As students write, they are engaged in a recursive process of critical, analytical, and reflective thinking. Students at all levels—elementary, middle, and high school—need varied opportunities for reading, writing, listening, and speaking. As learners listen, view, discuss, or write, they engage in thought. SC College & Career Ready Standards Vertical Articulation for English Language Arts. Furthermore, this English language arts curriculum guide was developed to ensure usability by teachers and administrators. The revised draft was presented to the State Board of Education (SBE) on December 12, 2006, for first-reading approval. 1st Grade. The glossary should be used as the basis for understanding terms included in the standards. 1st Grade. These resources are a work in progress. All students in all classes should read and write daily. 2nd Grade.

As these skills and strategies are addressed frequently and over extended periods of time, students can come to acquire a deeper understanding and appreciation of more challenging texts, gaining sophistication as they grow as readers, writers, and learners.
3rd Grade. Consistency is ensuring that what is taught in each grade is defined and the same from classroom to classroom and school to school. Their knowledge and use of best literacy practices directly impact the success of all learners. ä As students begin to write cohesively about increasingly more sophisticated concepts and ideas, their writing helps to ensure their academic success.

Standards are provided for the nine grade levels from kindergarten through grade eight and the four high school–level courses: English 1, English 2, English 3, and English 4. Each standard and indicator is translated into kid-friendly "I can..." statements. Teachers need to create spaces where learners come together as a community in which young people are encouraged to explore, take risks, and inquire about their world. Proudly created with the district should systematically strive to improve literacy instruction through the full implementation of the district’s school developed Literacy Plan and the best practices delineated therein. Many of the indicators related to media, viewing, and communication are embedded within the writing and research standards and should be addressed through classroom instruction. This is a Word Document an 3 0 obj Guiding Principle 2 Learning in English language arts is recursive. ? SOUTH CAROLINA STANDARDS COLLEGE AND CAREER READYCOLLEGE AND CAREER REA Family-Friendly Guide for Kindergarten English Language Arts Kindergarten children are naturally curious about the world, and they are ready to explore the re-lationships between letters, sounds, words, and reading. reading and writing are active thinking processes. Students must have time to read within the school day, and they must be given choices among the texts that they will read. Effective use of language not only requires but extends students’ thinking.
%PDF-1.5 The SCDE, in consultation with Mid-continent Research for Education and Learning developed these standards and indicators utilizing a number of resources. Site Map 120 Piney Grove Road Columbia, SC 29210 803-476-4700 803-476-4720 collegiality is evident as teachers observe each other’s classrooms, engage in professional conversations, and demonstrate support for one another as they grow in their understanding about how to effectively teach literacy to all students. English Language Arts Curriculum Support Documents The SCDE will develop standards support documents after SBE approval of these standards.


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