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AGS GROUP READING ASSESSMENT AND DIAGNOSTIC EVALUATION)

(G.R.A.D.E.)

READING CORRELATION TO THE

MICHIGAN MEAP ENGLISH LANGUAGE ARTS CONTENT

STANDARDS AND WORKING DRAFT BENCHMARKS

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AGS GROUP READING ASSESSMENT AND DIAGNOSTIC EVALUATION (G.R.A.D.E.)

The following information is available for all students (low-, middle-, and high-readers) and all grade levels (PreK through adult):

Diagnostics with score comparisons, narrative results and teaching suggestions for on-level and out-of-level testing Parent reports, group reports and individual reports Scores by hand or with software Scores in percentiles, standard scores, grade equivalents and normal curve equivalents, stanines and growth scale values Reliable testing and retesting capabilities with spring and fall norms Determines group or individual reading placement Analyzes reading strengths and weaknesses by group or individual Identifies students who need remedial or enrichment programs Determines reading readiness skills Evaluates transfer students quickly Helps with education planning

AGS recognizes that the Michigan Language Arts content standards include areas in reading, writing, speaking, listening, and viewing. For the purpose of this correlation, only reading and listening standards are included for grades P through twelve.

MI ENGLISH LA AGS GRADE AGS GRADE AGS GRADE AGS GRADE AGS GRADE

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EARLY ELEMENTARY

LEVEL P SUBTEST(S)

LEVEL K SUBTEST(S)

LEVEL 1 SUBTEST(S)

LEVEL 2 SUBTEST(S)

LEVEL 3 SUBTEST(S)

MEANING AND COMMUNICATIONContent Standard 1: All students will read and comprehend general and technical material. 1. Use reading for

multiple purposes, such as enjoyment, gathering information, and learning new procedures.

At the pre-reading and reading readiness levels:Verbal Concepts: pp. 2-4 #1-10Picture Matching: pp. 5-7 #1-10Rhyming: pp. 8-11 #1-14Picture Differences: pp. 12-14 #1-8Picture Categories: pp. 25-27 #1-10Sound Matching: pp. 28-29 #1-6; pp. 30-31 #1-6

At the reading readiness and vocabulary levels:Same/Different Words: p. 2 #1-5; p. 3 #1-4Rhyming: pp. 4-7 #1-14Print Awareness: p. 8 #1-4Sound Matching: pp. 9-10 #1-6; pp. 11-12 #1-6Letter Recognition: pp. 13-15 #1-11Phoneme-Grapheme: Initial: pp. 26-27 #1-8; Final: pp. 28-29 #1-8Word Reading: pp. 30-31 #1-10

Word Reading: pp. 11-14 #1-20Sentence Comprehension: pp. 15-18 #1-19Word Meaning: pp. 19-24 #1-27Passage Comprehension: pp. 25-33 all items


Word Reading: pp. 10-11 #1-30Sentence Comprehension: pp. 12-13 #1-19Vocabulary: pp. 14-15 #1-30Passage Comprehension: pp. 16-23 all items

2. Read with developing fluency a variety of texts, such as stories, poems, messages, menus, and directions.

This objective falls outside the scope of the GRADE Level P.

This objective falls outside the scope of the GRADE Level K.

This objective falls outside the scope of the GRADE Level 1.



MI ENGLISH LA AGS GRADE AGS GRADE AGS GRADE AGS GRADE AGS GRADE

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EARLY ELEMENTARY

LEVEL P SUBTEST(S)

LEVEL K SUBTEST(S)

LEVEL 1 SUBTEST(S)

LEVEL 2 SUBTEST(S)

LEVEL 3 SUBTEST(S)

3. Employ multiple strategies to construct meaning, including word recognition skills, context clues, retelling, predicting, and generating questions.

