Quick Reference Guide
FOR THE NORTH CAROLINA STANDARD COURSE OF STUDY
GRADE
K
2023
NORTH CAROLINA
State Board of Education
Department of Public Instruction
ERIC DAVIS
Chair: Charlotte – At-Large
ALAN DUNCAN
Vice Chair: Greensboro – Piedmont-Triad Region
MARK ROBINSON
Lieutenant Governor: High Point – Ex Officio
DALE FOLWELL
State Treasurer: Raleigh – Ex Officio
CATHERINE TRUITT
Superintendent & Secretary to the Board: Cary
JILL CAMNITZ
Greenville – Northeast Region
REGINALD KENAN
Rose Hill – Southeast Region
VACANT
North Central Region
OLIVIA OXENDINE
Pinehurst – Sandhills Region
VACANT
Southwest Region
JOHN BLACKBURN
Linville – Northwest Region
DONNA TIPTON-ROGERS
Brasstown – Western Region
J. WENDELL HALL
Ahoskie – At-Large
JAMES FORD
At-Large
The above State Board of Education information is a record of the board members at the time of this document’s approval for publication.
For the current list of State Board Members, Vision and Mission Statements, go to www.dpi.nc.gov/about-dpi/state-board-education.
NC DEPARTMENT OF PUBLIC INSTRUCTION
Catherine Truitt, State Superintendent / 301 N. Wilmington Street / Raleigh, North Carolina 27601-2825
In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs, employment activities
and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where
exemption is appropriate and allowed by law.
Inquiries or complaints regarding discrimination issues should be directed to:
Thomas Tomberlin, Senior Director, Educator Preparation, Licensure, and Performance, NCDPI
6301 Mail Service Center, Raleigh, NC 27699 / Phone: (984) 236-2114 / Fax: (984) 236-2099
Visit us on the Web: www.dpi.nc.gov 0623
STATE BOARD OF EDUCATION
STATE BOARD OF EDUCATION VISION: Every public school student in North Carolina will be empowered to accept academic
challenges, prepared to pursue their chosen path after graduating high school, and encouraged to become lifelong learners with
the capacity to engage in a globally-collaborative society.
STATE BOARD OF EDUCATION MISSION: The mission of the North Carolina State Board of Education is to use its constitutional
authority to guard and maintain the right of a sound, basic education for every child in North Carolina Public Schools.
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TABLE OF CONTENTS
Introduction ................................................................. 5
North Carolina Standard Course of Study by Grade Level
• Arts Education ............................................................6
– Dance ................................................................6
– Music ................................................................7
– Theatre Arts ..........................................................8
– Visual Arts ............................................................9
• Computer Science ........................................................10
• Digital Learning ..........................................................12
• English Language Arts ...................................................14
• English Language Arts Extended Content Standards ..........................19
• Healthful Living ..........................................................22
– Health Education .....................................................22
– Physical Education ....................................................23
• Mathematics ............................................................24
• Mathematics Extended Content Standards ..................................27
• Science .................................................................28
• Science Extended Content Standards .......................................29
• Social Studies ...........................................................30
• Social Studies Extended Content Standards .................................32
North Carolina Standard Course of Study by Proficiency Level
• English Language Development (for Multilingual Learners) .....................34
• Guidance ...............................................................39
• World Languages ........................................................46
GRADE
K
Quick Reference Guide
FOR THE NORTH CAROLINA STANDARD COURSE OF STUDY
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INTRODUCTION
This Quick Reference Guide for The North Carolina Standard Course of Study is a resource for
teachers as they plan instruction to implement the North Carolina Standard Course of Study
across multiple content areas. There are nine Quick Reference Guides available – one for each of
the grade levels from kindergarten through 8th grade. The inclusion of standards for all subject
areas within single, grade-specific documents is intended to make planning for instruction
more efficient and may be particularly useful for educators teaching multiple disciplines or
collaborating to plan integrated instruction.
The Reference Guides contain the standards and objectives for each content area’s North
Carolina Standard Course of Study and North Carolina Extended Content Standards. The alternate
achievement standards are designed for students with significant cognitive disabilities so they
can have access to the Standard Course of Study at grade level. The North Carolina Extended
Content Standards were developed for English Language Arts, Mathematics, Science, and Social
Studies, and are accessible online at: https://www.dpi.nc.gov/districts-schools/classroom-
resources/exceptional-children/resources-unique-needs/significant-cognitive-disabilities/
nc-extended-content-standards.
North Carolina’s Standard Course of Study defines the appropriate content standards for each
grade level and each high school course to provide a uniform set of learning standards for every
public school in North Carolina. These standards define what students should know and be able
to do by the end of a grade and/or course.
Additional information, such as introductory materials, or other narrative may be accessed by
viewing the full version of the Standard Course of Study and Instructional Support Tools for each
discipline, accessible online at: https://www.dpi.nc.gov/districts-schools/classroom-resources/
k-12-standards-curriculum-and-instruction.
a. NC Standard Course of Study by Grade Level: Arts Education (Dance, Music, Theatre
Arts, Visual Arts), English Language Arts, Healthful Living (Health and Physical Education),
Digital Learning, Mathematics, Science, and Social Studies.
b. NC Standard Course of Study by Proficiency Level & Course: English Language
Development, Guidance, and World Languages (Classical, Dual & Heritage, and Modern)
are organized by proficiency level. A one-page summary and standards for all proficiency
levels are included for Guidance and World Languages. A one-page summary and rubrics
for proficiency placement are included for English Language Development. A one-page
summary in the 6th-8th grade guides, organized by course, is provided for Career and
Technical Education.
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ARTS EDUCATION – DANCE
NORTH CAROLINA STANDARD COURSE OF STUDY
CREATION AND PERFORMANCE
K.CP.1 Use choreographic principles, structures, and processes to create dances that
communicate ideas, experiences, feelings, and images.
K.CP.1.1 Identify components of the elements of dance movement (body, time, space, energy).
K.CP.1.2 Execute spontaneous movement during improvisational explorations.
K.CP.1.3 Understand that dance has a beginning, middle, and end.
K.CP.1.4 Create dance movement to represent words, ideas, experiences, and feelings.
K.CP.2 Understand how to use performance values (kinesthetic awareness, concentration,
focus, and etiquette) to enhance dance performance.
K.CP.2.1 Understand how to control body and voice in personal and general space.
K.CP.2.2 Recognize that concentration is an important part of dance.
K.CP.2.3 Identify improvements made in dance based on teacher feedback.
DANCE MOVEMENT SKILLS
K.DM.1 Understand how to use movement skills in dance.
K.DM.1.1 Illustrate the difference between whole body movement and isolation of body parts.
K.DM.1.2 Discriminate between moving and stillness.
K.DM.1.3 Recognize basic locomotor and non-locomotor (axial) movements.
K.DM.1.4 Use the element of time (tempo) in movement.
K.DM.1.5 Use directions, levels, and pathways in general space.
RESPONDING
K.R.1 Use a variety of thinking skills to analyze and evaluate dance.
K.R.1.1 Identify examples of movement skills and elements observed in dance performed
by peers.
K.R.1.2 Interpret the meaning of various dance movements and dances.
CONNECTING
K.C.1 Understand cultural, historical, and interdisciplinary connections with dance.
K.C.1.1 Use dance to illustrate how people express themselves differently.
K.C.1.2 Recognize connections between dance and concepts in other curricular areas.
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ARTS EDUCATION – MUSIC
NORTH CAROLINA STANDARD COURSE OF STUDY
MUSICAL LITERACY
K.ML.1 Apply the elements of music and musical techniques in order to sing and play music
with accuracy and expression.
K.ML.1.1 Exemplify proper technique when singing and playing a variety of music.
K.ML.1.2 Use accurate pitch to imitate two-pitch melodic patterns.
K.ML.1.3 Execute simple rhythms using body, instruments, or voice.
K.ML.1.4 Recognize how music changes (such as dynamics and tempo).
K.ML.1.5 Illustrate a steady beat.
K.ML.2 Interpret the sound and symbol systems of music.
K.ML.2.1 Interpret iconic symbols for rhythms.
K.ML.2.2 Recognize iconic symbols for at least two different pitches.
K.ML.2.3 Recognize by sound quarter notes and quarter rest durations.
