ࡱ> #` ]bjbj5G5G >nW-W-ގ&X"""6>>>8v< 62($h/:"e}ee: OeZ"e:,t", M> he0.,",<E0ui::{^eeee666$Z=666Z666  Michigan English Language Proficiency StandardsLevel 1Level 2Level 3Level 4 L.1 Follow simple and complex directions Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  L.2 Understand spoken English to participate in social contexts Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA L.3 Identify main ideas and supporting details from spoken English Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  L.4 Identify meaning of vocabulary in the content areas Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA L.5 Identify speaker attitude and point of view Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  L.6 Make inferences and predictions Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  ___ L.1.1.a Demonstrate understanding through non-verbal gestures or with single words or learned phrases ___ L.1.1.b Follow simple two-step oral directions to complete a task in English ___ L.1.1.c Interpret gestures and visual cues used in instruction ___ L.1.1.d Perform basic classroom tasks when prompted ___ L.2.1.a Understand highly contextualized simple speech with frequent repetition and rephrasing ___ L.2.1.b Understand basic language such as, greeting, questions, and directions ___ L.3.1.a Use active listening comprehension in a variety of situations such as following directions, responding to requests, and listening for specific purposes ___ L.3.1.b Listen attentively to stories and information read aloud ___ L.3.1.c Demonstrate comprehension of oral presentations and instructions through nonverbal responses ___ L.4.1.a Understand limited key content area vocabulary supported by visual representations and realia (real-life objects) ___ L.5.1.a Demonstrate understanding of speakers feelings and attitudes toward a topic ___ L.6.1.a Respond to the implications of tones of voice  ___ L.1.2.a Follow simple three or four-step oral directions to complete a classroom task ___ L.1.2.b Restate and execute a muti-step oral directions ___ L.1.2.c Respond appropriately and courteously to directions and questions ___ L.2.2.a Understand simple speech produced by peers and adults on familiar topics with repetition and rephrasing ___ L.3.2.a Listen and respond to stories and other texts read aloud, including classic and contemporary works ___ L.3.2.b Orally identify main points of simple conversations and stories read aloud ___ L.3.2.c Understand the major ideas and supporting evidence in spoken messages ___ L.3.2.d Identify some supporting details from a variety of media messages ___ L.3.2.e Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses ___ L.3.2.f Identify the main idea and some supporting details of oral presentations, familiar literature, and key concepts of subject matter content ___ L.4.2.a Understand key content area vocabulary supported by visuals and written text provided during classroom instruction ___ L.5.2.a Use age- appropriate social conventions that characterize the new culture while listening, such as eye contact, physical proximity, and turn-taking ___ L.6.2.a Infer speakers implied meaning  ___ L.1.3.a Perform most uncomplicated classroom tasks when prompted ___ L.2.3.a Understand age-appropriate social discourse with occasional repetition and rephrasing ___ L.3.3.a Identify main ideas and fact versus fiction in broadcast media ___ L.3.3.b Listen attentively to stories or content information and identify key details and concepts using both verbal and written responses ___ L.4.3.a Understand vocabulary and discourse features of content areas ___ L.4.3.b Use knowledge of language and develop content area vocabulary to support comprehension of the speakers message ___ L.5.3.a Interpret speakers messages, purposes, and perspectives ___ L.5.3.b Listen critically to interpret and evaluate ___ L.5.3.c Evaluate a spoken message in terms of its content, credibility and delivery ___ L.5.3.d Identify the main ideas, points of view, and fact/fiction in broadcast and print media ___ L.6.3.a Infer speakers messages, purposes, and perspectives  ___ L.1.4.a Clarify classroom assignments with teach and/or peers ___ L.2.4.a Understand age-appropriate social discourse ___ L.2.4.b Respond to messages by asking questions, challenging statements or offering examples that affirm the message ___ L.2.4.c Demonstrate understanding of figurative language and idiomatic expressions by