Michigan State Standards Alignments Kindergarten through...

Michigan State Standards Alignments Kindergarten through Grade Twelve

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Michigan State Standards Alignments

Standards List with Aligned Product Skills

The Standards List with Aligned Product Skills Report is a standards-oriented document showing the entire list of standards for the subject and grade on the left side of the report with the aligning product objectives on the right side. This alignment report shows the breadth of standards coverage for the purpose and focus of this product.

Note to Educator .....................................................iii

Kindergarten ..................................................... 1

Grade 1 ..................................................... 9

Grade 2 ....................................................19

Grade 3 ....................................................30

Grade 4 ....................................................39

Grade 5 ....................................................48

Grade 6 ....................................................58

Grade 7 ....................................................67

Grade 8 ....................................................76

Grades 9 - 12 ....................................................85

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Note to Educator: Thank you for your interest in Renaissance Learning technology. The attached document contains the alignment between the software and/or instructional materials and the skills described in the state standards documentation. At Renaissance Learning, we recognize the impact that the standards-based reform movement and high-stakes standardized testing have on schools, and we share the concerns of educators and administrators that students perform well on high-stakes assessments. We hope this report answers your questions regarding the alignment of Renaissance Learning technology and materials to your state standards. If you have any questions about the attached document, please feel free to call us at (800) 338-4204. Sincerely, Renaissance Sales and Funding Staff

P.O. Box 8036 Wisconsin Rapids, WI 54495-8036

Phone: (800) 338-4204 Fax: (715) 424-4242

www.renlearn.com

Agency Tag Set NameMichigan, ELA, 2006, Kindergarten, Grade Level and High School Content Expectations, State Department of EducationStandard Skill Area Description Skill DescriptionMI R - ReadingMI R.WS - Word Recognition, Word Study, Fluency - Phonetic AwarenessMI R.WS.00.01 - Students will: demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion.

MI R.WS.00.02 - Students will: recognize that words are composed of sounds blended together and carry meaning. - PhonicsMI R.WS.00.03 - Students will: understand the alphabetic principle, that sounds in words are expressed by the letters of the alphabet.

MI R.WS.00.04 - Students will: use grapho-phonemic (letter-sound) cues to recognize a few one-syllable words when presented completely out of context. Begin to associate letters and sounds, particularly initial and final consonants.

- Word RecognitionMI R.WS.00.05 - Students will: automatically recognize a small number (about 18) of frequently encountered, personally meaningful words in print.

Skill Area 1 - Overall Product (OP)

Skill 2 - OP02 Recognizing words

MI R.WS.00.06 - Students will: make progress in automatically recognizing a few of the 220 Dolch basic sight words.



MI R.WS.00.07 - Students will: follow familiar written text while pointing to matching words.MI R.WS.00.08 - Students will: narrow possibilities in predicting words using initial letters/sounds (phonics), patterns of language (syntactic), and picture clues (semantic).

Standards List with Aligned Product SkillsProduct NameSTAR Reading

STAR Reading Kindergarten

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Agency Tag Set NameMichigan, ELA, 2006, Kindergarten, Grade Level and High School Content Expectations, State Department of EducationStandard Skill Area Description Skill Description


MI R.WS.00.09 - Students will: know the meanings of words encountered frequently in grade-level reading and oral language contexts.


Skill 1 - OP01 Understanding words in context

Skill 4 - OP04 Drawing meaning from textSkill 13 - OP13 Reading and understanding grade-appropriate text

Skill Area 3 - Vocabulary-in-context (V)

Skill 1 - V01 Using context clues

Skill Area 4 - Comprehension (C) Skill 1 - C01 Understanding what is readSkill 2 - C02 Understanding authentic text

- VocabularyMI R.WS.00.10 - Students will: in context, determine the meaning of a few words, familiar and repeated phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including picture clues, prediction, and other people.





Skill 2 - V02 Making inferences for vocabulary

Skill Area 4 - Comprehension (C) Skill 3 - C03 Using context clues for comprehensionSkill 4 - C04 Making inferences for comprehension

- FluencyMI R.FL.00.01 - Students will: automatically apply the following aspects of fluency: naming of letters, association of letters and their sounds, recognition of a few words both when encountered in context and isolation, and demonstrating understanding of concepts of print.

MI R.NT - Narrative TextMI R.NT.00.01 - Students will: become familiar with classic, multicultural and contemporary literature recognized for quality and literary merit that represents our common heritage as well as cultures from around the world.


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MI R.NT.00.02 - Students will: identify the basic form and purpose of a variety of narrative genre including stories, nursery rhymes, poetry, and songs.MI R.NT.00.03 - Students will: discuss setting, characters, and events in narrative text.MI R.NT.00.04 - Students will: identify how authors/ illustrators use literary devices including pictures and illustrations to support the understanding of settings and characters.MI R.NT.00.05 - Students will: respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make meaning, and make connections.MI R.IT - Informational TextMI R.IT.00.01 - Students will: identify and describe the basic form and purpose of a variety of informational genre including environmental text, concept books, and picture books.

MI R.IT.00.02 - Students will: with teacher guidance, discuss informational text patterns including descriptive and sequential.

MI R.IT.00.03 - Students will: explain how authors use text features including pictures, illustrations, and icons to enhance the understanding of key ideas presented in descriptive (definitions, enumeration) and sequential (directions, steps, procedures) organizational patterns.

MI R.IT.00.04 - Students will: respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make meaning, and make connections.MI R.CM - Comprehension


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MI R.CM.00.01 - Students will: begin to make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses.

MI R.CM.00.02 - Students will: retell up to three events from familiar text using their own words or phrasing.

MI R.CM.00.03 - Students will: begin to make connections across texts by making meaningful predictions based on illustrations or portions of texts.

MI R.CM.00.04 - Students will: apply significant knowledge from grade-level science, social studies, and mathematics texts.MI R.MT - MetacognitionMI R.MT.00.01 - Students will: self-monitor comprehension when reading or listening to familiar text by using simple strategies to increase comprehension including making credible predictions based on illustrations.MI R.MT.00.02 - Students will: construct and convey meaning using strategies including story grammar to identify the author's perspective (e.g., first, second, and third person) and sorting and ordering information.

MI R.CS - Critical StandardsMI R.CS.00.01 - Students will: recognize how to assess personal writing and the writing of others with teacher supervision.MI R.AT - Reading AttitudeMI R.AT.00.01 - Students will: become enthusiastic about reading and learning how to read.MI R.AT.00.02 - Students will: choose books, book activities, word play, and writing on their own during free time in school and at home.

MI W - Writing


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MI W.GN - Writing GenreMI W.GN.00.01 - Students will: write a brief personal narrative using pictures, words, word-like clusters, and/or sentences as support.

MI W.GN.00.02 - Students will: approximate poetry, using copy change and teacher guidance, based on reading a wide variety of gradeappropriate poetry.MI W.GN.00.03 - Students will: write a brief informational piece such as a page for a class book using drawings, words, word-like clusters, and/or sentences.MI W.GN.00.04 - Students will: contribute to a class research project by adding relevant information to a class book including gathering information from teacher-selected resources and using the writing process to develop the project.

MI W.PR - Writing ProcessMI W.PR.00.01 - Students will: with teacher assistance, consider the audience's reaction as they plan narrative or informational writing.

MI W.PR.00.02 - Students will: brainstorm to generate and structure ideas for narrative or informational writing.MI W.PR.00.03 - Students will: draft focused ideas using semi-phonetic spelling to represent narrative and informational text when writing, incorporating pictures, and drawings.

MI W.PR.00.04 - Students will: attempt to revise writing based on reading it aloud, requesting suggestions and clarifications that support meaning.MI W.PS - Personal Style


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MI W.PS.00.01 - Students will: develop originality in oral, written, and visual messages in both narrative (e.g., natural language, expressed sentiment, original ideas) and informational writing (e.g., listing, naming, describing).MI W.GR - Grammar & UsageMI W.SP - SpellingMI W.SP.00.01 - Students will: in the context of writing, correctly spell a small number (about 18) of frequently encountered and personally meaningful words.MI W.SP.00.02 - Students will: in the context of writing, correctly spell less frequently encountered words, relying on structural cues (beginning and simpler ending sounds) and environmental sources (word wall, word lists).MI WH.W - HandwritingMI W.HW.00.01 - Students will: form upper and lowercase manuscript letters.MI W.HW.00.02 - Students will: leave space between words and word-like clusters of letters.MI W.HW.00.03 - Students will: write from left to right and top to bottom.

MI W.AT - Writing AttitudeMI W.AT.00.01 - Students will: be enthusiastic about writing and learning to write.MI S - SpeakingMI S.CN - ConventionsMI S.CN.00.01 - Students will: explore and use language to communicate with a variety of audiences and for different purposes including problem-solving, explaining, looking for solutions, constructing relationships, and expressing courtesies.


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MI S.CN.00.02 - Students will: speak clearly and audibly in complete, coherent sentences and use sound effects or illustrations for dramatic effect in narrative and informational presentations.MI S.CN.00.03 - Students will: present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.)MI S.CN.00.04 - Students will: understand, providing examples of how language differs from playground and classroom as a function of linguistic and cultural group membership.MI S.DS - DiscourseMI S.DS.00.01 - Students will: engage in substantive conversations, remaining focused on subject matter, with interchanges beginning to build on prior responses in literature discussions, paired conversations, or other interactions.

MI S.DS.00.02 - Students will: briefly tell or retell about familiar experiences or interests focusing on basic story grammar or main ideas and key details.MI S.DS.00.03 - Students will: respond to multiple text types by reflecting, making meaning, and making connections.MI S.DS.00.04 - Students will: plan and deliver presentations using a descriptive informational organizational pattern providing several facts and details to make their point clearly and audibly.MI L - Listening & ViewingMI L.CN - ConventionsMI L.CN.00.01 - Students will: understand and follow one- and two-step directions.MI L.CN.00.02 - Students will: ask appropriate questions during a presentation or report.


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MI L.CN.00.03 - Students will: listen to or view knowledgeably while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in large and small group settings; listen to each other, interact and respond appropriately.

MI L.CN.00.04 - Students will: begin to evaluate messages they experience, learning to differentiate between sender and receiver.MI L.RP - ResponseMI L.RP.00.01 - Students will: listen to or view knowledgeably and discuss a variety of genre.MI L.RP.00.02 - Students will: listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.

MI L.RP.00.03 - Students will: respond to multiple text types listened to or viewed knowledgeably, by discussing, drawing, and/or writing in order to reflect, make meaning, and make connections.


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Agency Tag Set NameMichigan, ELA, 2006, Grade 1, Grade Level and High School Content Expectations, State Department of EducationStandard Skill Area Description Skill DescriptionMI R - ReadingMI R.WS - Word Recognition, Word Study, Fluency - Phonetic AwarenessMI R.WS.01.01 - demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion.MI R.WS.01.02 - recognize that words are composed of sounds blended together and carry meaning.

- PhonicsMI R.WS.01.03 - understand the alphabetic principle, that sounds in words are expressed by the letters of the alphabet.MI R.WS.01.04 - use structural cues to recognize one-syllable words, blends, and consonant digraphs including: letter-sound, onset and rimes, whole word chunks, word families, digraphs th, ch, sh.

- Word RecognitionMI R.WS.01.05 - automatically recognize frequently encountered words in and out of context with the number of words that can be read fluently increasing steadily across the school year.



MI R.WS.01.06 - make progress in automatically recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in third grade.



MI R.WS.01.07 - use strategies to identify unknown words and construct meaning by using initial letters/sounds (phonics), patterns of language (syntactic), picture clues (semantic), and applying context clues to select between alternative meanings.



Skill 2 - OP02 Recognizing wordsSkill Area 3 - Vocabulary-in-context (V)



STAR Reading Grade 1

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Agency Tag Set NameMichigan, ELA, 2006, Grade 1, Grade Level and High School Content Expectations, State Department of EducationStandard Skill Area Description Skill Description


MI R.WS.01.08 - use syntactic and semantic cues including picture clues, word chunks, and the structure of book language to determine the meaning of words in grade-appropriate texts.



