North Carolina Standard Course Of Study English Language .
North Carolina Standard Course of StudyEnglish Language ArtsCrosswalkbetween2010 Adopted Standards (2012 Implementation)2017 Adopted Standards (2018 Implementation)
These Standards wereadopted in 2010 andimplemented in 2012.These Standards wereadopted in 2017 andwill be implemented in2018.Anchor standard“No revisionrecommended”means that theWriting Teamdid not proposea change to thestandard. If achange wasrecommended,the 2012standard isprovided on theleft forreference.NC Department of Public InstructionBolded words areterms teachersrequested be definedin a glossary.If a change was notrecommended, the2012 standardremains as is.The standards areshown in a verticalformat.2
ELA CROSSWALKReading2012 STANDARD2017 STANDARDCCR Anchor Standard R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing orspeaking to support conclusions drawn from the text.No revision recommendedRL.K.1 With prompting and support, ask and answer questions about key details in atext.No revision recommendedRL.1.1 Ask and answer questions about key details in a text.No revision recommendedRL.2.1 Ask and answer such questions as who, what, where, when, why, and howto demonstrate understanding of key details in a text.No revision recommendedRL.3.1 Ask and answer questions to demonstrate understanding of a text, referringexplicitly to the text as the basis for the answers.No revision recommendedRL.4.1 Refer to details and examples in a text when explaining what the text saysexplicitly and when drawing inferences from the text.No revision recommendedRL.5.1 Quote accurately from a text when explaining what the text says explicitlyand when drawing inferences from the text.No revision recommendedRL.6.1 Cite textual evidence to support analysis of what the text says explicitly aswell as inferences drawn from the text.No revision recommendedRL.7.1 Cite several pieces of textual evidence to support analysis of what the textsays explicitly as well as inferences drawn from the text.No revision recommendedRL.8.1 Cite textual evidence that most strongly supports an analysis of what thetext says explicitly as well as inferences drawn from the text.No revision recommendedRL.9-10.1 Cite strong and thorough textual evidence to support analysis of whatthe text says explicitly as well as inferences drawn from the text.No revision recommendedRL.11-12.1 Cite strong and thorough textual evidence to support analysis of whatthe text says explicitly as well as inferences drawn from the text, includingdetermining where the text leaves matters uncertain.NC Department of Public Instruction3
ELA CROSSWALK2012 STANDARD2017 STANDARDCCR Anchor Standard R.2 – Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas.No revision recommendedRL.K.2 With prompting and support, retell familiar stories, including key details.No revision recommendedRL.1.2 Retell stories, including key details, and demonstrate understanding of theircentral message or lesson.No revision recommendedRL.2.2 Recount stories, including fables and folktales from diverse cultures, anddetermine their central message, lesson, or moral.No revision recommendedRL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures;determine the central message, lesson, or moral and explain how it is conveyedthrough key details in the text.No revision recommendedRL.4.2 Determine a theme of a story, drama, or poem from details in the text;summarize the text.No revision recommendedRL.5.2 Determine a theme of a story, drama, or poem from details in the text,including how characters in a story or drama respond to challenges or how thespeaker in a poem reflects upon a topic; summarize the text.RL.6.2 Determine a theme or central idea of a text and how it is conveyed throughparticular details; provide a summary of the text distinct from personal opinionsor judgments.RL.6.2 Determine a theme of a text and how it is conveyed through particular details;provide a summary of the text distinct from personal opinions or judgments.RL.7.2 Determine a theme or central idea of a text and analyze its developmentover the course of the text; provide an objective summary of the text.RL.7.2 Determine a theme of a text and analyze its development over the course ofthe text; provide an objective summary of the text.RL.8.2 Determine a theme or central idea of a text and analyze its developmentover the course of the text, including its relationship to the characters, setting, andplot; provide an objective summary of the text.RL.8.2 Determine a theme of a text and analyze its development over the course ofthe text, including its relationship to the characters, setting, and plot; provide anobjective summary of the text.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail itsdevelopment over the course of the text, including how it emerges and is shapedand refined by specific details; provide an objective summary of the text.RL.9-10.2 Determine a theme of a text and analyze in detail its development overthe course of the text, including how it emerges and is shaped and refined byspecific details; provide an objective summary of the text.RL.11-12.2 Determine two or more themes or central ideas of a text and analyzetheir development over the course of the text, including how they interact andRL.11-12.2 Determine two or more themes of a text and analyze their developmentover the course of the text, including how they interact and build on one another toproduce a complex account; provide an objective summary of the text.NC Department of Public Instruction4
