North Carolina State Standards Alignments Kindergarten through English IV

Transcription

1 North Carolina State Standards Alignments Kindergarten through English IV Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries. P.O. Box 8036 Wisconsin Rapids, WI Phone: (800) Fax: (715)

2 North Carolina State Standards Alignments The Report is a standardsoriented document showing the entire list of standards for the subject and grade on the left side of the report with the aligning product objectives on the right side. This alignment report shows the breadth of standards coverage for the purpose and focus of this product. Note to Educator...iii Kindergarten... 1 Grade Grade Grade Grade Grade Grade Grade Grade English I...83 English II English III English IV by Renaissance Learning, Inc. All rights reserved. No portion of this document may be reproduced, by any process or technique, without the express written consent of Renaissance Learning, Inc. ii

3 P.O. Box 8036 Wisconsin Rapids, WI Phone: (800) Fax: (715) Note to Educator: Thank you for your interest in Renaissance Learning technology. The attached document contains the alignment between the software and/or instructional materials and the skills described in the state standards documentation. At Renaissance Learning, we recognize the impact that the standards-based reform movement and high-stakes standardized testing have on schools, and we share the concerns of educators and administrators that students perform well on high-stakes assessments. We hope this report answers your questions regarding the alignment of Renaissance Learning technology and materials to your state standards. If you have any questions about the attached document, please feel free to call us at (800) Sincerely, Renaissance Sales and Funding Staff iii

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5 Arts, 2004, Kindergarten, Standard NC 1 - The learner will develop and apply enabling strategies and skills to read and write. NC Develop book and print awareness: NC 1.01.a - Develop book and print awareness: identify the parts of books and function of each part. NC 1.01.b - Develop book and print awareness: demonstrate an understanding of directionality and voice-print match by following print word for word when listening to familiar text read aloud. NC 1.01.c - Develop book and print awareness: demonstrate an understanding of letters, words, sentence and story. NC 1.01.d - Develop book and print awareness: identify the title, name of the author and the name of the illustrator. NC Develop phonemic awareness and knowledge of alphabetic principle: NC 1.02.a - Develop phonemic awareness and knowledge of alphabetic principle: demonstrate understanding that spoken language is a sequence of identifiable speech sounds. NC 1.02.b - Develop phonemic awareness and knowledge of alphabetic principle: demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word. NC 1.02.c - Develop phonemic awareness and knowledge of alphabetic principle: demonstrate understanding of the sounds of letters and understanding that words begin and end alike (onsets and rimes). NC Demonstrate decoding and word recognition strategies and skills: Kindergarten Page 1 of 160

6 Arts, 2004, Kindergarten, Standard NC 1.03.a - Demonstrate decoding and word recognition strategies and skills: recognize and name upper and lower case letters of the alphabet. Kindergarten NC 1.03.b - Demonstrate decoding and word recognition strategies and skills: recognize some words by sight including a few common words, own name, and environmental print such as signs, labels, and trademarks. Skill Area 1 - Overall Product (OP) Skill 2 - OP02 Recognizing words NC 1.03.c - Demonstrate decoding and word recognition strategies and skills: recognize most beginning consonant letter-sound associations in one-syllable words. NC Read or begin to read: NC 1.04.a - Read or begin to read: read or attempt to read own dictated story. NC 1.04.b - Read or begin to read: attempt to read/reads simple patterned text, decodable text, and/or predictable texts using letter-sound knowledge and pictures to construct meaning. NC Interact for at least 10 minutes daily with self-selected texts that are consistent with the student's independent reading level. NC 2 - The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. NC Demonstrate sense of story (e.g., beginning, middle, end, characters, details and setting). NC Demonstrate familiarity with a variety of types of books and selections (e.g., picture books, caption books, short informational texts, nursery rhymes, word plays/finger plays, puppet plays, reenactments of familiar stories). NC Use preparation strategies to activate prior knowledge and experience before and during the reading of a text. Page 2 of 160 Skill Area 3 - Vocabulary-incontext (V) Skill 3 - V03 Making connections with prior knowledge

7 Arts, 2004, Kindergarten, Standard NC Formulate questions that a text might answer before beginning to read (e.g., what will happen in this story, who might this be, where do you think this happens). NC Predict possible events in texts before and during reading. NC Understand and follow oralgraphic directions. Skill Area 1 - Overall Product (OP) NC Demonstrate understanding of literary language; e.g., "once upon a time" and other vocabulary specific to a genre. NC Distinguish fantasy from reality when reading text. NC Identify the sequence of events in a story. NC 3 - The learner will make connections through the use of oral language, written language, and media and technology. NC Connect information and events in text to experience. NC Discuss concepts and information in a text to clarify and extend knowledge. NC Associate target words with prior knowledge and explore an author's choice of words. NC Use speaking and listening skills and media to connect experiences and text: NC 3.04.a - Use speaking and listening skills and media to connect experiences and text: listening to and re-visiting stories. NC 3.04.b - Use speaking and listening skills and media to connect experiences and text: discussing, illustrating, and dramatizing stories. NC 3.04.c - Use speaking and listening skills and media to connect experiences and text: discovering relationships. Skill Area 4 - Comprehension (C) Skill 6 - C06 Making connections with prior knowledge Skill Area 2 - Technology Software (TS) Skill 12 - OP12 Following instructions Skill 5 - TS05 Following instructions Skill Area 4 - Comprehension (C) Skill 6 - C06 Making connections with prior knowledge Skill Area 3 - Vocabulary-incontext (V) Kindergarten Skill 3 - V03 Making connections with prior knowledge Page 3 of 160