Skill 13 - OP13 Reading and understanding grade-appropriate text




MI R.WS.01.09 - know the meanings of words encountered frequently in grade-level reading and oral language contexts.







- VocabularyMI R.WS.01.10 - in context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning.







- FluencyMI R.FL.01.01 - automatically recognize and fluently read identified grade-level high frequency words encountered in or out of context.


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MI R.FL.01.02 - use punctuation cues (periods and question marks) when reading aloud with intonation, pauses, and emphasis.MI R.FL.01.03 - read aloud unfamiliar text with a minimum of 90% accuracy in word recognition at an independent reading level.MI R.NT - Narrative TextMI R.NT.01.01 - recognize how various cultures and our common heritage are represented in classic, multicultural, and contemporary literature that is recognized for quality and literary merit.MI R.NT.01.02 - identify and describe the basic form and purpose of a variety of narrative genre including realistic fiction, fantasy, and folktales.

MI R.NT.01.03 - identify problem/solution, sequence of events, and sense of story (beginning, middle, and end).MI R.NT.01.04 - identify how authors/ illustrators use literary devices including illustrations to support story elements and transitional words including before, after, now, and finally to indicate a sequence of events and sense of story.

MI R.NT.01.05 - respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.MI R.IT - Informational TextMI R.IT.01.01 - identify and describe the basic form, features and purpose of a variety of informational genre including simple "howto" books, science and social studies magazines.MI R.IT.01.02 - discuss informational text patterns including descriptive, sequential, and enumerative.


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MI R.IT.01.03 - explain how authors use text features including headings, titles, labeled photographs, and illustrations to enhance the understanding of key and supporting ideas.MI R.IT.01.04 - respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.MI R.CM - ComprehensionMI R.CM.01.01 - make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses.

Skill Area 4 - Comprehension (C) Skill 6 - C06 Making connections with prior knowledge

MI R.CM.01.02 - retell in sequence up to three important ideas and details of familiar simple oral and written text.MI R.CM.01.03 - compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read.MI R.CM.01.04 - apply significant knowledge from grade-level science, social studies, and mathematics texts.MI R.MT - MetacognitionMI R.MT.01.01 - self-monitor comprehension by recognizing when meaning is breaking down and use simple fix-up strategies including making credible predictions based on a preview of the book cover and pictures to increase comprehension when reading or listening to text.


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MI R.MT.01.02 - self-monitor comprehension by using strategies including asking questions before, during, and after reading and discussing the most important ideas and themes in a text.MI R.MT.01.03 - plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning and discuss which comprehension strategies worked and did not work.

MI R.MT.01.04 - self-monitor comprehension by using a graphic organizer to sequence events, sort and order information, or identify author's perspective.MI R.CS - Critical StandardsMI R.CS.01.01 - develop and discuss shared standards and begin to assess the quality and accuracy of their own writing and the writing of others with teacher guidance.

MI R.AT - Reading AttitudeMI R.AT.01.01 - be enthusiastic about reading and learning how to read.MI R.AT.01.02 - do substantial reading and writing on their own during free time in school and at home.MI W - WritingMI W.GN - Writing GenreMI W.GN.01.01 - write a personal narrative using illustrations and transitional words such as before, after, now, or finally to indicate a sequence of events, sense of story (beginning, middle, and end), and physical descriptions.MI W.GN.01.02 - approximate poetry based on reading a wide variety of grade-appropriate poetry.


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MI W.GN.01.03 - write an informational piece that addresses a focus question (e.g., What is a family?) using descriptive, enumerative, or sequence patterns that may include headings, titles, labels, photographs, or illustrations to enhance the understanding of central ideas.MI W.GN.01.04 - use a teacher-selected topic to write one research question; locate and begin to gather information from teacher-selected resources; organize the information and use the writing process to develop a project.

MI W.PR - Writing ProcessMI W.PR.01.01 - with teacher support, set a purpose, consider audience, and incorporate literary language when writing a narrative or informational piece; begin to use specific strategies including graphic organizers when planning.MI W.PR.01.02 - draft focused ideas using multiple connected sentences with appropriate grammar, usage, mechanics, and temporary spellings when composing a narrative or informational piece.

MI W.PR.01.03 - attempt to revise draft based on reading it aloud to clarify meaning for their intended audience (e.g., using strong verbs or precise nouns, and adding needed information).MI W.PR.01.04 - attempt to proofread and edit writing/pictures using appropriate resources including a word wall and a classdeveloped checklist, both individually and in groups.MI W.PS - Personal Style


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MI W.PS.01.01 - develop personal style in oral, written, and visual messages in both narrative (e.g., natural language, specific action, emotion) and informational writing (e.g., sequence, specific vocabulary, visual representation).MI W.GR - Grammar & UsageMI W.GR.01.01 - in the context of writing, correctly use complete simple sentences beginning with a capital letter and ending with a period, question mark, or exclamation point and capitalize first and last names, and the pronoun I.

MI W.SP - SpellingMI W.SP.01.01 - in the context of writing, correctly spell frequently encountered one-syllable words from common word families.MI W.SP.01.02 - in the context of writing, correctly spell less frequently encountered words using structural cues (letter/sound, rimes) and environmental sources (word walls, word lists).MI W.HW - HandwritingMI W.HW.01.01 - legibly write upper and lower case manuscript letters.

MI W.AT - Writing AttitudeMI W.AT.01.01 - be enthusiastic about writing and learning to write.MI S - SpeakingMI S.CN - ConventionsMI S.CN.01.01 - use common grammatical structures correctly when speaking including singular and plural nouns, singular possessive pronouns, simple contractions, and conjunctions to express relationships (e.g., because, if, after, and inflected endings).


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MI S.CN.01.02 - explore and use language to communicate with a variety of audiences and for different purposes including making requests, solving problems, looking for solutions, constructing relationships, and expressing courtesies.

MI S.CN.01.03 - speak effectively maintaining appropriate posture, eye contact, and position using props such as photographs or illustrations in narrative and informational presentations.MI S.CN.01.04 - present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.)

MI S.CN.01.05 - understand, providing examples of how language differs from storybooks and classroom as a function of linguistic and cultural group membership.

MI S.DS - DiscourseMI S.DS.01.01 - engage in substantive conversation, remaining focused on subject matter, with interchanges building on prior responses in literature discussions, paired conversations, or other interactions.MI S.DS.01.02 - tell or retell familiar stories (e.g., realistic fiction, fantasy, folktale), using a problem/ solution pattern, appropriate story grammar, and proper sequence while maintaining appropriate posture and eye contact, using a prop for support.

MI S.DS.01.03 - respond to multiple text types by reflecting, making meaning, and making connections.


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MI S.DS.01.04 - plan and deliver presentations using an informational organizational pattern (e.g., descriptive, enumerative, or sequential) providing several facts and details to make their point while maintaining appropriate posture and eye contact using a prop.

MI L - Listening & ViewingMI L.CN - ConventionsMI L.CN.01.01 - understand, restate and follow two-step directions.

MI L.CN.01.02 - ask appropriate questions for clarification and understanding during a presentation or report.MI L.CN.01.03 - listen to or view knowledgeably while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings; listen to the comments of a peer and respond on topic adding a connected idea.

MI L.CN.01.04 - understand how the source of the message affects the receiver's response (student/student, student/ teacher, student/parent).

MI L.CN.01.05 - begin to evaluate messages they experience from a variety of media and differentiate between sender, receiver, and message.MI L.RP - ResponseMI L.RP.01.01 - listen to or view knowledgeably and discuss a variety of genre.MI L.RP.01.02 - select, listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.


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MI L.RP.01.03 - respond to multiple text types listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to reflect, make meaning, and make connections.


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Agency Tag Set NameMichigan, ELA, 2006, Grade 2, Grade Level and High School Content Expectations, State Department of EducationStandard Skill Area Description Skill DescriptionMI R - ReadingMI R.WS - Word Recognition, Word Study, Fluency - Phonetic AwarenessMI R.WS.02.01 - Students will: demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion.

MI R.WS.02.02 - Students will: recognize that words are composed of sounds blended together and carry meaning. - PhonicsMI R.WS.02.03 - Students will: understand the alphabetic principle, that sounds in words are expressed by the letters of the alphabet.

MI R.WS.02.04 - Students will: use structural cues to recognize and decode words with long and short vowels, consonant digraphs, and irregular vowels in isolation and in context including: letter-sound, onset and rimes, whole word chunks, word families, long and short vowels, digraphs wh, ph, irregular vowels ei, ie, ea, ue. - Word RecognitionMI R.WS.02.05 - Students will: automatically recognize frequently encountered words in print whether encountered in connected text or in isolation with the number of words that can be read fluently increasing steadily across the school year.



MI R.WS.02.06 - Students will: make progress in automatically recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in third grade.



MI R.WS.02.07 - Students will: make progress to automatically read by sight the Dolch First 1000 Words for mastery in fifth grade.





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MI R.WS.02.08 - Students will: use previously learned and new strategies to identify unknown words and construct meaning by re-reading a sentence or paragraph when meaning is unclear, using context as a basis for predicting meaning of unfamiliar words, subvocalization, and/or sounding out unknown words.


Skill 5 - OP05 Interpreting the meaning of sentences

Skill Area 4 - Comprehension (C) Skill 1 - C01 Understanding what is readSkill 2 - C02 Understanding authentic textSkill 3 - C03 Using context clues for comprehensionSkill 4 - C04 Making inferences for comprehensionSkill 5 - C05 Drawing conclusions for comprehensionSkill 6 - C06 Making connections with prior knowledge








MI R.WS.02.10 - Students will: use syntactic and semantic cues including reading context; picture clues; prefixes re-, un-; and suffixes -s, -ed, -ing to determine the meaning of words in grade-appropriate texts.






- Vocabulary


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MI R.WS.02.11 - Students will: in context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning.





Skill 2 - V02 Making inferences for vocabularySkill 3 - V03 Making connections with prior knowledge


- FluencyMI R.FL.02.01 - Students will: automatically recognize and fluently read identified grade-level high frequency words encountered in or out of context.MI R.FL.02.02 - Students will: use punctuation cues (periods and question marks) when reading aloud with intonation, pauses, and emphasis.MI R.FL.02.03 - Students will: read aloud unfamiliar text with a minimum of 90% accuracy in word recognition at an independent reading level.

MI R.NT - Narrative TextMI R.NT.02.01 - Students will: describe the similarities of plot and character in classic, multicultural, and contemporary literature that is recognized for quality and literary merit.MI R.NT.02.02 - Students will: identify and describe the basic elements and purpose of a variety of narrative genre including poetry, fantasy, legends, and drama.MI R.NT.02.03 - Students will: identify and describe characters' actions and motivations, setting (time and place), problem/ solution, and sequence of events.


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MI R.NT.02.04 - Students will: identify and explain how authors/illustrators use literary devices including illustrations and titles to depict major story events, and comparisons including metaphors or similes to reveal characters' thoughts and actions.MI R.NT.02.05 - Students will: respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

MI R.IT - Informational TextMI R.IT.02.01 - Students will: identify and describe the basic form, features, and purpose of a variety of informational genre including simple "how-to" books, personal correspondence, science and social studies magazines.MI R.IT.02.02 - Students will: discuss informational text patterns including descriptive, sequential, enumerative, and compare/contrast.

MI R.IT.02.03 - Students will: explain how authors use text features including boldface text, graphs, maps, diagrams, and charts to enhance the understanding of key and supporting ideas.

MI R.IT.02.04 - Students will: respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

MI R.CM - ComprehensionMI R.CM.02.01 - Students will: make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge, experience, and understanding of others to ideas in text through oral and written responses.


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MI R.CM.02.02 - Students will: retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text.MI R.CM.02.03 - Students will: compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read.

MI R.CM.02.04 - Students will: apply significant knowledge from grade-level science, social studies, and mathematics texts.MI R.MT - MetacognitionMI R.MT.02.01 - Students will: self-monitor comprehension by recognizing when meaning is breaking down and use strategies including making credible predictions to increase comprehension when reading or listening to text.