ELA CROSSWALK2012 STANDARD2017 STANDARDbuild on one another to produce a complex account; provide an objective summaryof the text.CCR Anchor Standard R.3 – Analyze how and why individuals, events, and ideas develop and interact over the course of a text.No revision recommendedRL.K.3 With prompting and support, identify characters, settings, and major eventsin a story.No revision recommendedRL.1.3 Describe characters, settings, and major events in a story, using key details.No revision recommendedRL.2.3 Describe how characters in a story respond to major events and challenges.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) andexplain how their actions contribute to the sequence of events.RL.3.3 Describe characters in a story and explain how their actions contribute tothe sequence of events.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawingon specific details in the text (e.g., a character’s thoughts, words, or actions).RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawingon specific details in the text.RL.5.3 Compare and contrast two or more characters, settings, or events in a storyor drama, drawing on specific details in the text (e.g., how characters interact).RL.5.3 Compare and contrast two or more characters, settings, or events in a storyor drama, drawing on specific details in the text.No revision recommendedRL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodesas well as how the characters respond or change as the plot moves toward a resolution.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., howsetting shapes the characters or plot).RL.7.3 Analyze how particular elements of a story or drama interact.No revision recommendedRL.8.3 Analyze how particular lines of dialogue or incidents in a story or dramapropel the action, reveal aspects of a character, or provoke a decision.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflictingmotivations) develop over the course of a text, interact with other characters, andadvance the plot or develop the theme.RL.9-10.3 Analyze how complex characters develop over the course of a text,interact with other characters, and advance the plot or develop the theme.RL.11-12.3 Analyze the impact of the author’s choices regarding how to developand relate elements of a story or drama (e.g., where a story is set, how the action isordered, how the characters are introduced and developed).RL.11-12.3 Analyze the impact of the author’s choices regarding how to developand relate elements of a story or drama.NC Department of Public Instruction5
ELA CROSSWALK2012 STANDARD2017 STANDARDCCR Anchor Standard R.4 – 2012: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings,and analyze how specific word choices shape meaning or tone.2018: Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.RL.K.4 Ask and answer questions about unknown words in a text.RL.K.4 With prompting and support, ask and answer questions about words in atext that suggest feelings or appeal to the senses.No revision recommendedRL.1.4 Identify words and phrases in stories or poems that suggest feelings orappeal to the senses.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes,repeated lines) supply rhythm and meaning in a story, poem, or song.RL.2.4 Describe how words and phrases supply rhythm and meaning in a story,poem, or song.RL.3.4 Determine the meaning of words and phrases as they are used in a text,distinguishing literal from nonliteral language.RL.3.4 Determine the meaning of words and phrases as they are used in a text,identifying words that impact the meaning in a text.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including RL.4.4 Determine the meaning of words and phrases as they are used in a text,those that allude to significant characters found in mythology (e.g., Herculean).including words that affect meaning and tone.RL.5.4 Determine the meaning of words and phrases as they are used in a text,including figurative language such as metaphors and similes.RL.5.4 Determine the meaning of words and phrases as they are used in a text,recognizing specific word choices that contribute to meaning and tone.RL.6.4 Determine the meaning of words and phrases as they are used in a text,including figurative and connotative meanings; analyze the impact of a specificword choice on meaning and tone.RL.6.4 Determine the meaning of words and phrases as they are used in a text;analyze the impact of a specific word choice on meaning and tone.RL.7.4 Determine the meaning of words and phrases as they are used in a text,including figurative and connotative meanings; analyze the impact of rhymes andother repetitions of sounds (e.g., alliteration) on a specific verse or stanza of apoem or section of a story or drama.RL.7.4 Determine the meaning of words and phrases as they are used in a text;analyze the impact of rhymes and repetitions of sounds on meaning and tone in aspecific line or section of a literary work.RL.8.4 Determine the meaning of words and phrases as they are used in a text,including figurative and connotative meanings; analyze the impact of specific wordchoices on meaning and tone, including analogies or allusions to other texts.RL.8.4 Determine the meaning of words and phrases as they are used in a text;analyze the impact of specific word choices on meaning and tone, includinganalogies or allusions to other texts.RL.9-10.4 Determine the meaning of words and phrases as they are used in the textincluding figurative and connotative meanings; analyze the cumulative impact ofspecific word choices on meaning and tone (e.g., how the language evokes a senseof time and place; how it sets a formal or informal tone).RL.9-10.4 Determine the meaning of words and phrases as they are used in thetext; analyze the cumulative impact of specific word choices on meaning and tone.NC Department of Public Instruction6
