ENGLISH LANGUAGE ARTS FAQ

ENGLISH LANGUAGE ARTS :: FAQ

General ELA (K-12)

 

Elementary Language Arts: Grades K-2

 

Elementary English Language Arts: Grades 3-5

 

Middle School English Language Arts

 

High School English Language Arts

 

General ELA (K-12)

How can I stay informed of upcoming events and important publications from NCDPI?

Join the ELA list serve(s) for the grade(s) you teach:

How can I stay informed of important dates and resources from ELA state and national organizations?

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

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Where can I find NCDPI materials to support the implementation of the ELA standards?

NCDPI has a webpage devoted to ELA curriculum resources:

http://www.ncpublicschools.org/curriculum/languagearts/elementary/
http://www.ncpublicschools.org/curriculum/languagearts/middlegrades/
http://www.ncpublicschools.org/curriculum/languagearts/secondary/

Where can I find information regarding EOG/EOC and writing testing policies and procedures?

The DPI Accountability section has a wealth of information available on EOG and EOC tests including test specifications, sample test items, and calculator requirements.

You can access this information at the following web sites:

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Where can I locate resources and information regarding suggested lesson plans focusing on the Writing Assessment at Grades 4, 7, and 10?

You can access the information at the following web sites:

Where are the suggested/sample pacing guides for the North Carolina English Language Arts Standard Course of Study?

There is not now and has never been a state-suggested pacing guide for English Language Arts. Collaborative creation of such a guide by experienced teachers is an excellent staff development activity that not only draws upon the expertise of teachers but also serves as an affirmation of their experience.

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Who makes the decisions to purchase or use particular materials or programs for English Language Arts?

These decisions are made at the local system or school level. NCDPI does not endorse particular programs or publishers. The ELA SCOS 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.

Where can I find information about reading certification?

You can find information about licensure on the DPI webpage at the following link: http://www.ncpublicschools.org/employment/add_license.html.

Where can a school or department find resources to address a challenge to books or materials used in classrooms or included in the library?

State law 115C-98 (b) requires all school systems have a board adopted selection policy that includes a process for reconsideration of instructional resources (challenges). For additional information about developing this policy, contact John Brim, Section Chief, Resource Development and Evaluation, NCDPI, jbrim@dpi.state.nc.us

The National Council of Teachers of English offers support for addressing and preventing challenges by developing rationales at their anti-censorship center: http://www.ncte.org/about/issues/censorship?source=gs

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Elementary Language Arts: Grades K-2

Are local education agencies required to use the state's K-2 Literacy Assessment?

State statute (§ 115C-74.11) requires assessment instruments for first and second grades.

“The State Board of Education shall adopt and provide to the local school administrative units developmentally appropriate individualized assessment instruments consistent with the Basic Education Program for the first and second grades, rather than standardized tests. Local school administrative units may use these assessment instruments provided to them by the State Board for first and second grade students, and shall not use standardized tests except as required as a condition of receiving a federal grant under the Reading First Program.”

The NC State Board of Education Policy (HSP-C-016) also addresses K-2 Literacy Assessment. It reads as follows:

“The State Board of Education requires that schools and school districts implement assessments at grades K, 1, and 2 that include documented, on-going individualized assessments throughout the year and a summative evaluation at the end of the year. These assessments monitor achievement of benchmarks in the North Carolina Standard Course of Study. They may take the form of the state-developed materials, adaptations of them, or unique assessments adopted by the local school board. Grades K, 1, and 2 assessments should be implemented by all schools by the 2000-2001 school year.”

The intended purposes of these assessments are (1) to provide information about the progress of each student for instructional adaptations and early interventions, (2) to provide next-year teachers with information about the status of each of their incoming students, (3) to inform parents about the status of their children relative to grade-level standards at the end of the year, and (4) to provide the school and school district information about the achievement status and progress of groups of students (e.g., by school and grade level) in grades K, 1, and 2.

What is a balanced reading program?