MI R.MT.02.02 - Students will: self-monitor comprehension by using strategies including constructing mental images, visually representing ideas in text, and asking questions before, during, and after reading.

MI R.MT.02.03 - Students will: self-monitor comprehension by re-reading or listening again if uncertain about meaning, making inferences, and summarizing the most important ideas and themes in a text.


Skill 8 - OP08 Focusing on challenging information

Skill Area 4 - Comprehension (C) Skill 4 - C04 Making inferences for comprehension

MI R.MT.02.04 - Students will: plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning (e.g., using context to predict meaning of unfamiliar words), and discuss which comprehension strategies worked and did not work.




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Skill Area 4 - Comprehension (C) Skill 3 - C03 Using context clues for comprehension

MI R.MT.02.05 - Students will: self-monitor comprehension by using graphic organizers such as a Venn diagram and paragraphs to compare and contrast or indicate a sequence of ideas.MI R.MT.02.06 - Students will: determine which resources contain appropriate information for the intended task using teacher/student generated criteria.MI R.CS - Critical StandardsMI R.CS.02.01 - Students will: develop and discuss shared standards and begin to assess the quality and accuracy of their own writing and the writing of others.MI R.AT - Reading AttitudeMI R.AT.02.01 - Students will: be enthusiastic about reading and learning how to read.MI R.AT.02.02 - Students will: do substantial reading and writing on their own during free time in school and at home.MI W - WritingMI W.GN - Writing GenreMI W.GN.02.01 - Students will: write a narrative piece such as realistic fiction, fantasy, or personal narrative depicting major story events, using illustrations to match mood, and containing setting, problem/solution, and sequenced events.

MI W.GN.02.02 - Students will: approximate poetry based on reading a wide variety of grade-appropriate poetry.


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MI W.GN.02.03 - Students will: write an informational piece including a magazine feature article using an organizational pattern such as description, enumeration, sequence, or compare/ contrast that may include graphs, diagrams, or charts to enhance the understanding of central and key ideas.

MI W.GN.02.04 - Students will: use the writing process to produce and present a research project; develop two research questions related to a teacher-selected topic; gather electronic or print resources and organize the information using key ideas with teacher assistance.MI W.PR - Writing ProcessMI W.PR.02.01 - Students will: set a purpose, consider audience, and begin to use styles and patterns derived from studying authors' craft when writing a narrative or informational piece.MI W.PR.02.02 - Students will: develop a plan narrowing a broad idea for narrative and informational writing including graphic organizers that represent specific organizational patterns (e.g., problem/solution, sequence, description, or compare/contrast).MI W.PR.02.03 - Students will: draft focused ideas in written compositions using paragraph clusters, each containing a main idea and some supporting details.MI W.PR.02.04 - Students will: write in first and third person based on genre type and purpose.MI W.PR.02.05 - Students will: draft a coherent piece with appropriate grammar, usage, mechanics, and temporary spellings.


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MI W.PR.02.06 - Students will: revise drafts based on constructive and specific oral and written responses to writing; identify sections of the piece that need to be revised using reorganization, additions, deletions, and appropriate use of transitions; make stylistic changes in content and form to suit intended purpose and audience.

MI W.PR.02.07 - Students will: attempt to proofread and edit writing using appropriate resources including dictionaries and a class-developed checklist both individually and in groups.MI W.PS - Personal StyleMI W.PS.02.01 - Students will: develop personal style in oral, written, and visual messages in both narrative (e.g., descriptive language, use of imagination, varying sentence beginnings) and informational writing (e.g., facts, effective conclusions).

MI W.GR - Grammar & UsageMI W.GR.02.01 - Students will: in the context of writing, correctly use more complex complete sentences, nouns and verbs, commas (in a series, in a letter, and with dates), contractions, colons to denote time, and capitalization of proper nouns.

MI W.SP - SpellingMI W.SP.02.01 - Students will: in the context of writing, correctly spell frequently encountered words (e.g., two-syllable words including common prefixes and suffixes); for less frequently encountered words use structural cues (e.g., letter/sound, rimes) and environmental sources (e.g., word walls, word lists).

MI W.HW - HandwritingMI W.HW.02.01 - Students will: fluently and legibly write upper and lower case manuscript letters and begin to write the cursive alphabet.


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MI W.AT - Writing AttitudeMI W.AT.02.01 - Students will: be enthusiastic about writing and learning to write.MI S - SpeakingMI S.CN - ConventionsMI S.CN.02.01 - Students will: use common grammatical structures correctly when speaking including subject/verb agreement, pronoun/noun agreement, nominative and objective case pronouns, and more complex conjunctions (e.g., although, instead of, so that).

MI S.CN.02.02 - Students will: explore and use language to communicate effectively with a variety of audiences and for different purposes including questions and answers, discussions, and social interactions.

MI S.CN.02.03 - Students will: speak effectively adopting appropriate tone of voice and intonation patterns in narrative and informational presentations.MI S.CN.02.04 - Students will: present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.)MI S.CN.02.05 - Students will: understand, providing examples of how language differs from school and home as a function of linguistic and cultural group membership.

MI S.DS - DiscourseMI S.DS.02.01 - Students will: engage in substantive conversations, remaining focused on subject matter, with interchanges building on prior responses in literature discussions, peer conferencing, or other interactions.


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MI S.DS.02.02 - Students will: tell or retell stories (e.g., fantasy, legends, drama), using story grammar (e.g., elaborated information about characters, characters' actions and motivations, plot, and setting as related to plot), while maintaining appropriate intonation and tone of voice.

MI S.DS.02.03 - Students will: respond to multiple text types by reflecting, making connections, taking a position, and/or showing understanding.MI S.DS.02.04 - Students will: plan and deliver presentations using an informational organizational pattern (e.g., descriptive, cause/effect, compare/contrast) providing supportive facts and details to make their point, reflecting the source of information, while maintaining appropriate intonation and tone of voice using a prop.

MI L - Listening & ViewingMI L.CN - ConventionsMI L.CN.02.01 - Students will: understand, restate and follow three- and four-step directions.MI L.CN.02.02 - Students will: ask appropriate questions for clarification and understanding during a presentation or report.MI L.CN.02.03 - Students will: listen to or view knowledgeably while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings; listen to the comments of peers and respond on topic adding a connected idea.

MI L.CN.02.04 - Students will: understand how the source of the message affects the receiver's response (student/ student, student/teacher, student/parent).


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MI L.CN.02.05 - Students will: begin to evaluate the messages they experience in broadcast and print media distinguishing between factual information and opinion, advertising hype, or propaganda.MI L.RP - ResponseMI L.RP.02.01 - Students will: listen to or view knowledgeably and discuss a variety of genre.MI L.RP.02.02 - Students will: select, listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.

MI L.RP.02.03 - Students will: respond to multiple text types listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to reflect, make connections, take a position, and/or show understanding.


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Agency Tag Set NameMichigan, ELA, 2006, Grade 3, Grade Level and High School Content Expectations, State Department of EducationStandard Skill Area Description Skill DescriptionMI R - ReadingMI R.WS - Word Recognition, Word Study, Fluency - Word RecognitionMI R.WS.03.01 - Students will: automatically recognize frequently encountered words in print whether encountered in connected text or in isolation with the number of words that can be read fluently increasing steadily across the school year.



MI R.WS.03.02 - Students will: use structural, syntactic, and semantic cues including letter-sound, rimes, base words, and affixes to automatically read frequently encountered words, decode unknown words, and decide meanings including multiple meaning words.



Skill 2 - OP02 Recognizing wordsSkill 4 - OP04 Drawing meaning from text







Skill 4 - OP04 Drawing meaning from text


MI R.WS.03.04 - Students will: automatically recognize the 220 Dolch basic sight words and 95 common nouns.



MI R.WS.03.05 - Students will: make progress to automatically read by sight the Dolch First 1000 Words for mastery in fifth grade.





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MI R.WS.03.06 - Students will: acquire and apply strategies to identify unknown words or word parts; self-monitor and construct meaning by predicting and self-correcting, applying knowledge of language, sound/symbol/structural relationships, and context.







- FluencyMI R.WS.03.07 - Students will: apply the following aspects of fluency: pauses and emphasis, punctuation cues, intonation, and automatic recognition of identified grade-level specific words and sight words while reading aloud familiar grade-level text. - VocabularyMI R.WS.03.08 - Students will: in context, determine the meaning of words and phrases including synonyms, homonyms, multiple meaning words, content vocabulary, and literary terms using strategies and resources including context clues, concept mapping, and the dictionary.





Skill Area 4 - Comprehension (C) Skill 1 - C01 Understanding what is readSkill 3 - C03 Using context clues for comprehension

MI R.NT - Narrative TextMI R.NT.03.01 - Students will: explain how characters express attitudes about one another in familiar classic, multicultural, and contemporary literature recognized for quality and literary merit.


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MI R.NT.03.02 - Students will: identify and describe the basic elements and purpose of a variety of narrative genre including folktales, fables, and realistic fiction.

MI R.NT.03.03 - Students will: identify and describe characters' thoughts and motivations, story level themes (good vs. evil), main idea, and lesson/moral (fable).MI R.NT.03.04 - Students will: explain how authors use literary devices including prediction, personification, and point of view to develop a story level theme, depict the setting, and reveal how thoughts and actions convey important character traits.

MI R.IT - Informational TextMI R.IT.03.01 - Students will: identify and describe the basic elements, features, and purpose of a variety of informational genre including textbooks, encyclopedias, and magazines.MI R.IT.03.02 - Students will: identify informational text patterns including descriptive, sequential, enumerative, compare/contrast, and problem/solution.MI R.IT.03.03 - Students will: explain how authors use text features including titles, headings and subheadings, timelines, prefaces, indices, and table of contents to enhance the understanding of key and supporting ideas.

MI R.CM - ComprehensionMI R.CM.03.01 - Students will: connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.


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MI R.CM.03.02 - Students will: retell in sequence the story elements of grade-level narrative text and major idea(s) and relevant details of grade-level informational text.

MI R.CM.03.03 - Students will: compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding; including a narrative to an informational text, a literature selection to a subject area text, and an historical event to a current event.

MI R.CM.03.04 - Students will: apply significant knowledge from grade-level science, social studies, and mathematics texts.MI R.MT - MetacognitionMI R.MT.03.01 - Students will: self-monitor comprehension when reading or listening to texts by automatically applying strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, and summarizing.



MI R.MT.03.02 - Students will: plan, monitor, regulate, evaluate skills, strategies, and processes to construct and convey meaning, (e.g., decoding unknown words), and use graphic organizers to deepen understanding of problem/solution and organizational patterns.

MI R.CS - Critical StandardsMI R.CS.03.01 - Students will: develop, discuss, and apply individual and shared standards using student/class created rubrics and begin to assess the quality and accuracy of their own writing and the writing of others.MI R.AT - Reading Attitude


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MI R.AT.03.01 - Students will: be enthusiastic about reading and do substantial reading and writing on their own.MI W - WritingMI W.GN - Writing GenreMI W.GN.03.01 - Students will: write a cohesive narrative piece such as a fable, folktale, or realistic fiction using personification, setting, actions, and thoughts that reveal important character traits.

MI W.GN.03.02 - Students will: write poetry based on reading a wide variety of grade-appropriate poetry.

MI W.GN.03.03 - Students will: write an informational piece including a report that demonstrates the understanding of central ideas and supporting details using an effective organizational pattern (e.g., compare/contrast, cause/ effect, problem/solution) with a title, heading, subheading, and a table of contents.

MI W.GN.03.04 - Students will: use the writing process to produce and present a research project; initiate research questions from content area text from a teacher-selected topic; and use a variety of resources to gather and organize information.

MI W.PR - Writing ProcessMI W.PR.03.01 - Students will: set a purpose, consider audience, and replicate authors' styles and patterns when writing a narrative or informational piece.


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MI W.PR.03.02 - Students will: apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., sequence for beginning, middle, and end, problem/solution, or compare/contrast).