ELA CROSSWALK2012 STANDARDRL.11-12.4 Determine the meaning of words and phrases as they are used in thetext, including figurative and connotative meanings; analyze the impact of specificword choices on meaning and tone, including words with multiple meanings orlanguage that is particularly fresh, engaging or beautiful. (Include Shakespeare aswell as other authors.)2017 STANDARDRL.11-12.4 Determine the meaning of words and phrases as they are used in thetext; analyze the impact of specific word choices on meaning and tone, includingwords with multiple meanings or language that is particularly engaging.CCR Anchor Standard R.5 – Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, orstanza) relate to each other and the whole.RL.K.5 Recognize common types of texts (e.g., storybooks, poems).RL.K.5 Recognize common types of texts.RL.1.5 Explain major differences between books that tell stories and books that give RL.1.5 Explain major differences between books that tell stories and books that giveinformation, drawing on a wide reading of a range of text types.information.RL.2.5 Describe the overall structure of a story, including describing how thebeginning introduces the story and the ending concludes the action.RL.2.5 Describe the overall structure of a story, including describing how thebeginning introduces the story, the events unfold in the middle, and the endingconcludes the action.No revision recommendedRL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking abouta text, using terms such as chapter, scene, and stanza; describe how eachsuccessive part builds on earlier sections.RL.4.5 Explain major differences between poems, drama, and prose, and refer toRL.4.5 Explain major differences between poems, drama, and prose, and refer tothe structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts the structural elements of poems and drama when writing or speaking about a text.of characters, settings, descriptions, dialogue, stage directions) when writing orspeaking about a text.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to providethe overall structure of a particular story, drama, or poem.RL.5.5 Explain how chapters, scenes, or stanzas provide the overall structure of aparticular story, drama, or poem.No revision recommendedRL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into theoverall structure of a text and contributes to the development of the theme,setting, or plot.RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet)contributes to its meaning.RL.7.5 Analyze how a drama’s or poem’s (or other literary genre’s) form orstructure contributes to its meaning.No revision recommendedRL.8.5 Compare and contrast the structure of two or more texts and analyze howthe differing structure of each text contributes to its meaning and style.NC Department of Public Instruction7
ELA CROSSWALK2012 STANDARD2017 STANDARDRL.9-10.5 Analyze how an author’s choices concerning how to structure a text,order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text,order events within it, and manipulate time create effects such as mystery, tension,or surprise.RL.11-12.5 Analyze how an author’s choices concerning how to structure specificparts of a text (e.g., the choice of where to begin or end a story, the choice toprovide a comedic or tragic resolution) contribute to its overall structure andmeaning as well as its aesthetic impact.RL.11-12.5 Analyze how an author’s choices concerning how to construct specificparts of a text contribute to its overall structure and meaning as well as its effect onthe reader.CCR Anchor Standard R.6 – 2012: Assess how point of view or purpose shapes the content and style of a text.2018: Assess how point of view, perspective, or purpose shapes the content and style of a text.RL.K.6 With prompting and support, name the author and illustrator of a story anddefine the role of each in telling the story.RL.K.6 With prompting and support, define the role of the author and illustrator intelling the story.No revision recommendedRL.1.6 Identify who is telling the story at various points in a text.RL.2.6 Acknowledge differences in the points of view of characters, including byspeaking in a different voice for each character when reading dialogue aloud.RL.2.6 Distinguish differences in the points of view of characters, including byspeaking in a different voice for each character when reading dialogue aloud.No revision recommendedRL.3.6 Distinguish their own point of view from that of the narrator or those of thecharacters.No revision recommendedRL.4.6 Compare and contrast the point of view from which different stories arenarrated, including the difference between first- and third-person narrations.No revision recommendedRL.5.6 Describe how a narrator’s or speaker’s point of view influences how eventsare described.No revision recommendedRL.6.6 Explain how an author develops the point of view of the narrator or speakerin a text.RL.7.6 Analyze how an author develops and contrasts the points of view of different RL.7.6 Analyze how an author develops and contrasts the perspectives of differentcharacters or narrators in a text.characters in a text.RL.8.6 Analyze how differences in the points of view of the characters and theaudience or reader (e.g., created through the use of dramatic irony) create sucheffects as suspense or humor.NC Department of Public InstructionRL.8.6 Analyze how differences in the perspectives of the characters and theaudience or reader create such effects as suspense or humor.8