responding to and using such expressions appropriately ___ L.3.4.a Critique accuracy and intent of media presentation ___ L.3.4.b Listen attentively to more complex stories/ information on new topics across content areas in order to identify the main points and supporting details ___ L.3.4.c Listen and respond appropriately to presentations and performances of peer or published works such as original essays or narratives, interpretations of poetry, or individual or group performances of scripts ___ L.4.4.a Take accurate notes based on classroom instruction; clarify questions regarding information with peers or teacher; and/or clarify from text or other references ___ L.5.4.a Identify strategies presented by the media to present information for various purposes, such as perform, entertain or persuade ___ L.6.4.a Demonstrate proficiency in each aspect of the listening process such as focusing attention, interpreting, and perspectives ___ L.6.4.b Differentiate fact and opinion on topics or issues presented by broadcast media   Michigan English Language Proficiency StandardsLevel 1Level 2Level 3Level 4 S.1 Use spoken language for daily activities within and beyond the school setting Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  S.2 Engage in conversation for personal expression and enjoyment Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA S.3 Use spoken English and nonverbal communication in socially and culturally appropriate ways Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  S.4 Use English to interact in the classroom Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  S.5 Provide and obtain information; express and exchange opinions Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  S.6 Demonstrate comprehensible pronunciation and information for clarity in oral communication Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  S.7 Present information, concepts, and ideas to an audience of listeners on a variety of topics Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA S.8 Use strategies to extend communicative competence Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  ___ S.1.1.a Use learned phrases to respond to questions and directions ___ S.2.1.a Communicate basic wants and needs in English ___ S.2.1.b Use common social greetings and simple repetitive phrases ___ S.3.1.a Maintain eye contact when communicating in person ___ S.4.1.a Recite rhymes, songs and simple stories ___ S.4.1.b Respond orally to factual questions ___ S.5.1.a Answer instructional questions by using simple sentences ___ S.6.1.a Use clearly spoken single words and learned phrases to be understood by a native speaker ___ S.7.1.a Describe a concrete object or concept with prepared text ___ S.8.1.a Use gestures for clarification and to support communication  ___ S.1.2.a Make requests and obtain information from the community ___ S.2.2.a Participate in social conversations with peers and adults on familiar topics by asking and answering questions and requesting information ___ S.3.2.a Recognize some gestures, facial expressions and body language ___ S.4.2.a Ask and respond to questions using phrases or simple sentences ___ S.4.2.b Participate in classroom discussions ___ S.4.2.c Restate in basic terms the main idea of oral presentations using subject area content ___ S.4.2.d Ask and answer instructional questions using simple sentences ___ S.4.2.e Give directions or instructions to classmates ___ S.4.2.f Participate in guided discussions ___ S.4.2.g Give simple oral reports ___ S.5.2.a Answer instructions questions with supporting details ___ S.6.2.a Speak understandably with awareness of English intonation and phonological patterns ___ S.7.2.a Prepare and deliver short oral presentations ___ S.7.2.b Retell stories and participate in short conversations ___ S.8.2.a Ask for clarification and repetition ___ S.8.2.b Identify orally the main points of simple conversations and stories that are read aloud __ S.8.2.c Make requests relevant to the teaching learning process (homework instructions). ___ S.1.3.a Participate in conversations on social topics by asking and requesting information ___S.1.3.b. Acquire goods, services, or information by spoken request ___ S.2.3.a Participate in social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and requesting information ___ S.2.3.b Demonstrate understanding of idiomatic expressions by responding to and using them appropriately ___ S.3.3.a Understand and interpret the significance of gestures, facial expressions, and body language ___ S.4.3.a Participate actively in cooperative group activities and projects ___ S.4.3.b Participate actively in content area discussions with peers and teachers ___ S.5.3.a Respond to messages by asking questions, challenging statements, or offering examples that affirm the message ___ S.6.3.a Speak clearly and comprehensibly by using standard English grammatical forms, pronunciation, phrasing and intonation ___ S.7.3.a Prepare and deliver short presentations on ideas, images and topics obtained from various common sources ___ S.7.3.b Prepare and ask basic interview questions and respond to them ___ S.8.3.a Formulate and pose questions during classroom discussions  ___ S.1.4.a Draw conclusions from interactions with individuals from other cultures  ___ S.2.4.a Negotiate and initiate social conversations by questioning, restating, requesting information and paraphrasing the communication of others ___ S.2.4.b Talk about experiences using expanded vocabulary, descriptive words and paraphrasing ___ S.3.4.a Produce appropriate gestures, facial expressions and body language ___ S.3.4.b Use idiomatic expressions appropriately ___ S.3.4.c Vary speech according to purpose, audience and subject matter ___ S.4.4.a Exchange, support, and discuss opinions and individual perspectives with peers on a variety of topics dealing with content area information or issues ___ S.5.4.a Talk about expressions using expanded vocabulary, descriptive words and paraphrasing ___ S.5.4.b Negotiate and initiate conversations by questioning, restating, requesting information, and paraphrasing the communication of others ___ S.6.4.a Demonstrate control of the English phonological system and patterns of intonation when conversing with a native speaker in spontaneous situations ___ S.7.4.a Prepare and deliver presentations and reports in various content areas, including a purpose, point of view, introduction, coherent transitions, and appropriate conclusions ___ S.8.4.a Respond to messages by asking questions or by challenging statements ___ S.8.4.b Summarize orally with accurate representation of the content of the conversation   Michigan English Language Proficiency StandardsLevel 1Level 2Level 3Level 4 R.1 Recognize concepts of print literacy Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA R.2 Demonstrate phonological awareness and the relationship of listening/speaking to decoding Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  R.3 Build vocabulary to develop concepts Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA R.4 Understand and use grammatical structures of English to improve reading comprehension Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  R.5 Read and demonstrate comprehension of main idea and supporting details Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  R.6 Apply reading skills in social and academic contexts Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  R.7 Read for research purposes Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  R.8 Make inferences, predictions, and conclusions from reading Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA R.9 Analyze style and form of various genre Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA R.10 Identify authors voice, attitude and point of view Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  ___ R.1.1.a Demonstrate initial print awareness that print carries message ___ R.1.1.b Know the order of the alphabet; name and identify each letter of the alphabet ___ R.1.1.c Know the difference between capital and lower case letters ___ R.1.1.d Distinguish letters from words ___ R.1.1.e Demonstrate directionality by tracking print from left to right, and using return sweep ___ R.1.1.f Recognize that sentences in print are made up of separate words ___ R.1.1.g Recognize that words have correct spelling ___ R.1.1.h Identify the front cover, back cover, and title page of a book ___ R.2.1.a Demonstrate that print represents spoken language ___ R.2.1.b Understand that as letters change, so do sounds ___ R.2.1.c Match all consonants and vowels sounds to appropriate letters ___ R.2.1.d Use knowledge of consonants, consonant blends, and vowel sounds in decoding words ___ R.2.1.e Read common word families and rhyming words ___ R.2.1.f Use decoding skills to read known and unfamiliar words ___ R.2.1.g Match