8 Arts, 2004, Kindergarten, Standard NC 4 - The learner will apply strategies and skills to create oral, written, and visual texts. NC Use new vocabulary in own speech and writing. NC Use words that name and words that tell action in a variety of simple texts (e.g., oral retelling, written stories, lists, journal entries of personal experiences). Kindergarten NC Use words that describe color, size, and location in a variety of texts: e.g., oral retelling, written stories, lists, journal entries of personal experiences. NC Maintain conversation and discussions: NC 4.04.a - Maintain conversation and discussions: attending to oral presentations. NC 4.04.b - Maintain conversation and discussions: taking turns expressing ideas and asking questions. NC Use a variety of sentence patterns such as interrogative requests (Can you go with me?) and sentence fragments that convey emotion (Me, too!). NC 4.05.a - Use a variety of sentence patterns such as interrogative requests (Can you go with me?) and sentence fragments that convey emotion (Me, too!). write from left to right and from top to bottom. NC 4.05.b - Use a variety of sentence patterns such as interrogative requests (Can you go with me?) and sentence fragments that convey emotion (Me, too!). write most letters and some words when dictated. NC Write and/or participate in writing behaviors by using authors' models of language. NC 5 - The learner will apply grammar and language conventions to communicate effectively. Page 4 of 160

9 Arts, 2004, Kindergarten, Standard NC Develop spelling strategies and skills by: NC 5.01.a - Develop spelling strategies and skills by: representing spoken language with temporary and/or conventional spelling. Kindergarten NC 5.01.b - Develop spelling strategies and skills by: writing most letters of the alphabet. NC 5.01.c - Develop spelling strategies and skills by: analyzing sounds in a word and writing dominant consonant letters. NC Use capital letters to write the word I and the first letter in own name. NC Use legible manuscript handwriting. Page 5 of 160

10 Grade 1 Arts, 2004, First Grade, Standard NC 1 - The learner will develop and apply enabling strategies and skills to read and write. NC Develop phonemic awareness and demonstrate knowledge of alphabetic principle: NC 1.01.a - Develop phonemic awareness and demonstrate knowledge of alphabetic principle: count syllables in a word. NC 1.01.b - Develop phonemic awareness and demonstrate knowledge of alphabetic principle: blend the phonemes of one-syllable words. NC 1.01.c - Develop phonemic awareness and demonstrate knowledge of alphabetic principle: segment the phonemes of onesyllable words. NC 1.01.d - Develop phonemic awareness and demonstrate knowledge of alphabetic principle: change the beginning, middle, and ending sounds to produce new words. NC 1.01.e - Develop phonemic awareness and demonstrate knowledge of alphabetic principle: create and state a series of rhyming words that may include consonant blends (e.g., flag, brag). NC Demonstrate decoding and word recognition strategies and skills: NC 1.02.a - Demonstrate decoding and word recognition strategies and skills: generate the sounds from all the letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns. NC 1.02.b - Demonstrate decoding and word recognition strategies and skills: use phonics knowledge of sound-letter relationships to decode regular one-syllable words when reading words and text. Page 6 of 160

11 Grade 1 Arts, 2004, First Grade, Standard NC 1.02.c - Demonstrate decoding and word recognition strategies and skills: recognize many high frequency and/or common irregularly spelled words in text (e.g., have said, where, two). NC 1.02.d - Demonstrate decoding and word recognition strategies and skills: read compound words and contractions. NC 1.02.e - Demonstrate decoding and word recognition strategies and skills: read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., looks, looked, looking). NC 1.02.f - Demonstrate decoding and word recognition strategies and skills: read appropriate word families. NC Use pronunciation, sentence meaning, story meaning, and syntax to confirm accurate decoding or to self-correct errors. NC Self-monitor decoding by using one or two decoding strategies (e.g., beginning letters, rimes, length of word, ending letters). Skill Area 1 - Overall Product (OP) Skill Area 1 - Overall Product (OP) Skill Area 1 - Overall Product (OP) Skill 2 - OP02 Recognizing words Skill 8 - OP08 Focusing on challenging information Skill 4 - OP04 Drawing meaning from text Skill Area 3 - Vocabulary-incontext (V) Skill 1 - V01 Using context clues Skill 2 - V02 Making inferences for vocabulary Skill Area 4 - Comprehension (C) Skill 1 - C01 Understanding what is read Skill 3 - C03 Using context clues for comprehension Skill 4 - C04 Making inferences for comprehension Skill 5 - C05 Drawing conclusions for comprehension NC Increase vocabulary, concepts, and reading stamina by reading self-selected texts independently for 15 minutes daily. Self-selected texts should be consistent with the student's independent reading level. NC 2 - The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Page 7 of 160 Skill Area 1 - Overall Product (OP) Skill 13 - OP13 Reading and understanding grade-appropriate text

