Michigan ENGLISH LANGUAGE ARTS GRADE LEVEL CONTENT EXPECTATIONS v. 6.04

READING 4th 5th 6th 7th 8th WORD RECOGNITION AND WORD STUDY R.WS.04.01 Explain how to use R.WS.05.01 Explain when to use R.WS.06.01 Use word structure, R.WS.07.01 Use word structure, R.WS.08.01 Use word structure, word structure, sentence and apply word structure, sentence structure, and prediction sentence structure, and prediction sentence structure, and prediction structure, and prediction to aid in sentence structure, and prediction to aid in decoding and to aid in decoding and to aid in decoding and decoding words and (semantics) to aid in decoding understanding the meanings of understanding the meanings of understanding the meanings of understanding the meanings of words and understanding words encountered in context. words encountered in context. words encountered in context. words encountered in text. meaning of words encountered in context. R.WS.04.02 Use structural, R.WS.05.02 Use structural, R.WS.06.02 Use structural, R.WS.07.02 Use structural, R.WS.08.02 Use structural, semantic, and syntactic cues to semantic, and syntactic cues to syntactic, and semantic analysis syntactic, and semantic analysis syntactic, and semantic analysis automatically read frequently automatically read frequently to recognize unfamiliar words in to recognize unfamiliar words in to recognize unfamiliar words in encountered words, decode encountered words, decode context (e.g., origins and context (e.g., idioms, analogies, context (e.g., idioms, analogies, unknown words, and decide unknown words, and decide meanings of foreign words, metaphors, similes, knowledge of metaphors, and similes to infer, meaning, including multiple meaning including multiple words with multiple meanings, roots and affixes, major word history of the English language, meaning words (e.g., meaning words (e.g., knowledge of major word chunks/rimes, syllabication). common word origins, letter/sound, rimes, base words, letter/sound, rimes, base words, chunks/rimes, syllabication). syllabication). affixes, syllabication). affixes, syllabication). R.WS.04.03 Automatically R.WS.05.03 Automatically R.WS.06.03 Recognize R.WS.07.03 Recognize R.WS.08.03 Recognize recognize frequently encountered recognize frequently encountered frequently encountered words frequently encountered words frequently encountered words words in print, with the number words in print, with the number automatically. automatically. automatically. of words that can be read fluently of words that can be read fluently increasing steadily across the increasing steadily across the school year. school year. R.WS.04.04 Know the meanings R.WS.05.04 Know the meanings R.WS.06.04 Know the meaning R.WS.07.04 Know the meaning R.WS.08.04 Know the meaning of words encountered frequently of words encountered frequently of frequently encountered words of frequently encountered words of frequently encountered words in grade level reading and oral in grade level reading and oral in written and oral contexts in written and oral contexts in written and oral contexts language contexts. language contexts. (research to support specific (research to support specific (research to support specific words). words). words).

R.WS.04.05 Acquire and apply R.WS.05.05 Acquire and apply R.WS.06.05 Apply strategies to R.WS.07.05 Apply strategies to R.WS.08.05 Apply strategies to strategies to construct meaning, strategies to construct meaning construct meaning and identify construct meaning and identify construct meaning and identify self-monitor, and identify and identify unknown words or unknown words. unknown words. unknown words. unknown words or word parts word parts (e.g., analyze (e.g., engage actively in reading derivatives, define meanings of a variety of genre, self-monitor affixes, word origins). and correct in narrative and informational texts, use thesaurus). For more information about this document, contact Theron Blakeslee, Ingham Intermediate School District. The Grade Level Content Expectations are available in PDF format from Michigan Dept. of Education at www.michigan.gov/mde. READING 4th 5th 6th 7th 8th WORD RECOGNITION AND WORD STUDY R.WS.04.01 Explain how to use R.WS.05.01 Explain when to use R.WS.06.01 Use word structure, R.WS.07.01 Use word structure, R.WS.08.01 Use word structure, word structure, sentence and apply word structure, sentence structure, and prediction sentence structure, and prediction sentence structure, and prediction structure, and prediction to aid in sentence structure, and prediction to aid in decoding and to aid in decoding and to aid in decoding and decoding words and (semantics) to aid in decoding understanding the meanings of understanding the meanings of understanding the meanings of understanding the meanings of words and understanding words encountered in context. words encountered in context. words encountered in context. words encountered in text. meaning of words encountered in context. R.WS.04.02 Use structural, R.WS.05.02 Use structural, R.WS.06.02 Use structural, R.WS.07.02 Use structural, R.WS.08.02 Use structural, semantic, and syntactic cues to semantic, and syntactic cues to syntactic, and semantic analysis syntactic, and semantic analysis syntactic, and semantic analysis automatically read frequently automatically read frequently to recognize unfamiliar words in to recognize unfamiliar words in to recognize unfamiliar words in encountered words, decode encountered words, decode context (e.g., origins and context (e.g., idioms, analogies, context (e.g., idioms, analogies, unknown words, and decide unknown words, and decide meanings of foreign words, metaphors, similes, knowledge of metaphors, and similes to infer, meaning, including multiple meaning including multiple words with multiple meanings, roots and affixes, major word history of the English language, meaning words (e.g., meaning words (e.g., knowledge of major word chunks/rimes, syllabication). common word origins, letter/sound, rimes, base words, letter/sound, rimes, base words, chunks/rimes, syllabication). syllabication). affixes, syllabication). affixes, syllabication). R.WS.04.06 Fluently read R.WS.05.06 Fluently read R.WS.06.06 Read fluently sixth R.WS.07.06 Read fluently R.WS.08.06 Read fluently eighth beginning grade level text and beginning grade level text and grade level texts (increasingly seventh grade level texts grade level texts (increasingly increasingly demanding text as increasingly demanding text as demanding texts read with (increasingly demanding texts demanding texts read with the year proceeds. the year proceeds. fluency as the year proceeds). read with fluency as the year fluency as the year proceeds). proceeds). R.WS.04.07 Determine the R.WS.05.07 Determine the R.WS.06.07 Use strategies (e.g., R.WS.07.07 Use strategies and R.WS.08.07 Use strategies (e.g., meaning of words and phrases in meaning of words and phrases in connotation, denotation) and authentic content-related prior knowledge, text features, context (e.g., similes, metaphors, context (e.g., symbols, idioms, authentic content-related resources to determine structures) and authentic content- content vocabulary), using recently-coined words) using resources to determine the the meaning of words and related resources to determine the strategies and resources (e.g., strategies and resources (e.g., meaning of words and phrases in phrases in context (e.g., literary meaning of words and phrases context clues, semantic feature analogies, content glossaries, context (e.g., regional idioms, terms, cross-cultural words in context (e.g., historical terms, analysis, thesaurus). electronic resources). content area vocabulary, and phrases, mathematical content area vocabulary, literary technical terms). expressions, scientific terms). procedures). NARRATIVE TEXT R.NT.04.01 Describe and discuss R.NT.05.01 Analyze how R.NT.06.01 Describe how R.NT.07.01 Identify and discuss R.NT.08.01 Investigate through the shared human experience characters and communities characters in classic and how the tensions among classic and contemporary depicted in classic and reflect life (in positive contemporary literature characters, communities, themes, literature recognized for quality contemporary literature from and negative ways) in classic and recognized for quality and and issues in classic and and literary merit various around the world recognized for contemporary literature literary merit form opinions contemporary literature examples of distortion and quality and literary merit. recognized for quality about one another in ways that recognized for quality stereotypes such as and literary merit. can be fair and unfair. and literary merit are related to those associated with gender, their own experiences. race, culture, age, class, religion, and other individual differences.