oral words to printed words ___ R.3.1.a Recognize high frequency words ___ R.3.1.b Develop basic sight words ___ R.4.1.a Identify nouns and verbs (subjects and predicates) ___ R.5.1.a Name characters and identify setting of story ___ R.5.1.b Recognize the beginning, middle and end of narratives ___ R.5.1.c Answer factual, simple questions about content of text ___ R.6.1.a Identify common signs and logos ___ R.6.1.b Use prior background knowledge to approach text ___ R.6.1.c Use print from the environment to derive and reinforce meaning ___ R.6.1.d Read and follow simple written directions ___ R.6.1.e Use simple reference materials (such as picture dictionaries) to acquire concepts ___ R.6.1.f Locate table of contents, chapter headings, diagrams, keys, charts, tables, pictures, maps, and graphs ___ R.8.1.a Use pictures/ graphics to make predictions about text, and discuss conclusions ___ R.9.1.a Identify elements of a story, including character, setting, and sequence of events ___ R.9.1.b Recognize format differences between poetry and prose ___ R.9.1.c Recognize differences between expository and narrative text ___ R.9.1.d Use graphic displays (photos, art, pictures, icons, symbols) and textual aides (sub-heading, footnotes, graphs, charts) to understand stories and informational text  ___ R.1.2.a Understand that printed materials provide information ___ R.1.2.b Use knowledge of simple spelling patterns when reading ___ R.1.2.c Recognize capitalization and punctuation to convey meaning ___R.3.2.a Use context clues to determine meaning of unfamiliar words and phrases ___ R.3.2.b Use meaning clues and language structure to expand vocabulary (pictures background knowledge, context clues) ___ R.3.2.c Apply knowledge of letter-sound correspondences, language structure, and context to recognize words ___ R.3.2.d Identify simple words with multiple meanings ___ R.3.2.e Identify simple literary terms (title, author, illustrator) ___ R.4.2.a Recognize basic English syntax (sentence structure) and grammar to derive meaning ___ R.5.2.a Participate in discussions describing characters, setting, events and plot ___ R.5.2.b Identify the topic or main idea of text ___ R.5.2.c Restate facts and details of text ___ R.5.2.d Distinguish between fact and opinion in informational text ___ R.6.2.a Read and follow sequential or multiple step written directions to complete tasks and assignments ___ R.6.2.b Use simple reference materials to acquire concepts (dictionary, thesaurus, technologies, vocabulary categories, and alphabetical order) ___ R.6.2.c Interpret text features such as illustrations, diagrams, charts, glossaries, indexes to draw information from text ___ R.6.2.d Use strategies to read text (preview, predict, question while reading, reread, and self-correct) ___ R.7.2.a Develop questions about a topic ___ R.7.2.b Collect and organize information using a resource other than the textbook for presentations and/or projects ___ R.8.2.a Use pictures to make predictions about stories and information text ___ R.8.2.b Make and confirm predictions about the subject/story from text clues ___ R.8.2.c Draw conclusions from information provided in the text ___ R.8.2.d Draw inferences about stories read aloud and use simple phrases to communicate the inferences ___R.9.2.a Demonstrate knowledge of story structure and sequence ___ R.9.2.b Differentiate between fiction and non-fiction ___ R.9.2.c Understand literary forms by recognizing and distinguishing among stories, poems, and information books ___ R.9.2.d Distinguish between reality and fantasy in literature ___ R.9.2.e Understand literary forms by recognizing and distinguishing among stories, poems, myths, fables, tall tales, plays, biographies, autobiographies and historical fiction ___ R.9.2.f Use text structure or progression of ideas such as cause/effect or chronology to recall information ___ R.9.2.g Distinguish between explicit examples of fact, opinion, and clause/effect in text ___ R.9.2.h Analyze and evaluate whether a conclusion is validated by the evidence in a text ___ R.9.2.i Identify information from graphic displays and textual aides ___ R.10.2.a Understand that authors write for different purposes such as persuading, informing, entertaining and instructing ___ R.10.2.b Distinguish personal opinions and points of view from that of the author and support with examples  ___ R.3.3.a Recognize common cognates ___ R.3.3.b Demonstrate knowledge