K.ML.3 Create music using a variety of sound and notational sources.
K.ML.3.1 Use improvisation to produce one-phrase responses using two different pitches.
K.ML.3.2 Select vocal and/or instrumental sounds to accompany readings, stories or
dramatizations.
K.ML.3.3 Create patterns that illustrate a steady beat.
MUSICAL RESPONSE
K.MR.1 Understand the interacting elements to respond to music and music performances.
K.MR.1.1 Use singing, playing, and/or moving to respond to a variety of musical ideas.
K.MR.1.2 Recognize contrasts in music, such as high/low pitch, loud/soft dynamics, fast/slow
tempo, and same/different sections of music.
K.MR.1.3 Recognize that music is performed in a variety of settings and for a variety
of purposes.
K.MR.1.4 Illustrate different vocal timbres by type (whispering, speaking, singing, and
shouting).
K.MR.1.5 Classify sound sources as musical or environmental.
CONTEXTUAL RELEVANCY
K.CR.1 Understand global, interdisciplinary, and 21st century connections with music.
K.CR.1.1 Use music to illustrate how people express themselves differently.
K.CR.1.2 Recognize the relationships between music and concepts from other areas.
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ARTS EDUCATION – THEATRE ARTS
NORTH CAROLINA STANDARD COURSE OF STUDY
COMMUNICATION
K.C.1 Use movement, voice, and writing to communicate ideas and feelings.
K.C.1.1 Use non-verbal expression to communicate movement elements.
K.C.1.2 Recognize how vocal variety is used to demonstrate feelings.
K.C.1.3 Use drawing (pre-writing) to communicate the main idea of stories.
K.C.2 Use performance to communicate ideas and feelings.
K.C.2.1 Use dramatic play to improvise stories and situations.
K.C.2.2 Use dramatic play to re-enact stories from texts read aloud.
AN ALYSIS
K.A.1 Analyze literary texts and performances.
K.A.1.1 Recall the basic parts of a story, such as characters, setting, and events.
K.A.1.2 Analyze events in relationship to the setting where they take place in formal and
informal productions.
AESTHETICS
K.AE.1 Understand how to design technical theatre components, such as costumes, sets, props,
makeup, lighting, and sound.
K.AE.1.1 Compare an audience space to a presentation space.
K.AE.1.2 Understand how costumes enhance dramatic play.
CULTURE
K.CU.1 Analyze theatre in terms of the social, historical, and cultural contexts in which it was
created.
K.CU.1.1 Use theatre arts to illustrate how people express themselves differently.
K.CU.1.2 Identify the cultural/historical contexts of stories that are acted out.
K.CU.2 Understand the traditions, roles, and conventions of theatre as an art form.
K.CU.2.1 Understand how to attend to others when they are sharing.
K.CU.2.2 Recognize the role of the director or acting coach.
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ARTS EDUCATION – VISUAL ARTS
NORTH CAROLINA STANDARD COURSE OF STUDY
VISUAL LITERACY
K.V.1 Use the language of visual arts to communicate effectively.
K.V.1.1 Identify various art materials and tools.
K.V.1.2 Create original art that expresses ideas about oneself.
K.V.1.3 Recognize various symbols and themes in daily life.
K.V.1.4 Understand characteristics of the Elements of Art, including lines, shapes, colors,
and texture.
K.V.1.5 Recognize characteristics of the Principles of Design, including repetition and contrast.
K.V.2 Apply creative and critical thinking skills to artistic expression.
K.V.2.1 Recognize that artists may view or interpret art differently.
K.V.2.2 Use sensory exploration of the environment as a source of imagery.
K.V.2.3 Create original art that does not rely on copying or tracing.
K.V.3 Create art using a variety of tools, media, and processes, safely and appropriately.
K.V.3.1 Use a variety of tools safely and appropriately to create art.
K.V.3.2 Use a variety of media to create art.
K.V.3.3 Use the processes of drawing, painting, weaving, printing, collage, mixed media,
sculpture, and ceramics to create art.
CONTEXTUAL RELEVANCY
K.CX.1 Understand the global, historical, societal, and cultural contexts of the visual arts.
K.CX.1.1 Use visual arts to illustrate how people express themselves differently.
K.CX.1.2 Recognize that art can depict something from the past (long ago) or present (today).
K.CX.1.3 Recognize key components in works of art from different artists, styles, or
movements.
K.CX.1.4 Recognize key components of art from different cultures.
K.CX.1.5 Recognize that an artist’s tools and media come from natural and human-made
resources.
K.CX.2 Understand the interdisciplinary connections and life applications of the visual arts.
K.CX.2.1 Identify examples of functional objects of art in the immediate environment,
including home and school.
K.CX.2.2 Identify relationships between art and concepts from other disciplines, such as math,
science, language arts, social studies, and other arts.
K.CX.2.3 Understand that artists sometimes share materials and ideas (collaboration).
CRITICAL RESPONSE
K.CR.1 Use critical analysis to generate responses to a variety of prompts.
K.CR.1.1 Identify the lines, colors, and shapes in works of art.
K.CR.1.2 Explain personal art in terms of media and process.
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COMPUTER SCIENCE
NORTH CAROLINA STANDARD COURSE OF STUDY
COMPUTING SYSTEMS
Devices
K2-CS-01 Choose appropriate devices to perform a variety of classroom tasks.
Hardware & Software
K2-CS-02 Describe the function of common physical components of computing systems
(hardware) with appropriate terminology.
K2-CS-03 Operate appropriate software to perform a variety of tasks.
Troubleshooting
K2-CS-04 Describe basic hardware and software problems with accurate terminology.
NETWORKS & THE INTERNET
Network Communication & Organization
K2-NI-01 Illustrate how information is broken down into smaller pieces and can be reassembled.
Cybersecurity
K2-NI-02 Apply knowledge of what passwords are and why we use strong passwords to
protect devices and information from unauthorized access.
K2-NI-03 Discover your digital footprint and how personal information can be protected.
DATA & ANALYSIS
Storage
K2-DA-01 Store, copy, search, retrieve, modify, and delete information using a computing
device.
K2-DA-02 Define information stored on a computing device as data.
Collection, Visualization & Transformation
K2-DA-03 Collect and present the same data in various visual formats.
Inference & Models
K2-DA-04 Make predictions with patterns in data visualizations.
ALGORITHMS & PROGRAMMING
Algorithms
K2-AP-01 Model daily processes with algorithms to complete tasks.
Variables
K2-AP-02 Demonstrate how programs store and manipulate data by using numbers or other
symbols to represent information.
Control
K2-AP-03 Develop programs with sequences and simple loops to express ideas or address
a problem.
Modularity
K2-AP-04 Decompose the steps needed to solve a problem into a precise sequence of
instructions.
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Program Development
K2-AP-05 Develop plans that describe a program’s sequence of events, goals and expected
outcomes.
K2-AP-06 Give attribution when using the ideas and creations of others while developing
programs.
K2-AP-07 Identify and debug errors in an algorithm or program that includes sequences and
simple loops.
K2-AP-08 Using correct terminology, describe steps taken and choices made during the
iterative process of program development.
IMPACTS OF COMPUTING
Culture
K2-IC-01 Compare how people live and work before and after the implementation or adoption
of new computing technology.
K2-IC-02 Select software that meets the diverse needs and preferences for the technology
individuals use in the classroom.
Social Interactions
K2-IC-03 Work respectfully and responsibly with others online.
Safety, Law & Ethics
K2-IC-04 Model responsible login and logoff procedures on all devices.
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DIGITAL LEARNING
NORTH CAROLINA STANDARD COURSE OF STUDY
The standards are critical building blocks for our students and are designed to be delivered in all curricular areas
and grade levels. In order to appropriately plan and deliver the integrated Digital Learning Standard Course of
Study, collaborative planning should occur in grade level planning teams which include media coordinators and
technology facilitators.
Standards reprinted by permission of “ISTE Standards for Students.” ISTE© – International Society for
Technology in Education, 12 August 2019, www.iste.org/standards/for-students.
EMPOWERED LEARNER
1. Students leverage technology to take an active role in choosing, achieving and demonstrating
competency in their learning goals, informed by the learning sciences.