Student constructs meaning at the pre-reading and reading readiness levels with visually presented items and no print recognition:Verbal Concepts: pp. 2-4 #1-10Picture Matching: pp. 5-7 #1-10Rhyming: pp. 8-11 #1-14Picture Differences: pp. 12-14 #1-8Picture Categories: pp. 25-27 #1-10Sound Matching: pp. 28-29 #1-6; pp. 30-31 #1-6

Student constructs meaning at the reading readiness and vocabulary levels: Same/Different Words: p. 2 #1-5; p. 3 #1-4Rhyming: pp. 4-7#31-14Print Awareness: p. 8 #1-4Sound Matching: pp. 9-10 #1-6; pp. 11-12 #1-6Letter Recognition: pp. 13-15 #1-11Phoneme-Grapheme: Initial: pp. 26-27 #1-8; Final: pp. 28-29 #1-8Word Reading: pp. 30-31 #1-10




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MI ENGLISH LAEARLY ELEMENTARY

AGS GRADE LEVEL P SUBTEST(S)

AGS GRADE LEVEL K SUBTEST(S)

AGS GRADE LEVEL 1 SUBTEST(S)



4. Employ multiple strategies to decode words as they construct meaning, including the use of phonemic awareness, letter-sound associations, picture cues, context clues, and other word recognition aids.

Student employs strategies to decode at the pre-reading and reading readiness level with visually presented items:Verbal Concepts: pp. 2-4 #1-10Picture Matching: pp. 5-7 #1-10Rhyming: pp. 8-11 #1-14Picture Differences: pp. 12-14 #1-8Picture Categories: pp. 25-27 #1-10Sound Matching: pp. 28-29 #1-6; pp. 30-31 #1-6

Same/Different Words: p. 2 #1-5; p. 3 #1-4Rhyming: pp. 4-7 #1-14Print Awareness: p. 8 #1-4Sound Matching: pp. 9-10 #1-6; pp. 11-12 #1-6Letter Recognition: pp. 13-15 #1-11Phoneme-Grapheme: Initial: pp. 26-27 #1-8; Final: pp. 28-29 #1-8Word Reading: pp. 30-31 #1-10




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5. Respond to the ideas and feelings generated by oral, visual, written, and electronic texts, and share with peers.

Responding to oral and visual text for assessment purposes:Verbal Concepts: pp. 2-4 #1-10Picture Matching: pp. 5-7 #1-10Rhyming: pp. 8-11 #1-14Picture Differences: pp. 12-14 #1-8Picture Categories: pp. 25-27 #1-10Sound Matching: pp. 28-29 #1-6; pp. 30-31 #1-6Listening Comprehension: pp. 15-24 #1-18

Responding to oral and visual text for assessment purposes: Same/Different Words: p. 2 #1-5; p. 3 #1-4Rhyming: pp. 4-7 #1-14Print Awareness: p. 8 #1-4Sound Matching: pp. 9-10 #1-6; pp. 11-12 #1-6Letter Recognition: pp. 13-15 #1-11Phoneme-Grapheme: Initial: pp. 26-27 #1-8; Final: pp. 28-29 #1-8Word Reading: pp. 30-31 #1-10

Responding to oral and visual text for assessment purposes: Word Reading: pp. 11-14 #1-20Sentence Comprehension: pp. 15-18 #1-19Word Meaning: pp. 19-24 #1-27Passage Comprehension: pp. 25-33 all items

Responding to oral and visual text for assessment purposes:Word Reading: pp. 11-15 #1-28Sentence Comprehension: pp. 16-19 #1-19Word Meaning: pp. 20-25 #1-27Passage Comprehension: pp. 26-33 all items

Responding to oral and visual text for assessment purposes:Word Reading: pp. 10-11 #1-30Sentence Comprehension: pp. 12-13 #1-19Vocabulary: pp. 14-15 #1-30Passage Comprehension: pp. 16-23 all items

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Content Standard 3: All students will focus on meaning and communication as they listen, speak, view, read, and write in personal, social, occupational, and civic contexts.1. Integrate listening,

speaking, viewing, reading, and writing skills for multiple purposes and in varied contexts. Examples include using more than one of the language arts to create a story, write a poem or letter, or to prepare and present a unit project on their community.