of prefixes and suffixes, root, antonyms, homonyms, synonyms and abbreviations to determine meaning ___ R.3.3.c Recognize words that have multiple meanings in literature and texts in content areas ___ R.3.3.d Recognize simple idioms and figures of speech ___ R.3.3.e Identify simple literary terms across genres ___ R.4.3.a Apply knowledge of complex syntax (sentence structure) and advanced grammatical features to derive meaning from narrative text ___ R.5.3.a Summarize informational or narrative selections ___ R.5.3.b Compare and contrast characters; describe setting and events in text ___ R.5.3.c Demonstrate knowledge of story structure and sequence ___ R.5.3.d Describe the development of plot and identify how conflicts are addressed and resolved ___ R.6.3.a Apply information using table of contents, index, and chapter headings, diagrams, keys, charts, tables, pictures, maps, graphs and glossary __ R.6.3.b Make connections between prior knowledge, personal experiences and what is read ___ R.7.3.a Collect and organize information from multiple resources for presentations and/or projects ___ R.8.3.a Read text and use detailed sentences to identify orally the main ideas and use them to make predictions supported by details ___ R.9.3.a Understand literary forms by recognizing and distinguishing among short essays, novels, journals, informational text ___ R.9.3.b Discuss significant structural patterns in text such as, compare/contrast, sequence or chronological order, and cause/effect ___ R.9.3.c Analyze a variety of rhetorical styles found in consumer and informational materials ___ R.9.3.d Analyze characteristics of text including its structure, word choices and intended audiences ___ R.9.3.e Judge the internal consistency or logic of stories and texts, such as Would this character do this? Does this action make sense here? ___ R.9.3.f Describe how graphic displays and textual aides convey meaning ___ R.10.3.a Describe how the authors perspective or point of view affects the text  ___ R.3.4.a Use knowledge of cognates and false cognates when reading ___ R.3.4.b Recognize simple analogies and metaphors in literature and texts in content areas ___ R.4.4.a Apply knowledge of complex syntax (sentence structure) and advanced grammatical features to derive meaning from content area texts ___ R.5.4.a Recognize the theme (general observation about life and human nature) within a test ___ R.5.4.b Identify main ideas and supporting details from grade appropriate texts ___ R.7.4.a Evaluate and synthesize information from multiple sources for use in presentations and/or projects ___ R.8.4.a Read text and use detailed sentences to identify orally the main ideas and use them to make predictions with supporting details about informational text, literary text, and text in content areas ___ R.9.4.a Analyze the features and rhetorical devices of public documents and primary source material ___ R.9.4.b Distinguish elements of literary technique (foreshadowing, flashbacks, figurative language, dialogue, metaphor, simile) ___ R.9.4.c Identify literary devices narrative voice, symbolism, dialect, and irony ___ R.9.4.d Analyze text for the purpose, ideas and style of the author ___ R.9.4.e Read and analyze how clarity is affected by patterns of organization, repetition of key ideas, syntax, and word choice ___ R.9.4.f Critique the effectiveness of graphic displays and textual aides ___ R.10.4.a Analyze text for the voice of the author ___ R.10.4.b Recognize how style, tone and mood contribute to the effect of the text   Michigan English Language Proficiency StandardsLevel 1Level 2Level 3Level 4 W.1 Use conventions and formats of written English Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA W.2 Use grammatical conventions of English Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  W.3 Write using appropriate vocabulary choice and variation Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA W.4 Construct sentences and develop paragraphs to organize writing supporting a central idea Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  W.5 Use the writing process to produce writing Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  W.6 Use various types of writing for specific purposes Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  W.7 Use multiple sources to extend writing Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  W.8 Use tone and voice to engage specific audiences