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transforming ideas are based on research provided by the Office of Educational Research of the U.S. Department of Education (Sweet, 1993). • Children use prior knowledge to construct meaning when reading. Reading comprehension is a process of constructing meaning from text base...
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transforming ideas are based on research provided by the Office of Educational Research of the U.S. Department of Education (Sweet, 1993). • Children use prior knowledge to construct meaning when reading. Reading comprehension is a process of constructing meaning from text based on the reader’s background of experiences. Overall prior knowledge comes from past experiences both in and out of school. Prior knowledge for reading a specific text is of two types: text-specific knowledge for understanding a type of text
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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...
<span class="highlight">multi</span>-strategy <span class="highlight">approach</span> to the learning of new spellings. 5.06 Proofread <span class="highlight">for</span> accuracy of spelling using appropriate strategies to confirm spelling and to correct errors. 5.07 Edit final product <span class="highlight">for</span> grammar, language conventions, and format. 5.08 Create readable documents through legible handwriting (cursive) and word processing. 56
84
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=84
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
media/technology <span class="highlight">in</span> all <span class="highlight">environments</span>. <span class="highlight">In</span> written language instruction and practice, students should make connections between their reading and their writing. They should read and write frequently. Middle school students need to write so that they consider the reader who will read their writing (audience), and they need to read so that they consider the author who wrote what they are reading (voice). Students need to read <span class="highlight">a</span> variety of types of text, and they need to use different types of writing <span class="highlight">for</span> <span class="highlight">a</span> variety
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=85
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
technology. Communication media and technology can include television, videotapes, radio, film, and computers. Students can access and use <span class="highlight">a</span> full range of electronic media that can enrich other communication strands—reading/literature, writing, speaking/listening. <span class="highlight">For</span> example, students can access Internet and CD-ROM technology <span class="highlight">in</span> reading and research; they can construct and incorporate visual and audio enrichment such as <span class="highlight">multi</span>-media presentations, charts, graphs, videoclips, audioclips, and photographs into their
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=112
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
communication differ <span class="highlight">in</span> their social context (purposes, audiences), there are elements that overlap. <span class="highlight">For</span> example, <span class="highlight">in</span> an editorial that presents an argument, <span class="highlight">a</span> writer may illustrate <span class="highlight">a</span> point by relating <span class="highlight">a</span> personal experience; or <span class="highlight">a</span> critic interpreting <span class="highlight">a</span> television show may, <span class="highlight">for</span> part of the essay, take an informational stance to give the reader some factual background. Thus, the high school English Language Arts curriculum is <span class="highlight">a</span> spiraling program that is <span class="highlight">based</span> on strong connections. The interrelationships include: • the
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=142
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts arguments by: • establishing and applying clear, credible criteria <span class="highlight">for</span> evaluation. • substantiating assessments with reasons and evidence. 4.02 Develop critiques that give an audience: • an appreciation of how themes relate among texts. • an understanding of how authors’ assumptions, cultural backgrounds, and social values affect texts. • an understanding of how more than one critical <span class="highlight">approach</span> affects interpretation. 4.03 Demonstrate the ability to read, listen to and view <span class="highlight">a</span>
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=145
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
School English Language Arts Program, these courses promote an integrated <span class="highlight">approach</span> to the strands of oral language, written language, and other media/technology. Moreover, the courses are aligned to the goals of secondary (6-12) English Language Arts, with students involved <span class="highlight">in</span> different communication <span class="highlight">environments</span>, <span class="highlight">based</span> on purpose, audience, and context. (<span class="highlight">For</span> more information about the philosophy underlying the High School English Language Arts Program, please see pp. 7-16 and pp. 71-80 of the North Carolina
146
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=146
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts the goals of secondary (6-12) English Language Arts, with students involved <span class="highlight">in</span> different communication <span class="highlight">environments</span>, <span class="highlight">based</span> on purpose, audience, and context. (<span class="highlight">For</span> more information about the philosophy underlying the High School English Language Arts Program, please see pp. 7-16 and pp. 71-80 of the North Carolina English Language Arts Standard Course of Study or visit http://www.ncpublicschools.org/curriculum/languagearts/indexa.html ). Options <span class="highlight">for</span> Implementatio n Currently
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=167
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
transforming ideas are <span class="highlight">based</span> on research provided by the Office of Educational Research of the U.S. Department of Education (Sweet, 1993). • Children use prior knowledge to construct meaning when reading. Reading comprehension is <span class="highlight">a</span> process of constructing meaning from text <span class="highlight">based</span> on the reader’s background of experiences. Overall prior knowledge comes from past experiences both <span class="highlight">in</span> and out of school. Prior knowledge <span class="highlight">for</span> reading <span class="highlight">a</span> specific text is of two types: text-specific knowledge <span class="highlight">for</span> understanding <span class="highlight">a</span> type of text
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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...
