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2004 134 English Language Arts In the classroom, a balance of instructional activities for reading should exist. Modeled reading, shared reading, guided reading, and independent reading, as well as direct instructional activities, are all included in the balance. Children must spend time...
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2004 134 English Language Arts In the classroom, a balance of instructional activities for reading should exist. Modeled reading, shared reading, guided reading, and independent reading, as well as direct instructional activities, are all included in the balance. Children must spend time–both inside and outside the classroom–reading and writing under condi- tions for learning that are favorable for individual achievement. Likewise, some time should be spent in individual, small-group, and whole-group
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=73
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
sources). 5.07 Use established criteria to edit for language conventions and format. 5.08 Demonstrate evidence <span class="highlight">of</span> language cohesion by: • logical sequence <span class="highlight">of</span> fiction and nonfiction retells. • <span class="highlight">time</span> order sequence <span class="highlight">of</span> events. • sustaining conversations on a topic. 5.09 Create readable documents through legible handwriting (cursive) and/or word <span class="highlight">processing</span>. 50
148
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=148
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts • How will the different approaches impact class size and teacher position allocation in the English department? in other departments? • What <span class="highlight">scheduling</span> challenges and options are presented by the different approaches? 125
156
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=156
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
Furthermore, the law stated "...these programs shall include early and <span class="highlight">systematic</span> phonics instruction." Because <span class="highlight">of</span> the great interest <span class="highlight">of</span> the public in effective reading instruction and because <span class="highlight">of</span> specific North Carolina legislation about the content <span class="highlight">of</span> public school reading instruction, it is essential that those who teach beginning reading and those responsible for implementing reading instruction in each local school system become very familiar with this section <span class="highlight">of</span> the curriculum and with the reading grade level
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=157
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 134 English Language Arts In the classroom, a balance <span class="highlight">of</span> instructional activities for reading should exist. Modeled reading, shared reading, guided reading, and independent reading, as well as direct instructional activities, are all included in the balance. Children must spend <span class="highlight">time</span>–both inside and outside the classroom–reading and writing <span class="highlight">under</span> condi- tions for learning that are favorable for individual achievement. Likewise, some <span class="highlight">time</span> should be spent in individual, small-group, and whole-group
159
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=159
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 136 English Language Arts The Comprehensive Model on the following page illustrates: Teaching Model <span class="highlight">of</span> Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter <span class="highlight">of</span> Reading) Knowledge, Phonemic Awareness, Understanding Alphabetic Principle) Word Recognition Vocabulary and (Phonics and Decoding, Concept Development Sight Word Development, (Dictionary Use, Inferring Meanings Spelling Development, from Context, Proper Usage, Shades <span class="highlight">of</span> Appreciation <span class="highlight">of</span>
ACKNOWLEDGEMENTS
foundation for and contribute to more in-depth study of United States History and the responsibilities of effective citizenship. Local school systems or individual schools may choose to vary the sequence for compelling reasons; however, consideration should be given to the impact o...
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foundation for and contribute to more in-depth study of United States History and the responsibilities of effective citizenship. Local school systems or individual schools may choose to vary the sequence for compelling reasons; however, consideration should be given to the impact of these changes on subsequent courses. If variations are made to accommodate students’ needs, instructional approaches, and scheduling decisions, the integrity of the content should be maintained. World History The study of
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=56
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
foundation for and contribute to more in-depth study <span class="highlight">of</span> United States History and the responsibilities <span class="highlight">of</span> effective citizenship. Local school systems or individual schools may choose to vary the sequence for compelling reasons; however, consideration should be given to the impact <span class="highlight">of</span> these changes on subsequent courses. If variations are made to accommodate students’ needs, instructional approaches, and <span class="highlight">scheduling</span> decisions, the integrity <span class="highlight">of</span> the content should be maintained. World History The study <span class="highlight">of</span>
SBEinsideCovTitleIX.qxd
consecutive whole numbers. e) Understand and use mixed numbers and their equivalent fraction forms. 1.06 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. COMPETENCY GOAL 2: The learner wi...
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consecutive whole numbers. e) Understand and use mixed numbers and their equivalent fraction forms. 1.06 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. COMPETENCY GOAL 2: The learner will recognize and use standard units of metric and customary measurement. Objectives 2.01 Solve problems using measurement concepts and procedures involving: a) Elapsed time. b) Equivalent measures within the same measurement
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http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=26
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=26
consecutive whole numbers. e) Understand and use mixed numbers and their equivalent fraction forms. 1.06 Develop flexibility in solving problems by selecting strategies and using mental computation, <span class="highlight">estimation</span>, calculators or computers, and paper and pencil. COMPETENCY GOAL 2: The learner will recognize and use standard units <span class="highlight">of</span> metric and customary measurement. Objectives 2.01 Solve problems using measurement concepts and procedures involving: a) Elapsed <span class="highlight">time</span>. b) Equivalent measures within the same measurement
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