition and Use: Use                    TN.5.1.CU.16 (CU 0501.1.16) Use a variety                               3 = Excellent
          context (e.g., cause/effect                 of previously learned strategies (e.g.,                                    match
          relationships and comparisons               understanding of roots and affixes, context                             between the
          in text) as a clue to the meaning           clues, reference sources) to determine the                                   two
L   4.a   of a word or phrase.                5   5   meaning of unfamiliar words.                      1(LA)   CU.16    0     documents
          CC.5.L.4.b Vocabulary
          Acquisition and Use: Use                    TN.6.1.CU.15 (CU 0601.1.15) Identify and                                  2 = Good
          common, grade-appropriate                   define English words derived from Latin and                              match, with
          Greek and Latin affixes and                 Greek words that form common roots (e.g.,                                   minor
          roots as clues to the meaning of            audio, auto, mal) and recognize English                                   aspects of Click here to add a noteGreek and
          a word (e.g., photograph,                   words that are based on them (e.g., audible,                            the CCSS not Latin roots are not mentioned as
L   4.b   photosynthesis).                    5   6   autobiography, malice).                           1(LA)   CU.15    -1     addressed appropriate for the fifth grade level.
          CC.5.L.4.b Vocabulary
          Acquisition and Use: Use
          common, grade-appropriate
          Greek and Latin affixes and
          roots as clues to the meaning of            TN.5.1.SPI.12 (SPI 0501.1.12) Recognize                                                 Click here to add a noteGreek and
          a word (e.g., photograph,                   root words, prefixes, and syllabication as aids                                         Latin roots are not mentioned as
L   4.b   photosynthesis).                    5   5   in determining meaning within context.            1(LA)   SPI.12   0                    appropriate for the fifth grade level.
          CC.5.L.4.c Vocabulary
          Acquisition and Use: Consult
          reference materials (e.g.,
          dictionaries, glossaries,
          thesauruses), both print and                                                                                       3 = Excellent
          digital, to find the pronunciation           TN.5.1.GLE.2 (GLE 0501.1.2) Demonstrate                                  match
          and determine or clarify the                 knowledge of strategies and resources to                              between the
          precise meaning of key words                 determine the definition, pronunciation, and                               two      Grade difference for a portion of
L   4.c   and phrases.                         5   5   usage of words and phrases.                      1(LA)   GLE.2   0     documents the standard
          CC.5.L.4.c Vocabulary
          Acquisition and Use: Consult
          reference materials (e.g.,
          dictionaries, glossaries,
          thesauruses), both print and                 TN.5.1.CU.16 (CU 0501.1.16) Use a variety
          digital, to find the pronunciation           of previously learned strategies (e.g.,
          and determine or clarify the                 understanding of roots and affixes, context
          precise meaning of key words                 clues, reference sources) to determine the                                           Grade difference for a portion of
L   4.c   and phrases.                         5   5   meaning of unfamiliar words.                     1(LA)   CU.16   0                   the standard
          CC.5.L.4.c Vocabulary
          Acquisition and Use: Consult                 TN.6.1.CU.13 (CU 0601.1.13) Use printed
          reference materials (e.g.,                   and electronic dictionaries, thesauruses, and
          dictionaries, glossaries,                    glossaries to determine word pronunciation,
          thesauruses), both print and                 spelling, and part of speech; to clarify
          digital, to find the pronunciation           meaning and improve understanding of words
          and determine or clarify the                 (including connotation and denotation); and to
          precise meaning of key words                 distinguish among contextually appropriate                                           Grade difference for a portion of
L   4.c   and phrases.                         5   6   synonyms and definitions.                        1(LA)   CU.13   -1                  the standard

                                                                                                                               2 = Good
          CC.5.L.5 Vocabulary Acquisition                                                                                     match, with
          and Use: Demonstrate                         TN.5.1.GLE.2 (GLE 0501.1.2) Demonstrate                                   minor
          understanding of figurative                  knowledge of strategies and resources to                                aspects of
          language, word relationships,                determine the definition, pronunciation, and                          the CCSS not
L   5     and nuances in word meanings.        5   5   usage of words and phrases.                      1(LA)   GLE.2   0      addressed
          CC.5.L.5 Vocabulary Acquisition
          and Use: Demonstrate                      TN.6.8.CU.18 (CU 0601.8.18) Determine the
          understanding of figurative               appropriate meaning of figurative words and
          language, word relationships,             phrases (e.g., idioms, metaphors, similes) in
L   5     and nuances in word meanings.     5   6   passages.                                       8(LI)   CU.18   -1

          CC.5.L.5 Vocabulary Acquisition
          and Use: Demonstrate                      TN.5.5.CU.4 (CU 0501.5.4) Construct and
          understanding of figurative               complete analogies using synonyms,
          language, word relationships,             antonyms, homonyms, categories, and
L   5     and nuances in word meanings.     5   5   subcategories.                                  5(LO)   CU.4    0

          CC.5.L.5.a Vocabulary                                                                                          3 = Excellent
          Acquisition and Use: Interpret                                                                                    match
          figurative language, including            TN.5.8.SPI.7 (SPI 0501.8.7) Identify similes,                        between the
          similes and metaphors, in                 metaphors, personification, and hyperbole in                              two
L   5.a   context.                          5   5   context.                                        8(LI)   SPI.7   0     documents grade difference
          CC.5.L.5.a Vocabulary
          Acquisition and Use: Interpret            TN.6.8.CU.18 (CU 0601.8.18) Determine the
          figurative language, including            appropriate meaning of figurative words and
          similes and metaphors, in                 phrases (e.g., idioms, metaphors, similes) in
L   5.a   context.                          5   6   passages.                                       8(LI)   CU.18   -1                  grade difference

                                                                                                                           2 = Good
          CC.5.L.5.b Vocabulary                                                                                           match, with
          Acquisition and Use: Recognize            TN.6.8.CU.18 (CU 0601.8.18) Determine the                                minor
          and explain the meaning of                appropriate meaning of figurative words and                            aspects of
          common idioms, adages, and                phrases (e.g., idioms, metaphors, similes) in                        the CCSS not
L   5.b   proverbs.                         5   6   passages.                                       8(LI)   CU.18   -1     addressed
          CC.5.L.5.c Vocabulary
          Acquisition and Use: Use the                                                                                     2 = Good
          relationship between particular                                                                                 match, with
          words (e.g., synonyms,                    TN.5.5.CU.4 (CU 0501.5.4) Construct and                                  minor
          antonyms, homographs) to                  complete analogies using synonyms,                                     aspects of
          better understand each of the             antonyms, homonyms, categories, and                                  the CCSS not
L   5.c   words.                            5   5   subcategories.                                  5(LO)   CU.4    0      addressed
          CC.5.L.6 Vocabulary Acquisition
          and Use: Acquire and use
          accurately grade-appropriate
          general academic and domain-
          specific words and phrases,
          including those that signal
          contrast, addition, and other                                                                                     1 = Weak
          logical relationships (e.g.,                TN.5.1.GLE.2 (GLE 0501.1.2) Demonstrate                             match, major
          however, although,                          knowledge of strategies and resources to                              aspects of
          nevertheless, similarly,                    determine the definition, pronunciation, and                        the CCSS not
L     6   moreover, in addition).             5   5   usage of words and phrases.                    1(LA)   GLE.2    0     addressed
          CC.5.L.6 Vocabulary Acquisition
          and Use: Acquire and use
          accurately grade-appropriate
          general academic and domain-
          specific words and phrases,
          including those that signal
          contrast, addition, and other
          logical relationships (e.g.,
          however, although,                          TN.5.1.SPI.15 (SPI 0501.1.15) Recognize
          nevertheless, similarly,                    and use grade appropriate vocabulary within
L     6   moreover, in addition).             5   5   context.                                       1(LA)   SPI.15   0
                                                                                                                                          Could be an excellent match but
          CC.6.R.L.1 Key Ideas and                                                                                        3 = Excellent   TN standard does not address
          Details: Cite textual evidence to                                                                                  match        citing the evidence or the analysis
          support analysis of what the text           TN.6.5.SPI.7 (SPI 0601.5.7) Make inferences                         between the     of the evidence...in other words,
          says explicitly as well as                  and draw conclusions based on evidence in                                two        the actions of the learner to
R.L   1   inferences drawn from the text.     6   6   text.                                          5(LO)   SPI.7    0    documents      demonstrate mastery.
                                                                                                                                     The essence of this CC standard
                                                                                                                                     is reflected in the TN standards.
                                                                                                                                     However, adding a determination
                                                                                                                                     of how the main idea is conveyed
                                                                                                                                     via the details as well as requiring
          CC.6.R.L.2 Key Ideas and                                                                                                   students to provide a summary
          Details: Determine a theme or                                                                                              without personal opinions and
          central idea of a text and how it                                                                            3 = Excellent judgments and not just begin to
          is conveyed through particular                                                                                  match      distinguish the difference would be
          details; provide a summary of               TN.6.8.CU.15 (CU 0601.8.15) Identify and                         between the helpful. As with many of the TN
          the text distinct from personal             explain the stated or implied theme of a                              two      standards, there needs to be more
R.L   2   opinions or judgments.              6   6   literary text.                               8(LI)   CU.15   0    documents attention paid to applying skills.

                                                                                                                                     The essence of this CC standard
                                                                                                                                     is reflected in the TN standards.
                                                                                                                                     However, adding a determination
                                                                                                                                     of how the main idea is conveyed
                                                                                                                                     via the details as well as requiring
          CC.6.R.L.2 Key Ideas and                                                                                                   students to provide a summary
          Details: Determine a theme or                                                                                              without personal opinions and
          central idea of a text and how it                                                                                          judgments and not just begin to
          is conveyed through particular                                                                                             distinguish the difference would be
          details; provide a summary of                                                                                              helpful. As with many of the TN
          the text distinct from personal             TN.6.8.SPI.6 (SPI 0601.8.6) Identify the                                       standards, there needs to be more
R.L   2   opinions or judgments.              6   6   stated or implied theme of a literary text   8(LI)   SPI.6   0                 attention paid to applying skills.
                                                                                                                                          The essence of this CC standard
                                                                                                                                          is reflected in the TN standards.
                                                                                                                                          However, adding a determination
                                                                                                                                          of how the main idea is conveyed
                                                                                                                                          via the details as well as requiring
          CC.6.R.L.2 Key Ideas and                                                                                                        students to provide a summary
          Details: Determine a theme or                                                                                                   without personal opinions and
          central idea of a text and how it                                                                                               judgments and not just begin to
          is conveyed through particular                                                                                                  distinguish the difference would be
          details; provide a summary of                TN.6.2.GLE.3 (GLE 0601.2.3) Begin to                                               helpful. As with many of the TN
          the text distinct from personal              distinguish between a summary and a                                                standards, there needs to be more
R.L   2   opinions or judgments.               6   6   critique.                                       2(C)    GLE.3   0                  attention paid to applying skills.

          CC.6.R.L.3 Key Ideas and
          Details: Describe how a                                                                                            2 = Good
          particular story’s or drama’s plot                                                                                match, with
          unfolds in a series of episodes              TN.6.8.SPI.3 (SPI 0601.8.3) Determine the                               minor
          as well as how the characters                main ideas of plots, their causes, how they                           aspects of A good match but the TN standard
          respond or change as the plot                influence future actions, and how they are                          the CCSS not does not mention the character
R.L   3   moves toward a resolution.           6   6   resolved.                                       8(LI)   SPI.3   0     addressed response to the plot.


          CC.6.R.L.4 Craft and Structure:
          Determine the meaning of words                                                                                     2 = Good
          and phrases as they are used in                                                                                   match, with
          a text, including figurative and             TN.6.8.CU.18 (CU 0601.8.18) Determine the                               minor      A good match but the TN standard
          connotative meanings; analyze                appropriate meaning of figurative words and                           aspects of   neither addresses word choice on
          the impact of a specific word                phrases (e.g., idioms, metaphors, similes) in                       the CCSS not   meaning and tone nor connotative
R.L   4   choice on meaning and tone.          6   6   passages.                                       8(LI)   CU.18   0     addressed    meanings.
                                                                                                                                          The TN standard limits the use of
                                                                                                                                          text structure in literature to
                                                                                                                                          dramas (or to informational text)
                                                                                                                                          and does not address the used of
          CC.6.R.L.5 Craft and Structure:                                                                                                 text structure in other genres. Also,
          Analyze how a particular                                                                                                        the TN standard does not address
          sentence, chapter, scene, or                TN.6.8.CU.14 (CU 0601.8.14) Explain the                                  1 = Weak how the text structure contributes
          stanza fits into the overall                purpose and use of structural elements                                 match, major to the development of theme,
          structure of a text and                     particular to dramatic literature (e.g., scenes,                         aspects of setting or plot although setting is
          contributes to the development              acts, cast of characters, stage directions) in                         the CCSS not analyzed for its impact on plot,
R.L   5   of the theme, setting, or plot.     6   6   plays that are read or viewed.                     8(LI)   CU.14   0     addressed character and theme.
                                                                                                                                          The TN standard limits the use of
                                                                                                                                          text structure in literature to
                                                                                                                                          dramas (or to informational text)
                                                                                                                                          and does not address the used of
          CC.6.R.L.5 Craft and Structure:                                                                                                 text structure in other genres. Also,
          Analyze how a particular                                                                                                        the TN standard does not address
          sentence, chapter, scene, or                                                                                                    how the text structure contributes
          stanza fits into the overall                TN.6.8.CU.9 (CU 0601.8.9) Identify and                                              to the development of theme,
          structure of a text and                     analyze the setting (location and time) and its                                     setting or plot although setting is
          contributes to the development              impact on plot, character, and theme in                                             analyzed for its impact on plot,
R.L   5   of the theme, setting, or plot.     6   6   literary texts.                                    8(LI)   CU.9    0                character and theme.

                                                                                                                               2 = Good
                                                                                                                              match, with
          CC.6.R.L.6 Craft and Structure:                                                                                        minor
          Explain how an author develops              TN.6.8.CU.11 (CU 0601.8.11) Identify the                                 aspects of A good match but the TN standard
          the point of view of the narrator           narration and point of view (e.g., first person,                       the CCSS not do not address the development of
R.L   6   or speaker in a text.               6   6   third person) in literary texts.                   8(LI)   CU.11   0     addressed point of view by the author.