Michigan ENGLISH LANGUAGE ARTS GRADE LEVEL CONTENT EXPECTATIONS v. 6.04 p. 2 READING 4th 5th 6th 7th 8th WORD RECOGNITION AND WORD STUDY R.WS.04.01 Explain how to use R.WS.05.01 Explain when to use R.WS.06.01 Use word structure, R.WS.07.01 Use word structure, R.WS.08.01 Use word structure, word structure, sentence and apply word structure, sentence structure, and prediction sentence structure, and prediction sentence structure, and prediction structure, and prediction to aid in sentence structure, and prediction to aid in decoding and to aid in decoding and to aid in decoding and decoding words and (semantics) to aid in decoding understanding the meanings of understanding the meanings of understanding the meanings of understanding the meanings of words and understanding words encountered in context. words encountered in context. words encountered in context. words encountered in text. meaning of words encountered in context. R.WS.04.02 Use structural, R.WS.05.02 Use structural, R.WS.06.02 Use structural, R.WS.07.02 Use structural, R.WS.08.02 Use structural, semantic, and syntactic cues to semantic, and syntactic cues to syntactic, and semantic analysis syntactic, and semantic analysis syntactic, and semantic analysis automatically read frequently automatically read frequently to recognize unfamiliar words in to recognize unfamiliar words in to recognize unfamiliar words in encountered words, decode encountered words, decode context (e.g., origins and context (e.g., idioms, analogies, context (e.g., idioms, analogies, unknown words, and decide unknown words, and decide meanings of foreign words, metaphors, similes, knowledge of metaphors, and similes to infer, meaning, including multiple meaning including multiple words with multiple meanings, roots and affixes, major word history of the English language, meaning words (e.g., meaning words (e.g., knowledge of major word chunks/rimes, syllabication). common word origins, letter/sound, rimes, base words, letter/sound, rimes, base words, chunks/rimes, syllabication). syllabication). affixes, syllabication). affixes, syllabication). R.NT.04.02 Identify and describe R.NT.05.02 Analyze elements R.NT.06.02 Analyze elements R.NT.07.02 Analyze elements R.NT.08.02 Analyze elements a variety of narrative genre (e.g., and style of narrative genres and style of narrative genres and style of narrative genres and style of narrative genres (e.g., poetry, myths/ legends, fantasy, (e.g., historical fiction, tall tales, (e.g., folktales, fantasy, (e.g., mystery, poetry, historical fiction, science fiction, adventure). science fiction, fantasy, mystery). adventure, action). memoir, drama, myths, legends). realistic fiction).

R.NT.04.03 Analyze characters’ R.NT.05.03 Analyze character R.NT.06.03 Analyze the role of R.NT.07.03 Analyze the role of R.NT.08.03 Analyze the role of thoughts and motivation through traits and setting and how it dialogue, plot, characters, antagonists, protagonists, internal rising and falling actions, minor dialogue; various character roles defines characters/plot, the role themes, major and minor and external conflicts, and characters in relation to conflict, and functions (e.g., hero, villain, of dialogue, how problems are characters, and climax. abstract themes. and credibility of the narrator. narrator); know first person point resolved, and the climax of a of view and conflict/resolution. plot. R.NT.04.04 Explain how authors R.NT.05.04 Explain how authors R.NT.06.04 Analyze how authors R.NT.07.04 Analyze author’s R.NT.08.04 Analyze how authors use literary devices (i.e., flash use literary devices (e.g., use dialogue, imagery, and craft (e.g., theme, antagonists, use symbolism, imagery, and forward, flashback, simile) exaggeration, metaphor) to understatement to develop plot. protagonists, over consistency to develop credible to depict time, setting, conflicts, develop characters, themes, plot, and understatement, narrators, rising and falling and resolutions that enhance the and functions of heroes, villains, exaggeration). actions and minor characters. plot and create suspense across a and narrator across a variety of variety of texts. texts.

