Michigan State Board of Education
Kathleen N. Straus, President Bloomfield Township John C. Austin, Vice President AnnA Arbor A Carolyn L. Curtin, Secretary A ent Guide Evart ent r Pa Parent Guide Marianne Yaredto McGuire, Treasurer Parent’s toGuide TIONS XPECTA E DetroitONTENT C EVEL L RADE G GRADE LEVEL CONTENT EXPECTATIONS Nancy Danhof, NASBE Delegate to East Lansing ENGLISH LANGUAGE ARTS OUR CHILD NEEDS NEEDS CHILD OUR Y AT WH WHAT YOUR CHILD NEEDS Elizabeth W. Bauer, Member GRADE LEVEL CONTENT EXPECTATIONS TO KNOW BY THE END OF END THE Birmingham A BY KNOW TO TO KNOW ABY THE END OF Reginald M. Turner, Member ent Guide Detroit ent r Pa Parent Guide TH Eileen LappinTEN/MA Weiser,to Member KINDERGAR KINDERGARto TEN/MATH TIONS . HELP XPECTA E AN C AnnOU ArborY ONTENT C HOW & EVEL L RADE G GRADE LEVEL& HOWCONTENT YOU CAN EXPECTA HELP. TIONS Governor Jennifer M. Granholm Ex Officio WHAT YOUR CHILD NEEDS OUR CHILD NEEDS MichaelNEEDS P. FlanaganCHILD , OUR ChairmanY AT WH TOWH KNOWAT YOUR BY THECHILD END NEEDS OF Superintendent of Public Instruction TO KNOW BY THE END OF END ExTHE OfficioBY KNOW TO TO KNOW BY THE END OF
Jeremy M. Hughes, Ph.D. KINDERGARTEN TH Deputy Superintendent/ChiefTEN/MA Academic Officer KINDERGAR KINDERGARTEN/MATH Dr.. YvonneHELP CaamalAN C OU Y Canul, HOW Director & & HOW YOU CAN HELP. Office of School Improvement Contact: Michigan Department of Education Office of School Improvement Dr. Yvonne Caamal Canul, Director (517) 241-3147 www.michigan.gov/mde
Office of School Improvement www.michigan.gov/mde v.7.05 A Parent Guide to Grade Level A Parent Guide to Grade Level Content Expectations Content Expectations
Michigan Sets High Academic Standards –for ALL Michigan Sets High Academic Standards –for ALL
This booklet is a part of Michigan’s Mathematics and English This booklet is a part of Michigan’s Mathematics and English Language Arts Grade Level Content Expectations (GLCE). It Language Arts Grade Level Content Expectations (GLCE). It is just one in a series of tools available for schools and is just one in a series of tools available for schools and families. The Michigan Department of Education (MDE) families. The Michigan Department of Education (MDE) provides similar booklets for families of children in provides similar booklets for families of children in kindergarten through eighth grade. kindergarten through eighth grade.
Teacher versions of the Grade Level Content Expectations Teacher versions of the Grade Level Content Expectations are finished for grades Kindergarten through eight. They are finished for grades Kindergarten through eight. They state in clear and measurable terms what students in each state in clear and measurable terms what students in each grade are expected to know and be able to do. They also grade are expected to know and be able to do. They also guide the design of the state’s grade level MEAP tests guide the design of the state’s grade level MEAP tests required in the No Child Left Behind Act (NCLB) legislation. required in the No Child Left Behind Act (NCLB) legislation.
Educators and classroom teachers from Michigan school Educators and classroom teachers from Michigan school districts have been involved in the development and/or districts have been involved in the development and/or review of Michigan’s GLCE. The expectations were designed review of Michigan’s GLCE. The expectations were designed to ensure that students receive seamless instruction, from to ensure that students receive seamless instruction, from one grade to the next, leaving no gaps in any child’s one grade to the next, leaving no gaps in any child’s education. More importantly, they set high expectations in education. More importantly, they set high expectations in literacy and mathematics so we can better prepare all K-12 literacy and mathematics so we can better prepare all K-12 students for the challenges they will face in a global 21st students for the challenges they will face in a global 21st century. century.
To learn more about the Michigan Curriculum Framework, To learn more about the Michigan Curriculum Framework, visit www.michigan.gov/mde and click on “K-12 visit www.michigan.gov/mde and click on “K-12 Curriculum.” Curriculum.”