          CC.6.R.L.6 Craft and Structure:
          Explain how an author develops                                                                                                   A good match but the TN standard
          the point of view of the narrator           TN.6.3.CU.15 (CU 0601.3.15) Use language                                             do not address the development of
R.L   6   or speaker in a text.               6   6   that conveys the writer's point of view.           3(W)    CU.15   0                 point of view by the author.
          CC.6.R.L.7 Integration of
          Knowledge and Ideas: Compare
          and contrast the experience of
          reading a story, drama, or poem                                                                                          The TN standard does not address
          to listening to or viewing an                                                                                            contrasting what the learner sees
          audio, video, or live version of                                                                                         or hears. The TN standard also
          the text, including contrasting                                                                               1 = Weak does not address comparing and
          what they “see” and “hear” when                                                                             match, major contrasting reading a text and
          reading the text to what they              TN.6.5.CU.7 (CU 0601.5.7) Compare and                              aspects of viewing or listening to a version of
          perceive when they listen or               contrast evidence and conclusions between                        the CCSS not the text.
R.L   7   watch.                             6   6   two or more arguments on the same topic.     5(LO)   CU.7    0     addressed
          CC.6.R.L.9 Integration of
          Knowledge and Ideas: Compare
          and contrast texts in different                                                                               2 = Good
          forms or genres (e.g., stories                                                                               match, with
          and poems; historical novels                                                                                    minor
          and fantasy stories) in terms of           TN.6.8.CU.12 (CU 0601.8.12) Consider how                           aspects of Good match however the TN
          their approaches to similar                forms and conventions within genres affect                       the CCSS not standard does not address
R.L   9   themes and topics.                 6   6   meaning (e.g., poetry, drama, essay).        8(LI)   CU.12   0     addressed comparing or contrasting the texts.
          CC.6.R.L.9 Integration of
          Knowledge and Ideas: Compare
          and contrast texts in different
          forms or genres (e.g., stories
          and poems; historical novels
          and fantasy stories) in terms of           TN.6.8.CU.16 (CU 0601.8.16) Identify and                                       Good match however the TN
          their approaches to similar                explain the development of similar themes                                      standard does not address
R.L   9   themes and topics.                 6   6   across two or more literary texts.           8(LI)   CU.16   0                 comparing or contrasting the texts.
                                                                                                                                         The intent of both the CC and the
                                                                                                                                         TN standards are aligned (e.g.
                                                                                                                                         reading and understanding a
                                                                                                                                         variety of works in various genres).
           CC.6.R.L.10 Range of Reading                                                                                                  However, the TN standard does
           and Level of Text Complexity:                                                                                                 not address the complexity of the
           By the end of the year, read and                                                                                              text or the proficiency of the
           comprehend literature, including                                                                                   2 = Good learner's comprehension of the
           stories, dramas, and poems, in                                                                                    match, with text. Also, the TN standard does
           the grades 6–8 text complexity                                                                                       minor    not address scaffolding strategies
           band proficiently, with                    TN.6.8.GLE.1 (GLE 0601.8.1) Read and                                    aspects of to help the learner comprehend a
           scaffolding as needed at the               comprehend a variety of works from various                            the CCSS not text at the higher end of the range
R.L   10   high end of the range.             6   6   forms of literature.                              8(LI)   GLE.1   0     addressed of texts.

           CC.7.R.L.1 Key Ideas and                                                                                           2 = Good
           Details: Cite several pieces of                                                                                   match, with
           textual evidence to support                                                                                          minor
           analysis of what the text says             TN.7.5.SPI.8 (SPI 0701.5.8) Make inferences                             aspects of Good match but the TN standard
           explicitly as well as inferences           and draw conclusions based on evidence in                             the CCSS not does not address the analysis of
R.L   1    drawn from the text.               7   7   text.                                             5(LO)   SPI.8   0     addressed what the text says explicitly.
           CC.7.R.L.2 Key Ideas and
           Details: Determine a theme or                                                                                      2 = Good
           central idea of a text and                                                                                        match, with
           analyze its development over                                                                                         minor
           the course of the text; provide            TN.7.8.CU.15 (CU 0701.8.15) Identify and                                aspects of A good match however the TN
           an objective summary of the                explain the stated or implied theme of a                              the CCSS not standard does not address
R.L   2    text.                              7   7   literary text.                                    8(LI)   CU.15   0     addressed summarizing the text.

                                                                                                                              2 = Good
           CC.7.R.L.3 Key Ideas and                                                                                          match, with
           Details: Analyze how particular            TN.7.8.CU.9 (CU 0701.8.9) Identify and                                    minor      A good match but the TN standard
           elements of a story or drama               analyze the setting (location and time) and its                         aspects of   does not address other elements
           interact (e.g., how setting                impact on plot, character, and theme in                               the CCSS not   of a story other than setting
R.L   3    shapes the characters or plot).    7   7   literary texts.                                   8(LI)   CU.9    0     addressed    interact with each other.
          CC.7.R.L.4 Craft and Structure:
          Determine the meaning of words
          and phrases as they are used in
          a text, including figurative and
          connotative meanings; analyze                                                                                       2 = Good
          the impact of rhymes and other                                                                                     match, with
          repetitions of sounds (e.g.,                TN.7.8.CU.19 (CU 0701.1.19) Determine the                                 minor
          alliteration) on a specific verse           appropriate meaning of figurative words and                             aspects of The TN standard does not address
          or stanza of a poem or section              phrases (e.g., idiom, metaphor, simile,                               the CCSS not connotative meanings otherwise it
R.L   4   of a story or drama.                7   7   personification, pun) in passages.               8(LI)   CU.19    0     addressed would be an excellent match.


          CC.7.R.L.4 Craft and Structure:
          Determine the meaning of words
          and phrases as they are used in
          a text, including figurative and
          connotative meanings; analyze
          the impact of rhymes and other
          repetitions of sounds (e.g.,                TN.7.8.SPI.10 (SPI 0701.8.10) Identify and
          alliteration) on a specific verse           analyze figurative language (i.e., hyperbole,                                      The TN standard does not address
          or stanza of a poem or section              simile, metaphor, personification, pun) within                                     connotative meanings otherwise it
R.L   4   of a story or drama.                7   7   context.                                         8(LI)   SPI.10   0                would be an excellent match.


          CC.7.R.L.4 Craft and Structure:
          Determine the meaning of words
          and phrases as they are used in
          a text, including figurative and
          connotative meanings; analyze
          the impact of rhymes and other
          repetitions of sounds (e.g.,                TN.7.8.SPI.8 (SPI 0701.8.8) Analyze the
          alliteration) on a specific verse           effects of sound (i.e., accent, alliteration,                                      The TN standard does not address
          or stanza of a poem or section              onomatopoeia, repetition, rhyme, internal                                          connotative meanings otherwise it
R.L   4   of a story or drama.                7   7   rhyme) in context.                               8(LI)   SPI.8    0                would be an excellent match.
          CC.7.R.L.5 Craft and Structure:                                                                                   3 = Excellent
          Analyze how a drama’s or                                                                                             match
          poem’s form or structure (e.g.,              TN.7.8.CU.12 (CU 0701.8.12) Consider how                             between the
          soliloquy, sonnet) contributes to            forms and conventions within genres (poetry,                              two      TN standard is less specific than
R.L   5   its meaning.                         7   7   drama, essays, short stories) affect meaning.    8(LI)   CU.12   0    documents CC standard.

                                                                                                                                           Weak match because the TN
          CC.7.R.L.6 Craft and Structure:              TN.7.8.CU.10 (CU 0701.8.10) Explore how                                1 = Weak     standard does not address the
          Analyze how an author develops               the author reveals character (e.g., what the                         match, major   point of view of different characters
          and contrasts the points of view             author tells us, what the characters say about                         aspects of   nor require students to analyze the
          of different characters or                   him or her, what the character does, what the                        the CCSS not   various points of view in order to
R.L   6   narrators in a text.                 7   7   character says, what the character thinks).      8(LI)   CU.10   0     addressed    constrast them with one another.
          CC.7.R.L.7 Integration of
          Knowledge and Ideas: Compare
          and contrast a story, drama, or
          poem to its audio, filmed,
          staged, or multimedia version,                                                                                                   Weak match. The TN standard
          analyzing the effects of                     TN.7.7.GLE.3 (GLE 0701.7.3) Recognize how                              1 = Weak     does not address comparing and
          techniques unique to each                    visual and sound techniques and design                               match, major   contrasting multiple genre. Nor
          medium (e.g., lighting, sound,               elements (e.g., special effects, camera                                aspects of   does the TN standard address
          color, or camera focus and                   angles, music) carry or influence messages in                        the CCSS not   analyzing the effects of techniques
R.L   7   angles in a film).                   7   7   various media.                                   7(M)    GLE.3   0     addressed    in different genres.

          CC.7.R.L.9 Integration of
          Knowledge and Ideas: Compare
          and contrast a fictional portrayal                                                                                  2 = Good
          of a time, place, or character                                                                                     match, with
          and a historical account of the                                                                                       minor      Good match however the TN
          same period as a means of                    TN.7.8.GLE.4 (GLE 0701.8.4) Analyze works                              aspects of   standard did not address
          understanding how authors of                 of literature for what is suggested about the                        the CCSS not   comparing and contrasting fiction
R.L   9   fiction use or alter history.        7   7   historical period in which they were written.    8(LI)   GLE.4   0     addressed    with historical accounts.
           CC.7.R.L.9 Integration of
           Knowledge and Ideas: Compare
           and contrast a fictional portrayal
           of a time, place, or character
           and a historical account of the               TN.7.8.CU.17 (CU 0701.8.17) Identify the                                             Good match however the TN
           same period as a means of                     historical period in which a literary text was                                       standard did not address
           understanding how authors of                  written and explain the text in light of this                                        comparing and contrasting fiction
R.L   9    fiction use or alter history.         7   7   understanding.                                    8(LI)   CU.17   0                  with historical accounts.
           CC.7.R.L.10 Range of Reading
           and Level of Text Complexity:
           By the end of the year, read and                                                                                                   The intent of the CC standards
           comprehend literature, including                                                                                      2 = Good     and TN standards (reading and
           stories, dramas, and poems, in                                                                                       match, with   understanding various forms of
           the grades 6–8 text complexity                                                                                          minor      literature)are the same. However,
           band proficiently, with                       TN.7.8.GLE.1 (GLE 0701.8.1) Read and                                    aspects of   the TN standard does not specific
           scaffolding as needed at the                  comprehend a variety of works from various                            the CCSS not   the types of literature nor the grade
R.L   10   high end of the range.                7   7   forms of literature.                              8(LI)   GLE.1   0     addressed    level complexity and scaffolding

           CC.8.R.L.1 Key Ideas and                                                                                              2 = Good
           Details: Cite the textual evidence                                                                                   match, with
           that most strongly supports an                                                                                          minor
           analysis of what the text says                TN.8.5.SPI.9 (SPI 0801.5.9) Make inferences                             aspects of Good match but the TN standard
           explicitly as well as inferences              and draw conclusions based on evidence in                             the CCSS not does not address the analysis of
R.L   1    drawn from the text.                  8   8   text.                                             5(LO)   SPI.9   0     addressed what the text says explicitly.

           CC.8.R.L.2 Key Ideas and
           Details: Determine a theme or
           central idea of a text and                                                                                            2 = Good
           analyze its development over                                                                                         match, with
           the course of the text, including             TN.8.8.CU.9 (CU 0801.8.9) Identify and                                    minor
           its relationship to the characters,           analyze the setting (location and time) and its                         aspects of Good match but the TN standard
           setting, and plot; provide an                 impact on plot, character, and theme in                               the CCSS not does not address providing a
R.L   2    objective summary of the text.        8   8   literary texts.                                   8(LI)   CU.9    0     addressed summary of the text analysis.
          CC.8.R.L.2 Key Ideas and
          Details: Determine a theme or
          central idea of a text and
          analyze its development over
          the course of the text, including
          its relationship to the characters,           TN.8.8.GLE.5 (GLE 0801.8.5) Identify and                                            Good match but the TN standard
          setting, and plot; provide an                 analyze common literary terms (e.g.,                                                does not address providing a
R.L   2   objective summary of the text.        8   8   personification, conflict, theme).               8(LI)   GLE.5   0                  summary of the text analysis.

          CC.8.R.L.3 Key Ideas and                                                                                             2 = Good
          Details: Analyze how particular               TN.8.8.CU.10 (CU 0801.8.10) Identify how                              match, with
          lines of dialogue or incidents in a           the author reveals character (e.g., what the                             minor
          story or drama propel the action,             author tells us, what the characters say about                         aspects of The TN standard does not address
          reveal aspects of a character, or             him or her, what the character does, what the                        the CCSS not analyzing the texts otherwise it
R.L   3   provoke a decision.                   8   8   character says, what the character thinks).      8(LI)   CU.10   0     addressed would be an excellent match.

          CC.8.R.L.4 Craft and Structure:
          Determine the meaning of words
          and phrases as they are used in
          a text, including figurative and                                                                                     2 = Good
          connotative meanings; analyze                 TN.8.8.SPI.7 (SPI 0801.8.7) Identify and                              match, with   A good match but the TN standard
          the impact of specific word                   analyze examples of literary elements that                               minor      does not address the analysis of
          choices on meaning and tone,                  shape meaning within context (i.e., flashback,                         aspects of   word choice or connotative
          including analogies or allusions              foreshadowing, irony, mood, symbolism,                               the CCSS not   meaning of words otherwise it
R.L   4   to other texts.                       8   8   tone).                                           8(LI)   SPI.7   0     addressed    would be an excellent match.

          CC.8.R.L.4 Craft and Structure:
          Determine the meaning of words
          and phrases as they are used in
          a text, including figurative and
          connotative meanings; analyze                                                                                                     A good match but the TN standard
          the impact of specific word                   TN.8.8.CU.12 (CU 0801.8.12) Consider how                                            does not address the analysis of
          choices on meaning and tone,                  forms and conventions within genres (e.g.,                                          word choice or connotative
          including analogies or allusions              poetry, drama, essays, short stories) affect                                        meaning of words otherwise it
R.L   4   to other texts.                       8   8   meaning.                                         8(LI)   CU.12   0                  would be an excellent match.
          CC.8.R.L.4 Craft and Structure:
          Determine the meaning of words
          and phrases as they are used in
          a text, including figurative and
          connotative meanings; analyze                                                                                                     A good match but the TN standard
          the impact of specific word                 TN.8.8.SPI.8 (SPI 0801.8.8) Analyze                                                   does not address the analysis of
          choices on meaning and tone,                figurative language (i.e., idiom, metaphor,                                           word choice or connotative
          including analogies or allusions            simile, personification, hyperbole, pun) within                                       meaning of words otherwise it
R.L   4   to other texts.                     8   8   context.                                           8(LI)   SPI.8   0                  would be an excellent match.
          CC.8.R.L.5 Craft and Structure:
          Compare and contrast the                                                                                             2 = Good
          structure of two or more texts                                                                                      match, with
          and analyze how the differing               TN.8.8.CU.12 (CU 0801.8.12) Consider how                                   minor      A good match however the TN
          structure of each text                      forms and conventions within genres (e.g.,                               aspects of   standard does not address the
          contributes to its meaning and              poetry, drama, essays, short stories) affect                           the CCSS not   comparing and contrasting the
R.L   5   style.                              8   8   meaning.                                           8(LI)   CU.12   0     addressed    structure of two or more texts.

          CC.8.R.L.6 Craft and Structure:
          Analyze how differences in the                                                                                       2 = Good
          points of view of the characters                                                                                    match, with
          and the audience or reader                  TN.8.8.CU.11 (CU 0801.8.11) Analyze the                                    minor      A good match but the TN standard
          (e.g., created through the use of           narration and point of view (e.g., first person,                         aspects of   does not address how point of
          dramatic irony) create such                 third-person objective, third-person limited,                          the CCSS not   view creates literary effects in
R.L   6   effects as suspense or humor.       8   8   third-person omniscient) in literary texts.        8(LI)   CU.11   0     addressed    texts.