Michigan ENGLISH LANGUAGE ARTS GRADE LEVEL CONTENT EXPECTATIONS v. 6.04 p. 3 INFORMATIONAL TEXT R.IT.04.01 Identify and explain the R.IT.05.01 Analyze elements R.IT.06.01 Analyze elements R.IT.07.01 Analyze elements R.IT.08.01 Analyze elements defining characteristics of and style of informational genres and style of informational genre and style of informational genre and style of informational genre informational genre (e.g., (e.g., advertising, experiments, (e.g., research report, how-to (e.g., persuasive essay, research (e.g., comparative autobiography/biography, personal editorials, atlases). articles, essays). report, brochure, personal essays, newspaper writing, essay, almanac, newspaper). correspondence, technical writing, persuasive autobiography/biography). essays).

R.IT.04.02 Identify and describe R.IT.05.02 Identify and describe R.IT.06.02 Analyze R.IT.07.02 Analyze R.IT.08.02 Analyze informational text patterns (e.g., informational text patterns (e.g., organizational patterns. organizational patterns (e.g., organizational patterns (e.g., compare/contrast, position/support, theory and compare/contrast, cause and theory, evidence, sequence). problem/solution). evidence, compare/contrast, effect, sequence). position/support, problem/solution). R.IT.04.03 Explain how authors R.IT.05.03 Explain how authors R.IT.06.03 Explain how authors R.IT.07.03 Explain how authors R.IT.08.03 Explain how authors use appendices, headings, use time lines, graphs, charts, use text features to enhance the use writer’s craft and text use text features to enhance the subheadings, marginal notes, keys diagrams, tables of contents, understanding of central, key, features to enhance understanding of central, key, and legends, figures, and indices, introductions, and supporting ideas (e.g., the understanding of central, key, and supporting ideas (e.g., bibliographies to enhance summaries, and conclusions to footnotes, bibliographies, and supporting ideas (e.g., illustrations, author’s pages, understanding of supporting and enhance understanding introductions, summaries, metaphors, similes, prefaces, marginal notes). key ideas. of supporting and key ideas. conclusions, appendices). captions, diagrams, appendices).

Michigan ENGLISH LANGUAGE ARTS GRADE LEVEL CONTENT EXPECTATIONS v. 6.04 p. 4 COMPREHENSION R.CM.04.01 Connect personal R.CM.05.01 Connect personal R.CM.06.01 Connect personal R.CM.07.01 Connect personal R.CM.08.01 Connect personal knowledge, experience, and knowledge, experience and knowledge, experience, and knowledge, experience, and knowledge, experience, and understanding of the world to understanding of the world to understanding of the world to understanding of the world to understanding of the world to themes and perspectives in text themes and perspectives in text themes and perspectives in the themes and perspectives in the themes and perspectives in the through oral and written through oral and written text. text. text. responses. responses. R.CM.04.02 Retell and R.CM.05.02 Retell and R.CM.06.02 Read, retell and R.CM.07.02 Read, retell, and R.CM.08.02 Read, retell, and summarize grade level summarize grade level summarize grade level summarize grade level summarize grade level appropriate narrative appropriate narrative and appropriate narrative and appropriate narrative and appropriate narrative and and informational text. informational text. informational texts of grade level informational texts. informational texts. appropriate informational text. R.CM.04.03 Explain oral and R.CM.05.03 Analyze oral and R.CM.06.03 State global themes, R.CM.07.03 State global themes, R.CM.08.03 State global themes, written relationships among written global themes, universal universal truths, and principles universal truths, and principles universal truths, and principles themes, ideas, and truths, themes and principles within and across texts to create a within and across texts to create a within and across texts to create a characters within and across texts within and across text to create a deeper understanding. deeper understanding. deeper understanding. to create a deeper understanding deeper understanding, (e.g., draw (e.g., categorize and conclusions, make inferences, classify, compare and contrast, synthesize). draw parallels across time and culture). R.CM.04.04 Apply significant R.CM.05.04 Apply significant R.CM.06.04 Apply significant R.CM.07.04 Apply significant R.CM.08.04 Apply significant knowledge from what is read in knowledge from what is read in knowledge from what has been knowledge from what has been knowledge from what has been grade level science and social grade level science and social read in grade level appropriate read in grade level read in grade level studies texts. studies text. science and social studies texts. appropriate science and social appropriate science and social studies texts. studies texts.

METACOGNITION R.MT.04.01 Independently self- R.MT.05.01 Independently self- R.MT.06.01 Independently self- R.MT.07.01 Independently self- R.MT.08.01 Independently self- monitor comprehension when monitor comprehension when monitor comprehension when monitor comprehension when monitor comprehension when reading or listening to text by reading or listening to text and reading or listening to text by reading or listening to text by reading or listening to text by automatically using and automatically use and discuss the automatically using and automatically using and automatically using and discussing the strategies used by strategies used by mature readers discussing the strategies used by discussing the strategies used by discussing the strategies used by mature readers to increase to increase comprehension and mature readers to increase mature readers to increase mature readers to increase comprehension and engage in engage in interpretive discussion comprehension and engage in comprehension and engage in comprehension and engage in interpretive discussions (e.g., (e.g., predicting, constructing interpretative discussions (e.g., interpretative discussions (e.g., interpretative discussions (e.g., predicting, constructing mental mental images, representing predicting, constructing mental predicting, constructing mental predicting, constructing mental images, representing ideas in ideas in text, questioning, images representing ideas in text, images representing ideas in text images representing ideas in text text, questioning, rereading or rereading or listening again, questioning, rereading or questioning, rereading or questioning, rereading or listening, again inferring, inferring, summarizing). listening again if uncertain about listening again if uncertain about listening again if uncertain about summarizing). meaning, inferring, meaning, inferring, meaning, inferring, summarizing). summarizing). summarizing).