1a. Students articulate and set personal learning goals, develop strategies leveraging
technology to achieve them and reflect on the learning process itself to improve
learning outcomes.
1b. Students build networks and customize their learning environments in ways that support
the learning process.
1c. Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
1d. Students understand the fundamental concepts of technology operations, demonstrate the
ability to choose, use and troubleshoot current technologies and are able to transfer their
knowledge to explore emerging technologies.
DIGITAL CITIZEN
2. Students recognize the rights, responsibilities and opportunities of living, learning and working
in an interconnected digital world, and they act and model in ways that are safe, legal and
ethical.
2a. Students cultivate and manage their digital identity and reputation and are aware of the
permanence of their actions in the digital world.
2b. Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.
2c. Students demonstrate an understanding of and respect for the rights and obligations of
using and sharing intellectual property.
2d. Students manage their personal data to maintain digital privacy and security and are
aware of data-collection technology used to track their navigation online.
KNOWLEDGE CONSTRUCTOR
3. Students critically curate a variety of resources using digital tools to construct knowledge,
produce creative artifacts and make meaningful learning experiences for themselves and
others.
3a. Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
3b. Students evaluate the accuracy, perspective, credibility and relevance of information,
media, data or other resources.
3c. Students curate information from digital resources using a variety of tools and methods
to create collections of artifacts that demonstrate meaningful connections or conclusions.
3d. Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions.
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INNOVATIVE DESIGNER
4. Students use a variety of technologies within a design process to identify and solve problems
by creating new, useful or imaginative solutions.
4a. Students know and use a deliberate design process for generating ideas, testing theories,
creating innovative artifacts or solving authentic problems.
4b. Students select and use digital tools to plan and manage a design process that considers
design constraints and calculated risks.
4c. Students develop, test and refine prototypes as part of a cyclical design process.
4d. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with
open-ended problems.
COMPUTATIONAL THINKER
5. Students develop and employ strategies for understanding and solving problems in ways
that leverage the power of technological methods to develop and test solutions.
5a. Students formulate problem definitions suited for technology-assisted methods such as
data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
5b. Students collect data or identify relevant data sets, use digital tools to analyze them, and
represent data in various ways to facilitate problem-solving and decision-making.
5c. Students break problems into component parts, extract key information, and develop
descriptive models to understand complex systems or facilitate problem-solving.
5d. Students understand how automation works and use algorithmic thinking to develop a
sequence of steps to create and test automated solutions.
CREATIVE COMMUNICATOR
6. Students communicate clearly and express themselves creatively for a variety of purposes
using the platforms, tools, styles, formats and digital media appropriate to their goals.
6a. Students choose the appropriate platforms and tools for meeting the desired objectives
of their creation or communication.
6b. Students create original works or responsibly repurpose or remix digital resources into
new creations.
6c. Students communicate complex ideas clearly and effectively by creating or using a variety
of digital objects such as visualizations, models or simulations.
6d. Students publish or present content that customizes the message and medium for their
intended audiences.
GLOBAL COLLABORATOR
7. Students use digital tools to broaden their perspectives and enrich their learning by
collaborating with others and working effectively in teams locally and globally.
7a. Students use digital tools to connect with learners from a variety of backgrounds and
cultures, engaging with them in ways that broaden mutual understanding and learning.
7b. Students use collaborative technologies to work with others, including peers, experts or
community members, to examine issues and problems from multiple viewpoints.
7c. Students contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal.
7d. Students explore local and global issues and use collaborative technologies to work with
others to investigate solutions.
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ENGLISH LANGUAGE ARTS
NORTH CAROLINA STANDARD COURSE OF STUDY
READING STRAND
K-12 Standards for Reading define what students should understand and be able to do by the end
of each grade. Students should demonstrate their proficiency of these standards both orally and
through writing. For students to be college and career ready, they must read from a wide range of
high-quality, increasingly challenging literary and informational texts. One of the key requirements
of the Standards for Reading is that all students must be able to comprehend texts of steadily
increasing complexity as they progress through school. Students should also acquire the habits
of reading closely and independently for sustained periods of time. They need to connect prior
knowledge and experiences to text. They must also show a steadily growing ability to discern more
from and make fuller use of text.
READING STANDARDS FOR LITERATURE
Key Ideas and Evidence
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
RL.K.2 With prompting and support, retell familiar stories, including key details.
RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
Craft and Structure
RL.K.4 With prompting and support, ask and answer questions about words in a text that suggest
feelings or appeal to the senses.
RL.K.5 Recognize common types of texts.
RL.K.6 With prompting and support, define the role of the author and illustrator in telling the story.
Integration of Ideas and Analysis
RL.K.7 With prompting and support, describe how the words and illustrations work together to
tell a story.
RL.K.8 Not applicable to literature.
RL.K.9 With prompting and support, compare and contrast the adventures and experiences of
characters in familiar stories.
Range of Reading and Level of Complexity
RL.K.10 Actively engage in group reading activities with purpose and understanding.
READING STANDARDS FOR INFORMATIONAL TEXT
Key Ideas and Evidence
RI.K.1 With prompting and support, ask and answer questions about key details in a text.
RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
RI.K.3 With prompting and support, describe the connection between two individuals, events,
ideas, or pieces of information in a text.
Craft and Structure
RI.K.4 With prompting and support, ask and answer questions about words in a text.
RI.K.5 Identify the front cover, back cover, and title page of a book.
RI.K.6 With prompting and support, define the role of the author and illustrator in presenting the
ideas or information in a text.
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Integration of Ideas and Analysis
RI.K.7 With prompting and support, describe how the words and illustrations work together to
provide information.
RI.K.8 Begins in grade 1.
RI.K.9 With prompting and support, identify basic similarities in and differences between two
texts on the same topic.
Range of Reading and Level of Complexity
RI.K.10 Actively engage in group reading activities with purpose and understanding.
READING FOUNDATIONAL SKILLS
The foundational skills are directed toward fostering students’ understanding and working
knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English
writing system, including handwriting. These foundational skills are necessary and important
components of an effective, comprehensive reading program designed to develop proficient
readers with the capacity to comprehend texts across a range of types and disciplines. A systematic
approach to handwriting instruction (manuscript and cursive) in the elementary grades is essential
for students to communicate their ideas clearly. To achieve handwriting proficiency, students need
to apply their handwriting skills to authentic writing activities. Instruction in the foundational skills
should be differentiated. The point is to teach students what they need to learn and not what they
already know – to discern when particular children or activities warrant more or less attention.
READING STANDARDS FOR FOUNDATIONAL SKILLS
Print Concepts
RF.K.1. Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific
sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
Handwriting
RF.K.2 Print upper- and lowercase letters.
Phonological Awareness
RF.K.3 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-
phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs
ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make
new words.
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Phonics and Word Recognition
RF.K.4 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences
by producing the primary sound or many of the most frequent sounds for
each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for
the five major vowels.
c. Read common high-frequency words by sight.
d. Distinguish between similarly spelled words by identifying the sounds of the letters
that differ.
Fluency
RF.K.5 Read emergent-reader texts with purpose and understanding.
WRITING STRAND
To be college and career ready, students should learn how to offer and support opinions/
arguments, demonstrate understanding of a topic under study, and convey real and/or imagined
experiences. Students learn that a key purpose of writing is to communicate clearly and
coherently. The NC ELA Writing Standards emphasize the importance of writing routinely in
order to build knowledge and demonstrate understanding. The complete writing process
(from prewriting to editing) is clear in the first three writing standards. These standards define
what students should understand and be able to do by the end of each grade.
WRITING STANDARDS
Text Types, Purposes, and Publishing
W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or the name of the book they are writing about and
state an opinion or preference about the topic or book.
a. With guidance and support from adults, respond to questions and suggestions
from adults and/or peers and add details to strengthen writing as needed.
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory
texts in which they name what they are writing about and supply some information about
the topic.
a. With guidance and support from adults, respond to questions and suggestions
from adults and/or peers and add details to strengthen writing as needed.
W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or
several loosely linked events, tell about the events in the order in which they occurred,
and with guidance and support, provide a reaction to what happened.
a. With guidance and support from adults, respond to questions and suggestions
from adults and/or peers and add details to strengthen writing as needed.
W.K.4 With guidance and support from adults, explore a variety of digital tools and resources
to produce and publish writing, either in collaboration with peers or in a whole group
setting.