Listening and Pre-reading/reading readiness levels:Verbal Concepts: pp. 2-4 #1-10Picture Matching: pp. 5-7 #1-10Rhyming: pp. 8-11 #1-14Picture Differences: pp. 12-14 #1-8Picture Categories: pp. 25-27 #1-10Sound Matching: pp. 28-29 #1-6; pp. 30-31 #1-6Listening Comprehension: pp. 15-24 #1-18

Listening and reading readiness and vocabulary levels: Same/Different Words: p. 2 #1-5; p. 3 #1-4Rhyming: pp. 4-7 #1-14Print Awareness: p. 8 #1-4Sound Matching: pp. 9-10 #1-6; pp. 11-12 #1-6Letter Recognition: pp. 13-15 #1-11Phoneme-Grapheme: Initial: pp. 26-27 #1-8; Final: pp. 28-29 #1-8Word Reading: pp. 30-31 #1-10Listening Comprehension: pp. 16-25 #1-18

Listening, vocabulary and comprehension: Word Reading: pp. 11-14 #1-20Sentence Comprehension: pp. 15-18 #1-19Word Meaning: pp. 19-24 #1-27Passage Comprehension: pp. 25-33 all itemsListening Comprehension: pp. 2-10 #1-17

Listening, vocabulary and comprehension: Word Reading: pp. 11-15 #1-28Sentence Comprehension: pp. 16-19 #1-19Word Meaning: pp. 20-25 #1-27Passage Comprehension: pp. 26-33 all itemsListening Comprehension: pp. 2-10 #1-17

Listening, vocabulary and comprehension:Word Reading: pp. 10-11 #1-30Sentence Comprehension: pp. 12-13 #1-19Vocabulary: pp. 14-15 #1-30Passage Comprehension: pp. 16-23 all itemsListening Comprehension: pp. 1-9 #1-17

2. Explore the relationships among various components of the comm. pro. such as sender, message, and rec. ie. understanding how the source of the message affects the receiver’s response.






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3. Read and write with developing fluency, speak confidently, listen and interact appropriately, view strategically, and represent creatively. Examples include sharing texts in groups and using an author’s/reader’s chair.

Listening and Pre-reading/reading readiness levels:Verbal Concepts: pp. 2-4 #1-10Picture Matching: pp. 5-7 #1-10Rhyming: pp. 8-11 #1-14Picture Differences: pp. 12-14 #1-8Picture Categories: pp. 25-27 #1-10Sound Matching: pp. 28-29 #1-6; pp. 30-31 #1-6Listening Comprehension: pp. 15-24 #1-18

Listening and reading readiness and vocabulary levels: Same/Different Words: p. 2 #1-5; p. 3 #1-4Rhyming: pp. 4-7 #1-14Print Awareness: p. 8 #1-4Sound Matching: pp. 9-10 #1-6; pp. 11-12 #1-6Letter Recognition: pp. 13-15 #1-11Phoneme-Grapheme: Initial: pp. 26-27 #1-8; Final: pp. 28-29 #1-8Word Reading: pp. 30-31 #1-10Listening Comprehension: pp. 16-25 #1-18

Reading vocabulary and comprehension and Listening Comprehension: Word Reading: pp. 11-14 #1-20Sentence Comprehension: pp. 15-18 #1-19Word Meaning: pp. 19-24 #1-27Passage Comprehension: pp. 25-33 all itemsListening Comprehension: pp. 2-10 #1-17

Reading vocabulary and comprehension and Listening Comprehension: Word Reading: pp. 11-15 #1-28Sentence Comprehension: pp. 16-19 #1-19Word Meaning: pp. 20-25 #1-27Passage Comprehension: pp. 26-33 all itemsListening Comprehension: pp. 2-10 #1-17

Reading vocabulary and comprehension and Listening Comprehension: Word Reading: pp. 10-11 #1-30Sentence Comprehension: pp. 12-13 #1-19Vocabulary: pp. 14-15 #1-30Passage Comprehension: pp. 16-23 all itemsListening Comprehension: pp. 1-9 #1-17

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4. Describe and use effective listening and speaking behaviors that enhance verbal communication and facilitate the construction of meaning. Examples include use of gestures and appropriate group behavior.