R.MT.04.02 Plan, monitor, R.MT.05.02 Plan, monitor, R.MT.06.02 Plan, monitor, R.MT.07.02 Plan, monitor, R.MT.08.02 Plan, monitor, Michigan ENGLISH LANGUAGE ARTS GRADE LEVEL CONTENT EXPECTATIONS v. 6.04 p. 5 COMPREHENSION regulate, and evaluate skills, regulate and evaluate skills, regulate, and evaluate skills, regulate, and evaluate skills, regulate, and evaluate skills, strategies and processes strategies, and processes strategies, and processes for their strategies, and processes for strategies, and processes for to construct and convey meaning to construct and convey meaning own reading comprehension by their own reading comprehension their ownreading comprehension (e.g., use morphemic, syntactical, (e.g., use a variety of morphemic, applying appropriate by applying appropriate by applying appropriate and semantic knowledge to structure, and context cues to metacognitive skills (e.g. SQ3R, metacognitive skills (e.g., metacognitive skills. decode unknown words, use decode unfamiliar words, select pattern guides, process of reading SQP3R, pattern guides). graphic organizers to deepen an appropriate text type from guides). their understanding of compare known genre for particular and contrast and sequence writing purposes, and use theory organizational patterns). and evidence, cause and effect, and persuasive organizational patterns appropriately). CRITICAL STANDARDS R.CS.04.01 Develop, discuss, R.CS.05.01 Develop, discuss, R.CS.06.01 Compare the R.CS.07.01 Analyze the R.CS.08.01 Evaluate the and apply individual and shared and apply individual and shared appropriateness of shared, appropriateness of shared, appropriateness of shared, standards (e.g., student and class standards (e.g., studentand class- individual, and expert standards individual, and expert individual, and expert created rubrics), and begin to created rubrics) to assess or self- based on purpose, context, and standards based on purpose, standards based on purpose, self-assess the quality, assess the qualities of personal or audience in order to assess their context, and audience in order to context, and audience in order to accuracy, and relevance of other written text to identify own work and work of others. assess their own work and assess their own work and work personal or other written text. attainment of intended purpose, work of others. of others. to interpret authors’ viewpoints, and to determine effect on classroom or school-wide- audiences. READING ATTITUDE R.AT.04.01 Be enthusiastic R.AT.05.01 Be enthusiastic R.AT.06.01 Be enthusiastic R.AT.07.01 Be enthusiastic R.AT.08.01 Be enthusiastic about about reading and learning how about reading and learning how about reading and do substantial about reading and do substantial reading and do substantial to read. to read. reading on their own. reading on their own. reading on their own.

R.AT.04.02 Do substantial R.AT.05.02 Do substantial reading and writing on their own. reading and writing on their own.