Research
W.K.5 Participate in shared investigation of grade appropriate topics and writing projects.
W.K.6 With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
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SPEAKING AND LISTENING STRAND
The K-12 Speaking and Listening Standards define what students should understand and be able to
do by the end of each grade. To become college and career ready, teachers must provide students
with ample opportunities to communicate their thinking orally through a variety of rich, structured
conversations either in whole group or in small group settings, or with a partner. To be a
productive part of these conversations, students need to contribute accurate information, respond
and build on the ideas of others, use data and evidence effectively, and listen attentively to others.
SPEAKING AND LISTENING STANDARDS
Collaboration and Communication
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten
topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions.
b. Continue a conversation through multiple exchanges.
SL.K.2. Confirm understanding of a text read aloud or information presented orally or through
other media by asking and answering questions about key details and requesting
clarification if something is not understood.
SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something
that is not understood.
Presentation of Knowledge and Ideas
SL.K.4. Speak audibly and express thoughts, feelings, and ideas clearly.
SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
LANGUAGE STRAND
Language skills are inseparable from and vital to reading, writing, speaking, and listening.
Even though these skills are in a separate strand, it is important for students to use effective
and correct language skills in all contexts. The NC ELA Language Standards emphasize the use
of accurate language skills, not just the identification of accurate language skills. The Grammar
and Conventions Grade Band Continuums allow for differentiation and re-teaching as needed.
It is important that students begin to demonstrate proficiency in the lower grade(s) of each band,
while students in the highest grade of the band should demonstrate proficiency of the listed
language skills by the end of the school year.
LANGUAGE STANDARDS
Conventions of Standard English
L.K.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking; demonstrate proficiency within the K-1 grammar continuum.
Language Standards – Grammar Continuum
Skill K-1
Subject/Verb Agreement • Use singular and plural nouns with matching verbs in basic sentences
Nouns • Form frequently occurring nouns; form regular plural nouns (/s/ or /es/)
• Use common, proper, and possessive nouns
Verbs • Form frequently occurring verbs
• Convey sense of time
Adjectives • Use frequently occurring adjectives
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Conjunctions • Use frequently occurring conjunctions
Adverbs
Sentences • Produce and expand simple, compound, declarative, interrogative,
imperative, and exclamatory sentences
• Understand and use question words
Prepositions • Use frequently occurring prepositions
Pronouns • Use personal, possessive, and indefinite pronouns
Determiners • Use determiners
Commonly Confused Words
Interjections
Phrases & Clauses
Usage
L.K.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing; demonstrate proficiency within the K-1
conventions continuum.
Language Standards – Conventions Continuum
Skill K-1
Capitalization • Capitalize the first word in a sentence
• Capitalize the pronoun “I”
• Capitalize dates and names of people
Punctuation • Recognize end punctuation
• Name end punctuation
• Use end punctuation for sentences
• Use commas in dates
Spelling • Write a letter or letters for most consonant and short-vowel sounds
• Spell simple words phonetically, drawing on knowledge of sound-letter
relationships
• Spell untaught words phonetically, drawing on knowledge of phonemic
awareness and spelling conventions
• Use conventional spelling for words with common spelling patterns and
for frequently occurring grade appropriate irregular words
References
Knowledge of Language
L.K.3 (Begins in grade 2)
Vocabulary Acquisition and Use
L.K.4 Determine and/or clarify the meaning of unknown words and phrases based on
kindergarten reading and content: context clues, word parts, and word relationships.
L.K.5 With guidance and support from adults, explore nuances in word meanings.
a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by
relating them to their opposites (antonyms).
c. Distinguish shades of meaning among verbs describing the same general action by
acting out the meanings.
L.K.6 Use words and phrases learned through conversations, reading and being read to, and
responding to texts.
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ENGLISH/LANGUAGE ARTS
EXTENDED CONTENT STANDARDS
READING STANDARDS FOR LITERATURE
Key Ideas and Evidence
RL.K.1 With guidance and support, identify details in familiar stories.
RL.K.2 With guidance and support, identify key details in familiar stories.
RL.K.3 With guidance and support, identify characters and settings in a familiar story.
Craft and Structure
RL.K.4 With guidance and support, identify feeling words within a familiar story.
RL.K.5 With guidance and support, recognize familiar texts.
RL.K.6 With guidance and support, distinguish between words and illustrations in a story.
Integration of Ideas and Analysis
RL.K.7 With guidance and support, identify illustrations or objects/tactual information that go
with a familiar story.
K-12 Not Applicable to Literature
RL.K.9 With guidance and support, identify the experiences of a character in a familiar story.
Range of Reading and Level of Complexity
RL.K.10 Actively engage in group reading activities.
READING STANDARDS FOR INFORMATIONAL TEXT
Key Ideas and Evidence
RI.K.1 With guidance and support, identify a detail in a familiar text.
RI.K.2 With guidance and support, identify the main topic of a familiar text.
RI.K.3 With guidance and support, identify individuals, events, or ideas in a familiar
informational text.
Craft and Structure
RI.K.4 With guidance and support, answer what questions about words in a familiar text.
RI.K.5 With guidance and support, identify the front cover of the book.
RI.K.6 With guidance and support, distinguish between words and illustrations in a familiar
informational text.
Integration of Ideas and Analysis
RI.K.7 With guidance and support, identify illustrations or objects/tactual information that go
with a familiar text.
RI.K.8 Begins in grade 1.
RI.K.9 With guidance and support, identify something that is the same about two familiar
texts on the same topic.
Range of Reading and Level of Complexity
RI.K.10 Actively engage in group reading of informational text.
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READING STANDARDS FOR FOUNDATIONAL SKILLS
Key Ideas and Evidence
RF.K.1 Demonstrate emerging understanding of the organization of print.
a. With guidance and support during shared reading, demonstrate understanding that
print is read left-to-right and top-to-bottom.
b. With guidance and support during shared reading, demonstrate understanding of
the orientation of books and other forms of print.
c. With guidance and support during shared reading, demonstrate understanding of
the one-to-one correspondence between written and spoken words.
RF.K.2 With guidance and support, selects or produces letters when asked to write.
RF.K.3 Demonstrate emerging understanding of spoken words, syllables, and sounds (phonemes).
a. With guidance and support, recognize rhyming words.
b. With guidance and support, recognize the number of words in a spoken message.
c. With guidance and support, identify single-syllable, familiar, spoken words with the
same onset (beginning sound).
Craft and Structure
RF.K.4 Demonstrate emerging awareness of print.
a. With guidance and support, recognize first letter of own name in print.
b. With guidance and support, recognize environmental print.
RF.K.5 Engage in purposeful shared reading of familiar text.
WRITING STANDARDS
Text Types, Purposes, and Publishing
W.K.1 With guidance and support, select a familiar book and use drawing, dictating, or
writing to state an opinion about it.
W.K.2 With guidance and support, select a familiar topic and use drawing, dictating, or
writing to share information about it.
W.K.3 With guidance and support, select a familiar event and use drawing, dictating, or
writing to share information about it.
W.K.4 With guidance and support from adults, explore a variety of digital tools to produce
group writing.
Research
W.K.5 With guidance and support, participate in shared research and writing projects.
W.K.6 With guidance and support from adults, identify information, objects, or events that
relate to personal experiences.
SPEAKING AND LISTENING STANDARDS
Collaboration and Communication
SL.K.1 Participate in communication with others.
a. Communicate directly with supportive adults or peers.
b. Participate in multiple-turn communication exchanges with support from adults.
SL.K.2 Demonstrate an emerging understanding of a familiar text read aloud or information
presented orally or through other media by identifying objects, images, or other
representations of the text.
SL.K.3 With guidance and support ask for help when needed.
SL.K.4 Communicate with adult communication partners.
SL.K.5 With guidance and support add or select drawings or other visual or tactual displays to
communicate about familiar people, places, things, and events.
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LANGUAGE STANDARDS
Conventions of Standard English
L.K.1 Demonstrate emerging understanding of letter and word use within the K-1 grammar
continuum when writing or communicating.
L.K.2 Begins in grade 1
L.K.3 Begins in grade 2
L.K.4 With guidance and support, demonstrate knowledge of word meanings used in every
day routines.
