MICHIGAN MIDDLE SCHOOL LANGUAGE ARTS CONTENT...

MICHIGAN MIDDLE SCHOOL LANGUAGE ARTS CONTENT STANDARDS 2 - 8

CORRELATED TO

AGS BASIC ENGLISH COMPOSITION, PRACTICAL GUIDE TO BETTER ENGLISH 1-4, BASIC ENGLISH GRAMMAR, ENGLISH TO USE, LITERATURE, ENGLISH FOR THE

WORLD OF WORK AND LIFE SKILLS ENGLISH

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MICHIGAN CONTENT STANDARDS BASIC ENGLISHCOMPOSITION

PRACTICAL GUIDE TO BETTER ENG.

BASIC ENGLISH GRAMMAR

ENGLISH TO USE

MEANING AND COMMUNICATIONCONTENT STANDARD 2:All students will demonstrate the ability to write clear and grammatically correct sentences, paragraphs, and compositions.

BENCHMARKS:1. Write fluently for multiple purposes to produce compositions, such as personal narratives, persuasive essays, lab reports, and poetry.

Pp. 17-26, 126, 173-75, 180-83, 189-91, 194-97, 219-55, 259-91

Level 1: Pp. 50-52, 62-64, 74-75, 86-87, 98-99, 138-42Level 2: Pp. 14-15, 26-27, 38-39, 50-51, 62-63, 74-75, 86-87, 98-99, 154, 156Level 3: Pp. 14-15, 26-27, 38-39, 50-51, 62-63, 74-75, 86-87, 98-99, 107, 166-70Level 4: Pp. 14-15, 26-27, 38-39, 50-51, 62-63, 74-75, 86-87, 98-99, 167-70

Grammar Usage: Pp. 1-315

Types of Writing: Pp. 202-03, 220-29, 230-35Writing Process: Pp. 106-07, 125, 172-73, 192-93, 223-33Writing Mechanics: Pp. 22-23, 44-45, 62-63, 86-87, 108-09, 126-27, 152-53, 174-75, 194-95, 214-15, 236-37, 256-57, 276-77

2. Recognize and use authors’ techniques that convey meaning and build empathy with readers when composing their own texts. Examples include appeals to reason and emotion, use of figurative language, and grammatical conventions which assist audience comprehension.

Pp. 1-291 Levels 1-4: Units I-IX and Pp. 113-74

Pp. 1-315 Pp. 1-279

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ENGLISH TO USE

3. Plan and draft texts, and revise and edit their own writing, and help others revise and edit their texts in such areas as content, perspective, and effect.

Planning: Pp. 164-75, 180-97, 223-27, 232-37, 242-44, 246-53, 260-63Revise/Edit: Pp. 202-10, 227, 233, 236-39, 256-57, 279, 285Proofreading: Pp. 185-86, 227, 285

Level 1: Pp. 50-52, 62-64, 74-75, 86-87, 98-99, 138-42Level 2: Pp. 14-15, 26-27, 38-39, 50-51, 62-63, 74-75, 86-87, 98-99, 154, 156Level 3: Pp. 14-15, 26-27, 38-39, 50-51, 62-63, 74-75, 86-87, 98-99, 107, 166-70Level 4: Pp. 14-15, 26-27, 38-39, 50-51, 62-63, 74-75, 86-87, 98-99, 167-70

Pp. 106-07, 125, 172-73, 192-93, 212-13, 223-33, 276-77

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ENGLISH TO USE

4. Select and use appropriate language conventions when editing text. Examples include various grammatical constructions, subject-verb agreement, punctuation, and spelling.