          CC.8.R.L.6 Craft and Structure:
          Analyze how differences in the
          points of view of the characters
          and the audience or reader                  TN.8.8.SPI.2 (SPI 0801.8.2) Identify and                                              A good match but the TN standard
          (e.g., created through the use of           analyze the author's point of view (i.e., first                                       does not address how point of
          dramatic irony) create such                 person, third-person objective, third-person                                          view creates literary effects in
R.L   6   effects as suspense or humor.       8   8   limited, third-person omniscient).                 8(LI)   SPI.2   0                  texts.
          CC.8.R.L.7 Integration of
          Knowledge and Ideas: Analyze
          the extent to which a filmed or                                                                                     2 = Good
          live production of a story or              TN.8.8.CU.15 (CU 0801.8.15) Explain the                                 match, with
          drama stays faithful to or                 purpose and use of structural elements                                     minor      A good match but the TN standard
          departs from the text or script,           particular to dramatic literature (e.g., scenes,                         aspects of   does not address evaluating
          evaluating the choices made by             acts, cast of characters, stage directions) in                         the CCSS not   choices made by the director or
R.L   7   the director or actors.            8   8   plays that are read or viewed.                     8(LI)   CU.15   0     addressed    actors.

          CC.8.R.L.9 Integration of
          Knowledge and Ideas: Analyze
          how a modern work of fiction
          draws on themes, patterns of                                                                                        2 = Good
          events, or character types from                                                                                    match, with
          myths, traditional stories, or             TN.8.8.CU.17 (CU 0801.8.17) Identify and                                   minor      Good match but the TN standard
          religious works such as the                explain the development of stated or implied                             aspects of   does not address analysis of
          Bible, including describing how            similar themes across two or more literary                             the CCSS not   themes from traditional and
R.L   9   the material is rendered new.      8   8   texts.                                             8(LI)   CU.17   0     addressed    modern texts.

          CC.8.R.L.9 Integration of
          Knowledge and Ideas: Analyze
          how a modern work of fiction
          draws on themes, patterns of
          events, or character types from
          myths, traditional stories, or                                                                                                   Good match but the TN standard
          religious works such as the                TN.8.8.SPI.5 (SPI 0801.8.5) Analyze the                                               does not address analysis of
          Bible, including describing how            development of similar themes across two or                                           themes from traditional and
R.L   9   the material is rendered new.      8   8   more literary texts.                               8(LI)   SPI.5   0                  modern texts.
           CC.8.R.L.9 Integration of
           Knowledge and Ideas: Analyze
           how a modern work of fiction
           draws on themes, patterns of
           events, or character types from
           myths, traditional stories, or                                                                                                       Good match but the TN standard
           religious works such as the                     TN.8.8.SPI.13 (SPI 0801.8.13) Determine the                                          does not address analysis of
           Bible, including describing how                 influence of culture and ethnicity on the                                            themes from traditional and
R.L   9    the material is rendered new.        8     8    themes and issues of literary texts.            8(LI)     SPI.13   0                 modern texts.
                                                                                                                                                The intent of both CC and TN
                                                                                                                                                standards to ensure students can
                                                                                                                                                read and understand various
                                                                                                                                                works in various genres is an
                                                                                                                                                excellent match which would be
           CC.8.R.L.10 Range of Reading                                                                                                         strengthened if TN standard could
           and Level of Text Complexity:                                                                                                        address complexity of text nor the
           By the end of the year, read and                                                                                          2 = Good proficiency at which the learner
           comprehend literature, including                                                                                         match, with understands the text. Also, the TN
           stories, dramas, and poems, at                                                                                              minor    standard does not address
           the high end of grades 6–8 text                 TN.8.8.GLE.1 (GLE 0801.8.1) Read and                                      aspects of scaffolding comprehension
           complexity band independently                   comprehend a variety of works from different                            the CCSS not strategies for the higher end range
R.L   10   and proficiently.                    8     8    forms of literature.                            8(LI)     GLE.1    0      addressed of texts.

                                                                                                                                                 The TN logic standards support
           CC.9-10.R.L.1 Key Ideas and                                                                                                           the intent of the CC standard even
           Details: Cite strong and                                                                                                3 = Excellent though the wording is not exact.
           thorough textual evidence to                                                                                               match      TN standards do not refer to the
           support analysis of what the text               TN.10.5.E2.CLE.2 (CLE 3002.5.2) Analyze                                 between the student's ability to analyze and cite
           says explicitly as well as                      text for fact and opinion, cause-effect,                                     two      evidence to support the
R.L   1    inferences drawn from the text.     9-10   10   inferences, evidence, and conclusions.         5(LO).E2   CLE.2    -1    documents analysis...application, analysis.
                                                                                                                                   The TN logic standards support
          CC.9-10.R.L.1 Key Ideas and                                                                                              the intent of the CC standard even
          Details: Cite strong and                                                                                                 though the wording is not exact.
          thorough textual evidence to                    TN.9.5.E1.CLE.1 (CLE 3001.5.1) Use logic to                              TN standards do not refer to the
          support analysis of what the text               make inferences and draw conclusions in a                                student's ability to analyze and cite
          says explicitly as well as                      variety of challenging oral and written                                  evidence to support the
R.L   1   inferences drawn from the text.     9-10   9    contexts.                                   5(LO).E1    CLE.1   0 to 1   analysis...application, analysis.

                                                                                                                                   The TN logic standards support
          CC.9-10.R.L.1 Key Ideas and                                                                                              the intent of the CC standard even
          Details: Cite strong and                                                                                                 though the wording is not exact.
          thorough textual evidence to                                                                                             TN standards do not refer to the
          support analysis of what the text               TN.9.5.E1.SPI.1 (SPI 3001.5.1) Make                                      student's ability to analyze and cite
          says explicitly as well as                      inferences and draw conclusions based on                                 evidence to support the
R.L   1   inferences drawn from the text.     9-10   9    evidence in text.                           5(LO).E1    SPI.1   0 to 1   analysis...application, analysis.

                                                                                                                                   The TN logic standards support
          CC.9-10.R.L.1 Key Ideas and                                                                                              the intent of the CC standard even
          Details: Cite strong and                                                                                                 though the wording is not exact.
          thorough textual evidence to                    TN.10.5.E2.CLE.1 (CLE 3002.5.1) Use logic                                TN standards do not refer to the
          support analysis of what the text               to make inferences and draw conclusions in a                             student's ability to analyze and cite
          says explicitly as well as                      variety of challenging oral and written                                  evidence to support the
R.L   1   inferences drawn from the text.     9-10   10   contexts.                                    5(LO).E2   CLE.1    -1      analysis...application, analysis.

                                                                                                                                   The TN logic standards support
          CC.9-10.R.L.1 Key Ideas and                                                                                              the intent of the CC standard even
          Details: Cite strong and                                                                                                 though the wording is not exact.
          thorough textual evidence to                                                                                             TN standards do not refer to the
          support analysis of what the text               TN.10.5.E2.SPI.1 (SPI 3002.5.1) Make                                     student's ability to analyze and cite
          says explicitly as well as                      inferences and draw conclusions based on                                 evidence to support the
R.L   1   inferences drawn from the text.     9-10   10   evidence in text.                           5(LO).E2    SPI.1    -1      analysis...application, analysis.
                                                                                                                                                  The TN logic standards support
          CC.9-10.R.L.1 Key Ideas and                                                                                                             the intent of the CC standard even
          Details: Cite strong and                                                                                                                though the wording is not exact.
          thorough textual evidence to                                                                                                            TN standards do not refer to the
          support analysis of what the text              TN.9.5.E1.CU.8 (CU 3001.5.8) Distinguish                                                 student's ability to analyze and cite
          says explicitly as well as                     between evidence which is directly stated and                                            evidence to support the
R.L   1   inferences drawn from the text.     9-10   9   evidence which is implied.                    5(LO).E1   CU.8    0 to 1                  analysis...application, analysis.

          CC.9-10.R.L.2 Key Ideas and
          Details: Determine a theme or
          central idea of a text and
          analyze in detail its development                                                                                          2 = Good     Good match, but the CC standards
          over the course of the text,                                                                                              match, with   are more specific and inclusive;
          including how it emerges and is                TN.9.8.E1.CU.1 (CU 3001.8.1) Analyze the                                      minor      objective summary is not
          shaped and refined by specific                 setting, plot, theme, characterization, and                                 aspects of   addressed in TN literature
          details; provide an objective                  narration of classic and contemporary short                               the CCSS not   standards, but is addressed in
R.L   2   summary of the text.                9-10   9   stories and novels.                           8(LI).E1   CU.1    0 to 1     addressed    expository standards.

          CC.9-10.R.L.2 Key Ideas and
          Details: Determine a theme or
          central idea of a text and
          analyze in detail its development                                                                                                       Good match, but the CC standards
          over the course of the text,                                                                                                            are more specific and inclusive;
          including how it emerges and is                                                                                                         objective summary is not
          shaped and refined by specific                 TN.9.8.E1.CU.14 (CU 3001.8.14) Identify,                                                 addressed in TN literature
          details; provide an objective                  analyze, and evaluate the development of the                                             standards, but is addressed in
R.L   2   summary of the text.                9-10   9   theme(s) of a literary text.                 8(LI).E1    CU.14   0 to 1                  expository standards.
          CC.9-10.R.L.2 Key Ideas and
          Details: Determine a theme or
          central idea of a text and
          analyze in detail its development                                                                                         Good match, but the CC standards
          over the course of the text,                                                                                              are more specific and inclusive;
          including how it emerges and is                 TN.10.8.E2.CU.1 (CU 3002.8.1) Analyze the                                 objective summary is not
          shaped and refined by specific                  setting, plot, theme, characterization, and                               addressed in TN literature
          details; provide an objective                   narration of classic and contemporary short                               standards, but is addressed in
R.L   2   summary of the text.                9-10   10   stories and novels.                           8(LI).E2   CU.1     -1      expository standards.

          CC.9-10.R.L.2 Key Ideas and
          Details: Determine a theme or
          central idea of a text and
          analyze in detail its development                                                                                         Good match, but the CC standards
          over the course of the text,                                                                                              are more specific and inclusive;
          including how it emerges and is                                                                                           objective summary is not
          shaped and refined by specific                  TN.10.8.E2.CU.14 (CU 3002.8.14) Identify,                                 addressed in TN literature
          details; provide an objective                   analyze, and evaluate the development of the                              standards, but is addressed in
R.L   2   summary of the text.                9-10   10   theme(s) of a literary text.                 8(LI).E2    CU.14    -1      expository standards.

          CC.9-10.R.L.2 Key Ideas and
          Details: Determine a theme or
          central idea of a text and
          analyze in detail its development                                                                                         Good match, but the CC standards
          over the course of the text,                                                                                              are more specific and inclusive;
          including how it emerges and is                 TN.9.4.E1.CU.15 (CU 3001.4.15)                                            objective summary is not
          shaped and refined by specific                  Appropriately quote, paraphrase, or                                       addressed in TN literature
          details; provide an objective                   summarize text, ideas, or other information                               standards, but is addressed in
R.L   2   summary of the text.                9-10   9    taken from print or electronic sources.       4(R).E1    CU.15   0 to 1   expository standards.
          CC.9-10.R.L.2 Key Ideas and
          Details: Determine a theme or
          central idea of a text and
          analyze in detail its development                                                                                                         Good match, but the CC standards
          over the course of the text,                                                                                                              are more specific and inclusive;
          including how it emerges and is                 TN.10.4.E2.CU.15 (CU 3002.4.15)                                                           objective summary is not
          shaped and refined by specific                  Appropriately quote, paraphrase, or                                                       addressed in TN literature
          details; provide an objective                   summarize text, ideas, or other information                                               standards, but is addressed in
R.L   2   summary of the text.                9-10   10   taken from print or electronic sources.         4(R).E2    CU.15    -1                    expository standards.

          CC.9-10.R.L.3 Key Ideas and                     TN.9.8.E1.CU.4 (CU 3001.8.4) Analyze the
          Details: Analyze how complex                    role and function of characters (major/minor,
          characters (e.g., those with                    protagonists/antagonists) and determine ways                                  2 = Good
          multiple or conflicting                         in which the author reveals those characters                                 match, with
          motivations) develop over the                   (e.g., what the author tells us, what the other                                 minor
          course of a text, interact with                 characters say about him or her, what the                                     aspects of Would be excellent if included
          other characters, and advance                   character does, what the character says, what                               the CCSS not "how the character moves or
R.L   3   the plot or develop the theme.      9-10   9    the character thinks).                          8(LI).E1   CU.4    0 to 1     addressed advances the plot"
          CC.9-10.R.L.3 Key Ideas and
          Details: Analyze how complex
          characters (e.g., those with                    TN.9.8.E1.SPI.4 (SPI 3001.8.4) Identify and
          multiple or conflicting                         analyze how the author reveals character
          motivations) develop over the                   (i.e., what the author tells us, what the other
          course of a text, interact with                 characters say about him or her, what the                                                 Would be excellent if included
          other characters, and advance                   character does, what the character says, what                                             "how the character moves or
R.L   3   the plot or develop the theme.      9-10   9    the character thinks).                          8(LI).E1   SPI.4   0 to 1                 advances the plot"

          CC.9-10.R.L.3 Key Ideas and                     TN.10.8.E2.CU.4 (CU 3002.8.4) Analyze the
          Details: Analyze how complex                    role and function of characters (major/minor,
          characters (e.g., those with                    protagonists/antagonists) and determine ways
          multiple or conflicting                         in which the author reveals those characters
          motivations) develop over the                   (e.g., what the author tells us, what the other
          course of a text, interact with                 characters say about him or her, what the                                                 Would be excellent if included
          other characters, and advance                   character does, what the character says, what                                             "how the character moves or
R.L   3   the plot or develop the theme.      9-10   10   the character thinks).                          8(LI).E2   CU.4     -1                    advances the plot"
          CC.9-10.R.L.3 Key Ideas and
          Details: Analyze how complex
          characters (e.g., those with                    TN.10.8.E2.SPI.4 (SPI 3002.8.4) Identify and
          multiple or conflicting                         analyze how the author reveals character
          motivations) develop over the                   (i.e., what the author tells us, what the other
          course of a text, interact with                 characters say about him or her, what the                                                 Would be excellent if included
          other characters, and advance                   character does, what the character says, what                                             "how the character moves or
R.L   3   the plot or develop the theme.      9-10   10   the character thinks).                          8(LI).E2   SPI.4    -1                    advances the plot"



                                                                                                                                                   No literature standard specifically
                                                                                                                                                   addresses the comprehensive
                                                                                                                                                   nature of this CC standards
          CC.9-10.R.L.4 Craft and                                                                                                                  especially as it relates to word
          Structure: Determine the                                                                                                                 meaning. TN standards are weak
          meaning of words and phrases                                                                                                             in addressing vocabulary
          as they are used in the text,                                                                                                            development and, then, the use of
          including figurative and                                                                                                                 vocabulary to master/complete
          connotative meanings; analyze                                                                                                            higher level, substantive
          the cumulative impact of specific                                                                                                        applicatons. Bits and pieces can
          word choices on meaning and                                                                                                   1 = Weak be found in writing, media, and so
          tone (e.g., how the language                    TN.9.8.E1.CU.18 (CU 3001.8.18)                                              match, major forth. While this standard is
          evokes a sense of time and                      Comprehend and use figurative language                                        aspects of addressed to some degree by a
          place; how it sets a formal or                  (e.g., idioms, metaphors, similes,                                          the CCSS not variety of standards, the impact of
R.L   4   informal tone).                     9-10   9    personification, hyperbole, pun).              8(LI).E1    CU.18   0 to 1     addressed meaning and tone is not included.
                                                                                                                                 No literature standard specifically
                                                                                                                                 addresses the comprehensive
                                                                                                                                 nature of this CC standards
          CC.9-10.R.L.4 Craft and                                                                                                especially as it relates to word
          Structure: Determine the                                                                                               meaning. TN standards are weak
          meaning of words and phrases                                                                                           in addressing vocabulary
          as they are used in the text,                                                                                          development and, then, the use of
          including figurative and                                                                                               vocabulary to master/complete
          connotative meanings; analyze                                                                                          higher level, substantive
          the cumulative impact of specific                                                                                      applicatons. Bits and pieces can
          word choices on meaning and                                                                                            be found in writing, media, and so
          tone (e.g., how the language                    TN.10.8.E2.CU.18 (CU 3002.8.18)                                        forth. While this standard is
          evokes a sense of time and                      Comprehend and use figurative language                                 addressed to some degree by a
          place; how it sets a formal or                  (e.g., idioms, metaphors, similes,                                     variety of standards, the impact of
R.L   4   informal tone).                     9-10   10   personification, hyperbole, pun).          8(LI).E2   CU.18    -1      meaning and tone is not included.