L.K.5 With guidance and support, demonstrate emerging understanding of word relationships.
a. Sort common objects into familiar categories
b. Demonstrate understanding of frequently occurring opposites
L.K.6 With guidance and support, use words acquired through conversations, being read to,
and during shared reading activities.
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HEALTHFUL LIVING – HEALTH EDUCATION
NORTH CAROLINA STANDARD COURSE OF STUDY
MENTAL AND EMOTIONAL HEALTH
K.MEH.1 Remember the association of healthy expression of emotions, mental health, and
healthy behavior.
K.MEH.1.1 Recognize feelings and ways of expressing them.
K.MEH.1.2 Recall stressors and stress responses.
K.MEH.1.3 Illustrate personal responsibility for actions and possessions.
PERSONAL AND CONSUMER HEALTH
K.PCH.1 Apply measures for cleanliness and disease prevention.
K.PCH.1.1 Use steps of correct hand washing at appropriate times throughout the day.
K.PCH.1.2 Illustrate proper tooth brushing techniques.
K.PCH.1.3 Explain rationale for not sharing hygiene products (combs, brushes, toothbrushes).
K.PCH.2 Understand necessary steps to prevent and respond to unintentional injury.
K.PCH.2.1 Recognize the meanings of traffic signs and signals.
K.PCH.2.2 Explain the benefits of wearing seat belts and bicycle helmets.
K.PCH.2.3 Illustrate how to get help in an emergency.
K.PCH.2.4 Identify appropriate responses to warning signs, sounds, and labels.
INTERPERSONAL COMMUNICATION AND RELATIONSHIPS
K.ICR.1 Understand healthy and effective interpersonal communication and relationships.
K.ICR.1.1 Explain reasons for sharing.
K.ICR.1.2 Compare people in terms of what they have in common and how they are unique.
K.ICR.1.3 Summarize protective behaviors to use when approached by strangers.
K.ICR.1.4 Recognize bullying, teasing, and aggressive behaviors and how to respond.
NUTRITION AND PHYSICAL ACTIVITY
K.NPA.1 Understand MyPlate as a tool for selecting nutritious foods.
K.NPA.1.1 Classify foods by groups in MyPlate.
K.NPA.1.2 Recall foods and beverages beneficial to teeth and bones.
K.NPA.1.3 Recall activities for fitness and recreation during out of school hours.
K.NPA.2 Understand the importance of consuming a variety of nutrient dense foods and
beverages in moderation.
K.NPA.2.1 Recognize nutrient-dense foods in a list of foods that are culturally diverse.
K.NPA.2.2 Summarize the importance of a healthy breakfast and lunch.
ALCOHOL, TOBACCO, AND OTHER DRUGS
K.ATOD.1 Understand how to use household products and medicines safely.
K.ATOD.1.1 Explain what is likely to happen if harmful household products are ingested or inhaled.
K.ATOD.1.2 Classify things found around the house as medicinal drugs or other (e.g. candy).
K.ATOD.1.3 Identify adults and professionals who can be trusted to provide safety information
about household products and medicines.
K.ATOD.1.4 Use appropriate strategies to access help when needed in emergencies involving
household products and medicines.
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HEALTHFUL LIVING – PHYSICAL EDUCATION
NORTH CAROLINA STANDARD COURSE OF STUDY
MOTOR SKILL DEVELOPMENT
K.MS.1 Apply competent motor skills and movement patterns needed to perform a variety of
physical activities.
PE.K.MS.1.1 Execute recognizable forms of the basic locomotor skills.
PE.K.MS.1.2 Use recognizable forms of the basic manipulative skills.
PE.K.MS.1.3 Create transitions between sequential locomotor skills.
PE.K.MS.1.4 Use non-locomotor and locomotor skills in response to even and uneven rhythms
in order to integrate beat awareness.
MOVEMENT CONCEPTS
K.MC.2 Understand concepts, principles, strategies and tactics that apply to the learning and
performance of movement.
PE.K.MC.2.1 Understand the meaning of words and terms associated with movement.
PE.K.MC.2.2 Identify one or more of the essential elements of correct form for the five
fundamental manipulative skills.
PE.K.MC.2.3 Use teacher feedback to improve basic motor performance.
PE.K.MC.2.4 Illustrate activities that increase heart rate.
HEALTH-RELATED FITNESS
K.HF.3 Understand the importance of achieving and maintaining a health-enhancing level of
physical fitness.
PE.K.HF.3.1 Recognize one or more of the five health-related fitness assessments and the
associated exercises.
PE.K.HF.3.2 Identify opportunities for increased physical activity.
PE.K.HF.3.3 Select moderate-to-vigorous physical activity (MVPA) and sustain for periods of
accumulated time.
PERSONAL/SOCIAL RESPONSIBILITY
K.PR.4 Use behavioral strategies that are responsible and enhance respect of self and others
and value activity.
PE.K.PR.4.1 Use basic strategies and concepts for working cooperatively in group settings.
PE.K.PR.4.2 Understand how social interaction can make activities more enjoyable.
PE.K.PR.4.3 Use safe practices when engaging in physical education activities.
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MATHEMATICS
NORTH CAROLINA STANDARD COURSE OF STUDY
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
COUNTING AND CARDINALITY
Know number names and the counting sequence.
NC.K.CC.1 Know number names and recognize patterns in the counting sequence by:
• Counting to 100 by ones.
• Counting to 100 by tens.
NC.K.CC.2 Count forward beginning from a given number within the known sequence,
instead of having to begin at 1.
NC.K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written
numeral 0-20, with 0 representing a count of no objects.
Count to tell the number of objects.
NC.K.CC.4 Understand the relationship between numbers and quantities.
• When counting objects, say the number names in the standard order, pairing
each object with one and only one number name and each number name with
one and only one object (one-to-one correspondence).
• Recognize that the last number named tells the number of objects counted
regardless of their arrangement (cardinality).
• State the number of objects in a group, of up to 5 objects, without counting the
objects (perceptual subitizing).
NC.K.CC.5 Count to answer “How many?” in the following situations:
• Given a number from 1-20, count out that many objects.
• Given up to 20 objects, name the next successive number when an object is
added, recognizing the quantity is one more/greater.
• Given 20 objects arranged in a line, a rectangular array, and a circle, identify
how many.
• Given 10 objects in a scattered arrangement, identify how many.
Compare numbers.
NC.K.CC.6 Identify whether the number of objects, within 10, in one group is greater than,
less than, or equal to the number of objects in another group, by using matching
and counting strategies.
NC.K.CC.7 Compare two numbers, within 10, presented as written numerals.
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OPERATIONS AND ALGEBRAIC THINKING
Understand addition and subtraction.
NC.K.OA.1 Represent addition and subtraction, within 10:
• Use a variety of representations such as objects, fingers, mental images,
drawings, sounds, acting out situations, verbal explanations, or expressions.
• Demonstrate understanding of addition and subtraction by making
connections among representations.
NC.K.OA.2 Solve addition and subtraction word problems, within 10, using objects or
drawings to represent the problem, when solving:
• Add to/Take From-Result Unknown
• Put Together/Take Apart (Total Unknown and Two Addends Unknown)
NC.K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way using
objects or drawings, and record each decomposition by a drawing or expression.
NC.K.OA.4 For any number from 0 to 10, find the number that makes 10 when added to the
given number using objects or drawings, and record the answer with a drawing
or expression.
NC.K.OA.6 Recognize and combine groups with totals up to 5 (conceptual subitizing).
NC.K.OA.5 Demonstrate fluency with addition and subtraction within 5.
NUMBER AND OPERATIONS IN BASE TEN
Build foundation for place value.
NC.K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further
ones by:
• Using objects or drawings.
• Recording each composition or decomposition by a drawing or expression.
• Understanding that these numbers are composed of ten ones and one, two,
three, four, five, six, seven, eight, or nine ones.
MEASUREMENT AND DATA
Describe and compare measurable attributes.
NC.K.MD.1 Describe measurable attributes of objects; and describe several different
measurable attributes of a single object.
NC.K.MD.2 Directly compare two objects with a measurable attribute in common, to see
which object has “more of”/“less of” the attribute, and describe the difference.
Classify objects and count the number of objects in each category.
