ENGLISH LANGUAGE ARTS FAQ

ENGLISH LANGUAGE ARTS :: FAQ

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GENERAL ELA (K-12)


ELEMENTARY LANGUAGE ARTS


SECONDARY ENGLISH LANGUAGE ARTS


GENERAL ELA (K-12)

Join the ELA list serve(s) for the grade(s) you teach:
https://public.govdelivery.com/accounts/NCSBE/subscriber/new

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Here are web addresses of some of the most prominent professional organizations for our field:

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Live Binder Resources

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NCDPI does not be provide pacing guides for ELA. Districts may choose to develop and use pacing guides for ELA. Text selection and curriculum development is a district-level decision. NCDPI provides resources and tools for districts choosing to do so.

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CCSSO Navigating Text Complexity  

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NCDPI does not require or recommend any particular texts for students to read at any level. The selection of materials is a local, school, and individual teacher responsibility. Teachers should select texts based upon formative assessment measures, grade-level standards, and the complexity of the text.

High School Sequencing for English/Language Arts (Effective 2012-2013)
“To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students’ own thinking and writing. Along with high-quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts” (CCSS).

The scope and sequence of literature for North Carolina high school students allows for a literary experience that carries not only a global perspective but an opportunity to view U.S. literature and literary nonfiction within that global lens. Literary nonfiction (a type of informational text) uses artistic and literary techniques often associated with fiction or poetry to report on actual persons, events, or places. In each English course (I – IV) students are required to study U.S. documents “of historical and literary significance” as well as one Shakespearean play. Please note that an entire play by Shakespeare should be studied at some point in high school but not necessarily every year. Teachers may use part of a play to enrich the study of complementing text or to conduct a close reading with the intent of digging deeper.

The literature selections provide a vehicle by which to teach the ELA NC Standard Course of Study and ensure that students will have a rich and diverse understanding of literature by the end of their senior year:

The English I course provides a foundational study of literary genres (novels, short stories, poetry, drama, literary nonfiction). It should include influential U.S. documents and one Shakespearean play.

English II introduces literary global perspectives focusing on literature from the Americas (Caribbean, Central, South, and North), Africa, Eastern Europe, Asia, Oceania, and the Middle East. Influential U.S. documents and a Shakespearean play should be included.

English III is an in-depth study of U.S. literature and U.S. literary nonfiction especially foundational works and documents from the 17th century through the early 20th century. At least one Shakespearean play should be included.

English IV completes the global perspective initiated in English II. Though its focus is on European (Western, Southern, Northern) literature, this course includes important U.S. documents and literature (texts influenced by European philosophy or action). At least one Shakespearean play should be included.

Please contact Julie Joslin at Julie.joslin@dpi.nc.gov for more information.

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These decisions are made at the local system or school level. NCDPI does not endorse particular programs or publishers. The NCSCoS for ELA provides what students should know and be able to do at each grade level but decisions about materials are made at the system, school, and classroom levels.

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State law 115C-98 (b) requires all school systems have a board adopted selection policy that includes a process for reconsideration of instructional resources and challenges.

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NCDPI Accountability Services Division

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You can find more information about licensure on the NCDPI Licensure website

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ELEMENTARY LANGUAGE ARTS


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The K-2 ELA Assessment is available under Elementary Resources {TOP}

 

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SECONDARY ENGLISH LANGUAGE ARTS


High School Sequencing for English/Language Arts (Effective 2012-2013)
“To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students’ own thinking and writing. Along with high-quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts” (CCSS).

The scope and sequence of literature for North Carolina high school students allows for a literary experience that carries not only a global perspective but an opportunity to view U.S. literature and literary nonfiction within that global lens. Literary nonfiction (a type of informational text) uses artistic and literary techniques often associated with fiction or poetry to report on actual persons, events, or places. In each English course (I – IV) students are required to study U.S. documents “of historical and literary significance” as well as one Shakespearean play. Please note that an entire play by Shakespeare should be studied at some point in high school but not necessarily every year. Teachers may use part of a play to enrich the study of complementing text or to conduct a close reading with the intent of digging deeper.

The literature selections provide a vehicle by which to teach the ELA NC Standard Course of Study and ensure that students will have a rich and diverse understanding of literature by the end of their senior year:

The English I course provides a foundational study of literary genres (novels, short stories, poetry, drama, literary nonfiction). It should include influential U.S. documents and one Shakespearean play.

English II introduces literary global perspectives focusing on literature from the Americas (Caribbean, Central, South, and North), Africa, Eastern Europe, Asia, Oceania, and the Middle East. Influential U.S. documents and a Shakespearean play should be included.

English III is an in-depth study of U.S. literature and U.S. literary nonfiction especially foundational works and documents from the 17th century through the early 20th century. At least one Shakespearean play should be included.

English IV completes the global perspective initiated in English II. Though its focus is on European (Western, Southern, Northern) literature, this course includes important U.S. documents and literature (texts influenced by European philosophy or action). At least one Shakespearean play should be included.

Please contact Julie Joslin at Julie.joslin@dpi.nc.gov for more information.

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English I, II, III, and IV are the four high school courses required for graduation.

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