                                                                                                                                 No literature standard specifically
                                                                                                                                 addresses the comprehensive
                                                                                                                                 nature of this CC standards
          CC.9-10.R.L.4 Craft and                                                                                                especially as it relates to word
          Structure: Determine the                                                                                               meaning. TN standards are weak
          meaning of words and phrases                                                                                           in addressing vocabulary
          as they are used in the text,                                                                                          development and, then, the use of
          including figurative and                                                                                               vocabulary to master/complete
          connotative meanings; analyze                                                                                          higher level, substantive
          the cumulative impact of specific                                                                                      applicatons. Bits and pieces can
          word choices on meaning and                                                                                            be found in writing, media, and so
          tone (e.g., how the language                                                                                           forth. While this standard is
          evokes a sense of time and                      TN.9.8.E1.CLE.5 (CLE 3001.8.5) Know and                                addressed to some degree by a
          place; how it sets a formal or                  use appropriate literary terms to derive                               variety of standards, the impact of
R.L   4   informal tone).                     9-10   9    meaning from various literary genres.      8(LI).E1   CLE.5   0 to 1   meaning and tone is not included.
                                                                                                                                  No literature standard specifically
                                                                                                                                  addresses the comprehensive
                                                                                                                                  nature of this CC standards
          CC.9-10.R.L.4 Craft and                                                                                                 especially as it relates to word
          Structure: Determine the                                                                                                meaning. TN standards are weak
          meaning of words and phrases                                                                                            in addressing vocabulary
          as they are used in the text,                                                                                           development and, then, the use of
          including figurative and                                                                                                vocabulary to master/complete
          connotative meanings; analyze                                                                                           higher level, substantive
          the cumulative impact of specific                                                                                       applicatons. Bits and pieces can
          word choices on meaning and                                                                                             be found in writing, media, and so
          tone (e.g., how the language                                                                                            forth. While this standard is
          evokes a sense of time and                      TN.10.8.E2.CLE.5 (CLE 3002.8.5) Know and                                addressed to some degree by a
          place; how it sets a formal or                  use appropriate literary terms to derive                                variety of standards, the impact of
R.L   4   informal tone).                     9-10   10   meaning from various literary genres.      8(LI).E2   CLE.5     -1      meaning and tone is not included.



                                                                                                                                  No literature standard specifically
                                                                                                                                  addresses the comprehensive
                                                                                                                                  nature of this CC standards
          CC.9-10.R.L.4 Craft and                                                                                                 especially as it relates to word
          Structure: Determine the                                                                                                meaning. TN standards are weak
          meaning of words and phrases                                                                                            in addressing vocabulary
          as they are used in the text,                                                                                           development and, then, the use of
          including figurative and                                                                                                vocabulary to master/complete
          connotative meanings; analyze                                                                                           higher level, substantive
          the cumulative impact of specific                                                                                       applicatons. Bits and pieces can
          word choices on meaning and                                                                                             be found in writing, media, and so
          tone (e.g., how the language                    TN.9.1.E1.SPI.12 (SPI 3001.1.12) Use                                    forth. While this standard is
          evokes a sense of time and                      context clues and/or knowledge of roots,                                addressed to some degree by a
          place; how it sets a formal or                  affixes, and cognates to determine the                                  variety of standards, the impact of
R.L   4   informal tone).                     9-10   9    meaning of unfamiliar words.               1(LA).E1   SPI.12   0 to 1   meaning and tone is not included.
                                                                                                                                No literature standard specifically
                                                                                                                                addresses the comprehensive
                                                                                                                                nature of this CC standards
          CC.9-10.R.L.4 Craft and                                                                                               especially as it relates to word
          Structure: Determine the                                                                                              meaning. TN standards are weak
          meaning of words and phrases                                                                                          in addressing vocabulary
          as they are used in the text,                                                                                         development and, then, the use of
          including figurative and                                                                                              vocabulary to master/complete
          connotative meanings; analyze                                                                                         higher level, substantive
          the cumulative impact of specific                                                                                     applicatons. Bits and pieces can
          word choices on meaning and                                                                                           be found in writing, media, and so
          tone (e.g., how the language                    TN.10.1.E2.CU.7 (CU 3002.1.7) Use                                     forth. While this standard is
          evokes a sense of time and                      previously learned strategies to determine                            addressed to some degree by a
          place; how it sets a formal or                  and clarify word meanings (e.g., roots,                               variety of standards, the impact of
R.L   4   informal tone).                     9-10   10   affixes, textual context).                   1(LA).E2   CU.7     -1   meaning and tone is not included.



                                                                                                                                No literature standard specifically
                                                                                                                                addresses the comprehensive
                                                                                                                                nature of this CC standards
          CC.9-10.R.L.4 Craft and                                                                                               especially as it relates to word
          Structure: Determine the                                                                                              meaning. TN standards are weak
          meaning of words and phrases                                                                                          in addressing vocabulary
          as they are used in the text,                                                                                         development and, then, the use of
          including figurative and                                                                                              vocabulary to master/complete
          connotative meanings; analyze                                                                                         higher level, substantive
          the cumulative impact of specific                                                                                     applicatons. Bits and pieces can
          word choices on meaning and                                                                                           be found in writing, media, and so
          tone (e.g., how the language                    TN.10.1.E2.SPI.14 (SPI 3002.1.14) Use                                 forth. While this standard is
          evokes a sense of time and                      context clues and/or knowledge of roots,                              addressed to some degree by a
          place; how it sets a formal or                  affixes, and cognates to determine the                                variety of standards, the impact of
R.L   4   informal tone).                     9-10   10   meaning of unfamiliar words.                 1(LA).E2   SPI.14   -1   meaning and tone is not included.
                                                                                                                                    No literature standard specifically
                                                                                                                                    addresses the comprehensive
                                                                                                                                    nature of this CC standards
          CC.9-10.R.L.4 Craft and                                                                                                   especially as it relates to word
          Structure: Determine the                                                                                                  meaning. TN standards are weak
          meaning of words and phrases                                                                                              in addressing vocabulary
          as they are used in the text,                                                                                             development and, then, the use of
          including figurative and                                                                                                  vocabulary to master/complete
          connotative meanings; analyze                                                                                             higher level, substantive
          the cumulative impact of specific                                                                                         applicatons. Bits and pieces can
          word choices on meaning and                                                                                               be found in writing, media, and so
          tone (e.g., how the language                   TN.9.1.E1.CU.7 (CU 3001.1.7) Use                                           forth. While this standard is
          evokes a sense of time and                     previously learned strategies to determine                                 addressed to some degree by a
          place; how it sets a formal or                 and clarify word meanings (e.g., roots,                                    variety of standards, the impact of
R.L   4   informal tone).                     9-10   9   affixes, textual context).                     1(LA).E1   CU.7    0 to 1   meaning and tone is not included.



                                                                                                                                    No literature standard specifically
                                                                                                                                    addresses the comprehensive
                                                                                                                                    nature of this CC standards
          CC.9-10.R.L.4 Craft and                                                                                                   especially as it relates to word
          Structure: Determine the                                                                                                  meaning. TN standards are weak
          meaning of words and phrases                                                                                              in addressing vocabulary
          as they are used in the text,                                                                                             development and, then, the use of
          including figurative and                                                                                                  vocabulary to master/complete
          connotative meanings; analyze                                                                                             higher level, substantive
          the cumulative impact of specific                                                                                         applicatons. Bits and pieces can
          word choices on meaning and                    TN.9.3.E1.CU.11 (CU 3001.3.11) Use                                         be found in writing, media, and so
          tone (e.g., how the language                   compelling verbs and a variety of figurative                               forth. While this standard is
          evokes a sense of time and                     language (e.g., personification, sarcasm,                                  addressed to some degree by a
          place; how it sets a formal or                 word play) for effect to meet the needs of                                 variety of standards, the impact of
R.L   4   informal tone).                     9-10   9   audience and purpose.                          3(W).E1    CU.11   0 to 1   meaning and tone is not included.
                                                                                                                                                          None of the TN standards
          CC.9-10.R.L.5 Craft and                                                                                                                         provided here really match the
          Structure: Analyze how an                                                                                                                       intent of the CC standard which is
          author’s choices concerning how                                                                                                                 to analyze effects based on
          to structure a text, order events                                                                                                    1 = Weak decisions relative to the
          within it (e.g., parallel plots), and              TN.9.8.E1.SPI.15 (SPI 3001.8.15) Identify                                       match, major structure,order of events, and time.
          manipulate time (e.g., pacing,                     and analyze basic elements of plot (i.e.,                                         aspects of The TN standards were inserted in
          flashbacks) create such effects                    exposition, rising action, climax, falling action,                              the CCSS not order to provide an opportunity for
R.L   5   as mystery, tension, or surprise.       9-10   9   resolution/denouement).                            8(LI).E1   SPI.15   0 to 1     addressed comments.
                                                                                                                                                          None of the TN standards
          CC.9-10.R.L.5 Craft and                                                                                                                         provided here really match the
          Structure: Analyze how an                                                                                                                       intent of the CC standard which is
          author’s choices concerning how                                                                                                                 to analyze effects based on
          to structure a text, order events                                                                                                               decisions relative to the
          within it (e.g., parallel plots), and                                                                                                           structure,order of events, and time.
          manipulate time (e.g., pacing,                     TN.9.8.E1.CU.6 (CU 3001.8.6) Identify ways                                                   The TN standards were inserted in
          flashbacks) create such effects                    that the plot shapes the character and the                                                   order to provide an opportunity for
R.L   5   as mystery, tension, or surprise.       9-10   9   presentation of moral dilemmas in texts.          8(LI).E1    CU.6     0 to 1                comments.
                                                                                                                                                          None of the TN standards
          CC.9-10.R.L.5 Craft and                                                                                                                         provided here really match the
          Structure: Analyze how an                                                                                                                       intent of the CC standard which is
          author’s choices concerning how                                                                                                                 to analyze effects based on
          to structure a text, order events                                                                                                               decisions relative to the
          within it (e.g., parallel plots), and                                                                                                           structure,order of events, and time.
          manipulate time (e.g., pacing,                     TN.9.6.E1.CLE.2 (CLE 3001.6.2) Analyze the                                                   The TN standards were inserted in
          flashbacks) create such effects                    organizational structures of informational and                                               order to provide an opportunity for
R.L   5   as mystery, tension, or surprise.       9-10   9   technical texts.                                   6(I).E1    CLE.2    0 to 1                comments.
                                                                                                                                                          None of the TN standards
          CC.9-10.R.L.5 Craft and                                                                                                                         provided here really match the
          Structure: Analyze how an                                                                                                                       intent of the CC standard which is
          author’s choices concerning how                                                                                                                 to analyze effects based on
          to structure a text, order events                                                                                                               decisions relative to the
          within it (e.g., parallel plots), and              TN.9.8.E1.CU.3 (CU 3001.8.3) Analyze how                                                     structure,order of events, and time.
          manipulate time (e.g., pacing,                     plot elements (e.g., exposition, rising action,                                              The TN standards were inserted in
          flashbacks) create such effects                    climax, falling action, resolution/denouement)                                               order to provide an opportunity for
R.L   5   as mystery, tension, or surprise.       9-10   9   function and advance action.                      8(LI).E1    CU.3     0 to 1                comments.
                                                                                                                                                              None of the TN standards
          CC.9-10.R.L.5 Craft and                                                                                                                             provided here really match the
          Structure: Analyze how an                                                                                                                           intent of the CC standard which is
          author’s choices concerning how                                                                                                                     to analyze effects based on
          to structure a text, order events                                                                                                                   decisions relative to the
          within it (e.g., parallel plots), and               TN.10.8.E2.CU.3 (CU 3002.8.3) Analyze how                                                       structure,order of events, and time.
          manipulate time (e.g., pacing,                      plot elements (e.g., exposition, rising action,                                                 The TN standards were inserted in
          flashbacks) create such effects                     climax, falling action, resolution/denouement)                                                  order to provide an opportunity for
R.L   5   as mystery, tension, or surprise.       9-10   10   function and advance action.                      8(LI).E2    CU.3      -1                      comments.
                                                                                                                                                              None of the TN standards
          CC.9-10.R.L.5 Craft and                                                                                                                             provided here really match the
          Structure: Analyze how an                                                                                                                           intent of the CC standard which is
          author’s choices concerning how                                                                                                                     to analyze effects based on
          to structure a text, order events                                                                                                                   decisions relative to the
          within it (e.g., parallel plots), and               TN.10.8.E2.SPI.15 (SPI 3002.8.15) Identify                                                      structure,order of events, and time.
          manipulate time (e.g., pacing,                      and analyze basic elements of plot (i.e.,                                                       The TN standards were inserted in
          flashbacks) create such effects                     exposition, rising action, climax, falling action,                                              order to provide an opportunity for
R.L   5   as mystery, tension, or surprise.       9-10   10   resolution/denouement).                            8(LI).E2   SPI.15    -1                      comments.