Listening:Verbal Concepts: pp. 2-4 #1-10Picture Matching: pp. 5-7 #1-10Rhyming: pp. 8-11 #1-14Picture Differences: pp. 12-14 #1-8Picture Categories: pp. 25-27 #1-10Sound Matching: pp. 28-29 #1-6; pp. 30-31 #1-6Listening Comprehension: pp. 15-24 #1-18

Listening: Same/Different Words: p. 2 #1-5; p. 3 #1-4Rhyming: pp. 4-7 #1-14Print Awareness: p. 8 #1-4Sound Matching: pp. 9-10 #1-6; pp. 11-12 #1-6Letter Recognition: pp. 13-15 #1-11Phoneme-Grapheme: Initial: pp. 26-27 #1-8; Final: pp. 28-29 #1-8Word Reading: pp. 30-31 #1-10Listening Comprehension: pp. 16-25 #1-18

Listening:Word Reading: pp. 11-14 #1-20Sentence Comprehension: pp. 15-18 #1-19Word Meaning: pp. 19-24 #1-27Passage Comprehension: pp. 25-33 all itemsListening Comprehension: pp. 2-10 #1-17

Listening:Word Reading: pp. 11-15 #1-28Sentence Comprehension: pp. 16-19 #1-19Word Meaning: pp. 20-25 #1-27Passage Comprehension: pp. 26-33 all itemsListening Comprehension: pp. 2-10 #1-17

Listening:Word Reading: pp. 10-11 #1-30Sentence Comprehension: pp. 12-13 #1-19Vocabulary: pp. 14-15 #1-30Passage Comprehension: pp. 16-23 all itemsListening Comprehension: pp. 1-9 #1-17

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5. Employ strategies to construct meaning while reading, listening to, viewing, or creating texts. Examples include retelling, predicting, generating questions, examining picture cues, discussing with peers, using context clues, and creating mental pictures.

Verbal Concepts: pp. 2-4 #1-10Picture Matching: pp. 5-7 #1-10Rhyming: pp. 8-11 #1-14Picture Differences: pp. 12-14 #1-8Picture Categories: pp. 25-27 #1-10Sound Matching: pp. 28-29 #1-6; pp. 30-31 #1-6Listening Comprehension: pp. 15-24 #1-18

Same/Different Words: p. 2 #1-5; p. 3 #1-4Rhyming: pp. 4-7 #1-14Print Awareness: p. 8 #1-4Sound Matching: pp. 9-10 #1-6; pp. 11-12 #1-6Letter Recognition: pp. 13-15 #1-11Phoneme-Grapheme: Initial: pp. 26-27 #1-8; Final: pp. 28-29 #1-8Word Reading: pp. 30-31 #1-10Listening Comprehension: pp. 16-25 #1-18

Word Reading: pp. 11-14 #1-20Sentence Comprehension: pp. 15-18 #1-19Word Meaning: pp. 19-24 #1-27Passage Comprehension: pp. 25-33 all itemsListening Comprehension: pp. 2-10 #1-17

Word Reading: pp. 11-15 #1-28Sentence Comprehension: pp. 16-19 #1-19Word Meaning: pp. 20-25 #1-27Passage Comprehension: pp. 26-33 all itemsListening Comprehension: pp. 2-10 #1-17

Word Reading: pp. 10-11 #1-30Sentence Comprehension: pp. 12-13 #1-19Vocabulary: pp. 14-15 #1-30Passage Comprehension: pp. 16-23 all itemsListening Comprehension: pp. 1-9 #1-17

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6. Determine the meaning of unfamiliar words and concepts in oral, visual, and written texts by using a variety of resources, such as prior knowledge, context, other people, dictionaries, pictures, and electronic sources.

The opportunity to explore this concept can be found in:Verbal Concepts: pp. 2-4 #1-10Picture Matching: pp. 5-7 #1-10Rhyming: pp. 8-11 #1-14Picture Differences: pp. 12-14 #1-8Picture Categories: pp. 25-27 #1-10Sound Matching: pp. 28-29 #1-6; pp. 30-31 #1-6Listening Comprehension: pp. 15-24 #1-18

The opportunity to explore this concept can be found in:Same/Different Words: p. 2 #1-5; p. 3 #1-4Rhyming: pp. 4-7 #1-14Print Awareness: p. 8 #1-4Sound Matching: pp. 9-10 #1-6; pp. 11-12 #1-6Letter Recognition: pp. 13-15 #1-11Phoneme-Grapheme: Initial: pp. 26-27 #1-8; Final: pp. 28-29 #1-8Word Reading: pp. 30-31 #1-10Listening Comprehension: pp. 16-25 #1-18