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h more than just reading and writ more than speaking, listening, and viewing to communicate. With ELA, yo learns to solve real problems community. asterisks Words that have Reading Word Recog Phonemic Awareness P located in the back of this booklet. back of this booklet. located in the Kindergarten Glossary Terms By the end of Kindergarten, your child should know and be able to do the following: Michigan Department of Education GLCE Parent Guid Parent GLCE Education of Department Michigan Reading, continued… Reading, continued…
Word Recognition Word Recognition Easily recognize about 18 familiar words Easily recognize about 18 familiar words they they see in and around the home, such as their names, brand see in and around the home, such as their names, brand names, and logos. names, and logos. Recognize with ease a few basic sight vocabulary words such Recognize with ease a few basic sight vocabulary words such as, go, the, is. (Obtain a list from your child’s teacher.) as, go, the, is. (Obtain a list from your child’s teacher.) Follow the written text of familiar stories by pointing to known Follow the written text of familiar stories by pointing to known words. words. Be able to predict unknown words. Be able to predict unknown words.
Vocabulary Vocabulary Know the meaning of words they hear and see often. Know the meaning of words they hear and see often. (Ask the teacher for a grade-level vocabulary list.) (Ask the teacher for a grade-level vocabulary list.) Try to figure out the meaning of new words and phrases. Try to figure out the meaning of new words and phrases.
Fluency (*) Fluency (*) Automatically name letters, match letters and their sounds. Automatically name letters, match letters and their sounds. Recognize a few words. Recognize a few words. Understand that words and sentences are arranged from left to Understand that words and sentences are arranged from left to right, top to bottom, front to the end of books. right, top to bottom, front to the end of books.
Narrative Text (fiction) Narrative Text (fiction) Respond to high-quality literature. Respond to high-quality literature. Begin to know the difference between different types of texts. Begin to know the difference between different types of texts. (Example: stories, nursery rhymes, poetry, songs) (Example: stories, nursery rhymes, poetry, songs) Discuss simple story elements in narrative texts: Discuss simple story elements in narrative texts: Setting (where a story takes place) Setting (where a story takes place) Characters (who is in the story) Characters (who is in the story) Events (what happens in the story) Events (what happens in the story) Tell how authors use pictures to give readers clues about the Tell how authors use pictures to give readers clues about the setting and characters. setting and characters. Show how two or more stories can be connected. Show how two or more stories can be connected.
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Michigan Department of Education GLCE Parent Guide - KDG. ELA Michigan Department of Education GLCE Parent Guide - KDG. ELA
Informational Text (non-fiction, based on facts) Informational Text (non-fiction, based on facts) Know the difference between different types of informational Know the difference between different types of informational text, including text they see in their world, (brand names, text, including text they see in their world, (brand names, street signs) picture books and books that teach lessons. street signs) picture books and books that teach lessons. With the help of the teacher, discuss the way information is With the help of the teacher, discuss the way information is organized in texts. organized in texts. Explain how authors and illustrators use pictures to give clues Explain how authors and illustrators use pictures to give clues to understand ideas to understand ideas presented in the text. presented in the text. Show through Show through drawing, drawing, writing or writing or conversation conversation how two how two or more or more informational informational texts are texts are connected. connected.
Comprehension Comprehens ion Use their own Use their own experiences to help experiences to help understand new ideas understand new ideas and connect to ideas and connect to ideas in in texts. texts. Retell up to three Retell up to three events from a familiar story in their own words. events from a familiar story in their own words. Begin to connect and compare a story to their lives. Begin to connect and compare a story to their lives. Predict what will happen next in a story based on pictures or Predict what will happen next in a story based on pictures or portions of the story. portions of the story. Remember and use what has been read to them from other Remember and use what has been read to them from other subject areas. subject areas.
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Metacognition (*) Metacognition (*) Know when to ask questions Know when to ask questions when when reading familiar text. reading familiar text. Know when they do or do not Know when they do or do not understand the texts. understand the texts. Use simple strategies to increase Use simple strategies to increase their understanding of texts their understanding of texts matched to their reading level. matched to their reading level. Begin to identify the author’s Begin to identify the author’s purpose. purpose. Begin to sort and put information in order with the help of the Begin to sort and put information in order with the help of the teacher. teacher.