12 Grade 1 Arts, 2004, First Grade, Standard NC Read aloud independently with fluency and comprehension any text that is appropriately designed for emergent readers. NC Demonstrate familiarity with a variety of texts (storybooks, short chapter books, newspapers, telephone books, and everyday print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays). NC Read and comprehend both fiction and nonfiction text appropriate for grade one using: NC 2.03.a - Read and comprehend both fiction and nonfiction text appropriate for grade one using: prior knowledge. NC 2.03.b - Read and comprehend both fiction and nonfiction text appropriate for grade one using: summary. NC 2.03.c - Read and comprehend both fiction and nonfiction text appropriate for grade one using: questions. NC 2.03.d - Read and comprehend both fiction and nonfiction text appropriate for grade one using: graphic organizers. NC Use preparation strategies to anticipate vocabulary of a text and to connect prior knowledge and experiences to a new text. Skill Area 1 - Overall Product (OP) Skill 13 - OP13 Reading and understanding grade-appropriate text Skill Area 3 - Vocabulary-incontext (V) with prior knowledge Skill 3 - V03 Making connections Skill Area 4 - Comprehension (C) Skill 6 - C06 Making connections with prior knowledge Skill Area 1 - Overall Product (OP) Skill Area 3 - Vocabulary-incontext (V) Skill 3 - OP03 Responding to text and questions Skill 3 - V03 Making connections with prior knowledge NC Predict and explain what will happen next in stories. NC Self-monitor comprehension by using one or two strategies (questions, retelling, summarizing). Skill Area 4 - Comprehension (C) Skill 6 - C06 Making connections with prior knowledge Page 8 of 160

13 Grade 1 Arts, 2004, First Grade, Standard NC Respond and elaborate in answering what, when, where, and how questions. NC Discuss and explain response to how, why, and what if questions in sharing narrative and expository texts. NC Read and understand simple written instructions. NC 3 - The learner will make connections through the use of oral language, written language, and media and technology. NC Elaborate on how information and events connect to life experiences. NC Recognize and relate similar vocabulary use and concepts across experiences with texts. NC Discuss unfamiliar oral and/or written vocabulary after listening to or reading texts. NC Share personal experiences and responses to experiences with text: NC 3.04.a - Share personal experiences and responses to experiences with text: publishing nonprint texts. NC 3.04.b - Share personal experiences and responses to experiences with text: discussing interpretations. NC 3.04.c - Share personal experiences and responses to experiences with text: recording personal responses. NC Recognize how particular authors use vocabulary and language to develop an individual, recognizable voice. NC Discuss authors'/speakers' use of different kinds of sentences to interest a reader/listener and communicate a message. Skill Area 1 - Overall Product (OP) Skill Area 2 - Technology Software (TS) Skill 12 - OP12 Following instructions Skill 5 - TS05 Following instructions Page 9 of 160

14 Grade 1 Arts, 2004, First Grade, Standard NC Compare authors' uses of conventions of language that aid readers including: NC 3.07.a - Compare authors' uses of conventions of language that aid readers including: kinds of sentences. NC 3.07.b - Compare authors' uses of conventions of language that aid readers including: capitalization of first word in a sentence and proper names. NC 3.07.c - Compare authors' uses of conventions of language that aid readers including: punctuation to end a declarative and interrogative sentence. NC 4 - The learner will apply strategies and skills to create oral, written, and visual texts. NC Select and use new vocabulary and language structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event). NC Use words that describe, name characters and settings (who, where), and tell action and events (what happened, what did do) in simple texts. NC Use specific words to name and tell action in oral and written language (e.g., using words such as frog and toad when discussing a nonfiction text). NC Extend skills in using oral and written language: NC 4.04.a - Extend skills in using oral and written language: clarifying purposes for engaging in communication. NC 4.04.b - Extend skills in using oral and written language: using clear and precise language to paraphrase messages. NC 4.04.c - Extend skills in using oral and written language: engaging in more extended oral discussions. Page 10 of 160