The opportunity to explore this concept can be found in:Word Reading: pp. 11-14 #1-20Sentence Comprehension: pp. 15-18 #1-19Word Meaning: pp. 19-24 #1-27Passage Comprehension: pp. 25-33 all itemsListening Comprehension: pp. 2-10 #1-17

The opportunity to explore this concept can be found in:Word Reading: pp. 11-15 #1-28Sentence Comprehension: pp. 16-19 #1-19Word Meaning: pp. 20-25 #1-27Passage Comprehension: pp. 26-33 all itemsListening Comprehension: pp. 2-10 #1-17

The opportunity to explore this concept can be found in:Word Reading: pp. 10-11 #1-30Sentence Comprehension: pp. 12-13 #1-19Vocabulary: pp. 14-15 #1-30Passage Comprehension: pp. 16-23 all itemsListening Comprehension: pp. 1-9 #1-17

7. Recognize that creators of texts make choices when constructing text to convey meaning, express feelings, and influence an audience. Examples include word selection, sentence length, and use of illustrations.






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8. Respond to the ideas, or feelings generated by texts and listen to the responses of others.






SKILLS AND PROCESSESContent Standard 7: All students will demonstrate, analyze, and reflect upon the skills and processes used to communicate through listening, speaking, viewing, reading, and writing.

1. Use a combination of strategies when encountering unfamiliar texts while constructing meaning. Examples include retelling, predicting, generating questions, examining picture cues, analyzing phonetically, discussing with peers, and using text cues.

The opportunity to explore this concept through predicting, examining picture cues and analyzing phonetically can be found in Verbal Concepts: pp. 2-4 #1-10Picture Matching: pp. 5-7 #1-10Rhyming: pp. 8-11 #1-14Picture Differences: pp. 12-14 #1-8Picture Categories: pp. 25-27 #1-10Sound Matching: pp. 28-29 #1-6; pp. 30-31 #1-6

The opportunity to explore this concept through predicting, examining picture and text cues and analyzing phonetically: Same/Different Words: p. 2 #1-5; p. 3 #1-4Rhyming: pp. 4-7 #1-14Print Awareness: p. 8 #1-4Sound Matching: pp. 9-10 #1-6; pp. 11-12 #1-6Letter Recognition: pp. 13-15 #1-11Phoneme-Grapheme: Initial: pp. 26-27 #1-8; Final: pp. 28-29 #1-8Word Reading: pp. 30-31 #1-10Listening Comprehension: pp. 16-25 #1-18

The opportunity to explore this concept through predicting, examining picture and text cues and analyzing phonetically:Word Reading: pp. 11-14 #1-20Sentence Comprehension: pp. 15-18 #1-19Word Meaning: pp. 19-24 #1-27Passage Comprehension: pp. 25-33 all itemsListening Comprehension: pp. 2-10 #1-17

The opportunity to explore this concept through predicting, examining picture and text cues and analyzing phonetically:Word Reading: pp. 11-15 #1-28Sentence Comprehension: pp. 16-19 #1-19Word Meaning: pp. 20-25 #1-27Passage Comprehension: pp. 26-33 all itemsListening Comprehension: pp. 2-10 #1-17

The opportunity to explore this concept through predicting, examining picture and text cues and analyzing phonetically:Word Reading: pp. 10-11 #1-30Sentence Comprehension: pp. 12-13 #1-19Vocabulary: pp. 14-15 #1-30Passage Comprehension: pp. 16-23 all itemsListening Comprehension: pp. 1-9 #1-17

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2. Monitor their progress while beginning to use a variety of strategies to overcome difficulties when constructing and conveying meaning.






3. Reflect on their emerging literacy, set goals, and make appropriate choices throughout the learning process as they develop the ability to regulate their learning.






4. Begin to develop and use strategies for planning, drafting, revising, and editing a variety of text forms. Examples include identifying characteristics of their audience, mapping and proofreading.






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MICHIGAN ENGLISH LANGUAGE ARTSLATER ELEMENTARY



MEANING AND COMMUNICATIONContent Standard 1: All students will read and comprehend general and technical material.

1. Use reading for multiple purposes, such as enjoyment, gathering information, learning new procedures, and increasing conceptual understanding.

