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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 OF EDUCATION Curriculum Using this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning cu...
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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 OF EDUCATION 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
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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=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=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=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=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=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=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=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
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=74
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=74
2 EIGHTH 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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instructions. Investigate topics of inter- est and importance across the subject areas, select- ing appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materi- als . (See Writing Applica- tions-Expository Writing:...
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instructions. Investigate topics of inter- est and importance across the subject areas, select- ing appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materi- als . (See Writing Applica- tions-Expository Writing: Research Reports) Speaking and Listening Communicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and pur- pose; organize oral, visual, and multimedia
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http://www.ode.state.or.us/teachlearn/real/documents/el04.pdf#page=3
www.ode.state.or.us/teachlearn/real/documents/el04.pdf#page=3
instructions. Investigate topics <span class="highlight">of</span> inter- est and importance across the subject <span class="highlight">areas</span>, select- ing appropriate media sources, <span class="highlight">using</span> effective research processes, and demonstrating ethical use <span class="highlight">of</span> resources and materi- als . (See Writing Applica- tions-Expository Writing: Research Reports) Speaking and Listening Communicate supported ideas across the subject <span class="highlight">areas</span> <span class="highlight">using</span> oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and pur- pose; organize oral, visual, and multimedia
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