Michigan ENGLISH LANGUAGE ARTS GRADE LEVEL CONTENT EXPECTATIONS v. 6.04 p. 6

WRITING 4th 5th 6th 7th 8th WRITING GENRES Students will... W.GN.04.01 Write a narrative W.GN.05.01 Write a narrative W.GN.06.01 Write a cohesive W.GN.07.01 Write a cohesive W.GN.08.01 Write a cohesive, piece (e.g., myth/legend, fantasy, piece (e.g., mystery, tall tale, narrative piece (e.g., personal narrative piece that includes narrative piece that includes adventure) creating relationships historical fiction), using narrative, adventure, tall tale, appropriate conventions to the appropriate conventions to the among setting, characters, theme, time period and setting to folk tale, fantasy) that includes genre (e.g., memoir, drama, genre (e.g., historical fiction, and plot. enhance the plot; demonstrating elements of characterization for legend, mystery, poetry, myth) science fiction, realistic fiction) roles and functions of major and minor characters, and employ literary and and employ literary and plot heroes, villains, and narrator; and internal and/or external conflict, plot devices (e.g., internal and/or devices (e.g., narrator credibility, depicting conflicts and and address issues of plot, theme, external conflicts, rising and falling actions, and/or resolutions. and imagery. antagonists/protagonists, conflict, transitional language, personification). and imagery). W.GN.04.02 Write poetry based W.GN.05.02 Write poetry based W.GN.06.02 Write an essay W.GN.07.02 Write a research W.GN.08.02 Write an historical on reading a wide variety of on reading a wide variety of (e.g., personal, persuasive, or report (e.g., I-search, website, expository piece (e.g., journal, grade level appropriate published grade level appropriate published comparative) for authentic traditional) for an biography, simulated memoir) poetry. poetry. audiences that includes authentic audience that includes that includes appropriate organizational patterns that appropriate organizational organization, illustrations, support key ideas. patterns (e.g., problem statement marginal notes, and solution, position statement and/or annotations. and supporting evidence, compare and contrast), descriptive language, and text features. W.GN.04.03 Write a W.GN.05.03 Write a position W.GN.06.03 Formulate research W.GN.07.03 Formulate research W.GN.08.03 Formulate research comparative piece to demonstrate piece to demonstrate questions using multiple questions using multiple questions that demonstrate understanding of central ideas understanding of central ideas resources and perspectives that resources, perspectives, critical evaluation of multiple and supporting ideas using an and supporting details (e.g., allow them to organize, analyze, and arguments/counterarguments resources and perspectives and effective organizational position/evidence organizational and explore problems and pose to develop a thesis statement that arguments/counterarguments that pattern (e.g., compare and pattern) using multiple solutions that culminate in a culminates in a presented, final culminate in a presented, final contrast) and boldface and/or headings and subheadings. presented, final project. project. project. italicized print. W.GN.04.04 Use the writing W.GN.05.04 Use the writing process to produce and present a process to produce and present a research project using a teacher- research project approved topic —including a teacher-appoved —finding and narrowing research topic, narrowed focus question, questions and hypothesis —using a variety of resources to —using a variety of resources gather and organize information, and organizing the relevant —taking notes information according to central Michigan ENGLISH LANGUAGE ARTS GRADE LEVEL CONTENT EXPECTATIONS v. 6.04 p. 7 WRITING —organizing relevant ideas and supporting details. information to draw conclusions. WRITING PROCESS W.PR.04.01 Set a purpose, W.PR.05.01 Set a purpose, W.PR.06.01 Set a purpose, W.PR.07.01 Set a purpose, W.PR.08.01 Set a purpose, consider audience, and replicate consider audience, and replicate consider audience, and replicate consider audience, and replicate consider audience, and replicate authors’ styles and patterns when authors’ styles and patterns when authors’ styles and patterns when authors’ styles and patterns when authors’ styles and patterns when writing narrative or informational writing narrative or informational writing narrative or informational writing narrative or informational writing narrative or informational text. text. text. text. text. W.PR.04.02 Apply a variety of W.PR.05.02 Use a variety of W.PR.06.02 Apply a variety of W.PR.07.02 Apply a variety of W.PR.08.02 Apply a variety of drafting strategies for both drafting strategies for both pre-writing strategies for both pre-writing strategies for pre-writing strategies for narrative and informational text narrative and informational text narrative (e.g., graphic organizers narrative (e.g., story maps narrative text (e.g., story (e.g., graphic organizers such as (e.g., graphic organizers such as such as story maps or webs that are designed to depict roles maps designed to depict rising story maps, webs, story maps, webs, and Venn designed to develop a plot that of antagonist and protagonist, and falling actions, roles of minor Venn diagrams) in order to diagrams) in order to generate, includes major and minor internal and external characters, credibility of narrator) generate, sequence, and structure sequence, and structure ideas characters, builds climax, and conflict) and informational text and informational text (e.g., ideas (e.g., plot, connecting time, (e.g. role and relationships of uses dialogue to enhance a (e.g., position statement and compare/contrast, cause and setting, conflicts, resolutions, characters, settings, ideas; theme) and informational text supporting evidence, problem effect, sequential text patterns). definition/description, relationship of theory and (e.g., problem/ solution, and statement and solution,, chronological sequence). evidence, compare/contrast). sequence). compare/contrast). W.PR.04.03 Use a variety of W.PR.05.03 Use linguistic W.PR.06.03 Review and revise W.PR.07.03 Revise their writing W.PR.08.03 Experiment with drafting techniques when writing structures and textual features their drafts with audience and to reflect different perspectives various ways of sequencing an essay with needed to clearly purpose in mind regarding for multiple purposes. information (e.g., connected, coherent, and communicate ideas and consistent voice and genre ordering arguments, sequencing mechanically sound paragraphs. information in written text with characteristics. ideas chronologically or by connected, coherent, importance). mechanically sound paragraphs. W.PR.04.04 Constructively and W.PR.05.04 Constructively and W.PR.06.04 Write for a specific W.PR.07.04 Select and use titles, W.PR.08.04 Review and revise specifically respond orally to the specifically respond orally to the purpose by using multiple leads, and endings to achieve a their compositions for coherence writing of others by identifying writing of others by identifying paragraphs, sentence variety, and specific purpose for specific and consistency regarding word sections of the text to improve sections of the text to improve voice to meet the needs of an audiences. (revise writing to choice, cause and effect, and organization (e.g., organization (e.g., audience (e.g. word choice, level ensure that content, structure, style, and they will read their rearranging paragraphs and/or position/evidence, flow of ideas, of formality, example). elements of style and voice, own work from another reader’s sequence, relating main and and craft such as titles, leads, literary devices, and textual perspective in the interest of supporting ideas, endings, and powerful verbs). features are consistent). clarity. using comparative transitions). W.PR.04.05 Edit and proofread W.PR.05.05 Independently and W.PR.06.05 Edit their writing W.PR.07.05 Edit their writing W.PR.08.05 Edit their writing their writing using appropriate collaboratively edit and using proofreaders’ checklists using proofreaders’ checklists using proofreaders’ checklists resources (e.g., dictionary, spell proofread writing using both individually and in peer both individually and in both individually and in check, grammar check, grammar grade level checklists. editing groups. peer editing groups. peer editing group. references, writing references) and grade level appropriate checklists both individually and in groups. PERSONAL STYLE Michigan ENGLISH LANGUAGE ARTS GRADE LEVEL CONTENT EXPECTATIONS v. 6.04 p. 8 WRITING W.PS.04.01 Exhibit individual W.PS.05.01 Exhibit individual W.PS.06.01 Exhibit individual W.PS.07.01 Exhibit individual W.PS.08.01 Exhibit individual style and voice to enhance the style and voice to enhance the style to enhance the written style to enhance the written style to enhance the written written message (e.g., in written message (e.g., message (e.g., in narrative text: message (e.g., in narrative text: message (e.g., in narrative text: narrative text: strong verbs, in narrative text: personification, personification, humor, element personification, humor, element personification, humor, element figurative language, sensory humor, element of surprise; in of surprise; in informational text: of surprise; in informational text: of surprise; in informational text: images; in informational informational text: emotional appeal, strong opinion, emotional appeal, strong opinion, emotional appeal, strong opinion, text: precision, established emotional appeal, strong opinion, credible support). credible support). credible support). importance, transitions). credible support).