Critical Standards (*) Critical Standards (*) With help from the teacher, begin to know how to measure With help from the teacher, begin to know how to measure the quality of their own work and the work of others. the quality of their own work and the work of others.
Reading Attitude Reading A ttitude Become excited about reading and learning to read. Become excited about reading and learning to read. Choose books, book activities, work, play, and writing on their Choose books, book activities, work, play, and writing on their own during free time in school and at home. own during free time in school and at home.
Ways to Praise Your Child Ways to Praise Your Child
I’m so proud of you. I’m so proud of you. You’re doing a super job. You’re doing a super job.
That’s exactly right! That’s exactly right!
You’re doing much better today. You’re doing much better today.
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Michigan Department of Education GLCE Parent Guide - KDG. ELA Michigan Department of Education GLCE Parent Guide - KDG. ELA
Writing Writing
Writing Genre (*) Writing Genre (*) Write a brief personal story Write a brief personal story using using pictures, words, and/or pictures, words, and/or sentences. sentences. Read and try to copy different styles of poetry matched to Read and try to copy different styles of poetry matched to their grade level. their grade level. Write a short informational piece using drawings, words, Write a short informational piece using drawings, words, and/or sentences. and/or sentences. Help with a class research project by adding key information Help with a class research project by adding key information gathered from materials supplied by the teacher. gathered from materials supplied by the teacher.
Writing Process Writing Process With help from the teacher, think about how those who will With help from the teacher, think about how those who will read the paper will react as they plan to write. read the paper will react as they plan to write. Brainstorm ideas for narrative (stories) and informational Brainstorm ideas for narrative (stories) and informational texts. texts. Spell words based on how they sound when writing and add Spell words based on how they sound when writing and add pictures and drawings that fit the story pictures and drawings that fit the story Make changes to their own writing by reading it to a friend, Make changes to their own writing by reading it to a friend, and asking for ideas to improve it to make the meaning more and asking for ideas to improve it to make the meaning more clear. clear.
Personal Style Personal Style Express feelings, use their natural language and create new Express feelings, use their natural language and create new ideas to show originality in the speech and writing. ideas to show originality in the speech and writing.
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Michigan Department of Education GLCE Parent Guide - KDG. ELA Michigan Department of Education GLCE Parent Guide - KDG. ELA Writing, continued… Writing, continued…
Spelling Spelling Correctly spell about 18 words they see often and find Correctly spell about 18 words they see often and find meaningful such as their names, some basic vocabulary meaningful such as their names, some basic vocabulary words. words. Use beginning and simple ending sounds, or word lists Use beginning and simple ending sounds, or word lists provided by the teacher to figure out how to spell more words. provided by the teacher to figure out how to spell more words.
Handwriting Handwriting Form upper and lower case letters. Form upper and lower case letters. Write from left to right and top to bottom leaving space Write from left to right and top to bottom leaving space between words. between words.
Writing Attitude Writing Attitude Be eager to write and learn to write. Be eager to write and learn to write.
Ways to Praise Your Child Ways to Praise Your Child
Good thinking! Good thinking! That’s a neat idea. That’s a neat idea. I knew you could do it. I knew you could do it. Wonderful! Wonderful!
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Michigan Department of Education GLCE Parent Guide - KDG. ELA Michigan Department of Education GLCE Parent Guide - KDG. ELA Speaking Speaking
Conventions (*) Conventions (*) Use language to communicate Use language to communicate with all kinds of people for all with all kinds of people for all kinds of reasons. kinds of reasons. Be able to speak or read out Be able to speak or read out loud in complete sentences loud in complete sentences that that make sense. make sense. Make presentations to the Make presentations to the class class in Standard English (*) or their version of Standard in Standard English (*) or their version of Standard English if English if they are in the process of learning English. they are in the process of learning English. Be able to use the kind of language that is suitable for Be able to use the kind of language that is suitable for different cultural settings like the home, playground or school. different cultural settings like the home, playground or school.
Spoken Discourse (*) Spoken Discourse (*) Speak loud and clear in complete sentences. Speak loud and clear in complete sentences. Stay on the subject as they discuss books or other topics Stay on the subject as they discuss books or other topics during conversations with friends or others. during conversations with friends or others. Briefly retell about experiences they’ve had or things they care Briefly retell about experiences they’ve had or things they care about. about. Be able to talk about the meanings of and the connections Be able to talk about the meanings of and the connections between two or more stories. between two or more stories. Plan and deliver simple presentations or reports that are Plan and deliver simple presentations or reports that are organized and include several facts and details, such as “Show organized and include several facts and details, such as “Show and Tell”. and Tell”.
