GRADE LEVEL CONTENT EXPECTATIONS

2R E A D I N G W R I T I N G S P E A K I N G L I S T E N I N G V I E W I N G

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https://www.wendangku.net/doc/d48225544.html,/mde v.12.05Welcome to Michigan’s K-8 Grade Level Content Expectations Purpose & Overview

In 2004, the Michigan Department of Education embraced the challenge of creating

Grade Level Content Expectations in response to the federal No Child Left Behind Act

of 2001. This act mandated the existence of a set of comprehensive state grade level

assessments that are designed based on rigorous grade level content.

In this global economy, it is essential that Michigan students possess personal, social,

occupational, civic, and quantitative literacy. Mastery of the knowledge and essential skills

de?ned in Michigan’s Grade Level Content Expectations will increase students’ ability to

be successful academically, contribute to the future businesses that employ them and the

communities in which they choose to live.

The Grade Level Content Expectations build from the Michigan Curriculum Framework

and its Teaching and Assessment Standards. Re?ecting best practices and current

research, they provide a set of clear and rigorous expectations for all students and

provide teachers with clearly de?ned statements of what students should know

and be able to do as they progress through school. Why Create a 12.05 Version of the Expectations?

The Of?ce of School Improvement is committed to creating the best possible product

for educators. This commitment served as the impetus for the revision of the 6.04 edition

that was previously released in June of 2004. This new version, v.12.05, re?nes and

clari?es the original expectations, while preserving their essence and original intent.

As education continues to evolve, it is important to remember that each curriculum

document should be considered as a work in progress, and will continue to be re?ned

to improve the quality.

The revision process greatly improved the continuity from one grade to the next, and

better ensured coherence both in content and pedagogy. To obtain more speci?c details

about the revisions, please refer to the addendum included in this document. The forward

of the Across the Grades v.12.05 companion document also clari?es the types of changes

made. Educators can access the Across the Grades companion document by visiting

the Michigan Department of Education Grade Level Content Expectations web page at

https://www.wendangku.net/doc/d48225544.html,/glce.

Assessment

The Grade Level Content Expectations document is intended to be a state assessment

tool with the expectations written to convey expected performances by students. The

Of?ce of Assessment and Accountability was involved in the development of version 12.05

and has incorporated the changes in the construction of test and item speci?cations for

the K-8 Michigan Education Assessment Program (MEAP) and MI-Access. This updated

version will assist us in the creation of companion documents, content examples, and

to guide program planners in focusing resources and energy.

Curriculum

Using this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs, and assess student achievement.

Understanding the Organizational Structure

The expectations in this document are divided into strands with multiple domains within each, as shown below. The skills and content addressed in these expectations will in practice be woven together into a coherent, English language arts curriculum. Beyond the English language arts curriculum, students will use the skills and processes to support learning in all content areas. To allow for ease in referencing expectations, each expectation has been coded with a strand, domain, grade-level, and expectation number. For example, R.NT.00.01 indicates:

R-Reading Strand

NT-Narrative Text Domain

00-Kindergarten Expectation

01-First Expectation in the Grade-Level Narrative Text Domain

Strand 1 Reading Strand 2

Writing

Strand 3

Speaking

Strand 4

Listening & Viewing Domains

Word Recognition and Word Study (WS)

? Phonemic Awareness ? Phonics

? Word Recognition ? Vocabulary Fluency (FL) Narrative Text (NT) Informational Text (IT) Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT)Genre (GN)

Process (PR)

Personal Style (PS)

Grammar & Usage (GR)

Spelling (SP)

Handwriting (HW)

Writing Attitude (AT)

Conventions (CN)

Discourse (DS)

Conventions (CN)

Response (RP)

Preparing Students for Academic Success

Within the hands of teachers, the Grade Level Content Expectations are converted into exciting

and engaging learning for Michigan’s students. As we use these expectations to develop units of

instruction and plan instructional delivery, it is critical to keep in mind that content knowledge

alone is not suf?cient for academic success. Students must be able to apply knowledge in new

situations, to solve problems by generating new ideas, and to make connections between what

they learn in class to the world around them. The art of teaching is what makes the content of

learning become a reality.

Through the collaborative efforts of Michigan educators and creation of professional learning

communities, we can enable our young people to attain the highest standards, and thereby

open doors for them to have ful?lling and successful lives.

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R E A D I N G Word Recognition and Word Study

Phonemic Awareness

Students will…

R.WS.02.01 demonstrate phonemic awareness by the wide range of sound manipulation

competencies including sound blending and deletion.

R.WS.02.02recognize that words are composed of sounds blended together and carry meaning.