MI W.PR.03.03 - Students will: draft focused ideas in written compositions using multiple sentences and paragraphs to slow down or speed up reading; including varying patterns and/or organizational text structures (e.g., compare/ contrast, cause/effect, or problem/solution).

MI W.PR.03.04 - Students will: revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions).

MI W.PR.03.05 - Students will: proofread and edit writing using appropriate resources (e.g., dictionary, spell check, writing references) and grade-level checklists, both individually and in groups.MI W.PS - Personal StyleMI W.PS.03.01 - Students will: exhibit personal style and voice to enhance the written message in both narrative (e.g., varied word choice and sentence structure, character description) and informational writing (e.g., examples, transitions, grammar and usage).

MI W.GR - Grammar & Usage


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MI W.GR.03.01 - Students will: in the context of writing, correctly use subjects and verbs that are in agreement; verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue.MI W.SP - SpellingMI W.SP.03.01 - Students will: in the context of writing, correctly spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones); for less frequently encountered words use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).

MI W.HW - HandwritingMI W.HW.03.01 - Students will: fluently and legibly write the cursive alphabet.MI W.AT - Writing AttitudeMI W.AT.03.01 - Students will: be enthusiastic about writing and learning to write.MI S - SpeakingMI S.CN - ConventionsMI S.CN.03.01 - Students will: use common grammatical structures correctly when speaking including time relationships, verb tenses, and causal and temporal relationships.

MI S.CN.03.02 - Students will: adjust their use of language to communicate effectively with a variety of audiences and for different purposes including gathering information, making requests, discussing, classroom presentations, and playground interactions.

MI S.CN.03.03 - Students will: speak effectively emphasizing key words and varied pace for effect in narrative and informational presentations.


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MI S.CN.03.04 - Students will: present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.)MI S.CN.03.05 - Students will: understand, providing examples of how language differs from neighborhood to neighborhood of the local community as a function of linguistic and cultural group membership.MI S.DS - DiscourseMI S.DS.03.01 - Students will: engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles, partnerships, or other conversation protocols.MI S.DS.03.02 - Students will: discuss narratives (e.g., folktales, fables, realistic fiction), conveying the story grammar (e.g., characters' thoughts and motivation, setting, plot, story level theme) and explain why the story is worthwhile and how it is relevant to the storyteller or the audience.MI S.DS.03.03 - Students will: respond to multiple text types by reflecting, making connections, taking a position, and/or showing understanding.MI S.DS.03.04 - Students will: plan and deliver presentations using an effective informational organizational pattern (e.g., descriptive, problem/solution, cause/effect); supportive facts and details reflecting a variety of resources; and varying the pace for effect.

MI L - Listening & ViewingMI L.CN - ConventionsMI L.CN.03.01 - Students will: ask substantive questions of the speaker that will provide additional elaboration and details.


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MI L.CN.03.02 - Students will: listen to or view knowledgeably while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings.

MI L.CN.03.03 - Students will: distinguish between and explain how verbal and non-verbal strategies enhance understanding of spoken messages and promote effective listening behaviors.MI L.CN.03.04 - Students will: be aware that the media has a role in focusing attention on events and in shaping opinions; recognize the variables (e.g., mistakes, misspeaks) in the media.MI L.RP - ResponseMI L.RP.03.01 - Students will: listen to or view knowledgeably and discuss a variety of genre and compare their responses to those of their peers.

MI L.RP.03.02 - Students will: select, listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.

MI L.RP.03.03 - Students will: respond to multiple text types listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to reflect, make connections, take a position, and/or show understanding.

MI L.RP.03.04 - Students will: combine skills to reveal strengthening literacy (e.g., viewing then analyzing orally, listening then summarizing orally).MI L.RP.03.05 - Students will: respond to and retell what a speaker said, paraphrasing and explaining the main idea, and then extend their response by connecting and relating it to personal experiences.


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Agency Tag Set NameMichigan, ELA, 2006, Grade 4, Grade Level and High School Content Expectations, State Department of EducationStandard Skill Area Description Skill DescriptionMI R - ReadingMI R.WS - Word Recognition, Word Study, Fluency - Word RecognitionMI R.WS.04.01 - Students will: explain how to use word structure, sentence structure, and prediction to aid in decoding words and understanding the meanings of words encountered in context.MI R.WS.04.02 - Students will: use structural, syntactic, and semantic cues including lettersound, rimes, base words, affixes, and syllabication to automatically read frequently encountered words, decode unknown words, and decide meanings including multiple meaning words.








MI R.WS.04.03 - Students will: automatically recognize frequently encountered words in print with the number of words that can be read fluently increasing steadily across the school year.









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MI R.WS.04.05 - Students will: acquire and apply strategies to identify unknown words or word parts; self-monitor and construct meaning by engaging actively in reading a variety of genre, self-correcting, and using a thesaurus.







- FluencyMI R.WS.04.06 - Students will: fluently read beginning grade-level text and increasingly demanding text as the year proceeds. - VocabularyMI R.WS.04.07 - Students will: in context, determine the meaning of words and phrases including similes, metaphors, content vocabulary, and literary terms using strategies and resources including context clues, semantic feature analysis, and a thesaurus.






MI R.NT - Narrative TextMI R.NT.04.01 - Students will: describe the shared human experience depicted in classic, multicultural, and contemporary literature recognized for quality and literary merit.MI R.NT.04.02 - Students will: identify and describe the structure, elements, and purpose of a variety of narrative genre including poetry, myths, legends, fantasy, and adventure.


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MI R.NT.04.03 - Students will: analyze characters' thoughts and motivation through dialogue, various character roles, and functions including hero, antihero, or narrator; know first person point of view and identify conflict and resolution.

MI R.NT.04.04 - Students will: explain how authors use literary devices including flash-forward and flashback to depict time, setting, conflicts, and resolutions to enhance the plot and create suspense.

MI R.IT - Informational TextMI R.IT.04.01 - Students will: identify and describe the structure, elements, features, and purpose of a variety of informational genre including autobiography/biography, personal essay, almanac, and newspaper.

MI R.IT.04.02 - Students will: identify and describe informational text patterns including compare/contrast, cause/effect, and problem/ solution.

MI R.IT.04.03 - Students will: explain how authors use text features including appendices, headings, subheadings, marginal notes, keys and legends, figures, and bibliographies to enhance the understanding of key and supporting ideas.MI R.CM - ComprehensionMI R.CM.04.01 - Students will: connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.MI R.CM.04.02 - Students will: retell through concise summarization grade-level narrative and informational text.


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MI R.CM.04.03 - Students will: explain relationships among themes, ideas, and characters within and across texts to create a deeper understanding by categorizing and classifying, comparing and contrasting, or drawing parallels across time and culture.

MI R.CM.04.04 - Students will: apply significant knowledge from grade-level science, social studies, and mathematics texts.MI R.MT - MetacognitionMI R.MT.04.01 - Students will: self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions.



MI R.MT.04.02 - Students will: plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning (e.g., decoding unknown words) and use graphic organizers to deepen their understanding of compare/contrast, and sequential organizational patterns.MI R.CS - Critical StandardsMI R.CS.04.01 - Students will: develop, discuss, and apply individual and shared standards using student/class created rubrics and begin to assess the quality, accuracy, and relevance of their own writing and the writing of others.

MI R.AT - Reading AttitudeMI R.AT.04.01 - Students will: be enthusiastic about reading and do substantial reading and writing on their own.


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MI W - WritingMI W.GN - Writing GenreMI W.GN.04.01 - Students will: write a cohesive narrative piece such as a myth, legend, fantasy, or adventure creating relationships among setting, characters, theme, and plot.


MI W.GN.04.03 - Students will: write an informational comparative piece that demonstrates understanding of central and supporting ideas using an effective organizational pattern (e.g., compare/contrast) and informational text features.

MI W.GN.04.04 - Students will: use the writing process to produce and present a research project using a teacher-approved topic; find and narrow research questions; use a variety of resources; take notes; and organize relevant information to draw conclusions.

MI W.PR - Writing ProcessMI W.PR.04.01 - Students will: set a purpose, consider audience, and replicate authors' styles and patterns when writing a narrative or informational piece.MI W.PR.04.02 - Students will: apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., plot, setting, conflicts/resolutions, definition/description, or chronological sequence).


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MI W.PR.04.03 - Students will: draft focused ideas using a variety of drafting techniques composing coherent and mechanically sound paragraphs when writing compositions.MI W.PR.04.04 - Students will: revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions).

MI W.PR.04.05 - Students will: proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade-level checklists both individually and in groups.MI W.PS - Personal StyleMI W.PS.04.01 - Students will: exhibit personal style and voice to enhance the written message in both narrative (e.g., strong verbs, figurative language, sensory images) and informational writing (e.g., precision, established importance, transitions).

MI W.GR - Grammar & UsageMI W.GR.04.01 - Students will: in the context of writing, correctly use simple and compound sentences; direct and indirect objects; prepositional phrases; adjectives; common and proper nouns as subjects and objects; pronouns as antecedents; regular and irregular verbs; hyphens between syllables; apostrophes in contractions; and commas in salutations to set off words; phrases and dialogue; quotation marks or italics to identify titles or names.MI W.SP - Spelling


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MI W.SP.04.01 - Students will: in the context of writing, correctly spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic); for less frequently encountered words, use structural cues (e.g., letter/ sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).

MI W.HW - HandwritingMI W.HW.04.01 - Students will: write neat and legible compositions.

MI W.AT - Writing AttitudeMI W.AT.04.01 - Students will: be enthusiastic about writing and learning to write.MI S - SpeakingMI S.CN - ConventionsMI S.CN.04.01 - Students will: use common grammatical structures correctly when speaking including appositives, participial phrases, adjectives, adverbs, and prepositional phrases to express ideas in more complex sentences.MI S.CN.04.02 - Students will: adjust their use of language to communicate effectively with a variety of audiences and for different purposes including community-building, appreciation, invitations, and cross-curricular discussions.

MI S.CN.04.03 - Students will: speak effectively using facial expressions, hand gestures, and body language in narrative and informational presentations.MI S.CN.04.04 - Students will: present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.)


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MI S.CN.04.05 - Students will: understand, providing examples of how language differs from region to region of the United States as a function of linguistic and cultural group membership.MI S.DS - DiscourseMI S.DS.04.01 - Students will: engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles, partnerships, or other conversation protocols.MI S.DS.04.02 - Students will: discuss narratives (e.g., fantasy, myths, legends, adventures, poetry), conveying the story grammar (e.g., various character roles, plot, story level theme) and emphasizing facial expressions, hand gestures, and body language.MI S.DS.04.03 - Students will: respond to multiple text types by reflecting, making connections, taking a position, and/or showing deep understanding.MI S.DS.04.04 - Students will: plan and deliver presentations focusing on a key question using an informational organizational pattern (e.g., descriptive, problem/solution, cause/effect); supportive facts and details reflecting and emphasizing facial expressions, hand gestures, and body language.

MI L - Listening & ViewingMI L.CN - ConventionsMI L.CN.04.01 - Students will: ask substantive questions of the speaker that will provide additional elaboration and details.MI L.CN.04.02 - Students will: listen to or view critically while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings.


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MI L.CN.04.03 - Students will: distinguish between and explain how verbal and nonverbal strategies enhance understanding of spoken messages and promote effective listening behaviors.MI L.CN.04.04 - Students will: recognize and analyze the various roles of the communication process (e.g., to persuade, critically analyze, flatter, explain, dare) in focusing attention on events and in shaping opinions.MI L.RP - ResponseMI L.RP.04.01 - Students will: listen to or view knowledgeably and discuss a variety of genre and compare their responses to those of their peers.


MI L.RP.04.03 - Students will: respond to multiple text types listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to clarify meaning, make connections, take a position, and/or show deep understanding.

MI L.RP.04.04 - Students will: combine skills to reveal strengthening literacy (e.g., viewing then analyzing in writing, listening then giving an opinion orally).MI L.RP.04.05 - Students will: respond to and summarize the major ideas and evidence presented in spoken messages and formal presentations.