Michigan ENGLISH LANGUAGE ARTS GRADE LEVEL CONTENT EXPECTATIONS v. 6.04 p. 9 GRAMMAR AND USAGE In the context of their writing, students will… W.GR.04.01 Use simple and W.GR.05.01 Identify and use W.GR.06.01 Use style W.GR.07.01 Use style W.GR.08.01 Use style compound sentences, direct and compound subjects and conventions (e.g., MLA) and a conventions (e.g., MLA) and a conventions (e.g., MLA) and a indirect objects, prepositional predicates, proper nouns variety of grammatical structures variety of grammatical variety of grammatical structures phrases, adjectives, common and and pronouns, articles, in their writing including structures in their writing in their writing including proper nouns as subjects and conjunctions, hyphens in indefinite and predicate including par ticipial phrases, infinitives, gerunds, participial objects, pronouns as antecedents, compound and number words, pronouns, transitive and adverbial subordinate clauses, phrases, and dashes or ellipses. regular and irregular verbs; use commas between two intransitive verbs, adjective and superlative adjectives and hyphens between independent clauses, to set off adverb phrases, adjective and adverbs, present/past/future, syllables, apostrophes in direct address/long adverb subordinate clauses, continuous verb tenses, contractions, and commas in phrases/clauses, colons to comparative adverbs and parentheses, singular and plural salutations, to set off words, separate hours, and minutes and adjectives, superlatives, possessive forms, and indefinite phrases, and dialogue; and use to introduce a list. conjunctions, compound pronouns. quotation marks or italics to sentences, appositives, identify titles or names. independent and dependent clauses, introductory phrases, periods, commas, quotation marks, and the uses of underlining and italics for specific purposes. SPELLING In the context of writing, students In the context of writing, students W.SP.06.01 Spell frequently W.SP.07.01 Correctly spell the W.SP.08.01 Students will use will… will… misspelled words correctly (e.g., derivatives of bases and affixes correct spelling conventions in their, there, they’re) in the in the context of their own the context of their own writing. W.SP.05.01 Spell frequently W.SP.04.01 Spell frequently context of their own writing. writing. encountered words (e.g., roots, encountered words (e.g., roots, inflections, prefixes, suffixes, inflections, prefixes, multi-syllabic) correctly. For less suffixes, multi-syllabic) frequently encountered words, correctly. For less frequently students will use structural cues encountered words, students will (e.g., letter/sound, rimes, use structural cues (e.g., morphemic) and letter/sound, rimes, morphemic) environmental sources (e.g., and environmental sources word walls, word lists, (e.g., word walls, word lists, dictionaries, spell checkers). dictionaries, spell checkers). HANDWRITING W.HW.04.01 Write neatly and W.HW.05.01 Write neatly and W.HW.06.01 Write legibly in W.HW.07.01 Be legible in their W.HW.08.01 Be legible in their legibly. legibly. their compositions. compositions. compositions. WRITING ATTITUDE W.AT.04.01 Be enthusiastic W.AT.05.01 Be enthusiastic W.AT.06.01 Be enthusiastic W.AT.07.01 Be enthusiastic W.AT.08.01 Be enthusiastic about writing and learning to about writing and learning to about writing. about writing. about writing. write. write. Michigan ENGLISH LANGUAGE ARTS GRADE LEVEL CONTENT EXPECTATIONS v. 6.04 p. 10 SPEAKING 4th 5th 6th 7th 8th CONVENTIONS Students will... S.CN.04.01 Express ideas using S.CN.05.01 Use irregular verbs S.CN.06.01 Ask and respond to S.CN.07.01 Use specialized S.CN.08.01 Use enunciation and more complex ideas. correctly (e.g., lie/lay, sit/sat, questions and remarks to engage language related to a topic and stress to emphasize key ideas and rise/raise). the audience when select words carefully to achieve concepts when presenting. presenting texts. precise meaning when presenting. S.CN.04.02 Adjust their use of S.CN.05.02 Adjust their use of S.CN.06.02 Use rhyme, rhythm, S.CN.07.02 Use slang, dialect, S.CN.08.02 Use body language language to communicate language to communicate cadence, and word play for effect and colloquial language suitably (e.g., gestures, posture, facial effectively with a variety of effectively with a variety of when presenting. to create interest and drama when expressions), tone of voice, and audiences and for different audiences and for different presenting. pace of speaking to enhance purposes (e.g., community- purposes (e.g., research, meaning and influence building, explanation, persuasion). interpretation when presenting. appreciation/invitations, cross- curricular discussions). S.CN.04.03 Make presentations S.CN.05.03 Use varying S.CN.06.03 Present their work in S.CN.07.03 Present their work in S.CN.08.03 Present their work in or reports in standard American modulation, volume, and pace of standard American English if it is standard American English if it is standard American English if it is English if it is their first speech to indicate emotions, their first language (Students their first language (Students their first language (Students language. (Students whose first create excitement, and emphasize whose second language is whose second language is whose second language is language is not English will meaning when presenting spoken English will present their work in English will present their work in English will present their work in present their work in their informational and narrative text. their developing version of their developing version of their developing version of developing version of standard standard American English). standard American English). standard