Language Arts Curriculum
Competency Goal 1
The learner will apply enabling strategies and
skills to read and write.
1.01 Use word identification strategies appropriately
and automatically when encountering unknown
words (graphophonic, syntactic, semantic).
1.02 Infer word meanings from taught roots, prefixes,
and suffixes to decode words in text to assist
comprehension.
1.03 Identify key words and discover their meanings
and relationships through a variety of strategies.
1.04 Increase reading and writing vocabulary
through:
wide reading.
word study.
knowledge of homophones, synonyms,
antonyms, homonyms.
knowledge of multiple meanings of words.
writing process elements.
writing as a tool for learning.
seminars.
book clubs.
discussions.
examining the author’s craft.
1.05 Use word reference materials (e.g., glossary,
dictionary, thesaurus) to identify and comprehend
unknown words.
1.06 Read independently daily from self-selected
materials (consistent with the student’s independent
reading level) to:
increase fluency.
build background knowledge.
expand vocabulary.
Competency Goal 2
The learner will apply strategies and skills to
comprehend text that is read, heard, and viewed.
2.01 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).
2.02 Interact with the text before, during, and after
reading, listening, and viewing by:
setting a purpose using prior knowledge and
text information.
making predictions.
formulating questions.
locating relevant information.
making connections with previous experiences,
information, and ideas.
2.03 Read a variety of texts, including:
fiction (legends, novels, folklore, science
fiction).
nonfiction (autobiographies, informational
books, diaries, journals).
poetry (concrete, haiku).
drama (skits, plays).
2.04 Identify and interpret elements of fiction and
nonfiction and support by referencing the text to
determine the:
plot.
theme.
main idea and supporting details.
author’s choice of words.
2.05 Make inferences, draw conclusions, make
generalizations, and support by referencing the text.
2.06 Summarize major points from fiction and
nonfiction text(s) to clarify and retain information and
ideas.
2.07 Determine usefulness of information and ideas
consistent with purpose.
2.08 Verify the meaning or accuracy of the author’s
statement(s) by referencing the text or other
resources.
2.09 Listen actively by:
asking questions.
paraphrasing what was said.
interpreting speaker’s verbal and non-verbal
messages.
interpreting speaker’s purposes and/or intent.
Competency Goal 3
The learner will make connections with text
through the use of oral language, written
language, and media and technology.
3.01 Respond to fiction, nonfiction, poetry, and
drama using interpretive, critical, and evaluative
processes by:
analyzing the impact of authors’ word choice
and context.
examining the reasons for characters’ actions.
identifying and examining characters’ motives.
considering a situation or problem from
different characters’ points of view.
3.02 Analyze characters, events, and plots from
different selections and cite supporting evidence.
3.03 Consider the ways language and visuals bring
characters to life, enhance plot development, and
produce a response.
3.05 Integrate information from two or more sources
to expand understanding of text.
3.06 Conduct research for assigned projects or
self-selected projects (with assistance) from a variety
of sources through the use of technological and
informal tools (e.g., print and non-print texts, artifacts,
people, libraries, databases, computer networks).
Competency Goal 4
The learner will apply strategies and skills to
create oral, written, and visual texts.
4.01 Read aloud grade-appropriate text with fluency,
comprehension, and expression demonstrating an
awareness of volume and pace.
4.02 Use oral and written language to:
present information and ideas in a clear,
concise manner.
discuss.
interview.
solve problems.
make decisions.
4.03 Make oral and written presentations using visual
aids with an awareness of purpose and audience.
4.04 Share self-selected texts from a variety of genres
(e.g., poetry, letters, narratives, essays, presentations).
4.05 Use planning strategies to generate topics and
organize ideas (e.g., brainstorming, mapping,
webbing, reading, discussion).
4.06 Compose a draft that conveys major ideas and
maintains focus on the topic with specific, relevant,
supporting details by using preliminary plans.
4.07 Compose fiction, nonfiction, poetry, and drama
using self-selected and assigned topics and forms
(e.g., personal and imaginative narratives, research
reports, diaries, journals, logs, rules, instructions).