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Agency Tag Set NameMichigan, ELA, 2006, Grade 5, Grade Level and High School Content Expectations, State Department of EducationStandard Skill Area Description Skill DescriptionMI R - ReadingMI R.WS - Word Recognition, Word Study, Fluency - Word RecognitionMI R.WS.05.01 - Students will: explain when to use and apply word structure, sentence structure, and prediction to aid in decoding words and understanding meanings of words encountered in context.

MI R.WS.05.02 - Students will: use structural, syntactic, and semantic cues including letter-sound, rimes, base words, affixes, and syllabication to automatically read frequently encountered words, decode unknown words, and decide meanings including multiple meaning words.

















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MI R.WS.05.05 - Students will: acquire and apply strategies to identify unknown words or word parts, and construct meaning by analyzing derivatives, defining meanings of affixes, and knowledge of word origins.







- FluencyMI R.WS.05.06 - Students will: fluently read beginning grade-level text and increasingly demanding text as the year proceeds. - VocabularyMI R.WS.05.07 - Students will: in context, determine the meaning of words and phrases including symbols, idioms, recently coined words, content vocabulary, and literary terms using strategies and resources including analogies, content glossaries, and electronic resources.






MI R.NT - Narrative TextMI R.NT.05.01 - Students will: analyze how characters and communities reflect life (in positive and negative ways) in classic, multicultural, and contemporary literature recognized for quality and literary merit.


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MI R.NT.05.02 - Students will: analyze the structure, elements, style, and purpose of narrative genre including historical fiction, tall tales, science fiction, fantasy, and mystery.

MI R.NT.05.03 - Students will: analyze how characters' traits and setting define plot, climax, the role of dialogue, and how problems are resolved.MI R.NT.05.04 - Students will: explain how authors use literary devices including exaggeration and metaphors to develop characters, themes, plot, and functions of heroes, anti-heroes, and narrators.MI R.IT - Informational TextMI R.IT.05.01 - Students will: analyze the structure, elements, features, style, and purpose of informational genre including advertising, experiments, editorials, and atlases.

MI R.IT.05.02 - Students will: identify and describe informational text patterns including compare/contrast, cause/effect, and problem/ solution.

MI R.IT.05.03 - Students will: explain how authors use text features including timelines, graphs, charts, diagrams, tables of contents, indices, introductions, summaries, and conclusions to enhance the understanding of key and supporting ideas.MI R.CM - ComprehensionMI R.CM.05.01 - Students will: connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.MI R.CM.05.02 - Students will: retell through concise summarization grade-level narrative and informational text.


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MI R.CM.05.03 - Students will: analyze global themes, universal truths, and principles within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing.MI R.CM.05.04 - Students will: apply significant knowledge from grade-level science, social studies, and mathematics texts.MI R.MT - MetacognitionMI R.MT.05.01 - Students will: self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions.



MI R.MT.05.02 - Students will: plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning (e.g., decoding unfamiliar words); select an appropriate text type from known genre for particular writing purposes; and use theory/evidence, cause/effect, and persuasive organizational patterns.

MI R.CS - Critical StandardsMI R.CS.05.01 - Students will: develop, discuss, and apply individual and shared standards using student/class created rubrics to assess the quality and accuracy of their own writing and the writing of others; identify attainment of intended purpose to interpret authors' viewpoints and determine effect on classroom or school-wide audiences.

MI R.AT - Reading Attitude


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MI R.AT.05.01 - Students will: be enthusiastic about reading and do substantial reading and writing on their own.MI W - WritingMI W.GN - Writing GenreMI W.GN.05.01 - Students will: write a cohesive narrative piece such as a mystery, tall tale, or historical fiction using time period and setting to enhance the plot; demonstrating roles and functions of heroes, anti-heroes, and narrator; and depicting conflicts and resolutions.


MI W.GN.05.03 - Students will: write a position piece that demonstrates understanding of central ideas and supporting details (e.g., position/ evidence organizational pattern) using multiple headings and subheadings.

MI W.GN.05.04 - Students will: use the writing process to produce and present a research project; use a variety of resources to gather and organize relevant information into central ideas and supporting details for a teacher-approved narrowed focus question and hypothesis.

MI W.PR - Writing ProcessMI W.PR.05.01 - Students will: set a purpose, consider audience, and replicate authors' styles and patterns when writing a narrative or informational piece.


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MI W.PR.05.02 - Students will: apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., role and relationships of characters, settings, ideas, relationship of theory/evidence, or compare/contrast).

MI W.PR.05.03 - Students will: draft focused ideas using linguistic structures and textual features needed to clearly communicate information composing coherent, mechanically sound paragraphs when writing compositions.MI W.PR.05.04 - Students will: revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve organization and flow of ideas (e.g., position/evidence organizational pattern, craft such as titles, leads, endings, and powerful verbs).

MI W.PR.05.05 - Students will: proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups.MI W.PS - Personal StyleMI W.PS.05.01 - Students will: exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).

MI W.GR - Grammar & Usage


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MI W.GR.05.01 - Students will: in the context of writing, correctly use compound subjects and predicates; proper nouns and pronouns; articles; conjunctions; hyphens in compound and number words; commas between two independent clauses to set off direct address, long phrases, clauses; colons to separate hours and minutes and to introduce a list.

MI W.SP - SpellingMI W.SP.05.01 - Students will: in the context of writing, correctly spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic); for less frequently encountered words, use structural cues (e.g., letter/sound, rime, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).


MI W.AT - Writing AttitudeMI W.AT.05.01 - Students will: be enthusiastic about writing and learning to write.MI S - SpeakingMI S.CN - ConventionsMI S.CN.05.01 - Students will: use common grammatical structures correctly when speaking including irregular verbs to express more complex ideas.MI S.CN.05.02 - Students will: adjust their use of language to communicate effectively with a variety of audiences and for different purposes including research, explanation, and persuasion.


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MI S.CN.05.03 - Students will: speak effectively using varying modulation, volume, and pace of speech to indicate emotions, create excitement, and emphasize meaning in narrative and informational presentations.

MI S.CN.05.04 - Students will: present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.)MI S.CN.05.05 - Students will: understand, providing examples of how language differs from early American history to current day America as a function of linguistic and cultural group membership.MI S.DS - DiscourseMI S.DS.05.01 - Students will: engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles, partnerships, or other conversation protocols.MI S.DS.05.02 - Students will: discuss narratives (e.g., mystery, historical fiction, tall tales, science fiction), conveying the story grammar (e.g., traits of characters, relationship between setting and climax/ anticlimax), while varying voice modulation, volume, and pace of speech to emphasize meaning.

MI S.DS.05.03 - Students will: respond to multiple text types by analyzing content, interpreting the message, and evaluating the purpose.


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MI S.DS.05.04 - Students will: plan and deliver persuasive presentations or reports using an informational organizational pattern for a specific purpose (e.g., to persuade, describe, inform) that conveys and supports the point they want to make, while varying voice modulation, volume, and pace of speech to emphasize meaning.

MI L - Listening & ViewingMI L.CN - ConventionsMI L.CN.05.01 - Students will: ask substantive questions based on the argument(s) presented by a speaker when listening to or viewing a variety of presentations.MI L.CN.05.02 - Students will: listen to or view critically while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings.MI L.CN.05.03 - Students will: listen and view critically how verbal and non-verbal strategies enhance understanding of spoken messages and promote effective listening behaviors during a variety of class presentations.MI L.CN.05.04 - Students will: recognize and analyze the various roles of the communication process (e.g., to persuade, critically analyze, entertaining versus informative, different interpretations or perspectives of an action or event) in focusing attention on events and shaping opinions.

MI L.RP - ResponseMI L.RP.05.01 - Students will: listen to or view knowledgeably and discuss a variety of genre and compare their responses to those of their peers.


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MI L.RP.05.03 - Students will: respond to multiple text types listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to clarify meaning, make connections, take a position, and/or show deep understanding without major misconceptions.

MI L.RP.05.04 - Students will: combine skills to reveal strengthening literacy (e.g., viewing then analyzing in writing, listening then paraphrasing in writing).MI L.RP.05.05 - Students will: respond to and go beyond the information given by a speaker, making inferences and drawing appropriate conclusions.


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Agency Tag Set NameMichigan, ELA, 2006, Grade 6, Grade Level and High School Content Expectations, State Department of EducationStandard Skill Area Description Skill DescriptionMI R - ReadingMI R.WS - Word Recognition, Word Study, Fluency - Word RecognitionMI R.WS.06.01 - Students will: explain and use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context.




MI R.WS.06.02 - Students will: use structural, syntactic, and semantic analysis to recognize unfamiliar words in context including origins and meanings of foreign words, words with multiple meanings, and knowledge of major word chunks/rimes, and syllabication.

















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MI R.WS.06.05 - Students will: acquire and apply strategies to identify unknown words and construct meaning.







- FluencyMI R.WS.06.06 - Students will: fluently read beginning grade-level text and increasingly demanding texts as the year proceeds. - VocabularyMI R.WS.06.07 - Students will: in context, determine the meaning of words and phrases including regional idioms, literary and technical terms, and content vocabulary using strategies including connotation, denotation, and authentic content-related resources.






MI R.NT - Narrative TextMI R.NT.06.01 - Students will: describe how characters form opinions about one another in ways that can be fair and unfair in classic, multicultural, and contemporary literature recognized for quality and literary merit.MI R.NT.06.02 - Students will: analyze the structure, elements, style, and purpose of narrative genre including folktales, fantasy, adventure, and action stories.


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MI R.NT.06.03 - Students will: analyze how dialogue enhances the plot, characters, and themes; differentiates major and minor characters; and builds climax.MI R.NT.06.04 - Students will: analyze how authors use literary devices including dialogue, imagery, mood, and understatement to develop the plot, characters, point of view, and theme.

MI R.IT - Informational TextMI R.IT.06.01 - Students will: analyze the structure, elements, features, style, and purpose of informational genre, including research reports, "how-to" articles, and essays.

MI R.IT.06.02 - Students will: analyze organizational text patterns including descriptive, chronological sequence, and problem/solution.

MI R.IT.06.03 - Students will: explain how authors use text features including footnotes, bibliographies, introductions, summaries, conclusions, and appendices to enhance the understanding of central, key, and supporting ideas.

MI R.CM - ComprehensionMI R.CM.06.01 - Students will: connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.MI R.CM.06.02 - Students will: retell through concise summarization grade-level narrative and informational text.

MI R.CM.06.03 - Students will: analyze global themes, universal truths and principles within and across texts to create a deeper understanding by drawing conclusions, making inferences, and synthesizing.


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MI R.MT.06.02 - Students will: plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides.

MI R.CS - Critical StandardsMI R.CS.06.01 - Students will: compare the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own writing and the writing of others.MI R.AT - Reading AttitudeMI R.AT.06.01 - Students will: be enthusiastic about reading and do substantial reading and writing on their own.


Skill 11 - OP11 Working independently

MI W - WritingMI W.GN - Writing Genre


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MI W.GN.06.01 - Students will: write a cohesive narrative piece such as a personal narrative, adventure, tall tale, folktale, fantasy, or poetry that includes appropriate conventions to the genre, employing elements of characterization for major and minor characters; internal and/ or external conflict; and issues of plot, theme, and imagery.

MI W.GN.06.02 - Students will: write a personal, persuasive, or comparative essay that includes organizational patterns supporting key ideas.MI W.GN.06.03 - Students will: formulate research questions using multiple resources and perspectives that allow them to organize, analyze, and explore problems and pose solutions that culminate in a final presented project using the writing process.MI W.PR - Writing ProcessMI W.PR.06.01 - Students will: set a purpose, consider audience, and replicate authors' styles and patterns when writing a narrative or informational piece.MI W.PR.06.02 - Students will: apply a variety of pre-writing strategies for both narrative (e.g., graphic organizers designed to develop a plot that includes major and minor characters, builds climax, and uses dialogue to enhance a theme) and informational writing (e.g., problem/solution or sequence).

MI W.PR.06.03 - Students will: revise drafts for clarity, coherence, and consistency in content, voice, and genre characteristics with audience and purpose in mind.