15 Grade 1 Arts, 2004, First Grade, Standard NC 4.04.d - Extend skills in using oral and written language: producing written products. NC 4.04.e - Extend skills in using oral and written language: completing graphic organizers. NC Write and/or participate in writing by using an author's model of language and extending the model (e.g., writing different ending for a story, composing an innovation of a poem). NC Compose a variety of products (e.g., stories, journal entries, letters, response logs, simple poems, oral retellings) using a writing process. NC 5 - The learner will apply grammar and language conventions to communicate effectively. NC Use phonic knowledge and basic patterns (e.g., an, ee, ake) to spell correctly three-and four-letter words. NC Apply phonics to write independently, using temporary and/or conventional spelling. NC Write all upper and lower case letters of the alphabet, using correct letter formation. NC Use complete sentences to write simple texts. NC Use basic capitalization and punctuation: NC 5.05.a - Use basic capitalization and punctuation: first word in a sentence. NC 5.05.b - Use basic capitalization and punctuation: proper names. NC 5.05.c - Use basic capitalization and punctuation: period to end declarative sentence. NC 5.05.d - Use basic capitalization and punctuation: question mark to end interrogative sentence. NC Self-monitor composition by using one or two strategies (e.g., rereading, peer conferences). Page 11 of 160

16 Grade 1 Arts, 2004, First Grade, Standard NC Use legible manuscript handwriting. Page 12 of 160

17 Grade 2 Arts, 2004, Second Grade, Standard NC 1 - The learner will develop and apply enabling strategies and skills to read and write. NC Use phonics knowledge and structural analysis (e.g., knowledge of syllables, suffixes, prefixes, root words) to decode regular multi-syllable words when reading text. NC Read most high frequency and many irregularly spelled words accurately in text. NC Self-monitor decoding by using letter-sound knowledge of all consonants and vowels. NC Apply knowledge of all sources of information (meaning, language, graphophonics) to read a new text silently and independently. Skill Area 1 - Overall Product (OP) Skill Area 1 - Overall Product (OP) Skill 2 - OP02 Recognizing words Skill 4 - OP04 Drawing meaning from text NC Use a variety of strategies and skills to read self-selected texts independently for 20 minutes daily. Self-selected texts should be consistent with the student's independent reading level. Skill Area 3 - Vocabulary-incontext (V) Skill 7 - OP07 Succeeding with reading Skill 9 - OP09 Increasing reading efficiency Skill 11 - OP11 Working independently Skill 1 - V01 Using context clues Skill 2 - V02 Making inferences for vocabulary Skill Area 4 - Comprehension (C) Skill 3 - C03 Using context clues for comprehension Skill 4 - C04 Making inferences for comprehension Skill 5 - C05 Drawing conclusions for comprehension Skill Area 1 - Overall Product (OP) Skill 13 - OP13 Reading and understanding grade-appropriate text NC 2 - The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. NC Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two by: Page 13 of 160

18 Grade 2 Arts, 2004, Second Grade, Standard NC 2.01.a - Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two by: determining purpose (reader's and author's). NC 2.01.b - Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two by: making predictions. NC 2.01.c - Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two by: asking questions. NC 2.01.d - Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two by: locating information for specific reasons/purposes. NC 2.01.e - Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two by: recognizing and apply text structure. NC 2.01.f - Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two by: comprehending and examine author's decisions and word choice. NC 2.01.g - Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two by: determining fact and opinion. NC 2.01.h - Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two by: recognizing and comprehend figurative language. NC 2.01.i - Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two by: making inferences and draw conclusions. Page 14 of 160 Skill Area 1 - Overall Product (OP) Skill 4 - OP04 Drawing meaning from text Skill 5 - OP05 Interpreting the meaning of sentences Skill Area 3 - Vocabulary-incontext (V) vocabulary Skill 2 - V02 Making inferences for Skill Area 4 - Comprehension (C) Skill 4 - C04 Making inferences for comprehension Skill 5 - C05 Drawing conclusions for comprehension

19 Grade 2 Arts, 2004, Second Grade, Standard NC Use text for a variety of functions, including literary, informational, and practical. NC Read expository materials for answers to specific questions. NC Pose possible how, why, and what if questions to understand and/or interpret text. NC Self-monitor own difficulties in comprehending independently using several strategies. NC Recall main idea, facts and details from a text. NC Discuss similarities and differences in events, characters and concepts within and across texts. NC Interpret information from diagrams, charts, and maps. NC 3 - The learner will make connections through the use of oral language, written language, and media and technology. NC Use personal experiences and knowledge to interpret written and oral messages. NC Connect and compare information within and across selections (fiction, nonfiction, poetry, and drama) to experience and knowledge. Skill Area 1 - Overall Product (OP) Skill 8 - OP08 Focusing on challenging information Skill 9 - OP09 Increasing reading efficiency Skill 10 - OP10 Reading to increase performance Skill 11 - OP11 Working independently Skill Area 4 - Comprehension (C) Skill 3 - C03 Using context clues for comprehension Skill 4 - C04 Making inferences for comprehension Skill 5 - C05 Drawing conclusions for comprehension Skill 6 - C06 Making connections with prior knowledge Page 15 of 160

