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2004 136 English Language Arts The Comprehensive Model on the following page illustrates: Teaching Model of Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter of Reading) Knowledge, Phonemic Awareness,...
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2004 136 English Language Arts The Comprehensive Model on the following page illustrates: Teaching Model of Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter of 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 of Appreciation of
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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 <span class="highlight">for</span> language conventions <span class="highlight">and</span> format. 5.08 Demonstrate evidence of language cohesion by: • logical sequence of fiction <span class="highlight">and</span> nonfiction retells. • time order sequence of events. • sustaining conversations <span class="highlight">on</span> <span class="highlight">a</span> topic. 5.09 Create readable documents through legible handwriting (cursive) <span class="highlight">and</span>/or word <span class="highlight">processing</span>. 50
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=79
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts commas in apposition, commas used in compound sentences). 5.02 Demonstrate understanding in speaking <span class="highlight">and</span> writing by using: • troublesome verbs. • nominative, objective, <span class="highlight">and</span> possessive pronouns. 5.03 Elaborate information <span class="highlight">and</span> ideas in speaking <span class="highlight">and</span> writing by using: • prepositional phrases. • transitions. • coordinating <span class="highlight">and</span>/or subordinating conjunctions. 5.04 Determine the impact of word choice <span class="highlight">on</span> written <span class="highlight">and</span> spoken language. 5.05 Spell most commonly used words accurately using <span class="highlight">a</span>
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=125
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts • developing <span class="highlight">a</span> <span class="highlight">framework</span> in which to discuss the issue (creating <span class="highlight">a</span> context). • compiling personal responses <span class="highlight">and</span> researched data to organize the argument. • presenting data in such forms as <span class="highlight">a</span> graphic, an essay, <span class="highlight">a</span> speech, or <span class="highlight">a</span> <span class="highlight">video</span>. 3.02 Produce editorials or responses to editorials <span class="highlight">for</span> <span class="highlight">a</span> neutral audience by providing: • <span class="highlight">a</span> clearly stated position or proposed solution. • relevant, reliable support. 3.03 Respond to issues in literature in such <span class="highlight">a</span> way that: • requires gathering of
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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 <span class="highlight">on</span> the following page illustrates: Teaching Model of Reading · Engagement <span class="highlight">and</span> Motivation Emergent Literacy (Reason <span class="highlight">for</span> <span class="highlight">and</span> Appreciation (Concepts about Print, Letter of Reading) Knowledge, Phonemic Awareness, Understanding Alphabetic Principle) Word Recognition Vocabulary <span class="highlight">and</span> (Phonics <span class="highlight">and</span> Decoding, Concept Development Sight Word Development, (Dictionary Use, Inferring Meanings Spelling Development, from Context, Proper Usage, Shades of Appreciation of
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=193
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
Well-written fantasy provides exemplars of of the fanciful, <span class="highlight">and</span> use well-constructed plots, convincing of appropriate language. characterization, universal themes, <span class="highlight">and</span> evocative • Characters include language. humanized animals, good <span class="highlight">and</span> evil stereotypes, eccentrics, heroes <span class="highlight">and</span> heroines with magical powers, or extrater- restrial beings. • Plots may reflect <span class="highlight">a</span> heroic battle <span class="highlight">for</span> the common good (high fantasy) or adventures of real characters in an <span class="highlight">enhanced</span> setting (light fantasy). • Science fiction relies <span class="highlight">on</span>
ACKNOWLEDGEMENTS
High School • students write to a local, state, or federal elected official about an issue of importance; • instruction on the importance of voting and participating in the democratic process; and • information about the democratic process and how la...
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High School • students write to a local, state, or federal elected official about an issue of importance; • instruction on the importance of voting and participating in the democratic process; and • information about the democratic process and how laws are made. Middle School • tour local government facilities; • choose and analyze community problems and offer public policy recommendations; and • provide information for community involvement. State Board Requirements The State Board of
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=8
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
High School • students write to <span class="highlight">a</span> local, state, or federal elected official about an issue of importance; • instruction <span class="highlight">on</span> the importance of voting <span class="highlight">and</span> participating in the democratic process; <span class="highlight">and</span> • information about the democratic process <span class="highlight">and</span> how laws are made. Middle School • tour local government facilities; • choose <span class="highlight">and</span> analyze community problems <span class="highlight">and</span> offer public policy recommendations; <span class="highlight">and</span> • provide information <span class="highlight">for</span> community involvement. State Board Requirements The State Board of
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