Reading for assessment purposes:Vocabulary: pp. 1-2 #1-35Sentence Comprehension: pp. 3-4 #1-19Passage Comprehension: pp. 14-21 all items


2. Read with developing fluency a variety of texts, such as short stories, novels, poetry, textbooks, menus, periodicals, and reference materials.



3. Employ multiple strategies to construct meaning, including the use of sentence structure, vocabulary skills, context clues, text structure, mapping, predicting, retelling, and generating questions.

Vocabulary: pp. 1-2 #1-35Sentence Comprehension: pp. 3-4 #1-19Passage Comprehension: pp. 14-21 all items


4. Employ multiple strategies to recognize words as they construct meaning, including the use of phonics, syllabication, spelling patterns, and context clues.

The opportunity to explore this concept can be found in:Vocabulary: pp. 1-2 #1-35Sentence Comprehension: pp. 3-4 #1-19Passage Comprehension: pp. 14-21 all items


5. Respond to oral, visual, written, and electronic texts, and compare their responses to those of their peers.

Responding to oral, visual, and written texts:Vocabulary: pp. 1-2 #1-35Sentence Comprehension: pp. 3-4 #1-19Passage Comprehension: pp. 14-21 all items

Responding to oral, visual, and written texts:Vocabulary: pp. 1-2 #1-35Sentence Comprehension: pp. 3-4 #1-19Passage Comprehension: pp. 14-20 all items

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Content Standard 3: All students will focus on meaning and communication as they listen, speak, view, read, and write in personal, social, occupational, and civic contexts.

1. Integrate listening, speaking, viewing, reading, and writing skills for multiple purposes and in varied contexts. An example is using all the language arts to prepare and present a unit project on a selected state or country.

Listening & reading:Vocabulary and Comprehension assessment:Vocabulary: pp. 1-2 #1-35Sentence Comprehension: pp. 3-4 #1-19Passage Comprehension: pp. 14-21 all items Listening Comprehension: pp. 5-13 #1-17

Listening & reading:Vocabulary and Comprehension assessment:Vocabulary: pp. 1-2 #1-35Sentence Comprehension: pp. 3-4 #1-19Passage Comprehension: pp. 14-20 all itemsListening Comprehension: pp. 5-13 #1-17

2. Analyze the impact of variables on components of the communication process. Examples include the impact of background noise on an oral message and the effect of text errors, such as spelling or grammar, on the receiver.



3. Read and write fluently, speak confidently, listen and interact appropriately, view knowledgeably, and represent creatively. Examples include exploring ideas in a group, interviewing family and friends, and explaining ideas represented in pictures.

Reading & Listening:Vocabulary: pp. 1-2 #1-35Sentence Comprehension: pp. 3-4 #1-19Passage Comprehension: pp. 14-21 all items Listening Comprehension: pp. 5-13 #1-17

Reading & Listening:Vocabulary: pp. 1-2 #1-35Sentence Comprehension: pp. 3-4 #1-19Passage Comprehension: pp. 14-20 all itemsListening Comprehension: pp. 5-13 #1-17

4. Distinguish between verbal and nonverbal communication, and identify and practice elements of effective listening and speaking. Examples include recognizing the impact of variations of facial expression, posture, and volume on oral communication.

Listening Comprehension: pp. 5-13 #1-17

Listening Comprehension: pp. 5-13 #1-17

5. Employ multiple strategies to construct meaning while reading, listening to, viewing, or creating texts. Examples include summarizing, predicting, generating questions, mapping, examining picture cues, analyzing word structure and sentence structure, discussing with peers, and using context and text structure.



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6. Determine the meaning of unfamiliar words, and concepts in oral, visual, and written texts by using a variety of resources, such as prior knowledge, context, glossaries, and electronic sources.



7. Recognize and use texts as models and employ varied techniques to construct text, convey meaning, and express feelings to influence an audience. Examples include effective introductions and conclusions, different points of view, and rich descriptions.



8. Express their responses to oral, visual, written, and compare their responses to those of others.




1. Use a combination of strategies when encountering unfamiliar texts while constructing meaning. Examples include retelling, predicting, generating questions, mapping, examining picture cues, analyzing word structure, discussing with peers, analyzing phonetically, and using context and text structure.



2. Monitor their progress while using a variety of strategies to overcome difficulties when constructing and conveying meaning.