20 Grade 2 Arts, 2004, Second Grade, Standard NC Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author's message, connections, topic, key vocabulary, key concepts, text features). NC Increase oral and written vocabulary by listening, discussing, and composing texts when responding to literature that is read and heard. (e.g., read aloud by teacher, literature circles, interest groups, book clubs). NC Locate and discuss examples of an author's use of: NC 3.05.a - Locate and discuss examples of an author's use of: kinds of sentences (declarative, interrogative, exclamatory). NC 3.05.b - Locate and discuss examples of an author's use of: capitalization (titles, dates and days, names of countries). NC 3.05.c - Locate and discuss examples of an author's use of: punctuation (exclamation marks, commas in dates, and to introduce dialogue and quotations). NC 3.05.d - Locate and discuss examples of an author's use of: use of paragraphs in texts and their effects on the reader. NC 3.05.e - Locate and discuss examples of an author's use of: genre(s) and specific word choice(s). NC Discuss the effect of an author's choices for nouns, verbs, modifiers and specific vocabulary which help the reader comprehend a narrative or expository text. NC 4 - The learner will apply strategies and skills to create oral, written, and visual texts. NC Begin to use formal language and/or literary language in place of oral language patterns, as appropriate. Page 16 of 160

21 Grade 2 Arts, 2004, Second Grade, Standard NC Use expanded vocabulary to generate synonyms for commonly over used words to increase clarity of written and oral communication. NC Read aloud with fluency and expression any text appropriate for early independent readers. NC Use oral communication to identify, organize, and analyze information. NC Respond appropriately when participating in group discourse by adapting language and communication behaviors to the situation to accomplish a specific purpose. NC Plan and make judgments about what to include in written products (e.g., narratives of personal experiences, creative stories, skits based on familiar stories and/or experiences). NC Compose first drafts using an appropriate writing process: NC 4.07.a - Compose first drafts using an appropriate writing process: planning and drafting. NC 4.07.b - Compose first drafts using an appropriate writing process: rereading for meaning. NC 4.07.c - Compose first drafts using an appropriate writing process: revising to clarify and refine writing with guided discussion. NC Write structured, informative presentations and narratives when given help with organization. NC Use media and technology to enhance the presentation of information to an audience for a specific purpose. NC 5 - The learner will apply grammar and language conventions to communicate effectively. NC Spell correctly using: Page 17 of 160

22 Grade 2 Arts, 2004, Second Grade, Standard NC 5.01.a - Spell correctly using: previously studied words. NC 5.01.b - Spell correctly using: spelling patterns. NC 5.01.c - Spell correctly using: analysis of sounds to represent all the sounds in a word in one's own writing. NC Attend to spelling, mechanics, and format for final products in one's own writing. NC Use capitalization, punctuation, and paragraphs in own writing. NC Use the following parts of the sentence: NC 5.04.a - Use the following parts of the sentence: subject. NC 5.04.b - Use the following parts of the sentence: predicate. NC 5.04.c - Use the following parts of the sentence: modifier. NC Use editing to check and confirm correct use of conventions: NC 5.05.a - Use editing to check and confirm correct use of conventions: complete sentences. NC 5.05.b - Use editing to check and confirm correct use of conventions: correct word order in sentences. NC Use correctly in written products: NC 5.06.a - Use correctly in written products: letter formation, lines, and spaces to create readable documents. NC 5.06.b - Use correctly in written products: plural forms of commonly used nouns. NC 5.06.c - Use correctly in written products: common, age - appropriate contractions. NC Use legible manuscript handwriting. Page 18 of 160

23 Grade 3 Arts, 2004, Third Grade, Standard NC 1 - The learner will apply enabling strategies and skills to read and write. NC Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks). NC Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension. NC Integrate prior experiences and all sources of information in the text (graphophonic, syntactic, and semantic) when reading orally and silently. Skill Area 1 - Overall Product (OP) Skill 4 - OP04 Drawing meaning from text NC Increase sight vocabulary, reading vocabulary, and writing vocabulary through: NC 1.04.a - Increase sight vocabulary, reading vocabulary, and writing vocabulary through: wide reading. NC 1.04.b - Increase sight vocabulary, reading vocabulary, and writing vocabulary through: word study. Skill Area 3 - Vocabulary-incontext (V) Skill 7 - OP07 Succeeding with reading Skill 9 - OP09 Increasing reading efficiency Skill 11 - OP11 Working independently Skill 1 - V01 Using context clues Skill 2 - V02 Making inferences for vocabulary Skill 3 - V03 Making connections with prior knowledge Skill Area 4 - Comprehension (C) Skill 3 - C03 Using context clues for comprehension Skill 4 - C04 Making inferences for comprehension Skill 5 - C05 Drawing conclusions for comprehension Skill 6 - C06 Making connections with prior knowledge Page 19 of 160