Phonics

Students will…

R.WS.02.03 understand the alphabetic principle,that sounds in words are expressed by

the letters of the alphabet.

R.WS.02.04 use structural cues to recognize and decode words with long and short

vowels,consonant digraphs,and irregular vowels in isolation and in context including:letter-

sound,onset and rimes,whole word chunks,word families,long and short vowels,digraphs

wh,ph,irregular vowels ei,ie,ea,ue.

Word Recognition

Students will…

R.WS.02.05 automatically recognize frequently encountered words in print whether

encountered in connected text or in isolation with the number of words that can be read

?uently increasing steadily across the school year.

R.WS.02.06 make progress in automatically recognizing the 220 Dolch basic sight words

and 95 common nouns for mastery in third grade.

R.WS.02.07 make progress to automatically read by sight the Dolch First 1000 Words for

mastery in ?fth grade.

R.WS.02.08 use previously learned and new strategies to identify unknown words and

construct meaning by re-reading a sentence or paragraph when meaning is unclear,using

context as a basis for predicting meaning of unfamiliar words,sub-vocalization,and/or

sounding out unknown words.

R.WS.02.09 know the meanings of words encountered frequently in grade-level reading

and oral language contexts.

R.WS.02.10 use syntactic and semantic cues including reading context;picture clues;pre?xes

re-,un-;and suf?xes -s,-ed,-ing to determine the meaning of words in grade-appropriate texts.

Vocabulary

Students will…

R.WS.02.11 in context,determine the meaning of words and phrases including objects,

actions,concepts,content vocabulary,and literary terms,using strategies and resources

including context clues,mental pictures,and questioning.

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Fluency

Students will…

R.FL.02.01 automatically recognize and ?uently read identi?ed grade-level high frequency

words encountered in or out of context.

R.FL.02.02 use punctuation cues (periods and question marks) when reading aloud with

intonation,pauses,and emphasis.

R.FL.02.03 read aloud unfamiliar text with a minimum of 90% accuracy in word recognition

at an independent reading level.

Narrative T ext

Students will…

R.NT.02.01 describe the similarities of plot and character in classic, multicultural, and

contemporary literature that is recognized for quality and literary merit.

R.NT.02.02 identify and describe the basic elements and purpose of a variety of

narrative genre including poetry, fantasy, legends, and drama.

R.NT.02.03 identify and describe characters’ actions and motivations, setting (time and

place), problem/solution, and sequence of events.

R.NT.02.04 identify and explain how authors/illustrators use literary devices including

illustrations and titles to depict major story events, and comparisons including metaphors

or similes to reveal characters’ thoughts and actions.

R.NT.02.05 respond to individual and multiple texts by ?nding evidence, discussing,

illustrating, and/or writing to re?ect, make connections, take a position, and/or show

understanding.

Informational T ext

Students will…

R.IT.02.01 identify and describe the basic form, features, and purpose of a variety of

informational genre including simple “how-to” books, personal correspondence, science

and social studies magazines.

R.IT.02.02 discuss informational text patterns including descriptive, sequential,

enumerative, and compare/contrast.

R.IT.02.03 explain how authors use text features including boldface text, graphs, maps,

diagrams, and charts to enhance the understanding of key and supporting ideas.

R.IT.02.04 respond to individual and multiple texts by ?nding evidence, discussing,

illustrating, and/or writing to re?ect, make connections, take a position, and/or show

understanding.

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Comprehension

Students will…

R.CM.02.01make text-to-self and text-to-text connections and comparisons by activating

prior knowledge,connecting personal knowledge,experience,and understanding of others

to ideas in text through oral and written responses.

R.CM.02.02 retell in sequence the major idea(s) and relevant details of grade-level

narrative and informational text.

R.CM.02.03 compare and contrast relationships among characters,events,and key ideas

within and across texts to create a deeper understanding by mapping story elements,

graphically representing key ideas and details,and asking questions as they read.

R.CM.02.04 apply signi?cant knowledge from grade-level science,social studies,and

mathematics texts.

Metacognition

Students will…

R.MT.02.01 self-monitor comprehension by recognizing when meaning is breaking down

and use strategies including making credible predictions to increase comprehension when

reading or listening to text.

R.MT.02.02self-monitor comprehension by using strategies including constructing mental

images,visually representing ideas in text,and asking questions before,during,and after reading.

R.MT.02.03self-monitor comprehension by re-reading or listening again if uncertain about

meaning,making inferences,and summarizing the most important ideas and themes in a text.

R.MT.02.04plan,monitor,regulate,and evaluate skills,strategies,and processes to construct

and convey meaning (e.g.,using context to predict meaning of unfamiliar words),and discuss

which comprehension strategies worked and did not work.