“A balanced reading program includes:

  • Knowing students individually.
  • Balancing both direct and indirect instruction.
  • Balancing instructional activities including skills emphasis and meaning emphasis (Strickland, 1996).

Balanced reading is deep-rooted in the belief that teachers should be constantly aware of students' individual needs and progress. Toward this end, teachers should make full use of a variety of assessment tools such as teacher observations, oral reading samples, writing samples, spelling samples, and portfolios, as well as standardized and other tests. Teachers who know students individually provide many kinds of support, enabling students to move to higher levels of reading and literacy development. Teachers of balanced reading provide direct instruction to scaffold learning and make learning to read and write easier. They also provide ample opportunity and support for students to use and extend their instruction in functional reading and writing.

In the classroom, a balance of instructional activities for reading should exist. Modeled reading, shared reading, guided reading, and independent reading, as well as direct instructional activities, are all included in the balance.

Children must spend time-both inside and outside the classroom-reading and writing under conditions for learning that are favorable for individual achievement. Likewise, some time should be spent in individual, small-group, and whole-group direct instruction to support children's literacy needs.

The reading program should balance an emphasis on helping children acquire relevant skills and knowledge and an emphasis on helping them learn to use those skills and knowledge in service of independent, productive, and thoughtful reading and writing. A comprehensive plan will be effective when teachers provide direct instructional support and the kinds of daily reading and writing that are needed for the complex process of learning to read.”

(NC ELA SCOS, 2004, p.133-134)

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What do you mean by the NC K-2 Literacy Assessment guided reading levels?

Books are grouped and graded for difficulty based on specific text characteristics. The characteristics of each level can be found on the DPI Webpage at the following link: http://www.ncpublicschools.org/curriculum/languagearts/elementary/k2literacy.

Where can we get books for the running record portion of the K-2 Literacy Assessment?

The state's summative list of books for the K-2 assessment has been revised and is available on the DPI web page at this link: http://www.ncpublicschools.org/curriculum/languagearts/elementary/k2literacy.

Can you tell me where to find the K-2 Literacy Assessment online?

The K-2 ELA Assessment is available on the DPI website at the following link: http://www.ncpublicschools.org/curriculum/languagearts/elementary/k2literacy.

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Elementary English Language Arts: Grades 3-5

What are some suggested resources for preparing students for the grades 3-5 EOG in Reading?

Since the Grades 3-5 End of Grade Reading Test measures reading comprehension as reflected in the ELA SCOS, the best preparation is to help students become independent readers and to give them a few test-taking skills. Helpful information can be found on the Accountability Services at the web address listed above or under End-Of-Grade Reading, Grades 3-8, Information and Resources (http://www.learnnc.org/dpi/instserv.nsf/46eeef8882d8887d052564e500570b7d/
ff4fc368957b7fd085256c2f004bc06b). The many commercial materials available should be evaluated as to purpose, cost, and alignment with the information given in the DPI materials.

Where can I find information about scheduling to meet the needs of my students and yet fit in the different parts of the NCSCOS?

ew document from NCDPI, focused on implementing a balanced curriculum at the elementary school level, is now available. The Balanced Curriculum: A Guiding Document for Scheduling and Implementation of the North Carolina Standard Course of Study at the Elementary Level, focuses on the importance and value of delivering a well-rounded education which includes all areas of the Standard Course of Study. The PDF format of the document may be accessed at http://www.ncpublicschools.org/docs/curriculum/balancedcurriculum.pdf.

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Middle School English Language Arts

Is there a required or recommendation book list for middle school students?

NCDPI does not require or recommend any particular texts for students at read in the middle schools. The selection of materials is a local, school, and individual teacher responsibility. Teachers should examine texts to determine their appropriateness for their classrooms based on individual interests, community, and student needs. Moreover, as stated in the NC ELA Standard Course of Study, “students should read widely and deeply in all environments, in all genres, and in diverse traditions; they should read for different purposes, including entertainment, and they should be allowed to choose their own texts at least some of the time.”