24 Grade 3 Arts, 2004, Third Grade, Standard NC 1.04.c - Increase sight vocabulary, reading vocabulary, and writing vocabulary through: listening. NC 1.04.d - Increase sight vocabulary, reading vocabulary, and writing vocabulary through: discussion. NC 1.04.e - Increase sight vocabulary, reading vocabulary, and writing vocabulary through: book talks. NC 1.04.f - Increase sight vocabulary, reading vocabulary, and writing vocabulary through: book clubs. NC 1.04.g - Increase sight vocabulary, reading vocabulary, and writing vocabulary through: seminars. NC 1.04.h - Increase sight vocabulary, reading vocabulary, and writing vocabulary through: viewing. NC 1.04.i - Increase sight vocabulary, reading vocabulary, and writing vocabulary through: role play. NC 1.04.j - Increase sight vocabulary, reading vocabulary, and writing vocabulary through: studying author's craft. NC Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words. NC Read independently daily from self-selected materials (consistent with the student's independent reading level) to: NC 1.06.a - Read independently daily from self-selected materials (consistent with the student's independent reading level) to: increase fluency. NC 1.06.b - Read independently daily from self-selected materials (consistent with the student's independent reading level) to: build background knowledge. Page 20 of 160 Skill Area 1 - Overall Product (OP) Skill 2 - OP02 Recognizing words

25 Grade 3 Arts, 2004, Third Grade, Standard NC 1.06.c - Read independently daily from self-selected materials (consistent with the student's independent reading level) to: extend vocabulary. NC 2 - The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. NC Use metacognitive strategies to comprehend text (e.g., reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell). NC Interact with the text before, during, and after reading, listening, or viewing by: NC 2.02.a - Interact with the text before, during, and after reading, listening, or viewing by: setting a purpose. NC 2.02.b - Interact with the text before, during, and after reading, listening, or viewing by: previewing the text. NC 2.02.c - Interact with the text before, during, and after reading, listening, or viewing by: making predictions. NC 2.02.d - Interact with the text before, during, and after reading, listening, or viewing by: asking questions. NC 2.02.e - Interact with the text before, during, and after reading, listening, or viewing by: locating information for specific purposes. NC 2.02.f - Interact with the text before, during, and after reading, listening, or viewing by: making connections. NC 2.02.g - Interact with the text before, during, and after reading, listening, or viewing by: using story structure and text organization to comprehend. NC Read a variety of texts, including: Page 21 of 160 Skill Area 3 - Vocabulary-incontext (V) Skill 3 - V03 Making connections with prior knowledge Skill Area 4 - Comprehension (C) Skill 6 - C06 Making connections with prior knowledge

26 Grade 3 Arts, 2004, Third Grade, Standard NC 2.03.a - Read a variety of texts, including: fiction (short stories, novels, fantasies, fairy tales, fables). NC 2.03.b - Read a variety of texts, including: nonfiction (biographies, letters, articles, procedures and instructions, charts, maps). NC 2.03.c - Read a variety of texts, including: poetry (proverbs, riddles, limericks, simple poems). NC 2.03.d - Read a variety of texts, including: drama (skits, plays). NC Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: NC 2.04.a - Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: author's purpose. NC 2.04.b - Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: plot. NC 2.04.c - Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: conflict. NC 2.04.d - Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: sequence. NC 2.04.e - Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: resolution. NC 2.04.f - Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: lesson and/or message. NC 2.04.g - Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: main idea and supporting details. Page 22 of 160

27 Grade 3 Arts, 2004, Third Grade, Standard NC 2.04.h - Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: cause and effect. NC 2.04.i - Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: fact and opinion. NC 2.04.j - Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: point of view (author and character). NC 2.04.k - Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: author's use of figurative language (e.g., simile, metaphor, imagery). NC Draw conclusions, make generalizations, and gather support by referencing the text. NC Summarize main idea(s) from written or spoken texts using succinct language. NC Explain choice of reading materials congruent with purposes (e.g., solving problems, making decisions). NC Listen actively by: NC 2.08.a - Listen actively by: facing the speaker. NC 2.08.b - Listen actively by: making eye contact. NC 2.08.c - Listen actively by: asking questions to clarify the message. NC 2.08.d - Listen actively by: asking questions to gain additional information and ideas. NC 3 - The learner will make connections through the use of oral language, written language, and media and technology. NC Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: Skill Area 4 - Comprehension (C) Skill 5 - C05 Drawing conclusions for comprehension Page 23 of 160

28 Grade 3 Arts, 2004, Third Grade, Standard NC 3.01.a - Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: considering the differences among genres. NC 3.01.b - Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: relating plot, setting, and characters to own experiences and ideas. Skill Area 3 - Vocabulary-incontext (V) Skill 3 - V03 Making connections with prior knowledge Skill Area 4 - Comprehension (C) Skill 6 - C06 Making connections with prior knowledge NC 3.01.c - Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: considering main character's point of view. NC 3.01.d - Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: participating in creative interpretations. NC 3.01.e - Respond to fiction, Skill Area 4 - Comprehension (C) Skill 4 - C04 Making inferences for nonfiction, poetry, and drama using comprehension interpretive, critical, and evaluative processes by: making inferences and drawing conclusions about characters and events. Skill 5 - C05 Drawing conclusions for comprehension NC 3.01.f - Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: reflecting on learning, gaining new insights, and identifying areas for further study. NC Identify and discuss similarities and differences in events, characters, concepts and ideas within and across selections and support them by referencing the text. NC Use text and own experiences to verify facts, concepts, and ideas. NC Make informed judgments about television productions. Page 24 of 160