NC.K.MD.3 Classify objects into given categories; count the numbers of objects in each
category and sort the categories by count.
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GEOMETRY
Identify and describe shapes.
NC.K.G.1 Describe objects in the environment using names of shapes, and describe the
relative positions of objects using positional terms.
NC.K.G.2 Correctly name squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres regardless of their orientations or overall size.
NC.K.G.3 Identify squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders,
and spheres as two-dimensional or three-dimensional.
Analyze, compare, create, and compose shapes.
NC.K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and
orientations, using informal language to describe their similarities, differences,
attributes and other properties.
NC.K.G.5 Model shapes in the world by:
• Building and drawing triangles, rectangles, squares, hexagons, circles.
• Building cubes, cones, spheres, and cylinders.
NC.K.G.6 Compose larger shapes from simple shapes.
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MATHEMATICS
EXTENDED CONTENT STANDARDS
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
The Alternate Achievement Standards for Students With the Most Significant Cognitive
Disabilities Non-Regulatory Guidance states, “…materials should show a clear link to the
content standards for the grade in which the student is enrolled, although the grade-level
content may be reduced in complexity or modified to reflect pre-requisite skills. Throughout
the Standards descriptors such as, describe, count, identify, etc., should be interpreted to
mean that the students will be taught and tested according to their mode of communication.”
COUNTING AND CARDINALITY
Know number names and the counting sequence.
K.CC.1 Use concrete and pictoral representations to count up to 10 items by ones.
Count to tell the number of objects.
K.CC.4 Demonstrates one to one correspondence by pairing one object with one and only one
number and each name with only one object.
K.CC.5 Count out up to three objects from a larger set, pairing each object with one and only
one number name to tell how many.
Compare numbers.
K.CC.6 Identify whether the number of objects in one group is more than, less than, or equal to
the number of objects in another group, when the quantities are clearly different.
OPERATIONS AND ALGEBRAIC THINKING
Understand addition and subtraction.
K.OA.1 Represent addition as putting together, and subtraction as taking away in
everyday activities.
MEASUREMENT AND DATA
Describe and compare measurable attributes.
K.MD.1 Classify objects by attributes, (long, short, heavy, light, big, small).
GEOMETRY
Identify and describe shapes.
K.G.2 Identify shapes of same size and orientation (circle, square, rectangle, triangle).
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SCIENCE
NORTH CAROLINA STANDARD COURSE OF STUDY
FORCES AND MOTION
K.P.1 Understand the positions and motions of objects and organisms observed in the
environment.
K.P.1.1 Compare the relative position of various objects observed in the classroom and outside
using position words such as: in front of, behind, between, on top of, under, above,
below and beside.
K.P.1.2 Give examples of different ways objects and organisms move (to include falling to the
ground when dropped):
• Straight
• Zigzag
• Round and round
• Back and forth
• Fast and slow
MATTER: PROPERTIES AND CHANGE
K.P.2 Understand how objects are described based on their physical properties and how they
are used.
K.P.2.1 Classify objects by observable physical properties (including size, color, shape, texture,
weight and flexibility).
K.P.2.2 Compare the observable physical properties of different kinds of materials (clay, wood,
cloth, paper, etc) from which objects are made and how they are used.
EARTH SYSTEMS, STRUCTURES AND PROCESSES
K.E.1 Understand change and observable patterns of weather that occur from day to day and
throughout the year.
K.E.1.1 Infer that change is something that happens to many things in the environment based
on observations made using one or more of their senses.
K.E.1.2 Summarize daily weather conditions noting changes that occur from day to day and
throughout the year.
K.E.1.3 Compare weather patterns that occur from season to season.
STRUCTURES AND FUNCTIONS OF LIVING ORGANISMS
K.L.1 Compare characteristics of animals that make them alike and different from other animals
and nonliving things.
K.L.1.1 Compare different types of the same animal (i.e. different types of dogs, different types
of cats, etc.) to determine individual differences within a particular type of animal.
K.L.1.2 Compare characteristics of living and nonliving things in terms of their:
• Structure
• Growth
• Changes
• Movement
• Basic needs
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SCIENCE
EXTENDED CONTENT STANDARDS
FORCES AND MOTION
EX.K.P.1 Identify positions and motions of familiar objects in the environment.
EX.K.P.1.1 Locate familiar objects in the environment.
EX.K.P.1.2 Indicate the movement of objects in the environment to demonstrate motion (to
include falling to the ground when dropped).
• Straight
• Back and forth
• Fast and slow
EX.K.P.1.3 Use positional and directional words (e.g., in, on, out, under, off, beside, behind) to
locate objects.
MATTER: PROPERTIES AND CHANGE
EX.K.P.2 Identify objects by their physical properties.
EX.K.P.2.1 Identify objects by their physical properties as “same” or “different.”
EX.K.P.2.2 Sort objects by observable physical properties (including size, color, shape and
texture).
EARTH SYSTEMS, STRUCTURES AND PROCESSES
EX.K.E.1 Explore changes when manipulating objects.
EX.K.E.1.1 Use objects to make things happen (cause/effect).
EX.K.E.1.2 Compare characteristics of objects through observation and action.
EX.K.E.1.3 Combine objects to create different effects.
STRUCTURES AND FUNCTIONS OF LIVING ORGANISMS
EX.K.L.1 Understand basic categories such as plants, animals, people, and objects.
EX.K.L.1.1 Identify animate (moving) and inanimate objects.
EX.K.L.1.2 Identify plant vs. animal.
EX.K.L.1.3 Categorize things as plant, animal, person, or object.
ECOSYSTEMS
EX.K.L.2 Use observation skills to attend to the environment.
EX.K.L.2.1 Use one or more of the senses to shift attention between a person and objects
or events.
EX.K.L.2.2 Describe shared objects and events using attributes (big/small, circle/square, red,
green, blue), and location (in, on, out, under, off, beside, behind).
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SOCIAL STUDIES
NORTH CAROLINA STANDARD COURSE OF STUDY
The Inquiry Strand is a content-neutral strand that focuses on the skills necessary for students to improve their
critical thinking. The Inquiry Strand comes first in the standards document because the skills outlined
can and should be applied within all content in the course. The content strands are arranged alphabetically and
each represents a different social studies lens through which students should access the content.
INQUIRY
Compelling Questions
I.1.1 Identify inquiry as a process to answer questions and solve issues.
I.1.2 Recognize a compelling question with prompting and support.
I.1.3 Explain why or how a compelling question is important to a topic or issue.
Supporting Questions
I.1.4 Identify what questions are needed to support the compelling question.
I.1.5 Recognize how supporting questions connect to compelling questions.
Gathering and Evaluating Sources
I.1.6 Demonstrate an understanding of facts, opinions, and other details in sources.
I.1.7 Identify the information surrounding a primary or secondary source including who
created it, when they created it, where they created it, and why they created it.
Developing Claims and Using Evidence (Starting in Grade 3)
Communicating Ideas
I.1.8 Construct responses to compelling questions using information from sources.
Taking Informed Action
I.1.9 Identify problems related to the compelling question that students think are important.
BEHAVIORAL SCIENCES
K.B.1 Understand cultural practices in local communities and around the world.
K.B.1.1 Identify cultural practices in local communities and around the world.
K.B.1.2 Compare cultural practices of people in local communities and around the world.
K.B.1.3 Summarize stories that illustrate how positive character traits such as empathy,
resilience, and respect, help people contribute to their communities.
CIVICS AND GOVERNMENT
K.C&G.1 Understand that people work together to create and follow rules.
K.C&G.1.1 Explain why people follow rules in the classroom, school, and community.
K.C&G.1.2 Exemplify ways people follow rules in the classroom, school, and community.
K.C&G.1.3 Identify the consequences of following or not following rules in the classroom,
school, and community.
K.C&G.1.4 Use a procedure for how people can effectively work together to improve
classrooms and communities.
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ECONOMICS
K.E.1 Analyze basic economic concepts.
K.E.1.1 Differentiate between needs and wants.
K.E.1.2 Differentiate between goods and services.
GEOGRAPHY
K.G.1 Apply simple geographic representations, tools, and terms to describe surroundings.
K.G.1.1 Use maps, globes, and/or digital representations to locate places in the classroom,
school, community, and around the world.
