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Reading - Third Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language....
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Reading - Third Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=1
Reading - Third Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word <span class="highlight">recognition</span>, comprehension, interpretation, analysis, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge <span class="highlight">of</span> concepts <span class="highlight">of</span> print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
CONTENts.PDF
Content Standard K-4: Students will practice using strategies to monitor and self-correct their comprehension as they read texts. Example: Students silently read the first few pages of Riki,Tiki, Tavi, a partner what they have read, then think aloud to describe the strategies they use...
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Content Standard K-4: Students will practice using strategies to monitor and self-correct their comprehension as they read texts. Example: Students silently read the first few pages of Riki,Tiki, Tavi, a partner what they have read, then think aloud to describe the strategies they used to aid their comprehension and the methods they will use to proceed with the rest of the story. 5-8: Students will apply the variety of methods of monitoring and self- correcting to all texts read, listened to
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=8
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
Content Standard K-4: Students will practice <span class="highlight">using</span> strategies to monitor and self-correct their comprehension as they read texts. Example: Students silently read the first few pages <span class="highlight">of</span> Riki,Tiki, Tavi, a partner what they have read, then think aloud to describe the strategies they used to aid their comprehension and the methods they will use to proceed with the rest <span class="highlight">of</span> the story. 5-8: Students will apply the variety <span class="highlight">of</span> methods <span class="highlight">of</span> monitoring and self- correcting to all texts read, listened to
Microsoft Word - 0519LAStandards.doc
vocabulary through explicit and indirect vocabulary instruction and independent reading. 2. Determine the meaning of unknown words by using a dictionary or context clues. 3. Recognize and interpret words with multiple meanings. 4. Describe the influences of other languages on...
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vocabulary through explicit and indirect vocabulary instruction and independent reading. 2. Determine the meaning of unknown words by using a dictionary or context clues. 3. Recognize and interpret words with multiple meanings. 4. Describe the influences of other languages on the English language. 5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content- area vocabulary. 6. Determine word meanings by using definition, restatement, example, comparison or contrast. 7
5
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=5
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
variety <span class="highlight">of</span> texts. The student will: 1. Listen to and understand the meaning <span class="highlight">of</span> texts representing a variety <span class="highlight">of</span> genres (such as poetry, folk tales, drama, fantasy, realistic fiction, informational and biographical texts) from America, as well as from other countries. 2. Identify main characters and story events and actions. 3. Retell familiar stories <span class="highlight">using</span> beginning, middle and end. 4. Respond to literature <span class="highlight">using</span> details from the story to make personal connections. 5. Listen to and look at
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=18
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
May 19, 2003 Grade 3 1 GRADE 3 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word <span class="highlight">Recognition</span>, Analysis and Fluency Standard: The student will apply word <span class="highlight">recognition</span> strategies to decode unfamiliar multi- syllabic words and will read grade-appropriate text with accuracy and fluency. The student will: 1. Read unfamiliar complex and multi-syllabic words <span class="highlight">using</span> advanced phonetic and structural analysis. 2. Read aloud
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0
http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=23
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
May 19, 2003 Grade 4 1 GRADE 4 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word <span class="highlight">Recognition</span>, Analysis and Fluency Standard: The student will decode unfamiliar words <span class="highlight">using</span> phonetic and structural analysis and will read with fluency and expression. The student will: 1. Read unfamiliar complex and multi-syllabic words <span class="highlight">using</span> advanced phonetic and structural analysis in grade-appropriate text. 2. Read aloud narrative and
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=28
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