29 Grade 3 Arts, 2004, Third Grade, Standard NC Analyze, compare and contrast printed and visual information (e.g., graphs, charts, maps). NC Conduct research for assigned and self-selected projects (with assistance) from a variety of sources (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). NC 4 - The learner will apply strategies and skills to create oral, written, and visual texts. NC Read aloud gradeappropriate text with fluency, comprehension, and expression. NC Use oral and written language to: NC 4.02.a - Use oral and written language to: present information in a sequenced, logical manner. NC 4.02.b - Use oral and written language to: discuss. NC 4.02.c - Use oral and written language to: sustain conversation on a topic. NC 4.02.d - Use oral and written language to: share information and ideas. NC 4.02.e - Use oral and written language to: recount or narrate. NC 4.02.f - Use oral and written language to: answer open-ended questions. NC 4.02.g - Use oral and written language to: report information on a topic. NC 4.02.h - Use oral and written language to: explain own learning. NC Share written and oral products in a variety of ways (e.g., author's chair, book making, publications, discussions, presentations). NC Use planning strategies (with assistance) to generate topics and to organize ideas (e.g., drawing, mapping, discussing, listing). Page 25 of 160

30 Grade 3 Arts, 2004, Third Grade, Standard NC Identify (with assistance) the purpose, the audience, and the appropriate form for the oral or written task. NC Compose a draft that conveys major ideas and maintains focus on the topic by using preliminary plans. NC Compose a variety of fiction, nonfiction, poetry, and drama selections using self-selected topics and forms (e.g., poems, simple narratives, short reports, learning logs, letters, notes, directions, instructions). NC Focus reflection and revision (with assistance) on target elements by: NC 4.08.a - Focus reflection and revision (with assistance) on target elements by: clarifying ideas. NC 4.08.b - Focus reflection and revision (with assistance) on target elements by: adding descriptive words and phrases. NC 4.08.c - Focus reflection and revision (with assistance) on target elements by: sequencing events and ideas. NC 4.08.d - Focus reflection and revision (with assistance) on target elements by: combining short, related sentences. NC 4.08.e - Focus reflection and revision (with assistance) on target elements by: strengthening word choice. NC Produce work that follows the conventions of particular genres (e.g., personal narrative, short report, friendly letter, directions and instructions). NC Explore technology as a tool to create a written product. NC 5 - The learner will apply grammar and language conventions to communicate effectively. Page 26 of 160

31 Grade 3 Arts, 2004, Third Grade, Standard NC Use correct capitalization (e.g., geographical place names, holidays, special events, titles) and punctuation (e.g., commas in greetings, dates, city and state; underlining book titles; periods after initials and abbreviated titles; apostrophes in contractions). NC Use correct subject/verb agreement. NC Demonstrate understanding by using a variety of complete sentences (declarative, imperative, interrogative, and exclamatory) in writing and speaking. NC Compose two or more paragraphs with: NC 5.04.a - Compose two or more paragraphs with: topic sentences. NC 5.04.b - Compose two or more paragraphs with: supporting details. NC 5.04.c - Compose two or more paragraphs with: appropriate, logical sequence. NC 5.04.d - Compose two or more paragraphs with: sufficient elaboration. NC Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings). NC Proofread own writing for spelling and correct most misspellings independently with reference to resources (e.g., dictionaries, glossaries, word walls). NC Edit (with assistance) to use conventions of written language and format. NC Create readable documents with legible handwriting (manuscript and cursive). Page 27 of 160

32 Grade 4 Arts, 2004, Fourth Grade, Standard NC 1 - The learner will apply enabling strategies and skills to read and write. NC Use word identification strategies appropriately and automatically when encountering unknown words (graphophonic, syntactic, semantic). NC Infer word meanings from taught roots, prefixes, and suffixes to decode words in text to assist comprehension. NC Identify key words and discover their meanings and relationships through a variety of strategies. NC Increase reading and writing vocabulary through: NC 1.04.a - Increase reading and writing vocabulary through: wide reading. NC 1.04.b - Increase reading and writing vocabulary through: word study. NC 1.04.c - Increase reading and writing vocabulary through: knowledge of homophones, synonyms, antonyms, homonyms. NC 1.04.d - Increase reading and writing vocabulary through: knowledge of multiple meanings of words. NC 1.04.e - Increase reading and writing vocabulary through: writing process elements. NC 1.04.f - Increase reading and writing vocabulary through: writing as a tool for learning. NC 1.04.g - Increase reading and writing vocabulary through: seminars. Skill Area 1 - Overall Product (OP) Skill Area 3 - Vocabulary-incontext (V) Skill Area 3 - Vocabulary-incontext (V) Skill Area 1 - Overall Product (OP) Skill Area 3 - Vocabulary-incontext (V) Skill 2 - OP02 Recognizing words Skill 1 - V01 Using context clues Skill 2 - V02 Making inferences for vocabulary Skill 4 - OP04 Drawing meaning from text Skill 1 - V01 Using context clues Skill 2 - V02 Making inferences for vocabulary Skill 3 - V03 Making connections with prior knowledge Page 28 of 160