          CC.9-10.R.L.6 Craft and
          Structure: Analyze a particular
          point of view or cultural                                                                                                           3 = Excellent
          experience reflected in a work of                                                                                                      match        Include the phrase dealing with
          literature from outside the United                  TN.9.8.E1.CLE.1 (CLE 3001.8.1)                                                  between the     "wide reading". Combine the two
          States, drawing on a wide                           Demonstrate knowledge of significant works                                           two        TN standards into one focusing on
R.L   6   reading of world literature.            9-10   9    of world literature.                              8(LI).E1    CLE.1    0 to 1    documents      world lit.

          CC.9-10.R.L.6 Craft and
          Structure: Analyze a particular
          point of view or cultural
          experience reflected in a work of                                                                                                                   Include the phrase dealing with
          literature from outside the United                  TN.10.8.E2.CLE.1 (CLE 3002.8.1)                                                                 "wide reading". Combine the two
          States, drawing on a wide                           Demonstrate knowledge of significant works                                                      TN standards into one focusing on
R.L   6   reading of world literature.            9-10   10   of world literature.                              8(LI).E2    CLE.1     -1                      world lit.
          CC.9-10.R.L.6 Craft and
          Structure: Analyze a particular
          point of view or cultural                        TN.9.8.E1.CU.8 (CU 3001.8.8) Analyze the
          experience reflected in a work of                narration and point of view in increasingly                                                Include the phrase dealing with
          literature from outside the United               complex texts in which the narrator and point                                              "wide reading". Combine the two
          States, drawing on a wide                        of view shift, with multiple characters acting                                             TN standards into one focusing on
R.L   6   reading of world literature.         9-10   9    as narrators.                                    8(LI).E1   CU.8    0 to 1                 world lit.

          CC.9-10.R.L.6 Craft and
          Structure: Analyze a particular
          point of view or cultural                        TN.10.8.E2.CU.8 (CU 3002.8.8) Analyze the
          experience reflected in a work of                narration and point of view in increasingly                                                Include the phrase dealing with
          literature from outside the United               complex texts in which the narrator and point                                              "wide reading". Combine the two
          States, drawing on a wide                        of view shift, with multiple characters acting                                             TN standards into one focusing on
R.L   6   reading of world literature.         9-10   10   as narrators.                                    8(LI).E2   CU.8     -1                    world lit.

          CC.9-10.R.L.7 Integration of
          Knowledge and Ideas: Analyze                                                                                                               Add rigor to the TN standards
          the representation of a subject                                                                                                            (which is found in media rather
          or a key scene in two different                                                                                                            than in literature)by having
          artistic mediums, including what                                                                                                2 = Good students "analyze" rather than
          is emphasized or absent in each                  TN.9.7.E1.SPI.7 (SPI 3001.7.7) Consider the                                   match, with "consider" in order to determine
          treatment (e.g., Auden’s “Musée                  treatment of a particular subject or event in                                    minor    what is emphasized or absent in
          des Beaux Arts” and Breughel’s                   two or more media (e.g., newspaper and                                         aspects of the comparison. Make a point to
          Landscape with the Fall of                       visual art, narrative and poem, diary and                                    the CCSS not expand the TN standards to
R.L   7   Icarus).                             9-10   9    magazine article).                               7(M).E1    SPI.7   0 to 1     addressed include a specific literature focus.
          CC.9-10.R.L.7 Integration of
          Knowledge and Ideas: Analyze                                                                                                                    Add rigor to the TN standards
          the representation of a subject                                                                                                                 (which is found in media rather
          or a key scene in two different                                                                                                                 than in literature)by having
          artistic mediums, including what                                                                                                                students "analyze" rather than
          is emphasized or absent in each                                                                                                                 "consider" in order to determine
          treatment (e.g., Auden’s “Musée                TN.10.8.E2.SPI.16 (SPI 3002.8.16) Analyze                                                        what is emphasized or absent in
          des Beaux Arts” and Breughel’s                 how form relates to meaning (e.g., compare a                                                     the comparison. Make a point to
          Landscape with the Fall of                     poem and a newspaper on the same theme                                                           expand the TN standards to
R.L   7   Icarus).                           9-10   10   or topic).                                   8(LI).E2           SPI.16    -1                     include a specific literature focus.

          CC.9-10.R.L.9 Integration of
          Knowledge and Ideas: Analyze
          how an author draws on and
          transforms source material in a                                                                                                    2 = Good
          specific work (e.g., how                                                                                                          match, with   The CC standard appears more
          Shakespeare treats a theme or                  TN.9.8.E1.CU.16 (CU 3001.8.16) Analyze                                                minor      specific while the TN standards is
          topic from Ovid or the Bible or                literary texts to identify the author's attitudes,                                  aspects of   more global or inclusive. Integrate
          how a later author draws on a                  viewpoints, and beliefs and to compare these                                      the CCSS not   the language of the CC into the TN
R.L   9   play by Shakespeare).              9-10   9    to the larger historical context of the texts.       8(LI).E1   CU.16    0 to 1     addressed    standards

          CC.9-10.R.L.9 Integration of
          Knowledge and Ideas: Analyze
          how an author draws on and
          transforms source material in a
          specific work (e.g., how                                                                                                                        The CC standard appears more
          Shakespeare treats a theme or                  TN.10.8.E2.CU.16 (CU 3002.8.16) Analyze                                                          specific while the TN standards is
          topic from Ovid or the Bible or                literary texts to identify the author's attitudes,                                               more global or inclusive. Integrate
          how a later author draws on a                  viewpoints, and beliefs and to compare these                                                     the language of the CC into the TN
R.L   9   play by Shakespeare).              9-10   10   to the larger historical context of the texts.       8(LI).E2   CU.16     -1                     standards
           CC.9-10.R.L.10 Range of
           Reading and Level of Text
           Complexity: By the end of grade                                                                                                    The intent of TN standards for
           9, read and comprehend                                                                                                             reading in a variety of literary
           literature, including stories,                                                                                                     genres at grade levels. It would be
           dramas, and poems, in the                                                                                                          good to specifically develop a TN
           grades 9–10 text complexity                                                                                                        standard that address the specific
           band proficiently, with                                                                                                            outcomes for reading explicitly
           scaffolding as needed at the                                                                                                       stated or implied in the other TN
           high end of the range. By the                                                                                                      standards. Using the word "read"
           end of grade 10, read and                                                                                                          would be good. That word is not
           comprehend literature, including               TN.9.6.E1.CLE.1 (CLE 3001.6.1)                                        3 = Excellent found in 9-10 literature standards
           stories, dramas, and poems, at                 Comprehend and summarize the main ideas                                  match      nor is the word "comprehend"
           the high end of the grades 9–10                of informational and technical texts and                              between the although summarize and
           text complexity band                           determine the essential elements that                                      two      comprehend is found in standards
R.L   10   independently and proficiently.    9-10   9    elaborate them.                            6(I).E1   CLE.1   0 to 1    documents related to informational texts.

           CC.9-10.R.L.10 Range of
           Reading and Level of Text
           Complexity: By the end of grade                                                                                                    The intent of TN standards for
           9, read and comprehend                                                                                                             reading in a variety of literary
           literature, including stories,                                                                                                     genres at grade levels. It would be
           dramas, and poems, in the                                                                                                          good to specifically develop a TN
           grades 9–10 text complexity                                                                                                        standard that address the specific
           band proficiently, with                                                                                                            outcomes for reading explicitly
           scaffolding as needed at the                                                                                                       stated or implied in the other TN
           high end of the range. By the                                                                                                      standards. Using the word "read"
           end of grade 10, read and                                                                                                          would be good. That word is not
           comprehend literature, including               TN.10.6.E2.CLE.1 (CLE 3002.6.1)                                                     found in 9-10 literature standards
           stories, dramas, and poems, at                 Comprehend and summarize the main ideas                                             nor is the word "comprehend"
           the high end of the grades 9–10                of informational and technical texts and                                            although summarize and
           text complexity band                           determine the essential elements that                                               comprehend is found in standards
R.L   10   independently and proficiently.    9-10   10   elaborate them.                            6(I).E2   CLE.1    -1                    related to informational texts.
           CC.9-10.R.L.10 Range of
           Reading and Level of Text
           Complexity: By the end of grade                                                                                           The intent of TN standards for
           9, read and comprehend                                                                                                    reading in a variety of literary
           literature, including stories,                                                                                            genres at grade levels. It would be
           dramas, and poems, in the                                                                                                 good to specifically develop a TN
           grades 9–10 text complexity                                                                                               standard that address the specific
           band proficiently, with                                                                                                   outcomes for reading explicitly
           scaffolding as needed at the                                                                                              stated or implied in the other TN
           high end of the range. By the                                                                                             standards. Using the word "read"
           end of grade 10, read and                                                                                                 would be good. That word is not
           comprehend literature, including                                                                                          found in 9-10 literature standards
           stories, dramas, and poems, at                                                                                            nor is the word "comprehend"
           the high end of the grades 9–10                TN.11.6.E3.CU.7 (CU 3003.6.7) Comprehend                                   although summarize and
           text complexity band                           and evaluate complex information presented                                 comprehend is found in standards
R.L   10   independently and proficiently.    9-10   11   graphically.                                 6(I).E3    CU.7    -2 to -1   related to informational texts.

           CC.9-10.R.L.10 Range of
           Reading and Level of Text
           Complexity: By the end of grade                                                                                           The intent of TN standards for
           9, read and comprehend                                                                                                    reading in a variety of literary
           literature, including stories,                                                                                            genres at grade levels. It would be
           dramas, and poems, in the                                                                                                 good to specifically develop a TN
           grades 9–10 text complexity                                                                                               standard that address the specific
           band proficiently, with                                                                                                   outcomes for reading explicitly
           scaffolding as needed at the                                                                                              stated or implied in the other TN
           high end of the range. By the                                                                                             standards. Using the word "read"
           end of grade 10, read and                                                                                                 would be good. That word is not
           comprehend literature, including                                                                                          found in 9-10 literature standards
           stories, dramas, and poems, at                 TN.9.8.E1.CU.18 (CU 3001.8.18)                                             nor is the word "comprehend"
           the high end of the grades 9–10                Comprehend and use figurative language                                     although summarize and
           text complexity band                           (e.g., idioms, metaphors, similes,                                         comprehend is found in standards
R.L   10   independently and proficiently.    9-10   9    personification, hyperbole, pun).            8(LI).E1   CU.18   0 to 1     related to informational texts.
           CC.9-10.R.L.10 Range of
           Reading and Level of Text
           Complexity: By the end of grade                                                                                             The intent of TN standards for
           9, read and comprehend                                                                                                      reading in a variety of literary
           literature, including stories,                                                                                              genres at grade levels. It would be
           dramas, and poems, in the                                                                                                   good to specifically develop a TN
           grades 9–10 text complexity                                                                                                 standard that address the specific
           band proficiently, with                                                                                                     outcomes for reading explicitly
           scaffolding as needed at the                                                                                                stated or implied in the other TN
           high end of the range. By the                                                                                               standards. Using the word "read"
           end of grade 10, read and                                                                                                   would be good. That word is not
           comprehend literature, including                                                                                            found in 9-10 literature standards
           stories, dramas, and poems, at                 TN.10.8.E2.CU.18 (CU 3002.8.18)                                              nor is the word "comprehend"
           the high end of the grades 9–10                Comprehend and use figurative language                                       although summarize and
           text complexity band                           (e.g., idioms, metaphors, similes,                                           comprehend is found in standards
R.L   10   independently and proficiently.    9-10   10   personification, hyperbole, pun).              8(LI).E2   CU.18     -1       related to informational texts.

           CC.9-10.R.L.10 Range of
           Reading and Level of Text
           Complexity: By the end of grade                                                                                             The intent of TN standards for
           9, read and comprehend                                                                                                      reading in a variety of literary
           literature, including stories,                                                                                              genres at grade levels. It would be
           dramas, and poems, in the                                                                                                   good to specifically develop a TN
           grades 9–10 text complexity                                                                                                 standard that address the specific
           band proficiently, with                                                                                                     outcomes for reading explicitly
           scaffolding as needed at the                                                                                                stated or implied in the other TN
           high end of the range. By the                                                                                               standards. Using the word "read"
           end of grade 10, read and                                                                                                   would be good. That word is not
           comprehend literature, including                                                                                            found in 9-10 literature standards
           stories, dramas, and poems, at                 TN.12.6.E4.CLE.1 (CLE 3005.6.1)                                              nor is the word "comprehend"
           the high end of the grades 9–10                Comprehend and summarize the main ideas                                      although summarize and
           text complexity band                           of complex informational texts and determine                                 comprehend is found in standards
R.L   10   independently and proficiently.    9-10   12   the essential elements that elaborate them.    6(I).E4    CLE.1   -3 to -2   related to informational texts.
           CC.9-10.R.L.10 Range of
           Reading and Level of Text
           Complexity: By the end of grade                                                                                                            The intent of TN standards for
           9, read and comprehend                                                                                                                     reading in a variety of literary
           literature, including stories,                                                                                                             genres at grade levels. It would be
           dramas, and poems, in the                                                                                                                  good to specifically develop a TN
           grades 9–10 text complexity                                                                                                                standard that address the specific
           band proficiently, with                                                                                                                    outcomes for reading explicitly
           scaffolding as needed at the                                                                                                               stated or implied in the other TN
           high end of the range. By the                                                                                                              standards. Using the word "read"
           end of grade 10, read and                                                                                                                  would be good. That word is not
           comprehend literature, including                                                                                                           found in 9-10 literature standards
           stories, dramas, and poems, at                                                                                                             nor is the word "comprehend"
           the high end of the grades 9–10                  TN.12.6.E4.CU.7 (CU 3005.6.7) Comprehend                                                  although summarize and
           text complexity band                             and evaluate complex information presented                                                comprehend is found in standards
R.L   10   independently and proficiently.     9-10    12   graphically.                                  6(I).E4    CU.7    -3 to -2                 related to informational texts.

                                                                                                                                                     This Common Core Standard, as
                                                                                                                                                     well as most others, requires
                                                                                                                                                     students to demonstrate their
                                                                                                                                                     ability to understand and apply the
                                                                                                                                                     standard at a specific level (e.g.
                                                                                                                                                     citing strong and thorough
                                                                                                                                                     evidence, analyzing). The standard
           CC.11-12.R.L.1 Key Ideas and                                                                                                              also requires students to
           Details: Cite strong and                                                                                                                  determine what is missing or
           thorough textual evidence to                                                                                                   2 = Good unclear as well as what is included
           support analysis of what the text                                                                                             match, with and understood. The requirements
           says explicitly as well as                                                                                                       minor    for higher level thinking and
           inferences drawn from the text,                  TN.11.5.E3.CLE.1 (CLE 3003.5.1) Use logic                                     aspects of interpretation appears to be
           including determining where the                  to make inferences and draw conclusions in a                                the CCSS not somewhat more rigorous in this
R.L   1    text leaves matters uncertain.      11-12   11   variety of complex oral and written contexts. 5(LO).E3   CLE.1   0 to 1       addressed and other core standards.
                                                                                                                                     This Common Core Standard, as
                                                                                                                                     well as most others, requires
                                                                                                                                     students to demonstrate their
                                                                                                                                     ability to understand and apply the
                                                                                                                                     standard at a specific level (e.g.
                                                                                                                                     citing strong and thorough
                                                                                                                                     evidence, analyzing). The standard
          CC.11-12.R.L.1 Key Ideas and                                                                                               also requires students to
          Details: Cite strong and                                                                                                   determine what is missing or
          thorough textual evidence to                                                                                               unclear as well as what is included
          support analysis of what the text                                                                                          and understood. The requirements
          says explicitly as well as                                                                                                 for higher level thinking and
          inferences drawn from the text,                  TN.11.5.E3.CLE.2 (CLE 3003.5.2) Analyze                                   interpretation appears to be
          including determining where the                  text for fact and opinion, cause/effect,                                  somewhat more rigorous in this
R.L   1   text leaves matters uncertain.      11-12   11   inferences, evidence, and conclusions.       5(LO).E3    CLE.2   0 to 1   and other core standards.