Where can I find information about scheduling to meet the needs of my students and yet fit in the different parts of the NC Standard Course of Study?

A new document focusing on implementing a balanced curriculum at the middle grades level is currently being developed by NCDPI. The document, The Balanced Curriculum: A Guiding Document for Scheduling and Implementation of the NC Standard Course of Study at the Middle School Level, focuses on the importance and value of delivering a well-rounded (integrated) education which includes all areas of the Standard Course of Study. The proposed date for the document to be presented to the State Board of Education for approval is June 2005. When the document receives SBE approval, it will be posted on the DPI Curriculum web page.

What is the focus environment, in the middle school grade levels, found in the NC ELA Standard Course of Study?

The focus in Grade 6 is expressive, Grade 7 is argumentative, and Grade 8 is informational.

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High School English Language Arts

Which English Language Arts courses are required for graduation?

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

Which high school English Language Arts courses can be taken for honors credit?

For a course to be designated honors, it must adhere to the NC Honors Course Standards guidelines. Teachers should expect to compile a curriculum guide as described in the Honors Course Standards document. Honors English Language Arts courses required for graduation (English I, II, III, and IV) must also follow the course description and include the honors objectives from the Standard Course of Study (as of July 2005). Local systems may use the Honors Course Standards guidelines to determine which English Language Arts elective course(s) are eligible for honors designation.

Can AP English courses satisfy the requirements for graduation?

Only if the AP English course incorporates the goals and expectations of the required course (English III or English IV). Local systems do have the option to combine English III or English IV with AP courses.

 

 AP Courses as Electives AP Courses combined with English III or English IV
Standard Course of Study AP English Language and Composition

AP English Literature and Composition		 English III and AP English (Language or Literature)

English IV and AP English (Language or Literature)
Fulfills graduation requirements No Yes
English courses taken English I, II, III, IV

AP English Language and Composition

AP English Literature and Composition

*Students may take one or both of the AP courses		 English I, II

English III / AP English (Language or Literature)

English IV / AP English (Language or Literature)

*Students may take one or both of the combined English requirement / AP courses
Weighted credit AP electives as +2 points

(English courses, as determined by system, may be honors credits as +1 point)		 Combined English requirement /AP as +2 points
Course codes Codes will be designated for AP elective courses Codes will be designated for combined English /AP courses

 

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How do the NC AP English standards differ from material provided by College Board?

With permission of the College Board, the North Carolina Department of Public Instruction has created course standards that reflect both the expectations of the College Board and the philosophy and format of the North Carolina Standard Course of Study (SCS). However, these course outlines are not intended to replace the extensive guidelines provided by the College Board in AP course description books (often referred to as the acorn books) for each subject. Since the College Board frequently revises recommended topics and required skills, AP teachers should obtain and follow the current course descriptions for their courses.

Is there a required or recommended book list for high schools students?

NCDPI does not require or recommend any particular texts for students to read in high school. The selection of materials is a local, school, and individual teacher responsibility. Teachers should examine texts to determine their appropriateness for their classrooms, based on individual interests, community and student needs. Moreover, as stated in the NCELASCS, "students should read widely and deeply in all environments, in all genres, and in diverse traditions; they should read for different purposes, including entertainment, and they should be allowed to choose their own texts at least some of the time." The first volume of the High School ELA teacher handbook (In the Right Direction: Planning and Unit Guides) does share a list of works commonly taught in NC high schools. To access that list, please visit http://www.ncpublicschools.org/languagearts/secondary/rightdirection/appendix

Is there a state curriculum for journalism or speech and debate?

No. The Standard Course of Study includes goals and objectives for English I, II, III, and IV as well as Advanced Placement English Language Arts Courses (Language and Composition and Literature and Composition). No additional elective courses (including journalism and speech and debate) are included. Check with your local school system to see if local curriculum guides exist. Additionally, become familiar with state and national professional organizations (see above) that can provide a wealth of resources.

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