K.G.1.2 Identify physical features of places using maps, globes, and/or digital representations.
K.G.1.3 Identify locations in the classroom, community, and around the world with positional
words.
K.G.2 Understand interactions between humans and the environment.
K.G.2.1 Explain ways people around the world use natural resources.
K.G.2.2 Explain how the environment influences people to move from place to place.
HISTORY
K.H.1 Understand change over time.
K.H.1.1 Exemplify ways in which people change over time.
K.H.1.2 Explain how various events have shaped history.
K.H.1.3 Compare life in the past to life today within the home, community, and around
the world.
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SOCIAL STUDIES
EXTENDED CONTENT STANDARDS
The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in
the K-2 grade band. Teachers should be encouraged to use these indicators in every grade level.
Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of
grade 2 students will have been exposed to the skills essential to developing critical thinking in social studies. For
this to occur, students must be exposed to inquiry indicators in each grade.
INQUIRY
Compelling Questions
I.1.1 Identify inquiry as a process to answer questions and solve issues.
I.1.2 Recognize a compelling question with prompting and support.
I.1.3 Explain why or how a compelling question is important to a topic or issue.
Supporting Questions
I.1.4 Identify what questions are needed to support the compelling question.
I.1.5 Recognize how supporting questions connect to compelling questions.
Gathering and Evaluating Sources
I.1.6 Demonstrate an understanding of facts, opinions, and other details in sources.
I.1.7 Identify the information surrounding a primary or secondary source including who
created it, when they created it, where they created it, and why they created it.
Developing Claims and Using Evidence (Starting in Grade 3)
Communicating Ideas
I.1.8 Construct responses to compelling questions using information from sources.
Taking Informed Action
I.1.9 Identify problems related to the compelling question that students think are important.
BEHAVIORAL SCIENCES
K.B.1 Understand cultural practices in local communities and around the world.
ECS.K.B.1.1 Identify cultural practices in local communities and around the world.
ECS.K.B.1.2 Compare cultural practices of people in local communities and around the world.
ECS.K.B.1.3 Identify positive character traits such as empathy, resilience, and respect
within stories.
CIVICS AND GOVERNMENT
K.C&G.1 Understand that people work together to create and follow rules.
ECS.K.C&G.1.1 Demonstrate an understanding of rules and the effects in the classroom, school,
and community.
ECS.K.C&G.1.2 Show ways people follow rules in the classroom, school, and community.
ECS.K.C&G.1.3 Identify the consequences of following or not following rules in the classroom,
school, and community.
ECS.K.C&G.1.4 Use a procedure for how people can effectively work together to improve
classrooms and communities.
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ECONOMICS
K.E.1 Analyze basic economic concepts.
ECS.K.E.1.1 Differentiate between needs and wants.
ECS.K.E.1.2 Differentiate between goods and services.
GEOGRAPHY
K.G.1 Apply simple geographic representations, tools, and terms to describe surroundings.
ECS.K.G.1.1 Use maps, globes, and/or digital representations to locate places in the classroom,
school, community, and around the world.
ECS.K.G.1.2 Identify physical features of places using maps, globes, and/or digital representations.
ECS.K.G.1.3 Identify locations in the classroom, community, and around the world with positional
words.
K.G.2 Understand interactions between humans and the environment.
ECS.K.G.2.1 Identify natural resources and how people use them around the world.
ECS.K.G.2.2 Identify different environments for where people can live.
HISTORY
K.H.1 Understand change over time.
ECS.K.H.1.1 Show ways in which people change over time.
ECS.K.H.1.2 Identify various events in history.
ECS.K.H.1.3 Compare life in the past to life today within the home, community, and around
the world.
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ENGLISH LANGUAGE DEVELOPMENT
NORTH CAROLINA STANDARD COURSE OF STUDY
On March 4, 2021, the State Board of Education unanimously approved the 2020 Edition of the WIDA
English Language Development (ELD) Standards as the North Carolina ELD Standard Course of Study
(NC ELD SCOS) for implementation in the 2022-2023 school year. The NC ELD Standard Course of Study
reflects that Multilingual Learners are best served when they learn content and language together in
linguistically and culturally sustaining ways (WIDA 2020).
The NC ELD standards serve as the framework that guides each Public School Unit (PSU) in the
development of the curriculum and instruction of their Multilingual Learners. These standards are not
intended to be curriculum, nor do they indicate the whole of the curriculum to be written by a PSU. The
ELD standards, together with cross-disciplinary academic content standards and disciplinary practices,
define the language Multilingual Learners need as they move toward college, career, and civic readiness.
Use of the NC ELD standards should be complemented by a well-developed, content-rich curriculum,
and effective pedagogical approaches within an equitable educational program for Multilingual Learners
(WIDA 2020).
The NC ELD SCOS is anchored by four Big Ideas that are interwoven throughout the standards. Like the
Can-Do Philosophy, the Big Ideas support the design of standards-based educational experiences that
are student-centered, culturally and linguistically sustaining, and responsive to Multilingual Learners’
strengths and needs (WIDA 2020). The four Big Ideas are:
1) Equity of Opportunity and Access;
2) Integration of Content and Language;
3) Collaboration Among Stakeholders; and
4) Functional Approach to Language Development.
Equity of Opportunity and Access
Multilingual Learners come from a wide range of cultural, linguistic, educational, and socioeconomic
backgrounds and have many physical, social, emotional, experiential, and/or cognitive differences. All
bring assets, potential, and resources to schools that educators must leverage to increase equity in
standards-based systems. The NC ELD Standard Course of Study upholds the goal of increasing equity
for Multilingual Learners by providing common and visible language expectations in relation to grade-
level academic content. These expectations also serve to increase coherence of policy and practice
around the education of Multilingual Learners at federal, state, and local levels (WIDA 2020).
Integration of Content and Language
The NC ELD Standard Course of Study represents the integration of content and language by illustrating
explicit and specific content–language connections. Multilingual Learners develop content and language
concurrently, with academic content as a context for language learning and language as a means for
learning academic content. The NC ELD Standard Course of Study introduces ways of looking at the
integration of content and language, for example, through Key Language Uses, Language Expectations,
and Correspondence Tables for Content and Language Standards (WIDA 2020). The integration of content
and language for Multilingual Learners promotes understanding the connections between content and
language, making meaning within and across content areas, interaction of students with each other in
challenging content activities, and coordination of design and delivery of curriculum, instruction, and
assessment.
Collaboration Among Stakeholders
Districts and schools are complex educational systems with collaboration extending across stakeholders
from classrooms, to schools, districts, and the families and communities of students. Stakeholders
have different areas of expertise and are often responsible for different aspects of educational planning
and delivery; however, collectively they are responsible for the success of Multilingual Learners.
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Communication and collaboration between ESL teachers and other educators—including general
education teachers, EC specialists, and AIG specialists—is vital to the success of Multilingual Learners.
Although different classrooms may have different instructional foci, all classrooms with Multilingual
Learners must incorporate content and language development. Content teachers bring expertise in
their discipline, while language teachers bring expertise in language development. Each teacher can
contribute to deliver coordinated educational experiences for Multilingual Learners according to their
own qualifications and areas of expertise. With sustained collaboration, language teachers expand their
understanding of different content areas, and content teachers develop insights into and respond to the
language development needs of Multilingual Learners (WIDA 2020).
Functional Approach to Language Development
The ELD Standard Course of Study illustrates how particular linguistic tools achieve certain purposes.
Individuals make choices with language to organize their ideas in particular ways, to convey the
relationships among these ideas, and about what types of words are most effective for our message. The
explicit teaching of how language works can help Multilingual Learners expand what they can do with
language. The result is that students become increasingly aware and strategic in their use of language to
negotiate meaning and achieve their purposes in various contexts (WIDA 2020)
NC ELD Standard Course of Study Framework
The NC ELD Standard Course of Study consists of four components that are the building blocks of
language development and range from broad to narrow in scope. The four components work together to
make a comprehensive picture of language development:
The Five ELD Standards Statements provide the broadest conceptual framing and illustrate the
integration of content and language. The standards statements show language use in the service of
learning—in other words, language for thinking and doing. They address the language of schooling.
ELD Standard 1: Language for Social and Instructional Purposes, is broader in scope and applicability
than the other four ELD Standards Statements that are associated with discipline-specific learning.