American English). American English.) S.CN.04.04 Be aware that S.CN.05.04 Make presentations language differs from region to or reports in standard American region of the country and as a English if it is their first function of linguistic and cultural language. (Students whose first group membership. (They can language is not English will provide examples of language present their work in differences in the United States.) their developing version of standard American English.) S.CN.05.05 Be aware that language differs from early American history to current day America as a function of linguistic and cultural group membership. (They can provide examples of language differences throughout the growth of the United States.) SPOKEN DISCOURSE Michigan ENGLISH LANGUAGE ARTS GRADE LEVEL CONTENT EXPECTATIONS v. 6.04 p. 11 SPEAKING Speaking clearly and audibly in complete sentences, students will… S.DS.04.01 Engage in S.DS.05.01 Engage in interactive S.DS.06.01 Engage in S.DS.07.01 Engage in S.DS.08.01 Engage in interactive, interactive, extended discourse to extended discourse to socially interactive, extended discourse to interactive, extended discourse to extended discourse to socially socially construct meaning (e.g., construct meaning (e.g., book socially construct meaning (e.g., socially construct meaning construct meaning (e.g., book book clubs, literature circles, clubs, literature circles, book clubs, literature circles, (e.g., book clubs, literature clubs, literature circles, partnerships, or other partnerships, or other partnerships, or other circles. partnerships, or other partnerships or other conversation protocols). conversation protocols). conversation protocols). conversation protocols). conversation protocols). S.DS.04.02 Discuss narratives S.DS.05.02 Discuss narratives S.DS.06.02 Discuss multiple text S.DS.07.02 Discuss multiple text S.DS.08.02 Discuss multiple text (e.g., mystery, myths and (e.g., mystery, fantasy, historical types in order to types in order to anticipate and types in order to explore legends, tall tales, fiction), conveying the story compare/contrast ideas, form, answer questions, offer opinions problems and pose solutions, take poetry), conveying the story grammar (e.g., traits of and style to evaluate quality and and solutions, and to identify a stand on an issue and support it, grammar (i.e., various character characters, relationship between to identify personally with a personally with a universal and identify personally with a roles, plot, story level theme) and setting and climax universal theme. theme. universal theme. emphasizing facial expressions, and anticlimax), while varying hand gestures, and body voice modulation, volume, and language. pace of speech to emphasize meaning. S.DS.04.03 Respond to multiple S.DS.05.03 Respond to multiple S.DS.06.03 Discuss their written S.DS.07.03 Discuss their written S.DS.08.03 Discuss their written text types by reflecting, making text types by analyzing content, narratives that include a variety narratives with a variety of narratives (e.g., biographies and connections, taking a position interpreting the message, and of literary and plot devices (e.g., literary and plot devices autobiographies) with a variety of and sharing understandings. evaluating the purpose. established context plot, point of (e.g., clearly described setting, literary and plot devices (e.g., view, sensory details, dialogue, sequenced events, complex major description of relevant situations, suspense). and minor characters, well-chosen details, relevant dialogue, suspense, specific dialogue, specific action, physical narrative actions such as description of characters). gestures, movements, and expressions). S.DS.04.04 Plan and deliver S.DS.05.04 Plan and deliver S.DS.06.04 Plan a focused and S.DS.07.04 Plan and deliver a S.DS.08.04 Plan (e.g., outline presentations or reports focusing persuasive presentations or coherent oral presentation using focused, coherent informational including introduction, points to on a key question using reports using an an informational text pattern presentation that incorporates be made, a summary, effective an informational organizational informational organizational (e.g., problem/solution persuasive, non-verbal conclusion) and deliver an pattern (e.g., descriptive, pattern for a specific purpose sequence), select a focus question techniques (e.g., modulation of informational presentation that problem/solution, cause and (e.g., to persuade, describe, to address, and organize the voice, inflection, tempo, incorporates precise, interesting, effect), supportive facts, and and inform) that conveys the message to ensure that it matches enunciation, eye contact), is vivid language in the active details reflecting and point they want to make and the intent and the audience to organized by a specific text voice, is organized logically to emphasizing facial expressions, supports the point with evidence which it will be delivered. pattern (e.g., theory convey the message, includes hand gestures, and body and/or examples while varying and evidence, persuasion, persuasive non-verbal techniques language. voice modulation, volume, and sequence), and provides (e.g., voice modulation, pace of speech to emphasize supporting details, explanations, expression, tone, appropriate meaning. and descriptions supportive of pace), makes use of rhetorical the focus of the presentation and strategies (e.g., supportive the backgrounds/interests of the narratives, key information, vivid Michigan ENGLISH LANGUAGE ARTS GRADE LEVEL CONTENT EXPECTATIONS v. 6.04 p. 12 SPEAKING audience. descriptions) to support the purpose of the presentation and to positively impact the intended audience.