May 19, 2003 Grade 5 1 GRADE 5 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word <span class="highlight">Recognition</span>, Analysis, and Fluency Standard: The student will decode unfamiliar words <span class="highlight">using</span> phonetic and structural analysis and will read with fluency and expression. The student will: 1. Read unfamiliar, complex and multi-syllabic words <span class="highlight">using</span> advanced phonetic and structural analysis. 2. Read aloud narrative and expository text with
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=34
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
May 19, 2003 Grade 6 1 GRADE 6 I. READING AND LITERATURE Students will read and understand grade-appropriate English language text. A. Word <span class="highlight">Recognition</span>, Analysis and Fluency Standard: The student will read with accuracy and fluency. The student will: 1. Read unfamiliar complex and multi-syllabic words <span class="highlight">using</span> advanced phonetic analysis and structural analysis. 2. Read narrative and expository text with fluency, accuracy and appropriate pacing. 3. Apply correct word
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0
http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=40
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
May 19, 2003 Grade 7 1 GRADE 7 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word <span class="highlight">Recognition</span>, Analysis and Fluency Standard: The student will read with accuracy and fluency. The student will: 1. Read unfamiliar complex and multi-syllabic words <span class="highlight">using</span> cueing systems, advanced phonetic analysis and structural analysis. 2. Read narrative and expository text with fluency, accuracy and comprehension at an appropriate silent
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=46
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
vocabulary through explicit and indirect vocabulary instruction and independent reading. 2. Determine the meaning <span class="highlight">of</span> unknown words by <span class="highlight">using</span> a dictionary or context clues. 3. Recognize and interpret words with multiple meanings. 4. Describe the influences <span class="highlight">of</span> other languages on the English language. 5. Apply knowledge <span class="highlight">of</span> Greek and Latin roots, prefixes and suffixes to understand content- area vocabulary. 6. Determine word meanings by <span class="highlight">using</span> definition, restatement, example, <span class="highlight">comparison</span> or contrast. 7
Microsoft Word - readstd4g[1]_081709.docreadstd4g[1]_081709.pdf
characteristics, and physical processes and characteristics of two or more regions of the United States using compare and contrast charts, Venn Diagrams, or other graphic representations. Then discusses the characteristics. (b) models use of comparison and contr...
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characteristics, and physical processes and characteristics of two or more regions of the United States using compare and contrast charts, Venn Diagrams, or other graphic representations. Then discusses the characteristics. (b) models use of comparison and contrast graphic organizers, such as Venn Diagram. (c) and students read together from the text. As the students read, they put a sticky note with a frowning face when they identify a problem and a smiley face when they identify a solution. A sticky
1
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http://www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=8050&forcedownload=true#page=11
www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=805...
characteristics, and physical processes and characteristics <span class="highlight">of</span> two or more regions <span class="highlight">of</span> the United States <span class="highlight">using</span> compare and contrast charts, Venn Diagrams, or other graphic representations. Then discusses the characteristics. (b) models use <span class="highlight">of</span> <span class="highlight">comparison</span> and contrast graphic organizers, such as Venn Diagram. (c) and students read together from the text. As the students read, they put a sticky note with a frowning <span class="highlight">face</span> when they identify a problem and a smiley <span class="highlight">face</span> when they identify a solution. A sticky
Microsoft Word - readstdscopeseqrevised081909.docreadstdscopeseqrevised081909.pdf
phrases by using context clues (e.g., definitions, restatements, examples, descriptions) from sentences or paragraphs. ▲ Determines the meaning of words or phrases by using context clues (e.g., definitions, restatements, examples, descriptions) from sentences or paragraphs...
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phrases by using context clues (e.g., definitions, restatements, examples, descriptions) from sentences or paragraphs. ▲ Determines the meaning of words or phrases by using context clues (e.g., definitions, restatements, examples, descriptions) from sentences or paragraphs. ▲ Determines the meaning of words or phrases using context clues (e.g., definitions, restatements, examples, descriptions, comparison- contrast, clue words) from sentences or paragraphs. ▲ Determines
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http://www.ksde.org/LinkClick.aspx?fileticket=r815MZ9KHeo%3d&tabid=142&mid=8050&forcedownload=true#page=4
www.ksde.org/LinkClick.aspx?fileticket=r815MZ9KHeo%3d&tabid=142&mid=8050&...