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MI W.PR.06.04 - Students will: draft focused ideas for a specific purpose using multiple paragraphs, sentence variety, and voice to meet the needs of an audience (e.g., word choice, level of formality, and use of example) when writing compositions.


MI W.GR - Grammar & UsageMI W.GR.06.01 - Students will: in the context of writing, correctly use style conventions (e.g., Modern Language Association Handbook) and a variety of grammatical structures in writing including indefinite and predicate pronouns; transitive and intransitive verbs; adjective and adverbial phrases; adjective and adverbial subordinate clauses; comparative adverbs and adjectives; superlatives, conjunctions; compound sentences; appositives; independent and dependent clauses; introductory phrases; periods; commas; quotation marks; and use of underlining and italics for specific purposes.

MI W.SP - SpellingMI W.SP.06.01 - Students will: in the context of writing, correctly spell frequently encountered and frequently misspelled words.MI W.HW - HandwritingMI W.HW.06.01 - Students will: write neat and legible compositions.


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MI W.AT - Writing AttitudeMI W.AT.06.01 - Students will: be enthusiastic about writing and learning to write.MI S - SpeakingMI S.CN - ConventionsMI S.CN.06.01 - Students will: adjust their use of language to communicate effectively with a variety of audiences and for different purposes by asking and responding to questions and remarks to engage the audience when presenting.

MI S.CN.06.02 - Students will: speak effectively using rhyme, rhythm, cadence, and word play for effect in narrative and informational presentations.MI S.CN.06.03 - Students will: present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.)MI S.DS - DiscourseMI S.DS.06.01 - Students will: engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles, partnerships, or other conversation protocols.MI S.DS.06.02 - Students will: respond to multiple text types in order to compare/contrast ideas, form, and style; to evaluate quality; take a stand and support an issue; and to identify personally with a universal theme.

MI S.DS.06.03 - Students will: discuss written narratives that include a variety of literary and plot devices (e.g., established context plot, point of view, sensory details, dialogue, and suspense).


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MI S.DS.06.04 - Students will: plan a focused and coherent informational presentation using an informational organizational pattern (e.g., problem/solution, sequence); select a focus question to address and organize the message to ensure that it matches the intent and the audience to which it will be delivered.

MI L - Listening & ViewingMI L.CN - ConventionsMI L.CN.06.01 - Students will: respond to, evaluate, and analyze the speaker's effectiveness and content when listening to or viewing a variety of speeches and presentations.

MI L.CN.06.02 - Students will: listen to or view critically while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive); critically examine the verbal and non-verbal strategies during speeches and presentations.MI L.RP - ResponseMI L.RP.06.01 - Students will: listen to or view knowledgeably a variety of genre to summarize, take notes on key points, and ask clarifying questions.MI L.RP.06.02 - Students will: select, listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.

MI L.RP.06.03 - Students will: identify a speaker's affective communication expressed through tone, mood, and emotional cues.MI L.RP.06.04 - Students will: relate a speaker's verbal communications (e.g., tone of voice) to the nonverbal message communicated (e.g., eye contact, posture, and gestures).


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MI L.RP.06.05 - Students will: respond to multiple text types when listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to compare/contrast similarities and differences in idea, form, and style to evaluate quality and to identify personal and universal themes.

MI L.RP.06.06 - Students will: respond to, evaluate, and analyze the credibility of a speaker who uses persuasion to affirm his/her point of view in a speech or presentation.

MI L.RP.06.07 - Students will: identify persuasive and propaganda techniques used in television, and identify false and misleading information.


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MI R.WS.07.02 - Students will: use structural, syntactic, and semantic analysis to recognize unfamiliar words in context including idioms, analogies, metaphors, similes, knowledge of roots and affixes, major word chunks/rimes, and syllabication.




















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Skill Area 4 - Comprehension (C) Skill 1 - C01 Understanding what is readSkill 3 - C03 Using context clues for comprehensionSkill 4 - C04 Making inferences for comprehension

- FluencyMI R.WS.07.06 - Students will: fluently read beginning grade-level text and increasingly demanding texts as the year proceeds. - VocabularyMI R.WS.07.07 - Students will: in context, determine the meaning of words and phrases including cross-cultural expressions, mathematical expressions, scientific procedures, and literary terms using strategies and authentic content-related resources.





Skill 3 - V03 Making connections with prior knowledge


MI R.NT - Narrative TextMI R.NT.07.01 - Students will: identify how the tensions among characters, communities, themes, and issues are related to their own experiences in classic, multicultural, and contemporary literature recognized for quality and literary merit.

MI R.NT.07.02 - Students will: analyze the structure, elements, style, and purpose of narrative genre including mystery, poetry, memoir, drama, myths, and legends.


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MI R.NT.07.03 - Students will: analyze the role of antagonists, protagonists, internal and external conflicts, and abstract themes.MI R.NT.07.04 - Students will: analyze author's craft including the use of theme, antagonists, protagonists, overstatement, understatement, and exaggeration.MI R.IT - Informational TextMI R.IT.07.01 - Students will: analyze the structure, elements, features, style, and purpose of informational genre including persuasive essay, research report, brochure, personal correspondence, autobiography and biography.

MI R.IT.07.02 - Students will: analyze organizational text patterns including sequential, compare/contrast, and cause/effect.

MI R.IT.07.03 - Students will: explain how authors use writer's craft and text features including metaphors, similes, captions, diagrams, and appendices to enhance the understanding of central, key, and supporting ideas.MI R.CM - ComprehensionMI R.CM.07.01 - Students will: connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.MI R.CM.07.02 - Students will: retell through concise summarization grade-level narrative and informational text.

MI R.CM.07.03 - Students will: analyze global themes, universal truths, and principles within and across texts to create a deeper understanding by drawing conclusions, making inferences, and synthesizing.


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MI R.MT.07.02 - Students will: plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides.

MI R.CS - Critical StandardsMI R.CS.07.01 - Students will: analyze the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own writing and the writing of others.MI R.AT - Reading AttitudeMI R.AT.07.01 - Students will: be enthusiastic about reading and do substantial reading and writing on their own.MI W - WritingMI W.GN - Writing GenreMI W.GN.07.01 - Students will: write a cohesive narrative piece such as a memoir, drama, legend, mystery, poetry, or myth that includes appropriate conventions to the genre employing literary and plot devices (e.g., internal and/or external conflicts, antagonists/ protagonists, personification).


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MI W.GN.07.02 - Students will: write a research report using a wide variety of resources that includes appropriate organizational patterns (e.g., position statement/ supporting evidence, problem statement/solution, or compare/contrast), descriptive language, and informational text features.MI W.GN.07.03 - Students will: formulate research questions using multiple resources, perspectives, and arguments/ counter-arguments to develop a thesis statement that culminates in a final presented project using the writing process.MI W.PR - Writing ProcessMI W.PR.07.01 - Students will: set a purpose, consider audience, and replicate authors' styles and patterns when writing a narrative or informational piece.MI W.PR.07.02 - Students will: apply a variety of pre-writing strategies for both narrative (e.g., graphically depict roles of antagonist/protagonist, internal/external conflict) and informational writing (e.g., position statement/supporting evidence, problem statement/ solution, or compare/contrast).

MI W.PR.07.03 - Students will: revise drafts to reflect different perspectives for multiple purposes and to ensure that content, structure, elements of style and voice, literary devices, and text features are consistent.

MI W.PR.07.04 - Students will: draft focused ideas using titles, leads, and endings in a variety of text structures to achieve a specific purpose for intended audiences when writing compositions.


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MI W.GR - Grammar & UsageMI W.GR.07.01 - Students will: in the context of writing, correctly use style conventions (e.g., Modern Language Association Handbook) and a variety of grammatical structures including participial phrases; adverbial subordinate clauses; superlative adjectives and adverbs; present, past, future, continuous verb tenses; parentheses; singular and plural possessive forms; and indefinite pronoun referents.

MI W.SP - SpellingMI W.SP.07.01 - Students will: in the context of writing, correctly spell the derivatives of bases and affixes.


MI W.AT - Writing AttitudeMI W.AT.07.01 - Students will: be enthusiastic about writing and learning to write.MI S - SpeakingMI S.CN - Conventions


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MI S.CN.07.01 - Students will: adjust their use of language to communicate effectively with a variety of audiences and for different purposes by using specialized language related to a topic and selecting words carefully to achieve precise meaning when presenting.

MI S.CN.07.02 - Students will: speak effectively using slang, dialect, and colloquial language suitably to create interest and drama in narrative and informational presentations.

MI S.CN.07.03 - Students will: present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.)MI S.DS - DiscourseMI S.DS.07.01 - Students will: engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles. partnerships, or other conversation protocols.MI S.DS.07.02 - Students will: respond to multiple text types in order to anticipate and answer questions, offer opinions and solutions, and to identify personally with a universal theme.MI S.DS.07.03 - Students will: discuss written narratives with a variety of literary and plot devices (e.g., clearly described setting, sequenced events, complex major and minor characters, dialogue, suspense, and specific character actions such as gestures, movements, and expressions).


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MI S.DS.07.04 - Students will: plan and deliver a focused, coherent informational presentation using an informational organizational pattern (e.g., theory/evidence, persuasion, sequence) that incorporates persuasive, non-verbal techniques, and provides explanations and descriptions supportive of the presentation's focus and the backgrounds and interests of the audience.

MI L - Listening & ViewingMI L.CN - ConventionsMI L.CN.07.01 - Students will: distinguish facts from opinions and question their validity when listening to or viewing a variety of speeches and presentations.MI L.CN.07.02 - Students will: listen to or view critically while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive); critically examine the verbal and non-verbal strategies during speeches and presentations.MI L.RP - ResponseMI L.RP.07.01 - Students will: listen to or view knowledgeably a variety of genre to identify, state, and react to a speaker's point of view and bias.


MI L.RP.07.03 - Students will: identify a speaker's attitude toward a subject expressed through tone, mood, emotional cues, and depth of content.

MI L.RP.07.04 - Students will: ask probing questions of speakers, focusing on claims and conclusions presented.


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MI L.RP.07.05 - Students will: respond to multiple text types when listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to anticipate and answer questions; determine personal and universal themes; and offer opinions or solutions.

MI L.RP.07.06 - Students will: evaluate the credibility of a speaker by determining whether the speaker's point of view is biased or not.

MI L.RP.07.07 - Students will: identify persuasive and propaganda techniques and analyze the effect on the view of images, text, and sound in the electronic media (e.g., television, movies), and determine if the techniques used achieved their intended effects.


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MI R.WS.08.02 - Students will: use structural, syntactic, and semantic analysis to recognize unfamiliar words in context including idioms, analogies, metaphors, and similes to infer the history of the English language, and common word origins.




















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Skill Area 4 - Comprehension (C) Skill 1 - C01 Understanding what is readSkill 3 - C03 Using context clues for comprehensionSkill 4 - C04 Making inferences for comprehension

- FluencyMI R.WS.08.06 - Students will: fluently read beginning grade-level text and increasingly demanding texts as the year proceeds. - VocabularyMI R.WS.08.07 - Students will: in context, determine the meaning of words and phrases including content area vocabulary and literary terms using strategies including activating prior knowledge, using text features/ structures, and authentic content-related resources.





Skill 3 - V03 Making connections with prior knowledge


MI R.NT - Narrative TextMI R.NT.08.01 - Students will: investigate various examples of distortion and stereotypes such as those associated with gender, race, culture, age, class, religion, and other individual differences through classic, multicultural, and contemporary literature recognized for quality and literary merit.MI R.NT.08.02 - Students will: analyze the structure, elements, style, and purpose of narrative genre including historical fiction, science fiction, and realistic fiction.


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MI R.NT.08.03 - Students will: analyze the role of rising and falling actions, minor characters in relation to conflict, and credibility of the narrator.MI R.NT.08.04 - Students will: analyze author's craft including symbolism, imagery, and consistency to develop credible narrators, rising and falling actions, and minor characters.MI R.IT - Informational TextMI R.IT.08.01 - Students will: analyze the structure, elements, features, style, and purpose of informational genre including comparative essays, newspaper writings, technical writings, and persuasive essays.