Raw Score Scale Score PE PP 2006 ELPA 2007 ELPA  ___W.1.1.a Write the English alphabet legibly in manuscript (printing) using upper and lower case ___ W.1.1.b Write messages from left to right and top to bottom of the page ___ W.1.1.c. Use word and letter spacing to make messages readable ___ W.1.1.d Write personal information (name, address, phone number) ___ W.1.1.e Write labels, notes and captions for illustrations, charts, and objects ___ W.1.1.f Write words and short sentences from dictation with development spelling ___ W.1.1.g Copy from a model text with attention to using lines, margins, and spacing ___ W.1.1.h Write several sentences on a topic related to a visual prompt ___ W.2.1.a Use capitalization and punctuation to begin and end sentences ___ W.2.1.b Use nouns (singulars and plurals), verbs (singular and plural), pronouns, adjectives, adverbs in writing ___ W.2.1.c Use basic grammatical constructions in simple sentences ___ W.3.1.a Use descriptive vocabulary to clarify details ___ W.4.1.a Compose simple declarative, interrogative, imperative, and exclamatory sentences appropriate for language arts and other content area based on a classroom model ___ W.4.1.b Compose multiple sentences around a topic ___ W.5.1.a Prewriting: Generate ideas for writing by using prewriting techniques such as drawing and teacher assisted listing of key thoughts ___ W.5.1.b Drafting: Develop drafts by categorizing ideas and organizing them into sentences with teacher assistance ___ W.5.1.c Editing: Edit writing for punctuation, capitalization and spelling with teacher assistance; create legible final copy ___ W.6.1.a Write basic information on classroom assignments, such as, name, date, class subject, teacher ___ W.6.1.b Write to communicate basic personal information such as filling out forms, autobiographical sketches, home-culture descriptions ___ W.6.1.c List, label, or summarize content area information ___ W.6.1.d Write a few words or phrases about an event or character form a story read by the teacher ___ W.6.1.e Write a short narrative story that includes elements of setting and character ___ W.6.1.f Write in different forms for different purposes including lists to inform, letters to invite or thank, and stories to entertain ___ W.7.1.a Record or dictate knowledge of a topic in a variety of ways, such as by drawing pictures, making lists, or using graphic organizers to show connections among ideas ___ W.8.1.a Identify an audience for writing in English ___ W.1.2.a Write the English alphabet legibly in cursive using upper and lower case ___ W.1.2.b Write sentences from dictation with more conventional spelling of familiar words ___ W.1.2.c Write simple sentences using key words available in the classroom environment ___ W.1.2.d Organize and record expository information on pictures, lists, charts and tables from information presented in the classroom ___ W.1.2.e Write several sentences on a topic in paragraph format using indentation ___ W.2.2.a Capitalize and punctuate correctly to clarify and enhance meaning (such as capitalizing titles, using possessives, commas in a series, apostrophes and contractions, and abbreviations) ___ W.2.2.b Identify and correctly use subject verb agreement and past, present, and future tenses in writing simple sentences ___ W.2.2.c Demonstrate knowledge of negatives and contractions ___ W.2.2.d Demonstrate knowledge of verbs, tenses and models (auxiliaries), WH-words and pronouns and antecedents ___ W.2.2.e Demonstrate knowledge of parts of speech ___ W.2.2.f Demonstrate knowledge of negatives and contractions ___ W.3.2.a Use thematic and content-specific vocabulary introduced in the classroom for writing across the curriculum ___ W.4.2.a Support a central idea with relevant details and examples ___ W.4.2.b Write a brief expository composition that includes a thesis and some supporting details ___ W.4.2.c Use resources to extend vocabulary choices in writing (bilingual dictionary, thesaurus, English dictionary) ___ W.5.2.a Prewriting: Use graphic organizers as a prewriting activity to demonstrate prior knowledge, add information and prepare to write ___ W.5.2.b Drafting: Use simple sentences to follow an outline or graphic organizer to create a craft of a paragraph ___ W.5.2.c Revising: Revise draft by elaborating text with expanded use of adjectives, adverbs and a variety of sentence structures ___ W.5.2.d Revising: Revise writing for expanded word