Pp. 2-7, 11-29, 32-39, 65-69, 73-113, 116-19, 152, 242-45, 249-50, 254-55, 272, 274

Level 1: 7, 9-16, 18, 22-23, 25-28, 33-40, 41-42, 46-58, 61-64, 73-100, 103-110, 114-58Level 2: Pp. 6, 9-12, 14-16, 19-28, 32-40, 41-45, 47-52, 58-71, 73-76, 78-88, 93-100, 103-110, 114-162Level 3: Pp. 36-64, 66-110, 113-75Level 4: Pp 6-16, 21-28, 29-40, 41-88, 96, 102-10, 114-67

Subject/Verb Agreement: Pp. 80-81, 95, 102, 105, 112, 122, 279Punctuation: Pp. 4, 8, 11-12, 60-62, 176-77, 192-93, 200, 212-15

Subject/Verb Agreement: Pp. 262-67Spelling: Pp. 241-57 PunctuationPp. 4, 22-23, 44-45, 58-59, 62-63, 86-87, 94-95, 98, 108-09, 126-27, 184, 194-95, 200-01, 210-11, 236

Grammar can be found throughout textbook.

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ENGLISH TO USE

MEANING AND COMMUNICATIONCONTENT 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.

BENCHMARKS:1. Integrate listening, viewing, speaking, 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.

Pp. 1-291 Levels 1-4: Pp. 5-157

Grammar only: Pp. 1-315

Pp. 1-279

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.

Pp. 12, 189-93, 231-39, 242-55

Level 1: Pp. 86-88Level 2: Pp. 50-52, 98-100Level 3: 14-16, 62-64, 86-88Level 4: 26-28, 50-52, 86-88

Pp. 197, 212-14 Pp. 228-29

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ENGLISH TO USE

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.

Writing: Pp. 17-26, 126, 173-75, 180-83, 189, 194-97, 219-55, 259-91

Level 1: 50-52, 74-76, 86-88, 98-100, 135Level 2: 14-16, 26-28, 50-52, 62-64, 74-76, 98-100, 155Level 3: 14-16, 26-28, 50-52, 62-64, 74-76, 86-88, 98-100, 174Level 4; Pp. 14-16, 26-28, 38-40, 50-52, 62-64, 86-88, 174

Grammar:Pp. 1-315

Grammar Usage and Writing Skills:Pp. 1-279

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.

Nonverbal strategies:Pp. 17-26, 126, 173-75, 180-83, 189, 194-97, 219-55, 259-91

Level 1: P. 135Level 2: P. 155Level 3: P. 174

Pp. 1-315 Grammar Usage and Writing Skills:Pp. 1-279

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ENGLISH TO USE

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.

Pp. 1-291 Levels 1-4: Pp. 5-157

Pp. 1-315 Pp. 1-279

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.

Reference materials: Pp. 264-73, 286-89

Level 1: Pp. 108, 153Level 2: Pp. 77-79, 167Level 3: Pp. 42-43, 171Level 4: Pp. 97, 171

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ENGLISH TO USE

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.

Pp. 1-291 Level 1: Pp. 74-76, 86-88, 98-100Level 2: Pp. 14-16, 26-28, 38-40, 50-52, 62-64, 74-76, 86-88, 98-100Level 3: Pp. 14-16, 26-28, 38-40, 50-52, 62-64, 74-76, 86-88, 98-100Level 4: Pp. 14-16, 26-28, 38-40, 50-52, 62-64, 86-88

Writing Practice: Pp. 124-25, 150-51, 172-73, 192-93, 212-13Writing Process: Pp. 106-07, 125, 172-73, 192-93, 223-33Writing Skills: Pp. 1, 3-23, 199-215, 222-29Types of Writing: Pp. 202-03, 220-35

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

Independent activity




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ENGLISH TO USE

LANGUAGECONTENT STANDARD 4:All students will use the English language effectively.

BENCHMARKS:1. Compare and contrast spoken, written, and visual language patterns used in their communication contexts, such as community activities, discussions, mathematics and science classes, and the workplace.

Pp. 1-291

Level 1: Pp. 12-18, 23, 25-28, 32-40, 46-58, 61-64, 68-100, 102-07, 109-10, 113-48Level 2: Pp. 10, 21-28, 32-52, 58-76, 80-100, 105-75Level 3: Pp. 6-11, 14-175Level 4: Pp. 5-175

Pp. 1-315 Pp. 1-279

2. Investigate the origins of language patterns and vocabularies and their impact on meaning in formal and informal situations. An example is comparing language in a business letter to language in a friendly letter.