                                                                                                                                     This Common Core Standard, as
                                                                                                                                     well as most others, requires
                                                                                                                                     students to demonstrate their
                                                                                                                                     ability to understand and apply the
                                                                                                                                     standard at a specific level (e.g.
                                                                                                                                     citing strong and thorough
                                                                                                                                     evidence, analyzing). The standard
          CC.11-12.R.L.1 Key Ideas and                                                                                               also requires students to
          Details: Cite strong and                                                                                                   determine what is missing or
          thorough textual evidence to                                                                                               unclear as well as what is included
          support analysis of what the text                TN.11.5.E3.CU.9 (CU 3003.5.9) Differentiate                               and understood. The requirements
          says explicitly as well as                       among evidence, inferences, assumptions,                                  for higher level thinking and
          inferences drawn from the text,                  and claims in argumentation (e.g., explain                                interpretation appears to be
          including determining where the                  and evaluate opinion editorials, commercials,                             somewhat more rigorous in this
R.L   1   text leaves matters uncertain.      11-12   11   political cartoons, philosophical arguments). 5(LO).E3   CU.9    0 to 1   and other core standards.
                                                                                                                                 This Common Core Standard, as
                                                                                                                                 well as most others, requires
                                                                                                                                 students to demonstrate their
                                                                                                                                 ability to understand and apply the
                                                                                                                                 standard at a specific level (e.g.
                                                                                                                                 citing strong and thorough
                                                                                                                                 evidence, analyzing). The standard
          CC.11-12.R.L.1 Key Ideas and                                                                                           also requires students to
          Details: Cite strong and                                                                                               determine what is missing or
          thorough textual evidence to                                                                                           unclear as well as what is included
          support analysis of what the text                                                                                      and understood. The requirements
          says explicitly as well as                                                                                             for higher level thinking and
          inferences drawn from the text,                  TN.12.5.E4.CLE.1 (CLE 3005.5.1) Use logic                             interpretation appears to be
          including determining where the                  to make inferences and draw conclusions in a                          somewhat more rigorous in this
R.L   1   text leaves matters uncertain.      11-12   12   variety of complex oral and written contexts. 5(LO).E4   CLE.1   -1   and other core standards.

                                                                                                                                 This Common Core Standard, as
                                                                                                                                 well as most others, requires
                                                                                                                                 students to demonstrate their
                                                                                                                                 ability to understand and apply the
                                                                                                                                 standard at a specific level (e.g.
                                                                                                                                 citing strong and thorough
                                                                                                                                 evidence, analyzing). The standard
          CC.11-12.R.L.1 Key Ideas and                                                                                           also requires students to
          Details: Cite strong and                                                                                               determine what is missing or
          thorough textual evidence to                                                                                           unclear as well as what is included
          support analysis of what the text                                                                                      and understood. The requirements
          says explicitly as well as                                                                                             for higher level thinking and
          inferences drawn from the text,                  TN.12.5.E4.CLE.2 (CLE 3005.5.2) Analyze                               interpretation appears to be
          including determining where the                  text for fact and opinion, cause/effect,                              somewhat more rigorous in this
R.L   1   text leaves matters uncertain.      11-12   12   inferences, evidence, and conclusions.       5(LO).E4    CLE.2   -1   and other core standards.
                                                                                                                                                     This Common Core Standard, as
                                                                                                                                                     well as most others, requires
                                                                                                                                                     students to demonstrate their
                                                                                                                                                     ability to understand and apply the
                                                                                                                                                     standard at a specific level (e.g.
                                                                                                                                                     citing strong and thorough
                                                                                                                                                     evidence, analyzing). The standard
          CC.11-12.R.L.1 Key Ideas and                                                                                                               also requires students to
          Details: Cite strong and                                                                                                                   determine what is missing or
          thorough textual evidence to                                                                                                               unclear as well as what is included
          support analysis of what the text                TN.12.5.E4.CU.9 (CU 3005.5.9) Differentiate                                               and understood. The requirements
          says explicitly as well as                       among evidence, inferences, assumptions,                                                  for higher level thinking and
          inferences drawn from the text,                  and claims in argumentation (e.g., explain                                                interpretation appears to be
          including determining where the                  and evaluate opinion editorials, commercials,                                             somewhat more rigorous in this
R.L   1   text leaves matters uncertain.      11-12   12   political cartoons, philosophical arguments). 5(LO).E4      CU.9     -1                   and other core standards.

          CC.11-12.R.L.2 Key Ideas and
          Details: Determine two or more
          themes or central ideas of a text
          and analyze their development
          over the course of the text,                     TN.11.8.E3.CU.13 (CU 3003.8.13) Identify,                                    3 = Excellent
          including how they interact and                  analyze, and explain the multiple levels of                                     match
          build on one another to produce                  theme(s) within a complex literary text and of                               between the Include two or more themes within
          a complex account; provide an                    similar or contrasting themes across two or                                       two      one text as well as across two or
R.L   2   objective summary of the text.      11-12   11   more texts.                                      8(LI).E3   CU.13   0 to 1    documents more texts

          CC.11-12.R.L.2 Key Ideas and
          Details: Determine two or more
          themes or central ideas of a text
          and analyze their development
          over the course of the text,                     TN.12.8.E4.CU.13 (CU 3005.8.13) Identify,
          including how they interact and                  analyze, and explain the multiple levels of
          build on one another to produce                  theme(s) within a complex literary text and of                                            Include two or more themes within
          a complex account; provide an                    similar or contrasting themes across two or                                               one text as well as across two or
R.L   2   objective summary of the text.      11-12   12   more texts.                                      8(LI).E4   CU.13    -1                   more texts
          CC.11-12.R.L.3 Key Ideas and
          Details: Analyze the impact of
          the author’s choices regarding
          how to develop and relate
          elements of a story or drama                                                                                                 3 = Excellent
          (e.g., where a story is set, how                                                                                                match
          the action is ordered, how the                  TN.11.8.E3.CU.3 (CU 3003.8.3) Analyze how                                    between the
          characters are introduced and                   plot developments determine characters'                                           two      Author's choice is addressed only
R.L   3   developed).                        11-12   11   conflicts and dilemmas.                         8(LI).E3    CU.3    0 to 1    documents in TN 9-10 standards.
          CC.11-12.R.L.3 Key Ideas and
          Details: Analyze the impact of
          the author’s choices regarding
          how to develop and relate
          elements of a story or drama
          (e.g., where a story is set, how                TN.11.8.E3.CU.6 (CU 3003.8.6) Identify how
          the action is ordered, how the                  setting and changes in setting can affect the
          characters are introduced and                   literary elements (e.g., plot, character, theme,                                           Author's choice is addressed only
R.L   3   developed).                        11-12   11   tone) in complex literary texts.                 8(LI).E3   CU.6    0 to 1                 in TN 9-10 standards.
          CC.11-12.R.L.3 Key Ideas and
          Details: Analyze the impact of
          the author’s choices regarding
          how to develop and relate
          elements of a story or drama                    TN.11.8.E3.CU.12 (CU 3003.8.12) Identify
          (e.g., where a story is set, how                elements of literary drama (e.g., dramatic
          the action is ordered, how the                  irony, soliloquy, stage direction, dialogue) and
          characters are introduced and                   evaluate the ways in which they articulate a                                               Author's choice is addressed only
R.L   3   developed).                        11-12   11   playwright's vision in complex plays.            8(LI).E3   CU.12   0 to 1                 in TN 9-10 standards.
          CC.11-12.R.L.3 Key Ideas and
          Details: Analyze the impact of
          the author’s choices regarding
          how to develop and relate
          elements of a story or drama
          (e.g., where a story is set, how
          the action is ordered, how the                  TN.12.8.E4.CU.3 (CU 3005.8.3) Analyze how
          characters are introduced and                   plot developments determine characters'                                                    Author's choice is addressed only
R.L   3   developed).                        11-12   12   conflicts and dilemmas.                         8(LI).E4    CU.3     -1                    in TN 9-10 standards.
          CC.11-12.R.L.3 Key Ideas and
          Details: Analyze the impact of
          the author’s choices regarding
          how to develop and relate
          elements of a story or drama
          (e.g., where a story is set, how                TN.12.8.E4.CU.6 (CU 3005.8.6) Identify how
          the action is ordered, how the                  setting and changes in setting can affect the
          characters are introduced and                   literary elements (e.g., plot, character, theme,                                            Author's choice is addressed only
R.L   3   developed).                        11-12   12   tone) in complex literary texts.                 8(LI).E4     CU.6     -1                   in TN 9-10 standards.
          CC.11-12.R.L.3 Key Ideas and
          Details: Analyze the impact of
          the author’s choices regarding
          how to develop and relate
          elements of a story or drama                    TN.12.8.E4.CU.15 (CU 3005.8.15) Analyze
          (e.g., where a story is set, how                texts to identify the author's attitudes,
          the action is ordered, how the                  viewpoints, and beliefs and to critique how
          characters are introduced and                   these relate to the larger historical, social, and                                          Author's choice is addressed only
R.L   3   developed).                        11-12   12   cultural context of the texts.                     8(LI).E4   CU.15    -1                   in TN 9-10 standards.

          CC.11-12.R.L.4 Craft and
          Structure: Determine the
          meaning of words and phrases
          as they are used in the text,
          including figurative and
          connotative meanings; analyze
          the impact of specific word
          choices on meaning and tone,                                                                                                     2 = Good
          including words with multiple                                                                                                   match, with
          meanings or language that is                    TN.11.8.E3.CU.17 (CU 3003.8.17)                                                    minor
          particularly fresh, engaging, or                Comprehend and use figurative language                                           aspects of Analysis of word choices and
          beautiful. (Include Shakespeare                 (e.g., idioms, metaphors, similes,                                             the CCSS not impact on meaning/tone not
R.L   4   as well as other authors.)         11-12   11   personification, hyperbole).                      8(LI).E3    CU.17   0 to 1     addressed addressed
          CC.11-12.R.L.4 Craft and
          Structure: Determine the
          meaning of words and phrases
          as they are used in the text,
          including figurative and
          connotative meanings; analyze
          the impact of specific word
          choices on meaning and tone,
          including words with multiple
          meanings or language that is                    TN.12.8.E4.CU.17 (CU 3005.8.17
          particularly fresh, engaging, or                Comprehend and use figurative language                                 Analysis of word choices and
          beautiful. (Include Shakespeare                 (e.g., idioms, metaphors, similes,                                     impact on meaning/tone not
R.L   4   as well as other authors.)         11-12   12   personification, hyperbole).               8(LI).E4   CU.17    -1      addressed

          CC.11-12.R.L.4 Craft and
          Structure: Determine the
          meaning of words and phrases
          as they are used in the text,
          including figurative and
          connotative meanings; analyze
          the impact of specific word
          choices on meaning and tone,
          including words with multiple
          meanings or language that is                    TN.11.8.E3.CLE.5 (CLE 3003.8.5) Know and
          particularly fresh, engaging, or                use appropriate literary terms to derive                               Analysis of word choices and
          beautiful. (Include Shakespeare                 meaning and comprehension from various                                 impact on meaning/tone not
R.L   4   as well as other authors.)         11-12   11   literary genres.                           8(LI).E3   CLE.5   0 to 1   addressed
          CC.11-12.R.L.4 Craft and
          Structure: Determine the
          meaning of words and phrases
          as they are used in the text,
          including figurative and
          connotative meanings; analyze
          the impact of specific word
          choices on meaning and tone,                    TN.12.1.E4.CU.5 (CU 3005.1.5 Use roots and
          including words with multiple                   affixes to determine or clarify the meaning of
          meanings or language that is                    specialized vocabulary across the content
          particularly fresh, engaging, or                areas (e.g., antecedent, antebellum,                                   Analysis of word choices and
          beautiful. (Include Shakespeare                 circumference, millimeter, amphibian,                                  impact on meaning/tone not
R.L   4   as well as other authors.)         11-12   12   heterogeneous).                                1(LA).E4   CU.5    -1   addressed

          CC.11-12.R.L.4 Craft and
          Structure: Determine the
          meaning of words and phrases
          as they are used in the text,
          including figurative and
          connotative meanings; analyze
          the impact of specific word
          choices on meaning and tone,
          including words with multiple
          meanings or language that is                    TN.12.8.E4.CLE.5 (CLE 3005.8.5) Know and
          particularly fresh, engaging, or                use appropriate literary terms to derive                               Analysis of word choices and
          beautiful. (Include Shakespeare                 meaning and comprehension from various                                 impact on meaning/tone not
R.L   4   as well as other authors.)         11-12   12   literary genres.                              8(LI).E4    CLE.5   -1   addressed
          CC.11-12.R.L.5 Craft and
          Structure: Analyze how an
          author’s choices concerning how
          to structure specific parts of a
          text (e.g., the choice of where to
          begin or end a story, the choice                TN.11.8.E3.CU.4 (CU 3003.8.4) Analyze the                                       1 = Weak     Author's choice is not mentioned in
          to provide a comedic or tragic                  function and effect of plot elements (e.g.,                                   match, major   11th and 12th grade. Adding the
          resolution) contribute to its                   exposition, rising action, climax, falling action,                              aspects of   words "literature" with the words
          overall structure and meaning as                resolution/denouement) in complex literary                                    the CCSS not   "informational and technical texts
R.L   5   well as its aesthetic impact.      11-12   11   texts.                                             8(LI).E3   CU.4   0 to 1     addressed    will result in alignment.

          CC.11-12.R.L.5 Craft and
          Structure: Analyze how an
          author’s choices concerning how
          to structure specific parts of a
          text (e.g., the choice of where to
          begin or end a story, the choice                TN.12.6.E4.CU.6 (CU 3005.6.6) Evaluate the                                                   Author's choice is not mentioned in
          to provide a comedic or tragic                  ways in which the unconventional                                                             11th and 12th grade. Adding the
          resolution) contribute to its                   organizational structure of a complex                                                        words "literature" with the words
          overall structure and meaning as                informational or technical text supports or                                                  "informational and technical texts
R.L   5   well as its aesthetic impact.      11-12   12   confounds its meaning or purpose.                  6(I).E4    CU.6    -1                     will result in alignment.