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Michigan Department of Education GLCE Parent Guide - KDG. ELA Michigan Department of Education GLCE Parent Guide - KDG. ELA
Listening and Viewing Listening and Viewing
Conventions (*) Conventions (*) Understand and follow one and Understand and follow one and two-step directions. two-step directions. Ask good questions during a Ask good questions during a report report or presentation. or presentation. Pay attention as they listen to one another. Pay attention as they listen to one another. Be able to tell who is giving a message and who is receiving Be able to tell who is giving a message and who is receiving the message. the message.
Response Response Listen to or view and respond thoughtfully to good books, Listen to or view and respond thoughtfully to good books, both classic and recently written. both classic and recently written. Make connections between two or more stories as they think Make connections between two or more stories as they think about them. They can do this by discussing the stories, about them. They can do this by discussing the stories, drawing pictures and/or writing. drawing pictures and/or writing.
Ways to Praise Your Child Ways to Praise Your Child
You did a lot of work today. You did a lot of work today. Super job! Super job!
Good for you! Good for you!
Terrific! Terrific!
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Michigan Department of Education GLCE Parent Guide - KDG. ELA Michigan Department of Education GLCE Parent Guide - KDG. ELA Glossary Terms Glossary Terms consonants - speech sounds that are not consonants - speech sounds that are not vowels. Examples: b, d, f, g, and h. vowels. Examples: b, d, f, g, h. diagraphs - two consonants together that make one sound diagraphs - two consonants together that make one so und. Examples: ch, sh, th. Examples: ch, sh, th. context clues - hints from the surrounding words, phrases context clues - hints from the surrounding words, phrases or sentences about the unknown word. or sentences about the unknown word. conventions - the rules about how words and language conventions - the rules about how words and language works. works. critical standards - the high level of quality students must critical standards - the high level of quality students must be able to recognize, to determine if their work reaches that be able to recognize, to determine if their work reaches that expectation. expectation. fluency - the ability to recognize letters or read words with fluency - the ability to recognize letters or read words with speed and accuracy. speed and accuracy. genre - a category used to describe different kinds of texts, genre - a category used to describe different kinds of texts, such as poetry, fairy tales, nursery rhymes, etc. such as poems, fairy tales, fables, etc. metacognition - the process of thinking about one’s own metacognition - the process of thinking about one’s own thinking Example: Being able to monitor when you know or thinking Example: Being able to monitor when you know or don’t understand a lesson. don’t understand a lesson. phonics - the predictable relationship between the sounds phonics - the predictable relationship between the sounds of spoken language and the letters of the alphabet that of spoken language and the letters of the alphabet that represent those sounds in written language. represent those sounds in written language.
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Michigan Department of Education GLCE Parent Guide - KDG. ELA Michigan Department of Education GLCE Parent Guide - KDG. ELA Glossary Terms, continued… Glossary Terms, continued…
phonemic awareness - the ability to notice, think about phonemic awareness - the ability to notice, think about and work with the individual sounds in spoken words. and work with the individual sounds in spoken words.
spoken discourse - to participate in conversation or spoken discourse - to participate in conversation or discussion. discussion.
Standard English - the form of English widely accepted Standard English - the form of English widely accepted as being clear and proper. as being clear and proper.
syllable - a word part that contains a vowel or vowel syllable - a word part that contains a vowel or vowel sounds. Words can have 1 or more syllables. sounds. Words can have 1 or more syllables. Example: Example: ‘hat’ has 1 syllable - hat ‘hat’ has 1 syllable - hat ‘Letter’ has 2 syllables - let/ter ‘Letter’ has 2 syllables - let/ter
writing genre - a category used to describe different writing genre – a category used to describe different kinds of writing, usually by forms such as poetry, stories, kinds of writing, usually by forms such as poetry, stories, fairy tales, informational, etc. fairy tales, informational, etc.
Questions to ask your child’s teacher… Questions to ask your child’s teacher… ______
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Michigan Department of Education GLCE Parent Guide - KDG. ELA Michigan Department of Education GLCE Parent Guide - KDG. ELA