Types of Writing: Pp. 17-26, 126, 173-75, 180-83, 189, 194-97, 219-55, 259-91

Level 1: Pp. 43-45, 140-42Level 2: 29-31, 54-61, 102Level 3: Pp. 95-100Level 4: Pp. 14-16, 26-28, 38-40, 50-52, 62-64, 74-76, 86-88, 98-100, 109-10, 167-70

Patterns in Sentences: Pp. 222-71

Types of Writing: Pp. 202-03, 220-35

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ENGLISH TO USE

3. Investigate idiomatic phrases and word origins and how they have contributed to contemporary meaning.

Pp. 264-73, 286-89 Level 1: Pp. 153-57Level 2: Pp. 77-79, 167-70Level 3: Pp. 42-43, 171-73Level 4: Pp. 97, 171-73

4. Demonstrate how communication is affected by connotation and denotation and why one particular word is more effective or appropriate than others in a given context.5. Recognize and use levels of discourse appropriate for varied contexts, purposes, and audiences, including terminology specific to a particular field. Examples include community building, an explanation of a biological concept, comparison of computer programs, commentary on an artistic work, analysis of a fitness program, and classroom debates on political issues.

Pp. 12, 189-93, 231-39, 242-55

Level 1: Pp. 86-88Level 2: Pp. 50-52, 98-100Level 3: 14-16, 62-64, 86-88Level 4: 26-28, 50-52, 86-88

Pp. 202-03, 220-35

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MICHIGAN CONTENT STANDARDS AGS LITERATURELITERATURECONTENT STANDARD 5:All students will read and analyze a wide variety of classic and contemporary literature and other texts to seek information, ideas, enjoyment, and understanding of their individuality, our common heritage and common humanity, and the rich diversity of our society.

BENCHMARKS:1. Select, read, listen to, view, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.2. Describe and discuss shared issues in the human experience that appear in literature and other texts from around the world. Examples include quests for happiness and service to others.3. Identify and discuss how the tensions among characters, communities, themes, and issues in literature and other texts are related to one’s own experience.4. Investigate and demonstrate understanding of the cultural and historical contexts of the themes, issues, and our common heritage as depicted in literature and other texts.5. Investigate through literature and other texts various examples of distortion and stereotypes. Examples include those associated with gender, race, culture, age, class, religion, and handicapping conditions.

Benchmarks 1-5 refer to: AGS Illustrated Classics (72 titles) Reading Level: 3.8-4.8, Interest Level: Middle School, High School, ABE, ESL

AGS Classic Short Stories (50 titles)Reading Level: 3-4, Interest Level: Middle School, High School, ABE, ESL30 Great American Short Stories10 Stories from Great Britain and Ireland10 Stories from Around the World

AGS Classroom Reading Plays (24 titles)Reading Level: 3-4, Interest Level: Middle School, High School, ABE, ESL8 each:British LiteratureAmerican LiteratureShakespeare

SEE THE AGS CATALOG FOR SPECIFIC TITLES.

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ENGLISH TO USE

VOICECONTENT STANDARD 6:All students will learn to communicate information accurately and effectively and demonstrate their expressive abilities by creating oral, written, and visual texts that enlighten and engage an audience.

BENCHMARKS:1. Analyze their use of elements of effective communication that impact their relationships in their schools, families, and communities. Examples include use of pauses, suspense, and elaboration.

Pp. 1-291

Level 1: Pp. 74-76, 86-88, 98-100Level 2: Pp. 14-16, 26-28, 38-40, 50-52, 62-64, 74-76, 86-88, 98-100Level 3: Pp. 14-16, 26-28, 38-40, 50-52, 62-64, 74-76, 86-88, 98-100Level 4: Pp. 14-16, 26-28, 38-40, 50-52, 62-64, 86-88


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ENGLISH TO USE

2. Demonstrate their ability to use different voices in oral and written communication to persuade, inform, entertain, and inspire their audiences.