choice and organization with variation in grammatical forms ___ W.5.2.e Editing: Edit draft for basic grammatical constructions; expand use of adjectives and adverbs; check for singular and plural agreement ___ W.6.2.a Write brief responses to selected literature with factual understanding of the text using simple sentences ___ W.6.2.b Write a brief narrative include elements of setting, character, and events ___ W.6.2.c Narrate a sequence of events with some detail ___ W.6.2.d Write friendly letters, formal letters, thank you letters, and invitations that address audience concerns, stated purpose and context using conventional letter formats ___ W.6.2.e Write across the curriculum with teacher assistance stories and other compositions such as personal narratives, journal entries, friendly poems in English ___ W.6.2.f Write simple compositions such as descriptions, compare/ Contrast that have a main idea and some supporting details ___ W.6.2.g Write technical materials such as instructions for performing tasks or playing a game that include specific details ___ W.7.2.a Identify questions for investigating a given topic ___ W.7.2.b Use print or technology resources to write a simple informative paper ___ W.7.2.c Use accepted format (including quotation and reference notes) to credit sources of information ___ W.8.2.a Produce writing for given audiences and purposes in English ___ W.1.3.a Write with consistent use of spelling patterns and rules ___ W.1.3.b Organize record and summarize expository information for posters and presentations for literature and content areas subjects ___ W.1.3.c Write three paragraphs including a beginning, middle and end on a prompt/theme ___ W.2.3.a Use punctuation and capitalization to enhance meaning and express meaning and express complex thoughts (such as direct quotes and compound sentences) ___ W.2.3.b Use a variety of parts of speech to clarify writing ___ W.2.3.c Use prepositional phrases to elaborate written ideas ___ W.2.3.d Demonstrate knowledge of nominative, objective, and possessive case ___ W.2.3.e Use verb tenses appropriately in present, past, future, perfect and progressive ___ W.3.3.a Select words form an expanded personal vocabulary to accurately communicate ideas clearly and concisely across the curriculum ___ W.4.3.a Independently create cohesive paragraphs that develop a central idea with consistent use of standard English grammatical forms, including a variety of sentence types ___ W.4.3.b Use varied sentence structures to express meaning and achieve desired effect ___ W.4.3.c Produce cohesive and coherent written text by organizing ideas, using effective transactions, and choosing precise wording ___ W.4.3.d Organize ideas in writing to ensure coherence, logical progression, and support for ideas ___ W.5.3.a Prewriting: Plan ideas through independent organizing activities such as listing, webbing, clustering, sequencing, and classifying in English ___ W.5.3.b Drafting: Develop a draft by organizing ideas into sentences and paragraphs following an organizational plan ___ W.5.3.c Revising: Revise writing by adding, elaborating, combining, deleting, and rearranging text ___ W.5.3.d Editing: Edit writing to ensure use of grammar conventions ___ W.6.3.a Write responses to selected literature that exhibit understanding of the text, using detailed sentences and transitions ___ W.6.3.b Use the writing process to write brief narratives using standard grammatical forms ___ W.6.3.c Write simple compositions that address a single topic that include supporting sentences with concrete sensory details of people, places, things or experiences ___ W.6.3.d Write in various forms with particular emphasis on business forms such as a report, memo, narrative or procedure, summary/abstract, and resume ___ W.6.3.e Write a brief expository composition that includes a thesis and some points of support; provide information from primary sources; organize and record information on charts and graphs ___ W.6.3.f Write short expository text that proposes a solution to a problem or speculates on causes and effects ___ W.7.3.a Develop questions to guide research ___ W.7.3.b Collect information, take notes, and synthesize information on a given topic from a variety of sources ___ W.8.3.a Write in a voice and style appropriate to audience and purpose ___ W.1.4.a Use resources to edit text for consistently correct spelling ___ W.1.4.bWrite an essay or narrative