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2004 English Language Arts compound-complex). • analyzing authors’ choice of words, sentence structure, and use of language. • using word recognition strategies to understand vocabulary and exact word choice (Greek, Latin roots and affixes, analogies, idio...
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2004 English Language Arts compound-complex). • analyzing authors’ choice of words, sentence structure, and use of language. • using word recognition strategies to understand vocabulary and exact word choice (Greek, Latin roots and affixes, analogies, idioms, denotation, connotation). • using vocabulary strategies such as context clues, resources, and structural analysis (roots, prefixes, etc.) to determine meaning of words and phrases. • examining textual and classroom language for elements such as idioms
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=22
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
plan will remain in effect for students who entered ninth grade for the first time in or before 2002-2003. The revised plan is effective for students who enter the ninth grade for the first time in or after 2003-2004. Students who complete the requirements for an academically challenging high school program will be named North Carolina Academic Scholars and receive special <span class="highlight">recognition</span>. <span class="highlight">Recognition</span> The students who qualify for this special <span class="highlight">recognition</span> • will be designated by the State Board <span class="highlight">of</span>
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=55
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
level competencies lay the groundwork for shaping a knowledgeable, literate, and responsible citizenry. Word <span class="highlight">Recognition</span> Strategies and Skills and Vocabulary The word <span class="highlight">recognition</span> strategies and skills goal refines and builds upon the foundational skills <span class="highlight">of</span> decoding so that students are able to develop word <span class="highlight">recognition</span> automatically. Readers extend their knowledge <span class="highlight">of</span> prefixes, suffixes, and root words and apply their phonics knowledge to manipulate increasingly larger parts <span class="highlight">of</span> words to identify unfamiliar words
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=129
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts compound-complex). • analyzing authors’ choice <span class="highlight">of</span> words, sentence structure, and use <span class="highlight">of</span> language. • <span class="highlight">using</span> word <span class="highlight">recognition</span> strategies to understand vocabulary and exact word choice (Greek, Latin roots and affixes, analogies, idioms, denotation, connotation). • <span class="highlight">using</span> vocabulary strategies such as context clues, resources, and structural analysis (roots, prefixes, etc.) to determine meaning <span class="highlight">of</span> words and phrases. • examining textual and classroom language for elements such as idioms
169
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=169
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
students, gradually builds from basic elements to more subtle and complex patterns, and conveys the logic <span class="highlight">of</span> the system to invite its extension to new words. Phonics instruction should include the following: • Teach children the letter-sound and spelling-sound correspondences. • Teach children a functional command <span class="highlight">of</span> phonics <span class="highlight">using</span> both visual, auditory, and tactile/ kinesthetic modalities. • Take opportunities during shared reading to call children’s attention to the sounds that are encountered. • Strengthen the
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