33 Grade 4 Arts, 2004, Fourth Grade, Standard NC 1.04.h - Increase reading and writing vocabulary through: book clubs. NC 1.04.i - Increase reading and writing vocabulary through: discussions. NC 1.04.j - Increase reading and writing vocabulary through: examining the author's craft. NC Use word reference materials (e.g., glossary, dictionary, thesaurus) to identify and comprehend unknown words. NC Read independently daily from self-selected materials (consistent with the student's independent reading level) to: NC 1.06.a - Read independently daily from self-selected materials (consistent with the student's independent reading level) to: increase fluency. NC 1.06.b - Read independently daily from self-selected materials (consistent with the student's independent reading level) to: build background knowledge. NC 1.06.c - Read independently daily from self-selected materials (consistent with the student's independent reading level) to: expand vocabulary. NC 2 - The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. NC Use metacognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., reread the text, consult other sources, ask for help, paraphrase, question). NC Interact with the text before, during, and after reading, listening, and viewing by: NC 2.02.a - Interact with the text before, during, and after reading, listening, and viewing by: setting a purpose using prior knowledge and text information. Page 29 of 160

34 Grade 4 Arts, 2004, Fourth Grade, Standard NC 2.02.b - Interact with the text before, during, and after reading, listening, and viewing by: making predictions. NC 2.02.c - Interact with the text before, during, and after reading, listening, and viewing by: formulating questions. NC 2.02.d - Interact with the text before, during, and after reading, listening, and viewing by: locating relevant information. NC 2.02.e - Interact with the text before, during, and after reading, listening, and viewing by: making connections with previous experiences, information, and ideas. Skill Area 3 - Vocabulary-incontext (V) Skill 3 - V03 Making connections with prior knowledge NC Read a variety of texts, including: NC 2.03.a - Read a variety of texts, including: fiction (legends, novels, folklore, science fiction). NC 2.03.b - Read a variety of texts, including: nonfiction (autobiographies, informational books, diaries, journals). NC 2.03.c - Read a variety of texts, including: poetry (concrete, haiku). NC 2.03.d - Read a variety of texts, including: drama (skits, plays). NC Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: NC 2.04.a - Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: plot. NC 2.04.b - Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: theme. NC 2.04.c - Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: main idea and supporting details. Page 30 of 160 Skill Area 4 - Comprehension (C) Skill 6 - C06 Making connections with prior knowledge

35 Grade 4 Arts, 2004, Fourth Grade, Standard NC 2.04.d - Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: author's choice of words. NC 2.04.e - Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: mood. NC 2.04.f - Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: author's use of figurative language. NC Make inferences, draw conclusions, make generalizations, and support by referencing the text. Skill Area 4 - Comprehension (C) Skill 4 - C04 Making inferences for comprehension NC Summarize major points from fiction and nonfiction text(s) to clarify and retain information and ideas. NC Determine usefulness of information and ideas consistent with purpose. NC Verify the meaning or accuracy of the author's statement(s) by referencing the text or other resources. NC Listen actively by: NC 2.09.a - Listen actively by: asking questions. NC 2.09.b - Listen actively by: paraphrasing what was said. NC 2.09.c - Listen actively by: interpreting speaker's verbal and nonverbal messages. NC 2.09.d - Listen actively by: interpreting speaker's purposes and/or intent. NC 3 - The learner will make connections with text through the use of oral language, written language, and media and technology. NC Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: Page 31 of 160 Skill 5 - C05 Drawing conclusions for comprehension

36 Grade 4 Arts, 2004, Fourth Grade, Standard NC 3.01.a - Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: analyzing the impact of authors' word choice and context. NC 3.01.b - Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: examining the reasons for characters' actions. NC 3.01.c - Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: identifying and examining characters' motives. NC 3.01.d - Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: considering a situation or problem from different characters' points of view. NC 3.01.e - Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: analyzing differences among genres. NC 3.01.f - Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: making inferences and drawing conclusions about characters, events and themes. NC Analyze characters, events, and plots within and between selections and cite supporting evidence. NC Consider the ways language and visuals bring characters to life, enhance plot development, and produce a response. NC Make informed judgments about television and film/video productions. NC Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts, and/or maps. Page 32 of 160