3. Apply new learning by forming questions and setting learning goals that will aid in self-regulation and reflection on their developing literacy.



4. Develop and use a variety of strategies for planning, drafting, revising, and editing different forms of texts for specific purposes. Examples include brainstorming, revising with peers, sensitivity to audience, and strategies appropriate for purposes, such as informing, persuading, entertaining, and inspiring.



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MICHIGAN ENGLISH LANGUAGE ARTSMIDDLE SCHOOL


AGS GRADE LEVEL M SUBTEST(S) 7-8


1. Use reading for multiple purposes, such as enjoyment, clarifying information, and learning complex procedures.



2. Read with developing fluency a variety of texts, such as short stories, novels, poetry, plays, textbooks, manuals, and periodicals.


This objective falls outside the scope of the GRADE Level M.

3. Employ multiple strategies to construct meaning, such as generating questions, studying vocabulary, analyzing mood and tone, recognizing how authors use information, generalizing ideas, matching form to content, and developing reference skills.



4. Employ multiple strategies to recognize words as they construct meaning, including the use of context clues, word roots, and affixes, and syntax.



5. Respond to a variety of oral, visual, written, and electronic texts by making connections to their personal lives and the lives of others.

Responds to oral, visual, and written texts:Vocabulary: pp. 1-2 #1-35Sentence Comprehension: pp. 3-4 #1-19Passage Comprehension: pp. 14-20 all itemsListening Comprehension: pp. 5-13 #1-17

Responds to oral, visual, and written texts:Vocabulary: pp. 1-3 #1-40Sentence Comprehension: pp. 4-5 #1-19Passage Comprehension: pp. 15-21 all itemsListening Comprehension: pp. 6-14 #1-17

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1. Integrate listening, speaking, viewing, reading, and writing skills for multiple purposes and in varied contexts. An example is using all the language arts to prepare and present a unit project on career exploration.



2. Begin to implement strategies to regulate effects of variables of the communication process. An example is selecting a format for the message to influence the receiver’s response.


This objective falls outside the scope of the GRADE Level M

3. Read and write fluently, speak confidently, listen and interact appropriately, view critically, and represent creatively. Examples include reporting formally to an audience, debating issues, and interviewing members of the public.



4. Practice verbal and nonverbal strategies that enhance understanding of spoken messages and promote effective listening behaviors. Examples include altering inflection, volume, and rate, using evidence, and reasoning.



5. Select appropriate strategies to construct meaning while reading, listening to, viewing, or creating texts. Examples include generating relevant questions, studying vocabulary, analyzing mood and tone, recognizing how authors and speakers use information, and matching form to content.



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6. Determine the meaning of unfamiliar words and concepts in oral, visual, and written texts by using a variety of resources, such as semantic and structural features, prior knowledge, reference materials, and electronic sources.

Vocabulary: pp. 1-2 #1-35Sentence Comprehension: pp. 3-4 #1-19Passage Comprehension: pp. 14-20 all itemsListening Comprehension: pp. 5-13 #1-17


7. Recognize and use varied techniques to construct text, convey meaning, and express feelings to influence an audience. Examples include identification with characters and multiple points of view.


This objective falls outside the Level M Levels 7-8.

8. Express their responses and make connections between oral, visual, written, and electronic texts and their own lives.




1. Use a combination of strategies when encountering unfamiliar texts while constructing meaning. Examples include generating questions, studying vocabulary, analyzing mood and tone, recognizing how creators of text use and represent information, and matching form to content.



2. Monitor their progress while using a variety of strategies to overcome difficulties when constructing and conveying meaning, and develop strategies to deal with new communication needs.



3. Reflect on their own developing literacy, set learning goals, and evaluate their progress.



4. Demonstrate a variety of strategies for planning, drafting, revising, and editing several different forms of texts for specific purposes. Examples include persuading a particular audience to take action and capturing feelings through poetry.



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MICHIGAN ENGLISH LANGUAGE ARTSHIGH SCHOOL

AGS GRADE LEVEL H SUBTEST(S) HS

AGS GRADE LEVEL A SUBTEST(S) Adult


1. Use reading for multiple purposes, such as enjoyment, learning complex procedures, completing technical tasks, making workplace decisions, evaluating and analyzing information, and pursuing in-depth studies.