4.08 Focus revision on a specific element such as:
word choice.
sequence of events and ideas.
transitional words.
sentence patterns.
4.09 Produce work that follows the conventions of
particular genres (e.g., personal and imaginative
narrative, research reports, learning logs, letters of
request, letters of complaint).
4.10 Use technology as a tool to gather, organize, and
present information.
Competency Goal 5
The learner will apply grammar and language
conventions to communicate effectively.
5.01 Use correct capitalization (e.g., names of
languages, nationalities, musical compositions) and
punctuation (e.g., commas in a series, commas in
direct address, commas and quotation marks in
dialogue, apostrophes in possessives).
5.02 Demonstrate understanding in speaking and
writing by appropriate usage of:
pronouns.
subject/verb agreement.
verb tense consistency.
subject consistency.
5.03 Elaborate information and ideas in writing and
speaking by using:
simple and compound sentences.
regular and irregular verbs.
adverbs.
prepositions.
coordinating conjunctions.
5.04 Compose multiple paragraphs with:
topic sentences.
specific, relevant details.
logical progression and movement of ideas.
coherence.
elaboration.
concluding statement related to the topic.
5.05 Use visual (orthography) and meaning-based
strategies as primary sources for correct spelling.
5.06 Proofread and correct most misspellings
independently with reference to resources (e.g.,
dictionaries, thesauri, glossaries, computer
spell-checks, and other classroom sources).
5.07 Use established criteria to edit for language
conventions and format.
5.08 Demonstrate evidence of language cohesion by:
logical sequence of fiction and nonfiction
retells.
time order sequence of events.
sustaining conversations on a topic.
5.09 Create readable documents through legible
handwriting and/or word processing.
Social Studies Curriculum
Competency Goal 1
The learner will analyze the characteristics of the
people of North Carolina.
1.1 Identify, locate, and describe ways of living of the
major Native-American groups in North Carolina, past
and present.
1.2 Describe the origins and characteristics of major
groups that settled in North Carolina and assess their
influence on North Carolina customs.
1.3 Analyze similarities and differences among North
Carolina's people, past and present.
Competency Goal 2
The learner will assess the influence of major
religions, ethical beliefs, and aesthetic values on
life in North Carolina.
2.1 Describe traditional art forms and aesthetic values
in North Carolina.
2.2 Identify religious and ethical beliefs that have
influenced life in North Carolina and assess the
importance of this influence on North Carolina society.
2.3 Analyze economic, social, and political situations
which involve ethical and moral dilemmas.
Competency Goal 3
The learner will locate major physical features
and suggest the influence of location on life in
North Carolina.
3.3 Suggest some influences that location has on life in
North Carolina.
Competency Goal 5
The learner will evaluate ways the people of
North Carolina use, modify and adapt to the
physical environment.
5.1 Explain how North Carolinians in the past used,
modified, or adapted to the physical environment.
5.2 Describe how North Carolinians now use, modify,
or adapt to their physical environment.
5.3 Analyze causes and consequences of the misuse of
the physical environment and propose alternatives.
Competency Goal 6
The learner will evaluate the significance of the
movement of people, goods, and ideas from place
to place.
6.1 Trace the movement of people, goods, and ideas
from one part of the state to another and between
North Carolina and other places.
6.2 Compare ways in which people, goods, and ideas
moved in the past in North Carolina with their
movement today.
6.3 Judge the importance of the movement of people,
goods, and ideas for North Carolina.
Competency Goal 11
The learner will assess changes in ways of living
over time and investigate why and how these
changes occurred.
11.1 Identify and describe changes which have
occurred in ways of living in North Carolina.
11.3 Evaluate the effects of change on the lives of the
people of North Carolina.
Competency Goal 12
The learner will trace developments in North
Carolina history and describe their impact on the
lives of people today.
12.1 Identify people, symbols, and events associated
with North Carolina's heritage.
12.2 Assess the influence of an important event from
North Carolina's past on life today.