Page 4 January 6, 2005 Standard 1 - Reading: The student reads and comprehends text across the curriculum. Benchmark 2: The student reads fluently. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade High School Uses a variety <span class="highlight">of</span> word-<span class="highlight">recognition</span> strategies (e.g., practicing words in isolation) to read fluently. Uses a variety <span class="highlight">of</span> word- <span class="highlight">recognition</span> strategies (e.g., practicing words in isolation, practicing reading
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http://www.ksde.org/LinkClick.aspx?fileticket=r815MZ9KHeo%3d&tabid=142&mid=8050&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=r815MZ9KHeo%3d&tabid=142&mid=8050&...
phrases by <span class="highlight">using</span> context clues (e.g., definitions, restatements, examples, descriptions) from sentences or paragraphs. ▲ Determines the meaning <span class="highlight">of</span> words or phrases by <span class="highlight">using</span> context clues (e.g., definitions, restatements, examples, descriptions) from sentences or paragraphs. ▲ Determines the meaning <span class="highlight">of</span> words or phrases <span class="highlight">using</span> context clues (e.g., definitions, restatements, examples, descriptions, <span class="highlight">comparison</span>- contrast, clue words) from sentences or paragraphs. ▲ Determines
Strand 1: Reading Process (Kindergarten)
features (e.g., directions, legend, illustrations, diagram, sequence, bold face print, headings) of functional text. PO 3. Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve a problem, to perform a procedure, to answer questions). I...
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features (e.g., directions, legend, illustrations, diagram, sequence, bold face print, headings) of functional text. PO 3. Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve a problem, to perform a procedure, to answer questions). Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex reading selections. Arizona Department of Education
2
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=2
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=...
READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 6 Concept 5: Fluency Read fluently. PO 1. Read from a variety <span class="highlight">of</span> genres with accuracy, automaticity (immediate <span class="highlight">recognition</span>), and prosody (expression). Concept 6: Comprehension Strategies Employ strategies to comprehend text. PO 1. Predict text content <span class="highlight">using</span> prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 2. Confirm predictions about text for accuracy. PO 3. Generate clarifying
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=4
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=...
features (e.g., directions, legend, illustrations, diagram, sequence, bold <span class="highlight">face</span> print, headings) <span class="highlight">of</span> functional text. PO 3. Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve a problem, to perform a procedure, to answer questions). Italics denotes a repetition <span class="highlight">of</span> a <span class="highlight">performance</span> objective (learned in an earlier grade) that is to be applied to more complex reading selections. Arizona Department <span class="highlight">of</span> Education
Strand 1: Reading Process (Kindergarten)
READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 10 Concept 5: Fluency Read fluently. PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression). Concept 6: Comprehension Strategies Employ strategies to comprehend text. PO...
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READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 10 Concept 5: Fluency Read fluently. PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression). Concept 6: Comprehension Strategies Employ strategies to comprehend text. PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 2. Generate clarifying questions in order to comprehend text. PO 3. Use
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr10.pdf#page=2
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr10.pdf#page...
READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 10 Concept 5: Fluency Read fluently. PO 1. Read from a variety <span class="highlight">of</span> genres with accuracy, automaticity (immediate <span class="highlight">recognition</span>), and prosody (expression). Concept 6: Comprehension Strategies Employ strategies to comprehend text. PO 1. Predict text content <span class="highlight">using</span> prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 2. Generate clarifying questions in order to comprehend text. PO 3. Use
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Reading - Kindergarten Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language...
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Reading - Kindergarten Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=1
Reading - Kindergarten Content Standard: 1.0 The student will develop the reading and listening skills necessary for word <span class="highlight">recognition</span>, comprehension, interpretation, analysis, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge <span class="highlight">of</span> concepts <span class="highlight">of</span> print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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Reading - First Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language....
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Reading - First Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_1.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_1.pdf#page=1
Reading - First Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word <span class="highlight">recognition</span>, comprehension, interpretation, analysis, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge <span class="highlight">of</span> concepts <span class="highlight">of</span> print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
cover.indd
phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including picture clues, prediction, and other people. Fluency Students will… R.FL.00.01 automatically apply the following aspects of fl uency: naming of...
1
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phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including picture clues, prediction, and other people. Fluency Students will… R.FL.00.01 automatically apply the following aspects of fl uency: 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.