demonstrating control of paragraph formation ___ W.2.4.a Use punctuation and capitalization to enhance meaning and express complex thoughts to produce complex sentences without sentence fragments or run-on sentences ___ W.2.4.b Demonstrate control over grammatical elements, subject-verb agreement, pronoun-antecedent agreement, verbs forms, transitions and parallel construction ___ W.2.4.c Use clauses, phrases and mechanics with consistent variation in grammatical forms ___ W.3.4.a Use vocabulary to convey intended meaning while recognizing the meanings and cultural uses of the other registers in English which are often expressed through colloquialisms, idioms, and other language forms ___ W.4.4.a Use effective sequences and transitions to achieve coherence and meaning ___ W.4.4.b Produce a multiple paragraph essay that elaborates a thesis ___ W.4.4.c Structure ideas and arguments within a defined context including supporting and relevant examples ___ W.5.4.a Prewriting: Use planning strategies to organize information, generate ideas, and develop voice ___ W.5.4.b Drafting: Develop a draft independently by organizing and reorganizing content and by refining style to suit occasion, audience and purpose ___ W.5.4.c Revising: Revise writing for appropriate word choice, consistent point of view, introductions, transitions, and conclusions ___ W.5.4.d Editing: Edit writing for developmentally appropriate syntax, spelling, grammar, usage, and punctuation ___ W.6.4.a Write responses to selected literature that develop interpretations, exhibit careful reading, and cite specific parts of the text ___ W.6.4.b Write stories or other compositions such as personal narrative, stories, and poetry, that employ a logical sequence of events, provide insight into why the incident is notable, and include details to develop the plot in English ___ W.6.4.c Write expository compositions and reports that convey information from primary and secondary sources and use some technical terms ___ W.6.4.d Write persuasive and expository compositions that include a clear thesis, describe organized points of support and address a counter argument ___ W.6.4.e Write in a variety of forms using effective word choice, structure, and sentence forms with emphasis on clearly related definitions, theses and evidence ___ W.6.4.f Write in a variety of forms with an emphasis on persuasive forms (such as logical argument and expression of opinion) personal forms (such as response to literature, reflective essay, and autobiographical narrative) and literary forms such as, poems, plays and stories ___ W.7.4.a Formulate questions, refine topics, and clarify ideas ___ W.7.4.b Compile written ideas and representations into reports, summaries or other formats and draw conclusions ___ W.8.4.a Exhibit an identifiable tone and voice in personal narratives and stories      PAGE 14  PAGE 1 Michigan English Language Proficiency Standards K-12 Checklist Students Name________________________ Date of Birth __________________________ School / District________________________ Grade: _____ School Year_______________ Date_________________________________ LISTENING Michigan English Language Proficiency Standards K-12 Checklist Students Name________________________ Date of Birth __________________________ School / District________________________ Grade: _____ School Year_______________ Date_________________________________ SPEAKING Michigan English Language Proficiency Standards K-12 Checklist Students Name________________________ Date of Birth __________________________ School / District________________________ Grade: _____ School Year_______________ Date_________________________________ READING Michigan English Language Proficiency Standards K-12 Checklist Students Name________________________ Date of Birth __________________________ School / District________________________ Grade: _____ School Year_______________ Date_________________________________ WRITING  :R[ ) / M ( A G e  & D uvLM?@: , 2 ɾѬɾɾѬɾɾѬɾѤќќɾѬɾhegCJaJh#CJaJ"jhh[CJUaJmHnHuh*7h CJaJh CJaJhh[CJaJ hh[5hh[jhh[UmHnHujhh[CJUmHnHu=  :BJRZ$If $$Ifa$^ ޖ\Z[\GAAA3 $$Ifa$gd K$$Ifkd$$IfTl4r 4!L,6     t044 laT_kd$IfK$L$l4F-  t0    44 layt $$Ifa$gd K$ZLLLL $$Ifa$gd K$kd4$IfK$L$l4\-   t044 layt [MMMM $$Ifa$gd K$kd$IfK$L$l\-   t044 layt [UUUUUUUU$Ifkd}$IfK$L$l\-   t044 layt      ' ( ) , / Ykd$IfK$L$l4F-  t0    44 layt $$Ifa$gd K$$If / 0 1 ; 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