Grades 9, 10, 11, 12

Other Michigan English Language Proficiency Standards sets

• Grades K, 1, 2
• Grades 3, 4, 5
• Grades 6, 7, 8

Use learned phrases to respond to questions and directionsS.1.1.a

Make requests and obtain information from the communityS.1.2.a

Participate in conversations on social topics by asking and requesting informationS.1.3.a

Acquire goods, services, or information by spoken requestS.1.3.b

Draw conclusions from interactions with individuals from other culturesS.1.4.a

Communicate basic wants and needs in EnglishS.2.1.a

Use common social greetings and simple repetitive phrasesS.2.1.b

Participate in social conversations with peers and adults on familiar topics by asking and answering questions and requesting informationS.2.2.a

Participate in social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and requesting informationS.2.3.a

Demonstrate understanding of idiomatic expressions by responding to and using them appropriatelyS.2.3.b

Negotiate and initiate social conversations by questioning, restating, requesting information and paraphrasing the communication of othersS.2.4.a

Talk about experiences using expanded vocabulary, descriptive words and paraphrasingS.2.4.b

Maintain eye contact when communicating in personS.3.1.a

Recognize some gestures, facial expressions and body languageS.3.2.a

Understand and interpret the significance of gestures, facial expressions, and body languageS.3.3.a

Produce appropriate gestures, facial expressions and body languageS.3.4.a

Use idiomatic expressions appropriatelyS.3.4.b

Vary speech according to purpose, audience and subject matterS.3.4.c

Recite rhymes, songs and simple storiesS.4.1.a

Respond orally to factual questionsS.4.1.b

Ask and respond to questions using phrases or simple sentencesS.4.2.a

Participate in classroom discussionsS.4.2.b

Restate in basic terms the main idea of oral presentations using subject area contentS.4.2.c

Ask and answer instructional questions using simple sentencesS.4.2.d

Give directions or instructions to classmatesS.4.2.e

Participate in guided discussionsS.4.2.f

Give simple oral reportsS.4.2.g

Participate actively in cooperative group activities and projectsS.4.3.a

Participate actively in content area discussions with peers and teachersS.4.3.b

Exchange, support, and discuss opinions and individual perspectives with peers on a variety of topics dealing with content area information or issuesS.4.4.a

Answer instructional questions by using simple sentencesS.5.1.a

Answer instructional questions with supporting detailsS.5.2.a

Respond to messages by asking questions, challenging statements, or offering examples that affirm the messageS.5.3.a

Talk about experiences using expanded vocabulary, descriptive words and paraphrasingS.5.4.a

Negotiate and initiate conversations by questioning, restating, requesting information, and paraphrasing the communication of othersS.5.4.b

Use clearly spoken single words and learned phrases to be understood by a native speakerS.6.1.a

Speak understandably with awareness of English intonation and phonological patternsS.6.2.a

Speak clearly and comprehensibly by using standard English grammatical forms, pronunciation, phrasing and intonationS.6.3.a

Demonstrate control of the English phonological system and patterns of intonation when conversing with a native speaker in spontaneous situationsS.6.4.a

Describe a concrete object or concept with prepared textS.7.1.a

Prepare and deliver short oral presentationsS.7.2.a

Retell stories and participate in short conversationsS.7.2.b

Prepare and deliver short presentations on ideas, images and topics obtained from various common sourcesS.7.3.a

Prepare and ask basic interview questions and respond to themS.7.3.b

Prepare and deliver presentations and reports in various content areas, including a purpose, point of view, introduction, coherent transitions, and appropriate conclusionsS.7.4.a

Use gestures for clarification and to support communicationS.8.1.a

Ask for clarification and repetitionS.8.2.a

Identify orally the main points of simple conversations and stories that are read aloudS.8.2.b

Make requests relevant to the teaching learning process (homework instructions)S.8.2.c

Formulate and pose questions during classroom discussionsS.8.3.a

Respond to messages by asking questions or by challenging statementsS.8.4.a

Summarize orally with accurate representation of the content of the conversationS.8.4.b

Demonstrate initial print awareness that print carries messageR.1.1.a

Know the order of the alphabet; name and identify each letter of the alphabetR.1.1.b