          CC.11-12.R.L.5 Craft and
          Structure: Analyze how an
          author’s choices concerning how
          to structure specific parts of a
          text (e.g., the choice of where to
          begin or end a story, the choice                TN.11.6.E3.CU.6 (CU 3003.6.6) Evaluate the                                                   Author's choice is not mentioned in
          to provide a comedic or tragic                  ways in which the unconventional                                                             11th and 12th grade. Adding the
          resolution) contribute to its                   organizational structure of a complex                                                        words "literature" with the words
          overall structure and meaning as                informational or technical text supports or                                                  "informational and technical texts
R.L   5   well as its aesthetic impact.      11-12   11   confounds its meaning or purpose.                  6(I).E3    CU.6   0 to 1                  will result in alignment.
          CC.11-12.R.L.6 Craft and
          Structure: Analyze a case in
          which grasping point of view
          requires distinguishing what is                    TN.11.8.E3.CU.16 (CU 3003.8.16) Identify                                     3 = Excellent
          directly stated in a text from                     and analyze the use of literary elements such                                   match
          what is really meant (e.g., satire,                as irony, archetype, allegory, parody, satire,                               between the
          sarcasm, irony, or                                 parable, paradox, symbol, and                                                     two
R.L   6   understatement).                      11-12   11   foreshadowing.                                   8(LI).E3   CU.16   0 to 1    documents No comments
          CC.11-12.R.L.6 Craft and
          Structure: Analyze a case in
          which grasping point of view
          requires distinguishing what is
          directly stated in a text from                     TN.11.8.E3.SPI.6 (SPI 3003.8.6) Identify and
          what is really meant (e.g., satire,                analyze standard literary elements (i.e.,
          sarcasm, irony, or                                 archetype, allegory, parable, paradox, parody,
R.L   6   understatement).                      11-12   11   satire, foreshadowing, flashback).             8(LI).E3     SPI.6   0 to 1              No comments
          CC.11-12.R.L.6 Craft and
          Structure: Analyze a case in
          which grasping point of view
          requires distinguishing what is
          directly stated in a text from                     TN.11.8.E3.CU.11 (CU 3003.8.11) Identify
          what is really meant (e.g., satire,                and analyze elements of literary drama (e.g.,
          sarcasm, irony, or                                 dramatic irony, dialogue, soliloquy,
R.L   6   understatement).                      11-12   11   monologue, aside).                               8(LI).E3   CU.11   0 to 1              No comments
          CC.11-12.R.L.6 Craft and
          Structure: Analyze a case in
          which grasping point of view
          requires distinguishing what is                    TN.11.8.E3.CU.12 (CU 3003.8.12) Identify
          directly stated in a text from                     elements of literary drama (e.g., dramatic
          what is really meant (e.g., satire,                irony, soliloquy, stage direction, dialogue) and
          sarcasm, irony, or                                 evaluate the ways in which they articulate a
R.L   6   understatement).                      11-12   11   playwright's vision in complex plays.            8(LI).E3   CU.12   0 to 1              No comments
          CC.11-12.R.L.7 Integration of
          Knowledge and Ideas: Analyze
          multiple interpretations of a
          story, drama, or poem (e.g.,
          recorded or live production of a
          play or recorded novel or                                                                                                    2 = Good
          poetry), evaluating how each                                                                                                match, with
          version interprets the source                                                                                                  minor
          text. (Include at least one play              TN.11.6.E3.CU.4 (CU 3003.6.4) Synthesize                                       aspects of
          by Shakespeare and one play by                information across multiple complex                                          the CCSS not TN standards do not address the
R.L   7   an American dramatist.)          11-12   11   informational and technical texts.               6(I).E3    CU.4    0 to 1     addressed main points of the CCS.

          CC.11-12.R.L.7 Integration of
          Knowledge and Ideas: Analyze
          multiple interpretations of a
          story, drama, or poem (e.g.,
          recorded or live production of a
          play or recorded novel or
          poetry), evaluating how each                  TN.11.8.E3.CU.13 (CU 3003.8.13) Identify,
          version interprets the source                 analyze, and explain the multiple levels of
          text. (Include at least one play              theme(s) within a complex literary text and of
          by Shakespeare and one play by                similar or contrasting themes across two or                                               TN standards do not address the
R.L   7   an American dramatist.)          11-12   11   more texts.                                      8(LI).E3   CU.13   0 to 1                main points of the CCS.

          CC.11-12.R.L.7 Integration of
          Knowledge and Ideas: Analyze
          multiple interpretations of a
          story, drama, or poem (e.g.,
          recorded or live production of a              TN.11.7.E3.CU.2 (CU 3003.7.2) Identify,
          play or recorded novel or                     analyze, and evaluate the effectiveness of the
          poetry), evaluating how each                  relationship between visual elements (e.g.,
          version interprets the source                 media images, painting, film, and graphic
          text. (Include at least one play              arts) and verbal messages in virtually any
          by Shakespeare and one play by                media, emphasizing the cultural context,                                                  TN standards do not address the
R.L   7   an American dramatist.)          11-12   11   audience, and purpose.                         7(M).E3      CU.2    0 to 1                main points of the CCS.
          CC.11-12.R.L.7 Integration of
          Knowledge and Ideas: Analyze
          multiple interpretations of a
          story, drama, or poem (e.g.,
          recorded or live production of a
          play or recorded novel or
          poetry), evaluating how each
          version interprets the source
          text. (Include at least one play              TN.12.6.E4.CU.4 (CU 3005.6.4) Synthesize
          by Shakespeare and one play by                information across multiple complex                                                        TN standards do not address the
R.L   7   an American dramatist.)          11-12   12   informational and technical texts.               6(I).E4    CU.4     -1                    main points of the CCS.

          CC.11-12.R.L.7 Integration of
          Knowledge and Ideas: Analyze
          multiple interpretations of a
          story, drama, or poem (e.g.,
          recorded or live production of a
          play or recorded novel or
          poetry), evaluating how each                  TN.12.8.E4.CU.13 (CU 3005.8.13) Identify,
          version interprets the source                 analyze, and explain the multiple levels of
          text. (Include at least one play              theme(s) within a complex literary text and of
          by Shakespeare and one play by                similar or contrasting themes across two or                                                TN standards do not address the
R.L   7   an American dramatist.)          11-12   12   more texts.                                      8(LI).E4   CU.13    -1                    main points of the CCS.

          CC.11-12.R.L.9 Integration of
          Knowledge and Ideas:                                                                                                                     In the TN standards, American Lit
          Demonstrate knowledge of                                                                                                                 is only studied in the eleventh
          eighteenth-, nineteenth- and                                                                                                             grade. In TN standards, the
          early-twentieth-century                       TN.11.8.E3.CLE.1 (CLE 3003.8.1)                                              3 = Excellent reference is to different time
          foundational works of American                Demonstrate knowledge of significant works                                      match      periods and the CCS refer to the
          literature, including how two or              of American literature from the colonial period                              between the same time period. In TN, the
          more texts from the same period               to the present and make relevant                                                  two      twelfth grade standards only refer
R.L   9   treat similar themes or topics.  11-12   11   comparisons.                                    8(LI).E3    CLE.1   0 to 1    documents to British Lit.
          CC.11-12.R.L.9 Integration of
          Knowledge and Ideas:                                                                                                       In the TN standards, American Lit
          Demonstrate knowledge of                                                                                                   is only studied in the eleventh
          eighteenth-, nineteenth- and                                                                                               grade. In TN standards, the
          early-twentieth-century                                                                                                    reference is to different time
          foundational works of American                TN.11.8.E3.CLE.4 (CLE 3003.8.4) Analyze                                      periods and the CCS refer to the
          literature, including how two or              works of American literature for what is                                     same time period. In TN, the
          more texts from the same period               suggested about the historical period in which                               twelfth grade standards only refer
R.L   9   treat similar themes or topics.  11-12   11   they were written.                             8(LI).E3     CLE.4   0 to 1   to British Lit.

          CC.11-12.R.L.9 Integration of
          Knowledge and Ideas:                                                                                                       In the TN standards, American Lit
          Demonstrate knowledge of                                                                                                   is only studied in the eleventh
          eighteenth-, nineteenth- and                  TN.11.8.E3.CU.2 (CU 3003.8.2) Compare                                        grade. In TN standards, the
          early-twentieth-century                       and contrast the elements (e.g., form,                                       reference is to different time
          foundational works of American                language, plot, and characters) of two works                                 periods and the CCS refer to the
          literature, including how two or              representing different literary periods (e.g.,                               same time period. In TN, the
          more texts from the same period               The Scarlet Letter and An American                                           twelfth grade standards only refer
R.L   9   treat similar themes or topics.  11-12   11   Tragedy).                                        8(LI).E3   CU.2    0 to 1   to British Lit.

          CC.11-12.R.L.9 Integration of
          Knowledge and Ideas:                                                                                                       In the TN standards, American Lit
          Demonstrate knowledge of                                                                                                   is only studied in the eleventh
          eighteenth-, nineteenth- and                                                                                               grade. In TN standards, the
          early-twentieth-century                       TN.12.8.E4.CU.2 (CU 3005.8.2) Compare                                        reference is to different time
          foundational works of American                and contrast the elements (e.g., form,                                       periods and the CCS refer to the
          literature, including how two or              language, plot, and characters) of two works                                 same time period. In TN, the
          more texts from the same period               representing different literary periods (e.g.,                               twelfth grade standards only refer
R.L   9   treat similar themes or topics.  11-12   12   Beowulf and Paradise Lost).                      8(LI).E4   CU.2     -1      to British Lit.
           CC.11-12.R.L.9 Integration of
           Knowledge and Ideas:                                                                                                                       In the TN standards, American Lit
           Demonstrate knowledge of                                                                                                                   is only studied in the eleventh
           eighteenth-, nineteenth- and                                                                                                               grade. In TN standards, the
           early-twentieth-century                         TN.11.8.E3.CU.13 (CU 3003.8.13) Identify,                                                  reference is to different time
           foundational works of American                  analyze, and explain the multiple levels of                                                periods and the CCS refer to the
           literature, including how two or                theme(s) within a complex literary text and of                                             same time period. In TN, the
           more texts from the same period                 similar or contrasting themes across two or                                                twelfth grade standards only refer
R.L   9    treat similar themes or topics.  11-12     11   more texts.                                      8(LI).E3   CU.13   0 to 1                 to British Lit.

           CC.11-12.R.L.9 Integration of
           Knowledge and Ideas:                                                                                                                       In the TN standards, American Lit
           Demonstrate knowledge of                                                                                                                   is only studied in the eleventh
           eighteenth-, nineteenth- and                                                                                                               grade. In TN standards, the
           early-twentieth-century                         TN.12.8.E4.CU.13 (CU 3005.8.13) Identify,                                                  reference is to different time
           foundational works of American                  analyze, and explain the multiple levels of                                                periods and the CCS refer to the
           literature, including how two or                theme(s) within a complex literary text and of                                             same time period. In TN, the
           more texts from the same period                 similar or contrasting themes across two or                                                twelfth grade standards only refer
R.L   9    treat similar themes or topics.  11-12     12   more texts.                                      8(LI).E4   CU.13    -1                    to British Lit.

           CC.11-12.R.L.10 Range of                                                                                                                  The main idea of the CC standard
           Reading and Level of Text                                                                                                                 is that students are able to
           Complexity: By the end of grade                                                                                                           independently and proficiently read
           11, read and comprehend                                                                                                                   and comprehend grade level text
           literature, including stories,                                                                                                            (11th and 12th grade) the the high
           dramas, and poems, in the                                                                                                                 end of the grade level complexity
           grades 11–CCR text complexity                                                                                                             band. While the TN standards do
           band proficiently, with                                                                                                                   address reading and
           scaffolding as needed at the                                                                                                              comprehending complex
           high end of the range. By the                                                                                                             information and technical text, they
           end of grade 12, read and                                                                                                      2 = Good do not include the essence of this
           comprehend literature, including                                                                                              match, with standard regarding grade level
           stories, dramas, and poems, at                  TN.11.6.E3.CLE.1 (CLE 3003.6.1)                                                  minor    complexity nor do they focus on
           the high end of the grades                      Comprehend and summarize the main ideas                                        aspects of reading and comprehending
           11–CCR text complexity band                     of complex informational texts and determine                                 the CCSS not literature at the a high grade level
R.L   10   independently and proficiently.    11-12   11   the essential elements that elaborate them.      6(I).E3    CLE.1   0 to 1     addressed complexity.
           CC.11-12.R.L.10 Range of                                                                                                   The main idea of the CC standard
           Reading and Level of Text                                                                                                  is that students are able to
           Complexity: By the end of grade                                                                                            independently and proficiently read
           11, read and comprehend                                                                                                    and comprehend grade level text
           literature, including stories,                                                                                             (11th and 12th grade) the the high
           dramas, and poems, in the                                                                                                  end of the grade level complexity
           grades 11–CCR text complexity                                                                                              band. While the TN standards do
           band proficiently, with                                                                                                    address reading and
           scaffolding as needed at the                                                                                               comprehending complex
           high end of the range. By the                                                                                              information and technical text, they
           end of grade 12, read and                                                                                                  do not include the essence of this
           comprehend literature, including                                                                                           standard regarding grade level
           stories, dramas, and poems, at                  TN.11.8.E3.CU.17 (CU 3003.8.17)                                            complexity nor do they focus on
           the high end of the grades                      Comprehend and use figurative language                                     reading and comprehending
           11–CCR text complexity band                     (e.g., idioms, metaphors, similes,                                         literature at the a high grade level
R.L   10   independently and proficiently.    11-12   11   personification, hyperbole).                   8(LI).E3   CU.17   0 to 1   complexity.

           CC.11-12.R.L.10 Range of                                                                                                   The main idea of the CC standard
           Reading and Level of Text                                                                                                  is that students are able to
           Complexity: By the end of grade                                                                                            independently and proficiently read
           11, read and comprehend                                                                                                    and comprehend grade level text
           literature, including stories,                                                                                             (11th and 12th grade) the the high
           dramas, and poems, in the                                                                                                  end of the grade level complexity
           grades 11–CCR text complexity                                                                                              band. While the TN standards do
           band proficiently, with                                                                                                    address reading and
           scaffolding as needed at the                                                                                               comprehending complex
           high end of the range. By the                                                                                              information and technical text, they
           end of grade 12, read and                                                                                                  do not include the essence of this
           comprehend literature, including                                                                                           standard regarding grade level
           stories, dramas, and poems, at                  TN.12.6.E4.CLE.1 (CLE 3005.6.1)                                            complexity nor do they focus on
           the high end of the grades                      Comprehend and summarize the main ideas                                    reading and comprehending
           11–CCR text complexity band                     of complex informational texts and determine                               literature at the a high grade level
R.L   10   independently and proficiently.    11-12   12   the essential elements that elaborate them.    6(I).E4    CLE.1    -1      complexity.
           CC.11-12.R.L.10 Range of                                                                                                   The main idea of the CC standard
           Reading and Level of Text                                                                                                  is that students are able to
           Complexity: By the end of grade                                                                                            independently and proficiently read
           11, read and comprehend                                                                                                    and comprehend grade level text
           literature, including stories,                                                                                             (11th and 12th grade) the the high
           dramas, and poems, in the                                                                                                  end of the grade level complexity
           grades 11–CCR text complexity                                                                                              band. While the TN standards do
           band proficiently, with                                                                                                    address reading and
           scaffolding as needed at the                                                                                               comprehending complex
           high end of the range. By the                                                                                              information and technical text, they
           end of grade 12, read and                                                                                                  do not include the essence of this
           comprehend literature, including                                                                                           standard regarding grade level
           stories, dramas, and poems, at                  TN.12.8.E4.CU.17 (CU 3005.8.17                                             complexity nor do they focus on
           the high end of the grades                      Comprehend and use figurative language                                     reading and comprehending
           11–CCR text complexity band                     (e.g., idioms, metaphors, similes,                                         literature at the a high grade level
R.L   10   independently and proficiently.    11-12   12   personification, hyperbole).                   8(LI).E4   CU.17    -1      complexity.