ELA CROSSWALK2012 STANDARD2017 STANDARDRL.9-10.6 Analyze a particular point of view or cultural experience reflected in awork of literature from outside the United States, drawing on a wide reading ofworld literature.RL.9-10.6 Analyze a particular perspective or cultural experience reflected in awork of literature from outside the United States, drawing on a wide reading ofworld literature.RL.11-12.6 Analyze a case in which grasping point of view requires distinguishingwhat is directly stated in a text from what is really meant (e.g., satire, sarcasm,irony, or understatement).RL.11-12.6 Analyze a case in which grasping perspective requires distinguishingwhat is directly stated in a text from what is really meant.CCR Anchor Standard R.7 – Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.RL.K.7 With prompting and support, describe the relationship between illustrations and RL.K.7 With prompting and support, describe how the words and illustrations workthe story in which they appear (e.g., what moment in a story an illustration depicts).together to tell a story.No revision recommendedRL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.No revision recommendedRL.2.7 Use information gained from the illustrations and words in a print or digitaltext to demonstrate understanding of its characters, setting, or plot.RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what isconveyed by the words in a story (e.g., create mood, emphasize aspects of acharacter or setting).RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what isconveyed by the words in a story.No revision recommendedRL.4.7 Make connections between the text of a story or drama and a visual or oralpresentation of the text, identifying where each version reflects specificdescriptions and directions in the text.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning,tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction,folktale, myth, poem).RL.5.7 Analyze how visual and multimedia eleme
No revision recommended RL.8.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. No revision recommended RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
KLOPFER v, NORTH CAROLINA. Syllabus. KLOPFER v. NORTH CAROLINA. CERTIORARI TO THE SUPREME COURT OF NORTH CAROLINA. No. 100. Argued December 8, 1966.-Decided March 13, 1967. Petitioner's trial on a North Carolina criminal trespass indictment ended with a declarati
Wadesboro, North Carolina W adesb or, N th C lin XXX Washington, North Carolina W as h ing t o, N rC l XXX Case Studies IV: Small towns adjacent to a metropolitan area or an interstate highwayC as eS tu d iIV: m l o wnj c rp hg y XXX Davidson, North Carolina* Davidson, North Carolina* XXX X Farmville, North Carolina
Aquaculture in North Carolina Catfish North Carolina Catfish Farms, By County, 2000 Mountain Piedmont Coastal Plain ˇˆ ˆ . Aquaculture in North Carolina Catfish By Year 2, net returns before tax to the farmer's labor, land, and capital is 42,520, or 850 per water acre.
North Carolina New Hire Reporting Form (North Carolina) - North Carolina and Federal law require that all new hires and rehires be reported to the North Carolina Child Support Services Directory of New Hires within 20 days of their hire or rehire date. Employers are required to submit their EIN, corporate name, and address, as well as the new .
North Carolina's population growth has exceeded that of the United States each year from 2016 through 2020. Projections show that North Carolina's growth rates will outpace that of the nation through 2021 population projections. Per Capita Personal Income 2 2000 2005 2010 2015 2019 North Carolina 27,540 32,283 35,682 41,839 47,766
Feb 23, 2018 · E The Academy for the Performing Arts - Apex, North Carolina F Encore Studios LLC - Ft. Mill, South Carolina G Dance Dynamics, Inc - Wake Forest, North Carolina H Premier School of Dance - Cary, North Carolina I The DanZe Zone - Garner, North Carolina J Essence
Approved as of August 2008 24 standard iii: teachers know the content they teach a. teachers align their instruction with the North Carolina Standard Course of Study. In order to enhance the North Carolina Standard Course of Study, teachers investigate the content standards developed by professional organizations in their specialty area. They develop and apply strategies to make the curriculum .
*North Carolina; North Carolina Competency Tests; North Carolina End of Course Testing Program. This book contains data reported to the North Carolina Department of Public Instruction before August 12, 2002 about state testing results. It contains preliminary 2001-2002 state testing results for: (1) grade 3 pretest, in reading and mathematics .