Know the difference between capital and lower case lettersR.1.1.c

Distinguish letters from wordsR.1.1.d

Demonstrate directionality by tracking print from left to right, and using return sweepR.1.1.e

Recognize that sentences in print are made up of separate wordsR.1.1.f

Recognize that words have correct spellingR.1.1.g

Identify the front cover, back cover, and title page of a bookR.1.1.h

Understand that printed materials provide informationR.1.2.a

Use knowledge of simple spelling patterns when readingR.1.2.b

Recognize capitalization and punctuation to convey meaningR.1.2.c

Demonstrate that print represents spoken languageR.2.1.a

Understand that as letters change, so do soundsR.2.1.b

Use knowledge of consonants and vowels sounds to match sounds to lettersR.2.1.c

Use knowledge of consonants, consonant blends, and vowel sounds in decoding wordsR.2.1.d

Read common word families and rhyming wordsR.2.1.e

Use decoding skills to read known and unfamiliar wordsR.2.1.f

Match oral words to printed wordsR.2.1.g

Recognize high frequency wordsR.3.1.a

Develop basic sight wordsR.3.1.b

Use context clues as a strategy to figure out meaning of unfamiliar words and phrasesR.3.2.a

Use meaning clues and language structure to expand vocabulary (pictures, background knowledge, context clues)R.3.2.b

Apply knowledge of letter-sound correspondences, language structure, and context to recognize wordsR.3.2.c

Identify simple words with multiple meaningsR.3.2.d

Identify simple literary terms (title, author, illustrator)R.3.2.e

Recognize common cognatesR.3.3.a

Demonstrate knowledge of prefixes and suffixes, root, antonyms, homonyms, synonyms and abbreviations to determine meaningR.3.3.b

Recognize words that have multiple meanings in literature and texts in content areasR.3.3.c

Recognize simple idioms and figures of speechR.3.3.d

Identify simple literary terms across a variety of genre (title, author, illustrator)R.3.3.e

Use knowledge of cognates and false cognates when readingR.3.4.a

Recognize simple analogies and metaphors in literature and texts in content areasR.3.4.b

Identify nouns and verbs (subjects and predicates)R.4.1.a

Recognize basic English syntax (sentence structure) and grammar to derive meaningR.4.2.a

Use knowledge of complex syntax (sentence structure) and grammatical features to derive meaning from narrative textR.4.3.a

Apply knowledge of complex syntax (sentence structure) and advanced grammatical features to derive meaning from content area textsR.4.4.a

Name characters and identify setting of storyR.5.1.a

Recognize the beginning, middle and end of narrativesR.5.1.b

Answer factual, simple questions about content of textR.5.1.c

Participate in discussions describing characters, setting, events and plotR.5.2.a

Identify the topic or main idea of textR.5.2.b

Restate facts and details of textR.5.2.c

Distinguish between fact and opinion in informational textR.5.2.d

Summarize informational or narrative selectionsR.5.3.a

Compare and contrast characters; describe setting and events in textR.5.3.b

Demonstrate knowledge of story structure and sequenceR.5.3.c

Describe the development of plot and identify how conflicts are addressed and resolvedR.5.3.d

Recognize the theme (general observation about life and human nature) within a textR.5.4.a

Identify main ideas and supporting details from grade appropriate textsR.5.4.b

Identify common signs and logosR.6.1.a

Use prior background knowledge to approach textR.6.1.b

Use print from the environment to derive and reinforce meaningR.6.1.c

Read and follow simple written directionsR.6.1.d

Use simple reference materials (such as picture dictionaries) to acquire conceptsR.6.1.e

Locate pictures, maps, keys, charts, tables, graphs, diagrams, chapter headings, and table of contentsR.6.1.f

Read and follow sequential or multiple step written directions to complete tasks and assignmentsR.6.2.a

Use simple reference materials to acquire concepts (dictionary, thesaurus, technologies, vocabulary categories, and alphabetical order)R.6.2.b

Use text features such as illustrations, diagrams, charts, glossaries, and indexes to draw information from textR.6.2.c

Use strategies to read text (preview, predict, question while reading, reread, and self-correct)R.6.2.d