R.MT.02.05 self-monitor comprehension by using graphic organizers such as a Venn

diagram and paragraphs to compare and contrast or indicate a sequence of ideas.

R.MT.02.06 determine which resources contain appropriate information for the intended

task using teacher/student generated criteria.

Critical Standards

Students will…

R.CS.02.01 develop and discuss shared standards and begin to assess the quality and

accuracy of their own writing and the writing of others.

Reading Attitude

Students will…

R.A T.02.01 be enthusiastic about reading and learning how to read.

R.A T.02.02 do substantial reading and writing on their own during free time in school

and at home.

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W R I T I N G Writing Genre

Students will…

W.GN.02.01 write a narrative piece such as realistic ?ction,fantasy,or personal narrative

depicting major story events, using illustrations to match mood, and containing setting,

problem/solution, and sequenced events.

W.GN.02.02 approximate poetry based on reading a wide variety of grade-

appropriate poetry.

W.GN.02.03 write an informational piece including a magazine feature article using an

organizational pattern such as description,enumeration,sequence,or compare/contrast

that may include graphs,diagrams,or charts to enhance the understanding of central and

key ideas.

W.GN.02.04 use the writing process to produce and present a research project;develop

two research questions related to a teacher-selected topic; gather electronic or print

resources and organize the information using key ideas with teacher assistance.

Writing Process

Students will…

W.PR.02.01 set a purpose,consider audience,and begin to use styles and patterns

derived from studying authors’ craft when writing a narrative or informational piece.

W.PR.02.02 develop a plan narrowing a broad idea for narrative and informational

writing including graphic organizers that represent specific organizational patterns

(e.g.,problem/solution,sequence,description,or compare/contrast).

W.PR.02.03 draft focused ideas in written compositions using paragraph clusters,each

containing a main idea and some supporting details.

W.PR.02.04 write in ?rst and third person based on genre type and purpose.

W.PR.02.05 draft a coherent piece with appropriate grammar,usage,mechanics,and

temporary spellings.

W.PR.02.06 revise drafts based on constructive and speci?c oral and written responses

to writing;identify sections of the piece that need to be revised using reorganization,

additions,deletions,and appropriate use of transitions;make stylistic changes in content and

form to suit intended purpose and audience.

W.PR.02.07 attempt to proofread and edit writing using appropriate resources including

dictionaries and a class-developed checklist both individually and in groups.

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Personal Style

Students will…

W.PS.02.01 develop personal style in oral, written, and visual messages in both narrative

(e.g.,descriptive language,use of imagination,varying sentence beginnings) and informational

writing (e.g.,facts,effective conclusions).

Grammar and Usage

Students will…

W.GR.02.01 in the context of writing,correctly use more complex complete sentences,

nouns and verbs, commas (in a series, in a letter, and with dates), contractions, colons to

denote time,and capitalization of proper nouns.

Spelling

Students will…

W.SP.02.01 in the context of writing,correctly spell frequently encountered words

(e.g., two-syllable words including common pre?xes and suf?xes); for less frequently

encountered words use structural cues (e.g., letter/sound, rimes) and environmental

sources (e.g.,word walls,word lists).

Handwriting

Students will…

W.HW.02.01 ?uently and legibly write upper and lower case manuscript letters and

begin to write the cursive alphabet.

Writing Attitude

Students will…

W.AT.02.01 be enthusiastic about writing and learning to write.

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S P E A K I N G Conventions

Students will…

https://www.wendangku.net/doc/d48225544.html,.02.01 use common grammatical structures correctly when speaking including

subject/verb agreement,pronoun/noun agreement,nominative and objective case pronouns,

and more complex conjunctions (e.g.,although,instead of,so that).

https://www.wendangku.net/doc/d48225544.html,.02.02 explore and use language to communicate effectively with a variety of

audiences and for different purposes including questions and answers,discussions,and social

interactions.

https://www.wendangku.net/doc/d48225544.html,.02.03 speak effectively adopting appropriate tone of voice and intonation patterns

in narrative and informational presentations.

https://www.wendangku.net/doc/d48225544.html,.02.04 present in standard American English if it is their ?rst language.(Students

whose ?rst language is not English will present in their developing version of standard

American English.)

https://www.wendangku.net/doc/d48225544.html,.02.05 understand,providing examples of how language differs from school and

home as a function of linguistic and cultural group membership.

Discourse

Students will …

S.DS.02.01 engage in substantive conversations,remaining focused on subject matter,with

interchanges building on prior responses in book discussions, peer conferencing, or other

interactions.