2. Read with developing fluency a variety of texts, such as novels, poetry, drama, essays, research texts, technical manuals, and documents.

This objective falls outside the scope of the GRADE Level H.

This objective falls outside the scope of the GRADE Level A.

3. Selectively employ the most effective strategies to construct meaning, such as generating questions, scanning, analyzing, and evaluating for specific information related to a research question, and deciding how to represent content through summarizing, clustering, and mapping.



4. Selectively employ the most effective strategies to recognize words as they construct meaning, including the use of context clues, etymological study, and reference materials.



5. Respond personally, analytically, and critically to a variety of oral, visual, written, and electronic texts, providing examples of how texts influence their lives and their role in society.

Responding to oral, visual, and written texts:Vocabulary: pp. 1-3 #1-40Sentence Comprehension: pp. 4-5 #1-19Passage Comprehension: pp. 15-21 all itemsListening Comprehension: pp. 6-14 #1-17

Responding to oral, visual, and written texts:Vocabulary: pp. 1-3 #1-40Sentence Comprehension: pp. 4-5 #1-19Passage Comprehension: pp. 15-21 all itemsListening Comprehension: pp. 6-14 #1-17


1. Integrate listening, speaking, viewing, reading, and writing skills for multiple purposes and in varied contexts. An example is using all the language arts to complete and present a multi-media project on a national or international issue.

Reading and Listening:Vocabulary: pp. 1-3 #1-40Sentence Comprehension: pp. 4-5 #1-19Passage Comprehension: pp. 15-21 all itemsListening Comprehension: pp. 6-14 #1-17

Reading and Listening:Vocabulary: pp. 1-3 #1-40Sentence Comprehension: pp. 4-5 #1-19Passage Comprehension: pp. 15-21 all itemsListening Comprehension: pp. 6-14 #1-17

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2. Consistently use strategies to regulate the effects of variables on the communication process. An example is designing a communication environment for maximum impact on the receiver.



3. Read and write fluently, speak confidently, listen and interact appropriately, view critically, and represent creatively. Examples include speaking publicly, demonstrating teamwork skills, debating formally, performing literature, and interviewing for employment.



4. Consistently use effective listening strategies (e.g., discriminating, assigning meaning, evaluating, and remembering) and elements of effective speaking (e.g., message content, language choices, and audience analysis).

Listening: Vocabulary: pp. 1-3 #1-40Sentence Comprehension: pp. 4-5 #1-19Passage Comprehension: pp. 15-21 all itemsListening Comprehension: pp. 6-14 #1-17

Listening:Vocabulary: pp. 1-3 #1-40Sentence Comprehension: pp. 4-5 #1-19Passage Comprehension: pp. 15-21 all itemsListening Comprehension: pp. 6-14 #1-17

5. Employ the most effective strategies to construct meaning while reading, listening to, viewing, or creating texts. Examples include generating focus questions; deciding how to represent content through analyzing, clustering, and mapping; and withholding personal bias while listening.



6. Determine the meaning of specialized vocabulary and concepts in oral, visual, and written texts by using a variety of resources, such as context research, reference materials, and electronic sources.



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7. Recognize and use varied innovative techniques to construct text, convey meaning, and express feelings to influence an audience. Examples include experimentation with time, order, stream of consciousness, and multiple points of view.



8. Analyze their responses to oral, visual, written, and electronic texts, providing examples of how texts affect their lives, connect them with the contemporary world, and transmit issues across time.




1. Use a combination of strategies when encountering unfamiliar texts while constructing meaning. Examples include generating questions; scanning for specific information related to research questions; analyzing tone and voice; and representing content through summarizing, clustering, and mapping.



2. Monitor their progress while using a variety of strategies to overcome difficulties when constructing and conveying meaning, and demonstrate flexible use of strategies across a wide range of situations.



3. Reflect on their understanding of literacy, assess their developing ability, set personal learning goals, create strategies for attaining those goals, and take responsibility for their literacy development.



4. Demonstrate flexibility in using strategies for planning, drafting, revising, and editing complex texts in a variety of genre, and describe the relationship between form and meaning. Examples include preparing text for publication and presentation and using strategies appropriate for purposes, such as editorializing an opinion, and developing and justifying a personal perspective on a controversial issue.



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