Apply information using table of contents, index, and chapter headings, diagrams, keys, charts, tables, pictures, maps, graphs and glossaryR.6.3.a

Make connections between prior knowledge, personal experiences and what is readR.6.3.b

Develop questions about a topicR.7.2.a

Collect and organize information using a resource other than the textbook for presentations and/or projectsR.7.2.b

Collect and organize information from multiple resources for presentations and/or projectsR.7.3.a

Evaluate and synthesize information from multiple sources for use in presentations and/or projectsR.7.4.a

Use pictures/graphics to make predictions about text, and discuss conclusionsR.8.1.a

Use pictures to make predictions about stories and informational textR.8.2.a

Make and confirm predictions about the subject/story from text cluesR.8.2.b

Draw conclusions from information provided in the textR.8.2.c

Draw inferences about stories read aloud and use simple phrases to communicate the inferencesR.8.2.d

Read text and use detailed sentences to identify orally the main ideas and use them to make predictions supported by detailsR.8.3.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 areasR.8.4.a

Identify elements of a story, including character, setting, and sequence of eventsR.9.1.a

Recognize format differences between poetry and proseR.9.1.b

Recognize differences between expository and narrative textR.9.1.c

Use graphic displays (photos, art, pictures, icons, symbols) and textual aides (sub-heading, graphs, charts) to understand stories and informational textR.9.1.d

Demonstrate knowledge of story structure and sequenceR.9.2.a

Differentiate between fiction and non-fictionR.9.2.b

Understand literary forms by recognizing and distinguishing among stories, poems, and information booksR.9.2.c

Distinguish between reality and fantasy in literatureR.9.2.d

Understand literary forms by recognizing and distinguishing among stories, poems, myths, fables, tall tales, plays, biographies, autobiographies, and historical fictionR.9.2.e

Use text structure or sequence of ideas such as cause/effect or chronology to recall informationR.9.2.f

Distinguish between explicit examples of fact, opinion, and cause/effect in textR.9.2.g

Determine whether the evidence in a text supports a conclusionR.9.2.h

Identify information from graphic displays and textual aidesR.9.2.i

Understand literary forms by recognizing and distinguishing among short essays, novels, journals, informational textR.9.3.a

Discuss significant structural patterns in text such as, compare/contrast, sequence or chronological order, and cause/effectR.9.3.b

Analyze a variety of rhetorical styles found in consumer and informational materialsR.9.3.c

Analyze characteristics of text including its structure, word choices and intended audiencesR.9.3.d

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.e

Describe how graphic displays and textual aids convey meaningR.9.3.f

Analyze the features and rhetorical devices of public documents and primary source materialR.9.4.a

Distinguish elements of literary technique (foreshadowing, flashbacks, figurative language, dialogue, metaphor, simile)R.9.4.b

Identify literacy devices narrative voice, symbolism, dialect, and ironyR.9.4.c

Analyze text for the purpose, ideas and style of the authorR.9.4.d

Read and analyze how clarity is affected by patterns of organization, repetition of key ideas, syntax, and word choiceR.9.4.e

Critique the effectiveness of graphic displays and textual aidsR.9.4.f

Understand that authors write for different purposes such as persuading, informing, entertaining and instructingR.10.2.a

Distinguish personal opinions and points of view from that of the author and support with examplesR.10.2.b

Describe how the author's perspective or point of view affects the textR.10.3.a

Analyze text for the voice of the authorR.10.4.a

Recognize how style, tone and mood contribute to the effect of the textR.10.4.b

Write the English alphabet legibly in manuscript (printing) using upper and lower caseW.1.1.a

Write messages from left to right and top to bottom of the pageW.1.1.b

Use word and letter spacing to make messages readableW.1.1.c

Write personal information (name, address, phone number)W.1.1.d

Write labels, notes and captions for illustrations, charts, and objectsW.1.1.e

Write words and short sentences from dictation with developmental spellingW.1.1.f

Copy from a model text with attention to using lines, margins, and spacingW.1.1.g

Write several sentences on a topic related to a visual promptW.1.1.h

Write the English alphabet legibly in cursive using upper and lower caseW.1.2.a

Write sentences from dictation with more conventional spelling of familiar wordsW.1.2.b