S.DS.02.02 tell or retell stories (e.g., fantasy, legends, drama), using story grammar

(e.g., elaborated information about characters, characters’ actions and motivations, plot,

and setting as related to plot),while maintaining appropriate intonation and tone of voice.

S.DS.02.03 respond to multiple text types by re?ecting,making connections,taking a

position,and/or showing understanding.

S.DS.02.04 plan and deliver presentations using an informational organizational pattern

(e.g.,descriptive,cause/effect,compare/contrast) providing supportive facts and details

to make their point,re?ecting the source of information,while maintaining appropriate

intonation and tone of voice using a prop.

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L I S T E N I N G Conventions

& V I E W I N G Students will…

https://www.wendangku.net/doc/d48225544.html,.02.01 understand,restate and follow three- and four-step directions.

https://www.wendangku.net/doc/d48225544.html,.02.02 ask appropriate questions for clari?cation and understanding during a

presentation or report.

https://www.wendangku.net/doc/d48225544.html,.02.03 listen to or view knowledgeably while demonstrating appropriate social skills

of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group

settings;listen to the comments of peers and respond on topic adding a connected idea.

https://www.wendangku.net/doc/d48225544.html,.02.04 understand how the source of the message affects the receiver’s response

(student/student,student/teacher,student/parent).

https://www.wendangku.net/doc/d48225544.html,.02.05 begin to evaluate the messages they experience in broadcast and print

media distinguishing between factual information and opinion,advertising hype,or

propaganda.

Response

Students will…

L.RP.02.01 listen to or view knowledgeably and discuss a variety of genre.

L.RP.02.02 select,listen to or view knowledgeably,and respond thoughtfully to both

classic and contemporary texts recognized for quality and literary merit.

L.RP.02.03 respond to multiple text types listened to or viewed knowledgeably,by

discussing,illustrating,and/or writing in order to re?ect,make connections,take a position,

and/or show understanding.

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雅礼中学新高一入学考试物理试卷

雅礼中学新高一入学分班考试试题（物理） 一、选择题 1、冰在融化过程中下列判断正确的是 A、内能不变比热容不变 B、吸收热量温度不变 C、比热容内能温度都不变 D、比热容变大内能增加温度升高 2、小明同学喜欢动手用简易器材探究物理问题．某天，他用一块较长的木板N与木块M及弹簧测力计，按如下方法研究滑动摩擦力有关的因素．先将长木板N平放，用弹簧测力计拉着木块M在N上做匀速直线运动，如图甲，此时木块M所受滑动摩擦力为f甲；然后再将N 支起，仍然用弹簧测力计拉着木块M沿N斜向上做匀速直线运动，如图乙，此时木块M所受滑动摩擦力为f乙．对小明同学的实验讨论正确的是（） A．两次M所受滑动摩擦力f甲＜f乙 B．小明实验是研究滑动摩擦力与压力大小的关系 C．乙情况弹簧秤的示数等于f乙 D．小明实验时控制相同的量是接触面积大小 3、物理学中将物体在单位时间内速度的增加量定义为加速度，它用来表示物体速度变化的快慢。依据该定义，若某物体在t时间内速度从增加到，则加速度为。现有一小球从静止开始以3m/s的加速度加速运动2s，则2s末小球的速度为（） A．0 B．2 m/s C．3m/s D．6m/s 4、有一个点光源S,放在平面镜MN前,若镜MN不动,光源S以速度2m/s沿与镜面成60°角的方向向右匀速直线运动,如图4所示,则光源S在镜中的像S‘将 A.以速度4m/s沿SO直线方向向右平移 B.以速度2m/s沿垂直于SO方向向上平移 C.以速度2m/s沿垂直于SO方向向下平移 D.在S上看到的像沿S‘S方向以速度2m/s向S靠

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Cambridge International AS & A Level DC (JC/CT) 182587/3? UCLES 2020 [Turn over This document has 12 pages. Blank pages are indicated. *5745011940* PHYSICS 9702/33 Paper 3 Advanced Practical Skills 1 February/March 2020 2 hours You must answer on the question paper. You will need: The materials and apparatus listed in the confidential instructions INSTRUCTIONS ●Answer all questions. ●Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs. ●Write your name, centre number and candidate number in the boxes at the top of the page. ●Write your answer to each question in the space provided. ●Do not use an erasable pen or correction fluid. ●Do not write on any bar codes. ●You will be allowed to work with the apparatus for a maximum of 1 hour for each question. ●You should record all your observations in the spaces provided in the question paper as soon as these observations are made. ●You may use a calculator. ●You should show all your working and use appropriate units. INFORMATION ●The total mark for this paper is 40. ●The number of marks for each question or part question is shown in brackets [ ]. For Examiner’s Use 12Total