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ENGLISH TO USE

3. Compare and contrast the style and characteristics of individual authors, speakers, and illustrators and how they shape text and influence their audiences’ expectations.

Refer to AGS literature listed on page 11 of this correlation.



Refer to AGS lit. on page 11 of this correlation.

4. Document and enhance a developing voice through multiple media. Examples include reflections for their portfolios, audio and video tapes, and submissions for publications.



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ENGLISH TO USE

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.

BENCHMARKS: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.

Refer to AGS literature on page 11 of this correlation.




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ENGLISH TO USE

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.


Refer to AGS literature on page 11 of this correlation


Refer to AGS lit. on page 11 of correlation.

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ENGLISH TO USE

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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ENGLISH TO USE

GENRE AND CRAFT OF LANGUAGECONTENT STANDARD 8:All students will explore and use the characteristics of different types of texts, aesthetic elements, and mechanics-including text structure, figurative and descriptive language, spelling, punctuation, and grammar-to construct and convey meaning.

BENCHMARKS:1. Select and use mechanics that enhance and clarify understanding. Examples include paragraphing, organizational patterns, variety in sentence structure, appropriate punctuation, grammatical constructions, conventional spelling, and the use of connective devices, such as previews and reviews.

Pp. 1-291 Levels 1-4: Pp. 5-174

Sentences: Pp. 80, 174, 197, 199-219, 221-73, 275-97Punctuation: Pp. 4, 8, 11-12, 60-62, 176-77, 192-93, 200, 212-15Grammatical Construction: Pp. 1-315

Types of Writing: Pp. 202-03, 220-29, 230-35Writing Process: Pp. 106-07, 125, 172-73, 192-93, 223-33Writing Mechanics: Pp. 22-23, 44-45, 62-63, 86-87, 108-09, 126-27, 152-53, 174-75, 194-95, 214-15, 236-37, 256-57, 276-77Spelling: Pp. 241-57

2. Describe and use characteristics of various narrative genre and elements of narrative technique to convey ideas and perspectives. Examples include foreshadowing and flashback in poetry, science fiction, short stories, and novels.





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ENGLISH TO USE

3. Describe and use characteristics of various informational genre (e.g., biographies, newspapers, brochures, and persuasive arguments and essays) and elements of expository text structure (e.g., multiple patterns of organization, relational links, and central purposes) to convey ideas.

Refer to AGS literature on page 11 of this correlation and Pp.1-291.

Refer to AGS literature on page 11 of this correlation and:Level 1: Pp. 74-76, 86-88, 98-100Level 2: Pp. 14-16, 26-28, 38-40, 50-52, 62-64, 74-76, 86-88, 98-100Level 3: Pp. 14-16, 26-28, 38-40, 50-52, 62-64, 74-76, 86-88, 98-100Level 4: Pp. 14-16, 26-28, 38-40, 50-52, 62-64, 86-88.


Refer to AGS literature on page 11 of this correlation and: Pp. 202-03, 220-35.

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ENGLISH TO USE

4. Identify and use aspects of the craft of the speaker, writer, and illustrator to formulate and express their ideas artistically. Examples include color and composition, flashback, multi-dimensional characters, pacing, appropriate use of details, strong verbs, language that inspires, and effective leads. Describe and use the characteristics of various oral, visual, and written texts (e.g., debate, drama, primary documents, and documentaries) and the textual aids they employ (e.g., prefaces, appendices, lighting effects, and microfiche headings) to convey meaning and inspire audiences.


Levels 1-4: Pp. 5-174 andrefer to AGS literature on page 11 of this correlation.



FOR ADDITIONAL LIFE SKILLS APPLICATIONS REFER TO AGS LIFE SKILLS ENGLISH AND ENGLISH FOR THE WORLD OF WORK

AGS - 1-800-328-2560

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MICHIGAN MIDDLE SCHOOL LANGUAGE ARTS CONTENT...

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