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phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including picture clues, prediction, and other people. Fluency Students will… R.FL.00.01 automatically apply the following aspects of fl uency: naming of...
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phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including picture clues, prediction, and other people. Fluency Students will… R.FL.00.01 automatically apply the following aspects of fl uency: naming of letters, association of letters and their sounds, recognition of a few words both when encountered in context and isolation, and demonstrating understanding of concepts of print.
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=7
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=7
2 KINDERGARTEN E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> 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
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=8
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=8
phrases including objects, actions, concepts, content vocabulary, and literary terms, <span class="highlight">using</span> strategies and resources including picture clues, prediction, and other people. Fluency Students will… R.FL.00.01 automatically apply the following aspects <span class="highlight">of</span> fl uency: naming <span class="highlight">of</span> letters, association <span class="highlight">of</span> letters and their sounds, <span class="highlight">recognition</span> <span class="highlight">of</span> a few words both when encountered in context and isolation, and demonstrating understanding <span class="highlight">of</span> concepts <span class="highlight">of</span> print.
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16
2 FIRST GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> 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
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=17
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=17
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G UAG E A RT S FIRST GRADE 3 R E A D I N G Word <span class="highlight">Recognition</span> and Word Study Phonemic Awareness Students will… R.WS.01.01 demonstrate phonemic awareness by the wide range <span class="highlight">of</span> sound manipulation competencies including sound blending and deletion. R.WS.01.02 recognize that words are composed <span class="highlight">of</span> sounds blended together and carry meaning. Phonics Students will… R.WS.01.03 understand the
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25
2 SECOND GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> 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
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=26
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=26
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G UAG E A RT S SECOND GRADE 3 R E A D I N G Word <span class="highlight">Recognition</span> and Word Study Phonemic Awareness Students will… R.WS.02.01 demonstrate phonemic awareness by the wide range <span class="highlight">of</span> sound manipulation competencies including sound blending and deletion. R.WS.02.02 recognize that words are composed <span class="highlight">of</span> sounds blended together and carry meaning. Phonics Students will… R.WS.02.03 understand the
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34
2 THIRD GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> 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
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=35
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=35
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G UAG E A RT S THIRD GRADE 3 R E A D I N G Word <span class="highlight">Recognition</span> and Word Study Word <span class="highlight">Recognition</span> Students will… R.WS.03.01 automatically recognize frequently encountered words in print whether encountered in connected text or in isolation with the number <span class="highlight">of</span> words that can be read fluently increasing steadily across the school year. R.WS.03.02 use structural, syntactic, and semantic cues
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42
2 FOURTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> 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
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=43
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=43
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G UAG E A RT S FOURTH GRADE 3 R E A D I N G Word <span class="highlight">Recognition</span> and Word Study Word <span class="highlight">Recognition</span> Students will… R.WS.04.01 explain how to use word structure, sentence structure, and prediction to aid in decoding words and understanding the meanings <span class="highlight">of</span> words encountered in context. R.WS.04.02 use structural, syntactic, and semantic cues including letter-sound, rimes, base words, affixes
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50
2 FIFTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> 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
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=51
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=51
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G UAG E A RT S FIFTH GRADE 3 R E A D I N G Word <span class="highlight">Recognition</span> and Word Study Word <span class="highlight">Recognition</span> Students will… R.WS.05.01 explain when to use and apply word structure, sentence structure, and prediction to aid in decoding words and understanding meanings <span class="highlight">of</span> words encountered in context. R.WS.05.02 use structural, syntactic, and semantic cues including letter-sound, rimes, base words
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58
2 SIXTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> 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
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=59
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=59
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G UAG E A RT S SIXTH GRADE 3 R E A D I N G Word <span class="highlight">Recognition</span> and Word Study Word <span class="highlight">Recognition</span> Students will… R.WS.06.01 explain and use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings <span class="highlight">of</span> words encountered in context. R.WS.06.02 use structural, syntactic, and semantic analysis to recognize unfamiliar words in context including origins and
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66
2 SEVENTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> 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
67
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=67
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=67
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G UAG E A RT S SEVENTH GRADE 3 R E A D I N G Word <span class="highlight">Recognition</span> and Word Study Word <span class="highlight">Recognition</span> Students will… R.WS.07.01 explain and use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings <span class="highlight">of</span> words encountered in context. R.WS.07.02 use structural, syntactic, and semantic analysis to recognize unfamiliar words in context including idioms
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=75
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=75
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G UAG E A RT S EIGHTH GRADE 3 R E A D I N G Word <span class="highlight">Recognition</span> and Word Study Word <span class="highlight">Recognition</span> Students will… R.WS.08.01 explain and use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings <span class="highlight">of</span> words encountered in context. R.WS.08.02 use structural, syntactic, and semantic analysis to recognize unfamiliar words in context including idioms
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Students calculate fluently, estimate proficiently, and describe and use algorithms in appropriate situations (e.g., approximating solutions to equations). They understand the basic ideas of iteration and algorithms. L2.1 Calculation Using Real and Complex Numbers L2.1....
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Students calculate fluently, estimate proficiently, and describe and use algorithms in appropriate situations (e.g., approximating solutions to equations). They understand the basic ideas of iteration and algorithms. L2.1 Calculation Using Real and Complex Numbers L2.1.1 Explain the meaning and uses of weighted averages. L2.1.2 Calculate fluently with numerical expressions involving exponents; use the rules of exponents; evaluate numerical expressions involving rational and negative exponents; transition
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http://www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=8
www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=8
Students calculate fluently, estimate proficiently, and describe and use <span class="highlight">algorithms</span> in appropriate situations (e.g., approximating solutions to equations). They understand the basic ideas <span class="highlight">of</span> iteration and <span class="highlight">algorithms</span>. L2.1 Calculation <span class="highlight">Using</span> Real and Complex Numbers L2.1.1 Explain the meaning and uses <span class="highlight">of</span> weighted averages. L2.1.2 Calculate fluently with numerical expressions involving exponents; use the rules <span class="highlight">of</span> exponents; evaluate numerical expressions involving rational and negative exponents; transition
Cover 12.05
4 FIRST GRADE M A T H E M A T I C S ■ v.12.05 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N MEASUREMENT Tell time M.UN.01.03 Tell time on a twelve-hour clock face to the hour and half-hour. Work with money M.UN.01.04 Identify the different denominations...
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4 FIRST GRADE M A T H E M A T I C S ■ v.12.05 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N MEASUREMENT Tell time M.UN.01.03 Tell time on a twelve-hour clock face to the hour and half-hour. Work with money M.UN.01.04 Identify the different denominations of coins and bills. M.UN.01.05 Match one coin or bill of one denomination to an equivalent set of coins/bills of other denominations, e.g., 1 quarter = 2 dimes and 1 nickel. M.UN.01.06 Tell the amount of money
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http://www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=11
www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=11
4 FIRST GRADE M A T H E M A T I C S ■ v.12.05 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N MEASUREMENT Tell time M.UN.01.03 Tell time on a twelve-hour clock <span class="highlight">face</span> to the hour and half-hour. Work with money M.UN.01.04 Identify the different denominations <span class="highlight">of</span> coins and bills. M.UN.01.05 Match one coin or bill <span class="highlight">of</span> one denomination to an equivalent set <span class="highlight">of</span> coins/bills <span class="highlight">of</span> other denominations, e.g., 1 quarter = 2 dimes and 1 nickel. M.UN.01.06 Tell the amount <span class="highlight">of</span> money
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