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大学体验英语综合教程4课后答案全 Unit 1 Ex5.1.obligation 2.applauded 3.fulfilled 4.mirror 5.flexibility 6.devalue 7.striving 8.entailed 9.supposedly 10.consequently Ex6.1.refer to as 2.at best 3.by the same token 4. at large 5. hold up …as Ex14.1. equality 2. sustained 3. clue 4. expansiveness 5. was sacked6. defined7. sphere8. sour 9. depressing10. Division Ex15.1. in the way 2. falling apart 3. have ruled out 4. at this rate 5. took up Ex17. 1.The popularity of Internet provides people with quick and convenient access to information. Since he doesn’t agree to this plan, there is not much point in thinking about it any more. 3. I haven't seen it myself, but it is supposed to be a very good film. 4. If you don't work hard, you'll end up nowhere. 5. It's up to the United States to take the initiative in banning nuclear weapons. Unit2 Ex5. 1.awaited, 2.have overtaken, 3.pose, 4.cues, 5.has undermined,6.soptted, 7.judged,8.distracted, 9.offend,10.mask Ex6. 1.brought out, 2.with the exception of, 3.thanks to, 4.taken in, 5.capable of Ex14. 1.embarrassed,2.tutor, 3.potential,4.hence,5.yield,6.affection, 7.appropriate,8.presentation, 9.romantic,10.recommendation Ex15. 1.in terms of, 2.participating in, 3.get down to, 4.base...on, 5.acts on Ex17. 1. Excessive exercises does more h arm than good to one’s health. Therefore we must control the amount of exercise we do. 2. He made a few attempts to join in their conversation, but he gave up out of timidness. 3. Trains cannot compete with planes in terms of convenience and speed. 4. Making a comparison between Chinese and American cultures will help you to better understand and adapt to your study environment in the USA. 5. It is a traditional Chinese virtue for the young on buses to yield their seats to the old, the weak, the sick and the disabled. Unit 3 Ex5. 1. violated 2. derive 3. blocked 4. default 5. rationalized6. quoted7.exclusive8.contacted9.anonymous 10. Charge Ex6. 1.is up to 2.resulted in 3.was charged with 4.was unlikely 5. handing out8. Ex14. 1.have witnessed 2. trample 3. abusing 4.manual 5. duplicated6. knowingly7. tactic8. patrolling 9. budget 10. Enforce Ex15. 1. end up2. give...short shrift 3. step up ...to 4. infringed on5. doesn’t fit into Ex16. 1 a fine 2. rights/law 3. to violate law/rights 4. money 5.deadlines6.a presentation 7. rehearsals 8. a copy/money 9. permission 10.an interview Ex17. 1. He can beat his opponent easily without giving a second thought. 2. With little or no knowledge of driving, he drove the car onto the road. 3. It is illegal to make an unauthorized change in the construction of the bridge. 4. I could accept this fact calmly because I knew if I were not able to finish the mission, chances

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C.36海里/小时 D.363海里/小时 7. 关于地面上物体的重力，下列说法正确的是 A.只有静止时，物体才受重力 B.物体对地面的压力就是物体的重力 C.弹簧测力计和杆秤都能称量物体的重力大小 D. 同一地点，物体的重力与其质量成正比 8．下列实例中，属于增大压强的是 A．大型货车的车轮很多 B．书包的背带较宽 C．篆刻刀的刀刃很薄 D．滑雪板的面积较大 9．如图2所示，水平桌面上有一个木块，两端连接细绳，细绳通过滑轮分别与不同个数的钩码相连，此时木块恰好向左做匀速直线运动。每个钩码的质量均为m，不计滑轮与轴的摩擦及细绳自重。则剪断木块右侧的细绳后 A．木块的速度不变 B．桌面受到的摩擦力与原来大小相等 C．细绳对左侧钩码的拉力大小为2mg D．木块受到的摩擦力大小为mg 10.物体同时受到同一平面内的三个力的作用，下列 几组力的合力可能为零的是 A.5N、7N、8N B.5N、1N、3N C.1N、5N、10N D.10N、10N、10N 二、简答题(本题共2小题，每小题3分，共6分) 11．一辆高速行驶的小汽车，车窗关闭，当打开天窗时，车内的人会感到车内空气被“抽” 到车外。请解释这个现象。 12.如图3所示是某段道路对小型汽车限速的标志牌。如果小型汽车超速行驶， 紧急刹车时，不容易停下，危险性很大。请分析说明汽车刹车后仍向前运动，

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