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=7
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=7
2 KINDERGARTEN E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs, and
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=8
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=8
phrases including objects, actions, concepts, content vocabulary, and literary terms, <span class="highlight">using</span> strategies and resources including picture clues, prediction, and other people. Fluency Students will… R.FL.00.01 automatically apply the following aspects <span class="highlight">of</span> fl uency: naming <span class="highlight">of</span> letters, association <span class="highlight">of</span> letters and their sounds, <span class="highlight">recognition</span> <span class="highlight">of</span> a few words both when encountered in context and isolation, and demonstrating understanding <span class="highlight">of</span> concepts <span class="highlight">of</span> print.
16
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16
2 FIRST GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
17
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=17
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=17
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G UAG E A RT S FIRST GRADE 3 R E A D I N G Word <span class="highlight">Recognition</span> and Word Study Phonemic Awareness Students will… R.WS.01.01 demonstrate phonemic awareness by the wide range <span class="highlight">of</span> sound manipulation competencies including sound blending and deletion. R.WS.01.02 recognize that words are composed <span class="highlight">of</span> sounds blended together and carry meaning. Phonics Students will… R.WS.01.03 understand the
25
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25
2 SECOND GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
26
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=26
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=26
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G UAG E A RT S SECOND GRADE 3 R E A D I N G Word <span class="highlight">Recognition</span> and Word Study Phonemic Awareness Students will… R.WS.02.01 demonstrate phonemic awareness by the wide range <span class="highlight">of</span> sound manipulation competencies including sound blending and deletion. R.WS.02.02 recognize that words are composed <span class="highlight">of</span> sounds blended together and carry meaning. Phonics Students will… R.WS.02.03 understand the
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34
2 THIRD GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
35
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=35
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=35
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G UAG E A RT S THIRD GRADE 3 R E A D I N G Word <span class="highlight">Recognition</span> and Word Study Word <span class="highlight">Recognition</span> Students will… R.WS.03.01 automatically recognize frequently encountered words in print whether encountered in connected text or in isolation with the number <span class="highlight">of</span> words that can be read fluently increasing steadily across the school year. R.WS.03.02 use structural, syntactic, and semantic cues
42
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42
2 FOURTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
43
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=43
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=43
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G UAG E A RT S FOURTH GRADE 3 R E A D I N G Word <span class="highlight">Recognition</span> and Word Study Word <span class="highlight">Recognition</span> Students will… R.WS.04.01 explain how to use word structure, sentence structure, and prediction to aid in decoding words and understanding the meanings <span class="highlight">of</span> words encountered in context. R.WS.04.02 use structural, syntactic, and semantic cues including letter-sound, rimes, base words, affixes
50
0
http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50
2 FIFTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
51
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=51
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=51
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G UAG E A RT S FIFTH GRADE 3 R E A D I N G Word <span class="highlight">Recognition</span> and Word Study Word <span class="highlight">Recognition</span> Students will… R.WS.05.01 explain when to use and apply word structure, sentence structure, and prediction to aid in decoding words and understanding meanings <span class="highlight">of</span> words encountered in context. R.WS.05.02 use structural, syntactic, and semantic cues including letter-sound, rimes, base words
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58
2 SIXTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
59
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=59
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=59
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G UAG E A RT S SIXTH GRADE 3 R E A D I N G Word <span class="highlight">Recognition</span> and Word Study Word <span class="highlight">Recognition</span> Students will… R.WS.06.01 explain and use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings <span class="highlight">of</span> words encountered in context. R.WS.06.02 use structural, syntactic, and semantic analysis to recognize unfamiliar words in context including origins and
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66
2 SEVENTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=67
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=67
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G UAG E A RT S SEVENTH GRADE 3 R E A D I N G Word <span class="highlight">Recognition</span> and Word Study Word <span class="highlight">Recognition</span> Students will… R.WS.07.01 explain and use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings <span class="highlight">of</span> words encountered in context. R.WS.07.02 use structural, syntactic, and semantic analysis to recognize unfamiliar words in context including idioms
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=75
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=75
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G UAG E A RT S EIGHTH GRADE 3 R E A D I N G Word <span class="highlight">Recognition</span> and Word Study Word <span class="highlight">Recognition</span> Students will… R.WS.08.01 explain and use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings <span class="highlight">of</span> words encountered in context. R.WS.08.02 use structural, syntactic, and semantic analysis to recognize unfamiliar words in context including idioms
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