Write simple sentences using key words available in the classroom environmentW.1.2.c

Organize and record expository information on pictures, lists, charts and tables from information presented in the classroomW.1.2.d

Write several sentences on a topic in paragraph format using indentationW.1.2.e

Write with consistent use of spelling patterns and rulesW.1.3.a

Organize, record and summarize expository information for posters and presentations for literature and content areas subjectsW.1.3.b

Write three paragraphs including a beginning, middle and end on a prompt/themeW.1.3.c

Use resources to edit text for consistently correct spellingW.1.4.a

Write an essay or narrative demonstrating control of paragraph formationW.1.4.b

Use capitalization and punctuation to begin and end sentencesW.2.1.a

Use nouns (singulars and plurals), verbs (singular and plural), pronouns, adjectives, adverbs in writingW.2.1.b

Use basic grammatical constructions in simple sentencesW.2.1.c

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.a

Identify and correctly use subject verb agreement and past, present, and future tenses in writing simple sentencesW.2.2.b

Demonstrate knowledge of negatives and contractionsW.2.2.c

Demonstrate knowledge of verbs, tenses and modals (auxiliaries), WH-words and pronouns and antecedentsW.2.2.d

Demonstrate knowledge of parts of speechW.2.2.e

Use punctuation and capitalization to enhance meaning and express complex thoughts (such as direct quotes and compound sentences)W.2.3.a

Use a variety of parts of speech to clarify writingW.2.3.b

Use prepositional phrases to elaborate written ideasW.2.3.c

Demonstrate knowledge of nominative, objective, and possessive caseW.2.3.d

Use verb tenses appropriately in present, past, future, perfect and progressiveW.2.3.e

Use punctuation and capitalization to enhance meaning and express complex thoughts to produce complex sentences without sentence fragments or run-on sentencesW.2.4.a

Demonstrate control over grammatical elements, subject-verb agreement, pronoun-antecedent agreement, verbs forms, transitions and parallel constructionW.2.4.b

Use clauses, phrases and mechanics with consistent variation in grammatical formsW.2.4.c

Use descriptive vocabulary to clarify detailsW.3.1.a

Use thematic and content-specific vocabulary introduced in the classroom for writing across the curriculumW.3.2.a

Select words from an expanded personal vocabulary to accurately communicate ideas clearly and concisely across the curriculumW.3.3.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 formsW.3.4.a

Compose simple declarative, interrogative, imperative, and exclamatory sentences appropriate for language arts and other content areas based on a classroom modelW.4.1.a

Compose multiple sentences around a topicW.4.1.b

Support a central idea with relevant details and examplesW.4.2.a

Write a brief expository composition that includes a thesis and some supporting detailsW.4.2.b

Use resources to extend vocabulary choices in writing (bilingual dictionary, thesaurus, English dictionary)W.4.2.c

Independently create cohesive paragraphs that develop a central idea with consistent use of standard English grammatical forms, including a variety of sentence typesW.4.3.a

Use varied sentence structure to express meaning and achieve desired effectW.4.3.b

Produce cohesive and coherent written text by organizing ideas, using effective transitions, and choosing precise wordingW.4.3.c

Organize ideas in writing to ensure coherence, logical progression, and support for ideasW.4.3.d

Use effective sequences and transitions to achieve coherence and meaningW.4.4.a

Produce a multiple paragraph essay that elaborates a thesisW.4.4.b

Structure ideas and arguments within a defined context including supporting and relevant examplesW.4.4.c

Prewriting: Generate ideas for writing by using prewriting techniques such as drawing and teacher assisted listing of key thoughtsW.5.1.a

Drafting: Develop drafts by categorizing ideas and organizing them into sentences with teacher assistanceW.5.1.b

Editing: Edit writing for punctuation, capitalization and spelling with teacher assistance; create legible final copyW.5.1.c

Prewriting: Use graphic organizers as a prewriting activity to demonstrate prior knowledge, add information and prepare to writeW.5.2.a

Drafting: Use simple sentences to follow an outline or graphic organizer to create a draft of a paragraphW.5.2.b

Revising: Revise draft by elaborating text with expanded use of adjectives, adverbs and a variety of sentence structuresW.5.2.c