           CC.11-12.R.L.10 Range of                                                                                                   The main idea of the CC standard
           Reading and Level of Text                                                                                                  is that students are able to
           Complexity: By the end of grade                                                                                            independently and proficiently read
           11, read and comprehend                                                                                                    and comprehend grade level text
           literature, including stories,                                                                                             (11th and 12th grade) the the high
           dramas, and poems, in the                                                                                                  end of the grade level complexity
           grades 11–CCR text complexity                                                                                              band. While the TN standards do
           band proficiently, with                                                                                                    address reading and
           scaffolding as needed at the                                                                                               comprehending complex
           high end of the range. By the                                                                                              information and technical text, they
           end of grade 12, read and                                                                                                  do not include the essence of this
           comprehend literature, including                                                                                           standard regarding grade level
           stories, dramas, and poems, at                                                                                             complexity nor do they focus on
           the high end of the grades                      TN.11.6.E3.CLE.3 (CLE 3003.6.3) Read,                                      reading and comprehending
           11–CCR text complexity band                     interpret, and analyze graphics that support                               literature at the a high grade level
R.L   10   independently and proficiently.    11-12   11   complex informational and technical texts.     6(I).E3    CLE.3   0 to 1   complexity.
           CC.11-12.R.L.10 Range of                                                                                                            The main idea of the CC standard
           Reading and Level of Text                                                                                                           is that students are able to
           Complexity: By the end of grade                                                                                                     independently and proficiently read
           11, read and comprehend                                                                                                             and comprehend grade level text
           literature, including stories,                                                                                                      (11th and 12th grade) the the high
           dramas, and poems, in the                                                                                                           end of the grade level complexity
           grades 11–CCR text complexity                                                                                                       band. While the TN standards do
           band proficiently, with                                                                                                             address reading and
           scaffolding as needed at the                                                                                                        comprehending complex
           high end of the range. By the                                                                                                       information and technical text, they
           end of grade 12, read and                                                                                                           do not include the essence of this
           comprehend literature, including                                                                                                    standard regarding grade level
           stories, dramas, and poems, at                                                                                                      complexity nor do they focus on
           the high end of the grades                       TN.12.6.E4.CLE.3 (CLE 3005.6.3) Read,                                              reading and comprehending
           11–CCR text complexity band                      interpret, and analyze graphics that support                                       literature at the a high grade level
R.L   10   independently and proficiently.     11-12   12   complex informational and technical texts.     6(I).E4   CLE.3   -1                complexity.

           CC.6.R.I.1 Key Ideas and                                                                                               3 = Excellent
           Details: Cite textual evidence to                                                                                         match
           support analysis of what the text                TN.6.5.SPI.7 (SPI 0601.5.7) Make inferences                           between the
           says explicitly as well as                       and draw conclusions based on evidence in                                  two
R.I   1    inferences drawn from the text.      6      6    text.                                          5(LO)     SPI.7   0     documents An excellent match.
           CC.6.R.I.2 Key Ideas and
           Details: Determine a central idea                                                                                        2 = Good
           of a text and how it is conveyed                                                                                        match, with
           through particular details;                                                                                                minor
           provide a summary of the text                    TN.6.6.GLE.1 (GLE 0601.6.1) Comprehend                                  aspects of A good match except that TN
           distinct from personal opinions                  and summarize the main ideas and                                      the CCSS not standard does not exclude
R.I   2    or judgments.                        6      6    supporting details of informational texts.      6(I)     GLE.1   0      addressed personal opinions or judgements.
           CC.6.R.I.2 Key Ideas and
           Details: Determine a central idea
           of a text and how it is conveyed
           through particular details;
           provide a summary of the text                    TN.6.2.GLE.3 (GLE 0601.2.3) Begin to                                               A good match except that TN
           distinct from personal opinions                  distinguish between a summary and a                                                standard does not exclude
R.I   2    or judgments.                        6      6    critique.                                       2(C)     GLE.3   0                 personal opinions or judgements.
          CC.6.R.I.3 Key Ideas and
          Details: Analyze in detail how a                                                                                  2 = Good
          key individual, event, or idea is                                                                                match, with
          introduced, illustrated, and                TN.6.6.CU.2 (CU 0601.6.2) Identify/infer the                            minor
          elaborated in a text (e.g.,                 stated or implied main idea of an                                     aspects of A good match however the TN
          through examples or                         informational text and identify the details                         the CCSS not standard does not address the
R.I   3   anecdotes).                         6   6   supporting it.                                  6(I)    CU.2    0     addressed analysis of the details in the text.
          CC.6.R.I.3 Key Ideas and
          Details: Analyze in detail how a
          key individual, event, or idea is
          introduced, illustrated, and                TN.6.6.CU.5 (CU 0601.6.5) Summarize
          elaborated in a text (e.g.,                 succinctly the main idea and supporting                                            A good match however the TN
          through examples or                         details (presented as text and/or visuals) in                                      standard does not address the
R.I   3   anecdotes).                         6   6   informational texts.                            6(I)    CU.5    0                  analysis of the details in the text.

                                                                                                                                         There is alignment of the essence
          CC.6.R.I.4 Craft and Structure:                                                                                   2 = Good     of the CC and TN standards
          Determine the meaning of words                                                                                   match, with   (determine meaning of words and
          and phrases as they are used in             TN.6.8.CU.18 (CU 0601.8.18) Determine the                               minor      phrases as used in text. However,
          a text, including figurative,               appropriate meaning of figurative words and                           aspects of   the TN standard does not address
          connotative, and technical                  phrases (e.g., idioms, metaphors, similes) in                       the CCSS not   connotative and technical meaning
R.I   4   meanings.                           6   6   passages.                                       8(LI)   CU.18   0     addressed    of words in text.

                                                                                                                                       There is alignment of the essence
          CC.6.R.I.4 Craft and Structure:                                                                                              of the CC and TN standards
          Determine the meaning of words                                                                                               (determine meaning of words and
          and phrases as they are used in                                                                                              phrases as used in text. However,
          a text, including figurative,               TN.6.8.CU.12 (CU 0601.8.12) Consider how                                         the TN standard does not address
          connotative, and technical                  forms and conventions within genres affect                                       connotative and technical meaning
R.I   4   meanings.                           6   6   meaning (e.g., poetry, drama, essay).           8(LI)   CU.12   0                of words in text.
          CC.6.R.I.5 Craft and Structure:                                                                                              Weak match because the TN
          Analyze how a particular                                                                                                     standard does not address the
          sentence, paragraph, chapter, or            TN.6.2.CU.12 (CU 0601.2.12) Use an                                    1 = Weak target objective of this standard
          section fits into the overall               organizational structure appropriate for the                        match, major which is being able to analyze how
          structure of a text and                     topic and purpose (e.g., sequential,                                  aspects of discrete components of text
          contributes to the development              chronological, problem-solution, comparison-                        the CCSS not structure combine to contribute to
R.I   5   of the ideas.                       6   6   contrast, cause-effect).                        2(C)    CU.12   0     addressed the development of ideas.
          CC.6.R.I.5 Craft and Structure:                                                                                                 Weak match because the TN
          Analyze how a particular                                                                                                        standard does not address the
          sentence, paragraph, chapter, or            TN.6.6.CU.7 (CU 0601.6.7) Identify and                                              target objective of this standard
          section fits into the overall               analyze the organizational structures of                                            which is being able to analyze how
          structure of a text and                     informational texts (e.g., chronological,                                           discrete components of text
          contributes to the development              sequential, cause-effect, comparison-                                               structure combine to contribute to
R.I   5   of the ideas.                       6   6   contrast, problem-solution).                    6(I)    CU.7     0                  the development of ideas.

                                                                                                                             2 = Good
          CC.6.R.I.6 Craft and Structure:                                                                                   match, with   A weak match because the TN
          Determine an author’s point of                                                                                       minor      standard does not address
          view or purpose in a text and                                                                                      aspects of   explaining how the author's point
          explain how it is conveyed in the           TN.6.3.CU.15 (CU 0601.3.15) Use language                             the CCSS not   of view or purpose is conveyed in
R.I   6   text.                               6   6   that conveys the writer's point of view.        3(W)    CU.15    0     addressed    the text.
          CC.6.R.I.6 Craft and Structure:                                                                                                 A weak match because the TN
          Determine an author’s point of                                                                                                  standard does not address
          view or purpose in a text and                                                                                                   explaining how the author's point
          explain how it is conveyed in the           TN.6.8.SPI.10 (SPI 0601.8.10) Determine the                                         of view or purpose is conveyed in
R.I   6   text.                               6   6   author's purpose for writing.                   8(LI)   SPI.10   0                  the text.

          CC.6.R.I.7 Integration of
          Knowledge and Ideas: Integrate                                                                                                TN standard does not address the
          information presented in                                                                                                      ability to integrate information from
          different media or formats (e.g.,                                                                                  1 = Weak different media which is a higher
          visually, quantitatively) as well           TN.6.7.GLE.2 (GLE 0601.7.2) Examine the                              match, major level than examining. The
          as in words to develop a                    relationship between the visual (e.g., media                           aspects of learner's development of a
          coherent understanding of a                 images, painting, film, graphic arts) and the                        the CCSS not coherent understanding is also not
R.I   7   topic or issue.                     6   6   verbal in media.                                7(M)    GLE.2    0     addressed addressed.

          CC.6.R.I.7 Integration of
          Knowledge and Ideas: Integrate                                                                                                  TN standard does not address the
          information presented in                                                                                                        ability to integrate information from
          different media or formats (e.g.,                                                                                               different media which is a higher
          visually, quantitatively) as well                                                                                               level than examining. The
          as in words to develop a                    TN.6.7.GLE.1 (GLE 0601.7.1) Analyze media                                           learner's development of a
          coherent understanding of a                 for their ability to inform, persuade, and                                          coherent understanding is also not
R.I   7   topic or issue.                     6   6   entertain.                                      7(M)    GLE.1    0                  addressed.
                                                                                                                                         Strengthen the TN standard by
                                                                                                                                         clarifying that determining quality
           CC.6.R.I.8 Integration of                                                                                                     requires evaluation and that
           Knowledge and Ideas: Trace                                                                                                    determining quality also means the
           and evaluate the argument and                                                                                                 learner should be able to
           specific claims in a text,                                                                                         1 = Weak distinguish between claims that are
           distinguishing claims that are                                                                                   match, major supported from claims that are not.
           supported by reasons and                    TN.6.5.CU.6 (CU 0601.5.6) Determine the                                aspects of While these skills are implied in
           evidence from claims that are               relevance and quality of evidence given to                           the CCSS not the TN standards, it would be
R.I   8    not.                                6   6   support or oppose an argument.                   5(LO)   CU.6    0     addressed better if they were explicitly stated.

           CC.6.R.I.9 Integration of
           Knowledge and Ideas: Compare                                                                                       2 = Good     Strengthen the TN standard by
           and contrast one author’s                                                                                         match, with   addressing the need to compare
           presentation of events with that                                                                                     minor      and contrast not only arguments,
           of another (e.g., a memoir                  TN.6.5.CU.7 (CU 0601.5.7) Compare and                                  aspects of   but also one author's presentation
           written by and a biography on               contrast evidence and conclusions between                            the CCSS not   with that of another on the same
R.I   9    the same person).                   6   6   two or more arguments on the same topic.         5(LO)   CU.7    0     addressed    subject.

           CC.6.R.I.10 Range of Reading
           and Level of Text Complexity:                                                                                                   The TN standard does not address
           By the end of the year, read and                                                                                   2 = Good     reading and comprehending texts
           comprehend literary nonfiction in                                                                                 match, with   beyond grade level. Also, the TN
           the grades 6–8 text complexity                                                                                       minor      standard does not address using
           band proficiently, with                     TN.6.8.GLE.1 (GLE 0601.8.1) Read and                                   aspects of   scaffolding needed to comprehend
           scaffolding as needed at the                comprehend a variety of works from various                           the CCSS not   at the high end of the reading
R.I   10   high end of the range.              6   6   forms of literature.                             8(LI)   GLE.1   0     addressed    range.

           CC.6.R.I.10 Range of Reading
           and Level of Text Complexity:                                                                                                   The TN standard does not address
           By the end of the year, read and                                                                                                reading and comprehending texts
           comprehend literary nonfiction in           TN.6.8.CU.1 (CU 0601.8.1) Use previously                                            beyond grade level. Also, the TN
           the grades 6–8 text complexity              learned strategies to comprehend                                                    standard does not address using
           band proficiently, with                     informational texts (e.g., formulate questions                                      scaffolding needed to comprehend
           scaffolding as needed at the                before, during, and after reading; visualize,                                       at the high end of the reading
R.I   10   high end of the range.              6   6   predict, identify the writer's purpose).         8(LI)   CU.1    0                  range.
          CC.7.R.I.1 Key Ideas and                                                                                           2 = Good
          Details: Cite several pieces of                                                                                   match, with
          textual evidence to support                                                                                          minor
          analysis of what the text says              TN.7.5.SPI.8 (SPI 0701.5.8) Make inferences                            aspects of This is a good match but the TN
          explicitly as well as inferences            and draw conclusions based on evidence in                            the CCSS not does not address the analysis of
R.I   1   drawn from the text.                7   7   text.                                            5(LO)   SPI.8   0     addressed the text and textual evidence.
          CC.7.R.I.2 Key Ideas and
          Details: Determine two or more                                                                                     2 = Good
          central ideas in a text and                                                                                       match, with
          analyze their development over                                                                                       minor      Good match but the TN standard
          the course of the text; provide             TN.7.6.GLE.1 (GLE 0701.6.1) Comprehend                                 aspects of   does not address the analysis of
          an objective summary of the                 and summarize the main ideas and                                     the CCSS not   the development of the central
R.I   2   text.                               7   7   supporting details of informational texts.        6(I)   GLE.1   0     addressed    ideas in the text.

          CC.7.R.I.3 Key Ideas and
          Details: Analyze the interactions                                                                                  2 = Good
          between individuals, events, an