MI R.IT.08.02 - Students will: analyze organizational patterns including chronological sequence, compare/contrast, and cause/effect.

MI R.IT.08.03 - Students will: explain how authors use text features including graphics, author's pages, prefaces, and marginal notes, to enhance the understanding of central, key, and supporting ideas.

MI R.CM - ComprehensionMI R.CM.08.01 - Students will: connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.MI R.CM.08.02 - Students will: retell through concise summarization grade-level narrative and informational text.

MI R.CM.08.03 - Students will: analyze global themes, universal truths, and principles within and across texts to create a deeper understanding by drawing conclusions, making inferences, and synthesizing.


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MI R.MT.08.02 - Students will: plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills.MI R.CS - Critical StandardsMI R.CS.08.01 - Students will: evaluate the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own writing and the writing of others.MI R.AT - Reading AttitudeMI R.AT.08.01 - Students will: be enthusiastic about reading and do substantial reading and writing on their own.MI W - WritingMI W.GN - Writing GenreMI W.GN.08.01 - Students will: write a cohesive narrative piece such as poetry, historical fiction, science fiction, or realistic fiction that includes appropriate conventions to genre employing literary and plot devices (e.g., narrator credibility, rising and falling actions and/ or conflict, imagery and transitional language).


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MI W.GN.08.02 - Students will: write an historical expository piece such as a journal, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations.

MI W.GN.08.03 - Students will: formulate research questions that demonstrate critical evaluation of multiple resources, perspectives, and arguments/counter-arguments that culminate in a presented final project using the writing process.MI W.PR - Writing ProcessMI W.PR.08.01 - Students will: set a purpose, consider audience, and replicate authors' styles and patterns when writing a narrative or informational piece.MI W.PR.08.02 - Students will: apply a variety of pre-writing strategies for both narrative (e.g., graphic organizers designed to depict rising and falling actions, roles of minor characters, credibility of narrator) and informational writing (e.g., compare/ contrast, cause/effect, or sequential text patterns).

MI W.PR.08.03 - Students will: draft focused ideas experimenting with various ways of sequencing information including ordering arguments, or sequencing ideas chronologically by importance when writing compositions.MI W.PR.08.04 - Students will: revise drafts for coherence and consistency in word choice, structure, and style; and read their own work from another reader's perspective.

MI W.PR.08.05 - Students will: proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups.MI W.PS - Personal Style


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MI W.PS.08.01 - Students will: exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).

MI W.GR - Grammar & UsageMI W.GR.08.01 - Students will: in the context of writing, correctly use style conventions (e.g., Modern Language Association Handbook) and a variety of grammatical structures in compositions including infinitives, gerunds, participial phrases, and dashes or ellipses.

MI W.SP - SpellingMI W.SP.08.01 - Students will: in the context of writing use correct spelling conventions.MI W.HW - HandwritingMI W.HW.08.01 - Students will: write neat and legible compositions.

MI W.AT - Writing AttitudeMI W.AT.08.01 - Students will: be enthusiastic about writing and learning to write.MI S - SpeakingMI S.CN - ConventionsMI S.CN.08.01 - Students will: adjust their use of language to communicate effectively with a variety of audiences and for different purposes by using enunciation to emphasize key ideas and concepts when presenting.

MI S.CN.08.02 - Students will: speak effectively using body language including gestures, posture, facial expressions, tone of voice, and pace of speaking to enhance meaning and influence interpretation in narrative and informational presentations.


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MI S.CN.08.03 - Students will: present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.)MI S.DS - DiscourseMI S.DS.08.01 - Students will: engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles, partnerships, or other conversation protocols.MI S.DS.08.02 - Students will: respond to multiple text types in order to explore problems and pose solutions supported with evidence, take a stand on an issue and support it, and identify personally with a universal theme.MI S.DS.08.03 - Students will: discuss written narratives with a variety of literary and plot devices (e.g., description of relevant situations, well-chosen details, relevant dialogue, specific action, and physical description of characters).

MI S.DS.08.04 - Students will: plan, outline, and deliver an informational presentation using precise and vivid language in the active voice; organizing logically to convey the message; applying persuasive non-verbal techniques; making use of rhetorical strategies to support the purpose of the presentation and to positively impact the intended audience.MI L - Listening & ViewingMI L.CN - ConventionsMI L.CN.08.01 - Students will: analyze main idea, significant details, fact and opinion, bias, propaganda, argumentation, or support when listening to or viewing a variety of speeches and presentations.


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MI L.CN.08.02 - Students will: listen to or view critically while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, and supportive); critically examine the verbal and non-verbal strategies during speeches and presentations.

MI L.RP - ResponseMI L.RP.08.01 - Students will: listen to or view knowledgeably a variety of genre to react to a speaker's intent and apply a speaker's reasoning to other situations.

MI L.RP.08.02 - Students will: select, listen to or view knowledgeably, respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.

MI L.RP.08.03 - Students will: paraphrase a speaker's main ideas, purpose, and point of view, and ask relevant questions about the content, delivery, and purpose of the presentation.MI L.RP.08.04 - Students will: analyze oral interpretations of literature (e.g., language choice, delivery) and the effect of the interpretations on the listener.MI L.RP.08.05 - Students will: respond to multiple text types when listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to anticipate and answer questions; determine personal and universal themes; and offer opinions or solutions.

MI L.RP.08.06 - Students will: evaluate the credibility of a speaker by determining whether the speaker may have hidden agendas or be otherwise biased.


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MI L.RP.08.07 - Students will: interpret and analyze the various ways in which visual image-makers (e.g., graphic artists, illustrators) communicate information and affect impressions and opinions.


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Agency Tag Set NameMichigan, ELA, 2006, Grades: 9-12, Grade Level and High School Content Expectations, State Department of EducationStandard Skill Area Description Skill DescriptionMI 1 - Writing, Speaking, and Visual ExpressionMI 1.1 - Understand and practice writing as a recursive process.MI CE 1.1.1 - Demonstrate flexibility in using independent and collaborative strategies for planning, drafting, revising, and editing complex texts.MI CE 1.1.2 - Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free writing, clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers, taking notes, summarizing, paraphrasing).

MI CE 1.1.3 - Select and use language that is appropriate (e.g., formal, informal, literary, or technical) for the purpose, audience, and context of the text, speech, or visual representation (e.g., letter to editor, proposal, poem, or digital story).

MI CE 1.1.4 - Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre.MI CE 1.1.5 - Revise drafts to more fully and/or precisely convey meaning-drawing on response from others, self-reflection, and reading one's own work with the eye of a reader; then refine the text- deleting and/or reorganizing ideas, and addressing potential readers' questions.

MI CE 1.1.6 - Reorganize sentence elements as needed and choose grammatical and stylistic options that provide sentence variety, fluency, and flow.


STAR Reading Grades 9 - 12

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Agency Tag Set NameMichigan, ELA, 2006, Grades: 9-12, Grade Level and High School Content Expectations, State Department of EducationStandard Skill Area Description Skill Description


MI CE 1.1.7 - Edit for style, tone, and word choice (specificity, variety, accuracy, appropriateness, conciseness) and for conventions of grammar, usage and mechanics that are appropriate for audience.MI CE 1.1.8 - Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience.

MI 1.2 - Use writing, speaking, and visual expression for personal understanding and growth.MI CE 1.2.1 - Write, speak, and use images and graphs to understand and discover complex ideas.

MI CE 1.2.2 - Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment).MI CE 1.2.3 - Write, speak, and create artistic representations to express personal experience and perspective (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages).

MI CE 1.2.4 - Assess strengths, weaknesses, and development as a writer by examining a collection of own writing.MI 1.3 - Communicate in speech, writing, and multimedia using content, form, voice, and style appropriate to the audience and purpose (e.g., to reflect, persuade, inform, analyze, entertain, inspire).


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MI CE 1.3.1 - Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).MI CE 1.3.2 - Compose written and spoken essays or work-related text that demonstrate logical thinking and the development of ideas for academic, creative, and personal purposes: essays that convey the author's message by using an engaging introduction (with a clear thesis as appropriate), well-constructed paragraphs, transition sentences, and a powerful conclusion.MI CE 1.3.3 - Compose essays with well-crafted and varied sentences demonstrating a precise, flexible, and creative use of language.

MI CE 1.3.4 - Develop and extend a thesis, argument, or exploration of a topic by analyzing differing perspectives and employing a structure that effectively conveys the ideas in writing (e.g. resolve inconsistencies in logic; use a range of strategies to persuade, clarify, and defend a position with precise and relevant evidence; anticipate and address concerns and counterclaims; provide a clear and effective conclusion).


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MI CE 1.3.5 - From the outset, identify and assess audience expectations and needs; consider the rhetorical effects of style, form, and content based on that assessment; and adapt communication strategies appropriately and effectively.

MI CE 1.3.6 - Use speaking, writing, and visual presentations to appeal to audiences of different social, economic, and cultural backgrounds and experiences (e.g., include explanations and definitions according to the audience's background, age, or knowledge of the topic; adjust formality of style; consider interests of potential readers).MI CE 1.3.7 - Participate collaboratively and productively in groups (e.g., response groups, work teams, discussion groups, and committees)-fulfilling roles and responsibilities, posing relevant questions, giving and following instructions, acknowledging and building on ideas and contributions of others to answer questions or to solve problems, and offering dissent courteously.MI CE 1.3.8 - Evaluate own and others' effectiveness in group discussions and formal presentations (e.g., considering accuracy, relevance, clarity, and delivery; types of arguments used; and relationships among purpose, audience, and content).MI CE 1.3.9 - Use the formal, stylistic, content, and mechanical conventions of a variety of genres in speaking, writing, and multimedia presentations.


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MI 1.4 - Develop and use the tools and practices of inquiry and research-generating, exploring, and refining important questions; creating a hypothesis or thesis; gathering and studying evidence; drawing conclusions; and composing a report.

MI CE 1.4.1 - Identify, explore, and refine topics and questions appropriate for research.MI CE 1.4.2 - Develop a system for gathering, organizing, paraphrasing, and summarizing information; select, evaluate, synthesize, and use multiple primary and secondary (print and electronic) resources.

MI CE 1.4.3 - Develop and refine a position, claim, thesis, or hypothesis that will be explored and supported by analyzing different perspectives, resolving inconsistencies, and writing about those differences in a structure appropriate for the audience (e.g., argumentative essay that avoids inconsistencies in logic and develops a single thesis; exploratory essay that explains differences and similarities and raises additional questions).

MI CE 1.4.4 - Interpret, synthesize, and evaluate information/findings in various print sources and media (e.g., fact and opinion, comprehensiveness of the evidence, bias, varied perspectives, motives and credibility of the author, date of publication) to draw conclusions and implications.MI CE 1.4.5 - Develop organizational structures appropriate to the purpose and message, and use transitions that produce a sequential or logical flow of ideas.


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MI CE 1.4.6 - Use appropriate conventions of textual citation in different contexts (e.g., different academic disciplines and workplace writing situations).MI CE 1.4.7 - Recognize the role of research, including student research, as a contribution to collective knowledge, selecting an appropriate method or genre through which research findings will be shared and evaluated, keeping in mind the needs of the prospective audience. (e.g., presentations, online sharing, written products such as a research report, a research brief, a multi-genre report, I-Search, literary analysis, news article).

MI 1.5 - Produce a variety of written, spoken, multigenre, and multimedia works, making conscious choices about language, form, style, and/or visual representation for each work (e.g., poetry, fiction and creative nonfiction stories, academic and literary essays, proposals, memos, manifestos, business letters, advertisements, prepared speeches, group and dramatic performances, poetry slams, and digital stories).

MI CE 1.5.1 - Use writing, speaking, and visual expression to develop powerful, creative and critical messages.MI CE 1.5.2 - Prepare spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology.


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MI CE 1.5.3 - Select format and tone based on the desired effect and audience, using effective written and spoken language, sound, and/or visual representations (e.g., focus, transitions, facts, detail and evidence to support judgments, skillful use of rhetorical devices, and a coherent conclusion).