Revising: Revise writing for expanded word choice and organization with variation in grammatical formsW.5.2.d

Editing: Edit draft for basic grammatical constructions; expand use of adjectives and adverbs; check for singular and plural agreementW.5.2.e

Prewriting: Plan ideas through independent organizing activities such as listing, webbing, clustering, sequencing, and classifying in EnglishW.5.3.a

Drafting: Develop a draft by organizing ideas into sentences and paragraphs following an organizational planW.5.3.b

Revising: Revise writing by adding, elaborating, combining, deleting, and rearranging textW.5.3.c

Editing: Edit writing to ensure use of grammar conventionsW.5.3.d

Prewriting: Use planning strategies to organize information, generate ideas, and develop voiceW.5.4.a

Drafting: Develop a draft independently by organizing and reorganizing content and by refining style to suit occasion, audience and purposeW.5.4.b

Revising: Revise writing for appropriate word choice, consistent point of view, introductions, transitions, and conclusionsW.5.4.c

Editing: Edit writing for developmentally appropriate syntax, spelling, grammar, usage, and punctuationW.5.4.d

Write basic information on classroom assignments, such as, name, date, class subject, teacherW.6.1.a

Write to communicate basic personal information such as filling out forms, autobiographical sketches, home-culture descriptionsW.6.1.b

List, label, or summarize content area informationW.6.1.c

Write a few words or phrases about an event or character from a story read by the teacherW.6.1.d

Write a short narrative story that includes elements of setting and characterW.6.1.e

Write in different forms for different purposes including lists to inform, letters to invite or thank, and stories to entertainW.6.1.f

Write brief responses to selected literature with factual understanding of the text using simple sentencesW.6.2.a

Write a brief narrative include elements of setting, character, and eventsW.6.2.b

Narrate a sequence of events with some detailW.6.2.c

Write friendly letters, formal letters, thank you letters, and invitations that address audience concerns, stated purpose and context using conventional letter formatsW.6.2.d

Write across the curriculum with teacher assistance stories and other compositions such as personal narratives, journal entries, friendly poems in EnglishW.6.2.e

Write simple compositions such as descriptions, compare/contrast that have a main idea and some supporting detailsW.6.2.f

Write technical materials such as instructions for performing tasks or playing a game that include specific detailsW.6.2.g

Write responses to selected literature that exhibit understanding of the text, using detailed sentences and transitionsW.6.3.a

Use the writing process to write brief narratives using standard grammatical formsW.6.3.b

Write simple compositions that address a single topic that include supporting sentences with concrete sensory details of people, places, things or experiencesW.6.3.c

Write in various forms with particular emphasis on business forms such as a report, memo, narrative or procedure, summary/abstract, and resumeW.6.3.d

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 graphsW.6.3.e

Write short expository text that proposes a solution to a problem or speculates on causes and effectsW.6.3.f

Write responses to selected literature that develop interpretations, exhibit careful reading, and cite specific parts of the textW.6.4.a

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 EnglishW.6.4.b

Write expository compositions and reports that convey information from primary and secondary sources and use some technical termsW.6.4.c

Write persuasive and expository compositions that include a clear thesis, describe organized points of support, and address a counter argumentW.6.4.d

Write in a variety of forms using effective word choice, structure, and sentence forms with emphasis on organizing logical arguments based on clearly related definitions, theses and evidenceW.6.4.e

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 storiesW.6.4.f

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 ideasW.7.1.a

Identify questions for investigating a given topicW.7.2.a

Use print or technology resources to write a simple informative paperW.7.2.b

Use accepted format (including quotation and reference notes) to credit sources of informationW.7.2.c

Develop questions to guide researchW.7.3.a

Collect information, take notes, and synthesize information on a given topic from a variety of sourcesW.7.3.b

Formulate questions, refine topics, and clarify ideasW.7.4.a

Compile written ideas and representations into reports, summaries or other formats and draw conclusionsW.7.4.b

Identify an audience for writing in EnglishW.8.1.a

Produce writing for given audiences and purposes in EnglishW.8.2.a

Write in a voice and style appropriate to audience and purposeW.8.3.a

Exhibit an identifiable tone and voice in personal narratives and storiesW.8.4.a