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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=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
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 <span class="highlight">one</span> coin or bill <span class="highlight">of</span> <span class="highlight">one</span> 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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