MI CE 1.5.4 - Use technology tools (e.g., word processing, presentation and multimedia software) to produce polished written and multimedia work (e.g., literary and expository works, proposals, business presentations, advertisements).

MI CE 1.5.5 - Respond to and use feedback to strengthen written and multimedia presentations (e.g., clarify and defend ideas, expand on a topic, use logical arguments, modify organization, evaluate effectiveness of images, set goals for future presentations).MI 2 - Reading, Listening, and ViewingMI 2.1 - Develop critical reading, listening, and viewing strategies.MI CE 2.1.1 - Use a variety of pre-reading and previewing strategies (e.g., acknowledge own prior knowledge, make connections, generate questions, make predictions, scan a text for a particular purpose or audience, analyze text structure and features) to make conscious choices about how to approach the reading based on purpose, genre, level of difficulty, text demands and features.


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MI CE 2.1.2 - Make supported inferences and draw conclusions based on informational print and multimedia features (e.g., prefaces, appendices, marginal notes, illustrations, bibliographies, author's pages, footnotes, diagrams, tables, charts, maps, timelines, graphs, and other visual and special effects) and explain how authors and speakers use them to infer the organization of text and enhance understanding, convey meaning, and inspire or mislead audiences.

MI CE 2.1.3 - Determine the meaning of unfamiliar words, specialized vocabulary, figurative language, idiomatic expressions, and technical meanings of terms through context clues, word roots and affixes, and the use of appropriate resource materials such as print and electronic dictionaries.






Skill Area 4 - Comprehension (C) Skill 3 - C03 Using context clues for comprehensionSkill 6 - C06 Making connections with prior knowledge

MI CE 2.1.4 - Identify and evaluate the primary focus, logical argument, structure, and style of a text or speech and the ways in which these elements support or confound meaning or purpose.MI CE 2.1.5 - Analyze and evaluate the components of multiple organizational patterns (e.g., compare/contrast, cause/effect, problem/solution, fact/opinion, theory/evidence).


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MI CE 2.1.6 - Recognize the defining characteristics of informational texts, speeches, and multimedia presentations (e.g., documentaries and research presentations) and elements of expository texts (e.g., thesis, supporting ideas, and statistical evidence); critically examine the argumentation and conclusions of multiple informational texts.MI CE 2.1.7 - Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique.MI CE 2.1.8 - Recognize the conventions of visual and multimedia presentations (e.g., lighting, camera angle, special effects, color, and soundtrack) and how they carry or influence messages.

MI CE 2.1.9 - Examine the intersections and distinctions between visual (media images, painting, film, and graphic arts) and verbal communication.MI CE 2.1.10 - Listen to and view speeches, presentations, and multimedia works to identify and respond thoughtfully to key ideas, significant details, logical organization, fact and opinion, and propaganda.MI CE 2.1.11 - Demonstrate appropriate social skills of audience, group discussion, or work team behavior by listening attentively and with civility to the ideas of others, gaining the floor in respectful ways, posing appropriate questions, and tolerating ambiguity and lack of consensus.


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MI CE 2.1.12 - Use a variety of strategies to enhance listening comprehension (e.g., monitor message for clarity and understanding, ask relevant questions, provide verbal and nonverbal feedback, notice cues such as change of pace or emphasis that indicate a new point is about to be made; and take notes to organize essential information).

MI 2.2 - Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level (e.g., drawing inferences; confirming and correcting; making comparisons, connections, and generalizations; and drawing conclusions).MI CE 2.2.1 - Recognize literary and persuasive strategies as ways by which authors convey ideas and readers make meaning (e.g., imagery, irony, satire, parody, propaganda, overstatement/understatement, omission, and multiple points of view).MI CE 2.2.2 - Examine the ways in which prior knowledge and personal experience affect the understanding of written, spoken, or multimedia text.

MI CE 2.2.3 - Interpret the meaning of written, spoken, and visual texts by drawing on different cultural, theoretical, and critical perspectives.

MI 2.3 - Develop as a reader, listener, and viewer for personal, social, and political purposes, through independent and collaborative reading.MI CE 2.3.1 - Read, listen to, and view diverse texts for multiple purposes such as learning complex procedures, making work-place decisions, or pursuing in-depth studies.


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MI CE 2.3.2 - Read, view, and/or listen independently to a variety of fiction, nonfiction, and multimedia genres based on student interest and curiosity.MI CE 2.3.3 - Critically read and interpret instructions for a variety of tasks (e.g., completing assignments, using software, writing college and job applications).

MI CE 2.3.4 - Critically interpret primary and secondary research-related documents (e.g., historical and government documents, newspapers, critical and technical articles, and subject-specific books).

MI CE 2.3.5 - Engage in self-assessment as a reader, listener, and viewer, while monitoring comprehension and using a variety of strategies to overcome difficulties when constructing and conveying meaning.MI CE 2.3.6 - Reflect on personal understanding of reading, listening, and viewing; set personal learning goals; and take responsibility for personal growth.MI CE 2.3.7 - Participate as an active member of a reading, listening, and viewing community, collaboratively selecting materials to read or events to view and enjoy (e.g., book talks, literature circles, film clubs).

MI CE 2.3.8 - Develop and apply personal, shared, and academic criteria to evaluate own and others' oral, written, and visual texts.MI 3 - Literature and CultureMI 3.1 - Develop the skills of close and contextual literary reading.MI CE 3.1.1 - Interpret literary language (e.g., imagery, allusions, symbolism, metaphor) while reading literary and expository works.


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MI CE 3.1.2 - Demonstrate an understanding of literary characterization, character development, the function of major and minor characters, motives and causes for action, and moral dilemmas that characters encounter by describing their function in specific works.MI CE 3.1.3 - Recognize a variety of plot structures and elements (e.g., story within a story, rising action, foreshadowing, flash backs, cause-and-effect relationships, conflicts, resolutions) and describe their impact on the reader in specific literary works.MI CE 3.1.4 - Analyze characteristics of specific works and authors (e.g., voice, mood, time sequence, author vs. narrator, stated vs. implied author, intended audience and purpose, irony, parody, satire, propaganda, use of archetypes and symbols) and identify basic beliefs, perspectives, and philosophical assumptions underlying an author's work.

MI CE 3.1.5 - Comparatively analyze two or more literary or expository texts, comparing how and why similar themes are treated differently, by different authors, in different types of text, in different historical periods, and/or from different cultural perspectives.MI CE 3.1.6 - Examine differing and diverse interpretations of literary and expository works and explain how and why interpretation may vary from reader to reader.MI CE 3.1.7 - Analyze and evaluate the portrayal of various groups, societies, and cultures in literature and other texts.MI CE 3.1.8 - Demonstrate an understanding of historical, political, cultural, and philosophical themes and questions raised by literary and expository works.


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MI CE 3.1.9 - Analyze how the tensions among characters, communities, themes, and issues in literature and other texts reflect human experience.MI CE 3.1.10 - Demonstrate an understanding of the connections between literary and expository works, themes, and historical and contemporary contexts.MI 3.2 - Read and respond to classic and contemporary fiction, literary nonfiction, and expository text, from a variety of literary genres representing many time periods and authors (e.g., myth, epic, folklore, drama, poetry, autobiography, novels, short stories, philosophical pieces, science fiction, fantasy, young adult literature, creative non-fiction, hypertext fiction).

MI CE 3.2.1 - Recognize a variety of literary genres and forms (e.g., poetry, drama, novels, short stories, autobiographies, biographies, multi-genre texts, satire, parody, allegory) and demonstrate an understanding of the way in which genre and form influence meaning.

MI CE 3.2.2 - Identify different types of poetry (e.g., epic, lyric, sonnet, free verse) and explain how specific features (e.g., figurative language, imagery, rhythm, alliteration, etc.) influence meaning.

MI CE 3.2.3 - Identify how elements of dramatic literature (e.g., dramatic irony, soliloquy, stage direction, and dialogue) illuminate the meaning of the text.MI CE 3.2.4 - Respond by participating actively and appropriately in small and large group discussions about literature (e.g., posing questions, listening to others, contributing ideas, reflecting on and revising initial responses).


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MI CE 3.2.5 - Respond to literature in a variety of ways (e.g., dramatic interpretation, reader's theatre, literature circles, illustration, writing in a character's voice, engaging in social action, writing an analytic essay) providing examples of how texts affect their lives, connect them with the contemporary world, and communicate across time.

MI 3.3 - Use knowledge of literary history, traditions, and theory to respond to and analyze the meaning of texts.MI CE 3.3.1 - Explore the relationships among individual works, authors, and literary movements in English and American literature (e.g., Romanticism, Puritanism, the Harlem Renaissance, Postcolonial), and consider the historical, cultural, and societal contexts in which works were produced.

MI CE 3.3.2 - Read and analyze classic and contemporary works of literature (American, British, world) representing a variety of genres and traditions and consider their significance in their own time period as well as how they may be relevant to contemporary society.MI CE 3.3.3 - Draw on a variety of critical perspectives to respond to and analyze works of literature (e.g., religious, biographical, feminist, multicultural, political).MI CE 3.3.4 - Demonstrate knowledge of American minority literature and the contributions of minority writers.MI CE 3.3.5 - Demonstrate familiarity with world literature, including authors beyond American and British literary traditions.


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MI CE 3.3.6 - Critically examine standards of literary judgment (e.g., aesthetic value, quality of writing, literary merit, social significance) and questions regarding the inclusion and/or exclusion of literary works in the curriculum (e.g., canon formation, "classic" vs. "popular" texts, traditional vs. non-traditional literature, the place of literature by women and/or minority writers).

MI 3.4 - Examine mass media, film, series fiction, and other texts from popular culture.MI CE 3.4.1 - Use methods of close and contextualized reading and viewing to examine, interpret, and evaluate print and visual media and other works from popular culture.

MI CE 3.4.2 - Understand that media and popular texts are produced within a social context and have economic, political, social, and aesthetic purposes.MI CE 3.4.3 - Understand the ways people use media in their personal and public lives.MI CE 3.4.4 - Understand how the commercial and political purposes of producers and publishers influence not only the nature of advertisements and the selection of media content, but the slant of news articles in newspapers, magazines, and the visual media.MI 4 - LanguageMI 4.1 - Understand and use the English language effectively in a variety of contexts and settings.MI CE 4.1.1 - Use sentence structures and vocabulary effectively within different modes (oral and written, formal and informal) and for various rhetorical purposes.


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MI CE 4.1.2 - Use resources to determine word meanings, pronunciations, and word etymologies (e.g., context, print and electronic dictionaries, thesauruses, glossaries, and others).





Skill Area 4 - Comprehension (C) Skill 3 - C03 Using context clues for comprehension

MI CE 4.1.3 - Use a range of linguistic applications and styles for accomplishing different rhetorical purposes (e.g., persuading others to change opinions, conducting business transactions, speaking in a public forum, discussing issues informally with peers).

MI CE 4.1.4 - Control standard English structures in a variety of contexts (e.g., formal speaking, academic prose, business, and public writing) using language carefully and precisely.MI CE 4.1.5 - Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech, sentence structure and variety, spelling, capitalization, and punctuation.

MI 4.2 - Understand how language variety reflects and shapes experience.MI CE 4.2.1 - Understand how languages and dialects are used to communicate effectively in different roles, under different circumstances, and among speakers of different speech communities (e.g., ethnic communities, social groups, professional organizations).

MI CE 4.2.2 - Understand the implications and potential consequences of language use (e.g., appropriate professional speech; sexist, racist, homophobic language).


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MI CE 4.2.3 - Recognize and appreciate language variety, understand that all dialects are rule-governed, and respect the linguistic differences of other speech communities.MI CE 4.2.4 - Understand the appropriate uses and implications of casual or informal versus professional language; understand, as well, the implications of language designed to control others and the detrimental effects of its use on targeted individuals or groups (e.g., propaganda, homophobic language, and racial, ethnic, or gender epithets).MI CE 4.2.5 - Recognize language bias in one's community, school, textbooks, the public press, and in one's own use of language.


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