2004 170 English Language Arts Fantasy and science fiction • Characters or settings depart Reading fantasy nurtures the imagination and from what is realistic or can help young students come to grips with the expected. differences between reality and truth. <span class="highlight">For</span> • The author makes the impossible older students, fantasy and science fiction can believable through logical be useful vehicles <span class="highlight">for</span> examining issues related framework and consistency, to human survival <span class="highlight">in</span> an <span class="highlight">uncertain</span> future. characters’ acceptance
ACKNOWLEDGEMENTS
KINDERGARTEN SELF AND FAMILY/FAMILIES AROUND THE WORLD Students begin a global approach to social studies with a study of themselves, their families and other families around the world. They learn how individuals and families grow and change and compare how they are alike an...
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KINDERGARTEN SELF AND FAMILY/FAMILIES AROUND THE WORLD Students begin a global approach to social studies with a study of themselves, their families and other families around the world. They learn how individuals and families grow and change and compare how they are alike and different. Students approach the understanding of self and family while developing and defining concepts about themselves and the family structure. They acquire the concept that all families worldwide have basic common
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=17
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
from history, geography, and other social sciences through an integrated study of children and their families, homes, schools, neighborhoods, and communities. <span class="highlight">In</span> the early years, children develop <span class="highlight">a</span> foundation <span class="highlight">for</span> the entire social studies program and <span class="highlight">a</span> beginning sense of efficacy as participating citizens. Students begin with their familiar environment and advance to families, homes, schools, neighborhoods, and communities <span class="highlight">in</span> other <span class="highlight">environments</span>. This <span class="highlight">approach</span> enhances students' abilities to examine the
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=21
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
KINDERGARTEN SELF AND FAMILY/FAMILIES AROUND THE WORLD Students begin <span class="highlight">a</span> global <span class="highlight">approach</span> to social studies with <span class="highlight">a</span> study of themselves, their families and other families around the world. They learn how individuals and families grow and change and compare how they are alike and different. Students <span class="highlight">approach</span> the understanding of self and family while developing and defining concepts about themselves and the family structure. They acquire the concept that all families worldwide have basic common
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describe relationships among shapes. Students use and apply algebraic representations to describe geometric relationships and transformations. Basic trigonometric relationships and functions are developed to solve problems. Students will move from an inductive approach to deductive methods...
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describe relationships among shapes. Students use and apply algebraic representations to describe geometric relationships and transformations. Basic trigonometric relationships and functions are developed to solve problems. Students will move from an inductive approach to deductive methods of proof in their study of geometric figures. A variety of proof strategies is used to verify generalizations and properties of shape and connect geometry to other branches of mathematics. Students maintain and extend
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http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=45
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=45
describe relationships among shapes. Students use and apply algebraic representations to describe geometric relationships and transformations. Basic trigonometric relationships and functions are developed to solve problems. Students will move from an inductive <span class="highlight">approach</span> to deductive methods of proof <span class="highlight">in</span> their study of geometric figures. <span class="highlight">A</span> variety of proof strategies is used to verify generalizations and properties of shape and connect geometry to other branches of mathematics. Students maintain and extend
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