Michigan ENGLISH LANGUAGE ARTS GRADE LEVEL CONTENT EXPECTATIONS v. 6.04 p. 13 LISTENING & VIEWING 4th 5th 6th 7th 8th CONVENTIONS Students will… L.CN.04.01 Respond to L.CN.05.01 Ask substantive L.CN.06.01 Respond to, L.CN.07.01 Distinguish facts L.CN.08.01 Listen to and view a questions asked of them, questions based on the evaluate, and analyze speeches from opinions and question their variety of peer speeches and providing appropriate elaboration argument(s) presented by a and presentations delivered by validity during speeches presentations to analyze for key and details. speaker. peers. andpresentations delivered by factors (e.g., main idea, peers. significant details), fact and opinion, bias, propaganda, argumentation, or support. L.CN.04.02 Listen and interact L.CN.05.02 Listen and view L.CN.06.02 Demonstrate the L.CN.07.02 Demonstrate the L.CN.08.02 Demonstrate the appropriately and view critically and interact appropriate social skills of appropriate social skills of appropriate social skills of knowledgably in small and large appropriately during peer audience behavior (e.g., eye audience behavior (e.g., audience behavior and group settings. presentations. contact, quiet and still, attentive, eye contact, quiet and still, critically examine the verbal and supportive) during speeches and attentive, supportive) during non-verbal strategies in the presentations. speeches and presentations. communication process. L.CN.04.03 Distinguish between L.CN.05.03 Listen and view and explain how verbal and non- critically how verbal and non- verbal strategies enhance verbal strategies enhance understanding of spoken understanding of spoken messages and promote effective messages and promote effective listening behaviors. listening behaviors during a variety of class presentations. L.CN.04.04 Recognize and L.CN.05.04 Recognize and analyze the various roles of the analyze the various roles of the communication process (e.g., to communication process e.g., to persuade, critically analyze, persuade, critically analyze, flatter, explain, dare) in focusing flatter, explain, dare) in focusing attention on events and in attention on events and shaping shaping opinions. opinions. RESPONSE L.RP.04.01 Listen to or view in a L.RP.05.01 Listen to or view a L.RP.06.01 Summarize, take L.RP.07.01 Identify, state, and L.RP.08.01 React to a speaker’s variety of genres and compare variety of genres and compare notes on key points, and ask react to a speaker’s point of view intent and apply a speaker’s their responses to those of their their responses to those of their clarifying questions. and bias. reasoning to other situations and peers. peers. topics. L.RP.04.02 Select, listen to, L.RP.05.02 Listen to, view, and L.RP.06.02 Respond thoughtfully L.RP.07.02 Respond thoughtfully L.RP.08.02 Respond thoughtfully view, and respond thoughtfully to respond thoughtfully to both to both classic and contemporary to both classic and contemporary to both classic and contemporary both classic and contemporary classic and contemporary texts texts recognized for quality and texts recognized for quality and texts recognized for quality and texts recognized for quality and recognized for quality and literary merit. literary merit. literary merit. literary merit. literary merit. L.RP.06.03 Identify a speaker’s L.RP.07.03 Identify a speaker’s L.RP.08.03 Paraphrase a affective communications attitude toward a subject. speaker’s main ideas, purpose, Michigan ENGLISH LANGUAGE ARTS GRADE LEVEL CONTENT EXPECTATIONS v. 6.04 p. 14 LISTENING & VIEWING expressed through tone, mood, and point of view, and they and emotional cues. will ask relevant questions about the content, delivery, and purpose of the presentation. L.RP.06.04 Relate a speaker’s L.RP.07.04 Ask probing L.RP.08.04 Analyze oral verbal communications (e.g., questions of speakers, focusing interpretations of literature (e.g., tone of voice) to the nonverbal on claims and language choice, delivery) message communication (e.g., conclusions presented. and the effect of the eye contact, posture, gestures). interpretations on the listener. L.RP.04.03 Respond to multiple L.RP.05.03 Respond to multiple L.RP.06.05 Respond to multiple L.RP.07.05 Respond to multiple L.RP.08.05 Respond to multiple text types listened to or viewed text types listened to or viewed texts when listened to or viewed texts when listened to or viewed texts when listened to or viewed by speaking, illustrating, and/or by speaking, illustrating, and/or by speaking, illustrating, and/or by speaking, illustrating, and/or by speaking, illustrating, and/or writing in order to clarify writing in order to clarify writing in order to writing in order to anticipate and writing in order to anticipate and meaning, make connections, take meaning, make connections, take compare/contrast similarities and answer questions, to answer questions, to determine a position, and/or show deep a position, and show deep differences in idea, form, and determine personal and universal personal and universal themes, understanding. understanding without major style to evaluate quality and to themes, and to offer opinions or and to offer opinions or solutions. misconceptions. identify personal and universal solutions. themes. L.RP.04.04 Combine skills to L.RP.05.04 Begin to combine L.RP.06.06 Respond to, evaluate, L.RP.07.06 Evaluate the L.RP.08.06 Evaluate the reveal strengthening literacy skills to reveal strengthening and analyze the credibility of a credibility of a speaker by credibility of a speaker by (e.g., viewing then analyzing in literacy (e.g., viewing then speaker who uses persuasion to determining whether the determining whether the speaker writing, listening then giving an analyzing in writing, listening affirm his/her point of view in a speaker’s point of view is biased may have hidden agendas or be opinion orally). then paraphrasing in writing). speech or presentation. or not. otherwise biased. L.RP.04.05 Summarize the major L.RP.05.05 Go beyond the L.RP.06.07 Identify persuasive L.RP.07.07 Identify persuasive L.RP.08.07 Interpret and analyze ideas and evidence presented in information given by a speaker, and propaganda techniques used and propaganda techniques and the various ways in which visual spoken messages and formal making inferences and drawing in television, and identify false analyze the effect on the view of imagemakers (e.g., graphic presentations. appropriate conclusions. and misleading information. images, text, and sound in the artists, illustrators) communicate electronic media (e.g., television, information and affect movies), and they will determine impressions and opinions. if the techniques used achieved their intended effects.

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