ELD Standard 1 applies across a range of educational settings and works both independently from
and in conjunction with ELD Standards 2-5 (WIDA 2020).
The Key Language Uses describe prominent ways that language is used in school, across all
disciplines. When educators make choices about how to integrate content and language, the Key
Language Uses can help provide focus and coherence (WIDA 2020). Key Language Uses share some
common aspects across disciplines, and yet each discipline also has unique ways of applying each.
Below are brief definitions for each Key Language Use:
• Narrate highlights language to convey real or imaginary experiences through stories and
histories. Narratives serve many purposes, including to instruct, entertain, teach, or support
argumentation.
• Inform highlights language to provide factual information. As students convey information,
they define, describe, compare, contrast, organize, categorize, or classify concepts, ideas, or
phenomena.
• Explain highlights language to give an account for how things work or why things happen.
As students explain, they substantiate the inner workings of natural, man-made, and social
phenomena.
• Argue highlights language to justify claims using evidence and reasoning. Arguments can be
used to advance or defend an idea or solution, change the audience’s point of view, bring about
action, or accept a position or evaluation of an issue.
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The Language Expectations set goals for content-driven language learning. They add specificity to
the ELD Standards Statements and Key Language Uses and make visible the language associated
with the content areas (WIDA 2020). In the Language Expectations, the four individual language
domains (listening, speaking, reading, and writing) are consolidated into two more inclusive modes
of communication: interpretive and expressive.
• The interpretive communication mode encompasses listening, reading, and viewing
• The expressive communication mode encompasses speaking, writing, and representing
The Proficiency Level Descriptors (PLDs) describe a continuum of language development for activities
that target Language Expectations. They provide a detailed articulation of how students might
develop language across the six levels of English language proficiency (WIDA 2020).
Kindergarten Standards
As kindergartners develop in social–emotional ways, they are also beginning to learn academic concepts
through language and other multimodal means of communication. The physical, hands-on world of
kindergartners fosters their language development. Make-believe, singing, dancing, and playing games
create natural connections between school and home, where, bolstered by their families, Multilingual
Learners interact in multiple languages and draw on their cultures and experiences to express feelings,
tell stories, and enter the world of print. In this section you can find detailed, grade-level specific
information about the NC ELD Standard Course of Study. The NC ELD Standards Statements are the
same from kindergarten through grade 12 (WIDA 2020).
ELD STANDARD 1: SOCIAL AND INSTRUCTIONAL LANGUAGE
Multilingual Learners communicate for Social and Instructional purposes within the school setting.
Given its broad scope and applicability, Language Expectations and Language Functions for Standard 1
(Language for Social and Instructional Purposes) are presented in two wide-ranging spans, the first for
grades K-3 and the second for grades 4-12. These are logical divisions between early childhood education
and upper elementary years and beyond. Language Expectations and Functions for Standard 1 can be
readily interwoven or paired with those in Standards 2-5 (Language for Language Arts, Mathematics,
Science, and Social Studies). The pairing of Standard 1 with Standards 2-5 reminds us that students
communicate as part of disciplinary learning, but also to convey personal needs and wants, to affirm their
own identities, and to form and maintain relationships.
ELD-SI.K-3.Narrate
• Share ideas about one’s own and others’ lived experiences and previous learning
• Connect stories with images and representations to add meaning
• Ask questions about what others have shared
• Recount and restate ideas
• Discuss how stories might end or next steps
ELD-SI.K-3.Inform
• Define and classify objects or concepts
• Describe characteristics, patterns, or behavior
• Describe parts and wholes
• Sort, clarify, and summarize ideas
• Summarize information from interaction with others and from learning experiences
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ELD-SI.K-3.Explain
• Share initial thinking with others
• Follow and describe cycles in diagrams, steps in procedures, or causes and effects
• Compare and contrast objects or concepts
• Offer ideas and suggestions
• Act on feedback to revise understandings of how or why something works
ELD-SI.K-3.Argue
• Ask questions about others’ opinions
• Support own opinions with reasons
• Clarify and elaborate ideas based on feedback
• Defend change in one’s own thinking
• Revise one’s own opinions based on new information
ELD STANDARD 2: LANGUAGE FOR LANGUAGE ARTS
Multilingual Learners communicate information, ideas, and concepts necessary for academic success
in the content area of Language Arts.
ELD-LA.K.Narrate.Interpretive. Interpret language arts narratives (with prompting and support) by:
• Identifying key details
• Identifying characters, settings, and major events
• Asking and answering questions about unknown words in a text
ELD-LA.K.Narrate.Expressive. Construct language arts narratives (with prompting and support) that:
• Orient audience to story
• Describe story events
ELD-LA.K.Inform.Interpretive. Interpret informational texts in language arts (with prompting and support) by:
• Identifying main topic and key details
• Asking and answering questions about descriptions of familiar attributes and characteristics
• Identifying word choices in relation to topic or content area
ELD-LA.K.Inform.Expressive. Construct informational texts in language arts (with prompting and support)
that:
• Introduce topic for audience
• Describe details and facts
ELD STANDARD 3: LANGUAGE FOR MATHEMATICS
Multilingual Learners communicate information, ideas, and concepts necessary for academic success
in the content area of Mathematics.
ELD-MA.K.Inform.Interpretive. Interpret mathematical informational texts (with prompting and support) by:
• Identifying concept or object
• Describing quantities and attributes
ELD-MA.K.Inform.Expressive. Construct mathematical informational texts (with prompting and support) that:
• Define or classify concept or entity
• Describe a concept or entity
• Compare/contrast concepts or entities
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ELD STANDARD 4: LANGUAGE FOR SCIENCE
Multilingual Learners communicate information, ideas, and concepts necessary for academic
success in the content area of Science.
ELD-SC.K.Inform.Interpretive. Interpret scientific informational texts by:
• Determining what text is about
• Defining or classifying a concept or entity
ELD-SC.K.Inform.Expressive. Construct scientific informational texts that:
• Introduce others to a topic or entity
• Provide details about an entity
ELD-SC.K.Explain.Interpretive. Interpret scientific explanations by:
• Defining investigable questions or simple design problems based on observations and data
about a phenomenon
• Using information from observations to find patterns and to explain how or why a
phenomenon occurs
ELD-SC.K.Explain.Expressive. Construct scientific explanations that:
• Describe information from observations about a phenomenon
• Relate how a series of events causes something to happen
• Compare multiple solutions to a problem
ELD STANDARD 5: LANGUAGE FOR SOCIAL STUDIES
Multilingual Learners communicate information, ideas, and concepts necessary for academic
success in the content area of Social Studies.
ELD-SS.K.Inform.Interpretive. Interpret informational texts in social studies by:
• Determining topic associated with a compelling or supporting question
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GUIDANCE
NORTH CAROLINA STANDARD COURSE OF STUDY
The North Carolina Standard Course of Study for Guidance is organized into the following strands
and essential standards.
SOCIO-EMOTIONAL
SE.1 Understand the meaning and importance of personal responsibility and self-awareness.
SE.2 Understand the relationship between self and others in the broader world.
SE.3 Use communication strategies effectively for a variety of purposes and audiences.
COGNITIVE
C.1 Use creative strategies to make decisions and solve problems.
C.2 Use analytical strategies to understand situations and make appropriate decisions.
CAREER
CR.1 Understand the meaning and importance of career self-awareness and career goals.
CR.2 Understand the relationship among career goals and interests, personal interests,
aptitudes, and abilities.
CR.3 Understand the relationship among personal and academic decisions, career
expectations, and future life decisions.
CR.4 Understand the connection among attendance, collaboration, course selection, grades,
grade point average, undergraduate admission, career expectations, and life goals.
Proficiency Levels
• Readiness/Exploratory/Discovery (RED)
• Early Emergent/Emergent (EEE)
• Progressing (P)
• Early Independent (EI)
• Independent (I)
PROFICIENCY LEVEL: READINESS/EXPLORATORY/DISCOVERY (RED)
SOCIO-EMOTIONAL
RED.SE.1 Understand the meaning and importance of personal responsibility and self-awareness.
RED.SE.1.1 Understand the importance of self-control and responsibility.
RED.SE.1.2 Identify ways of controlling behaviors associated with emotional states, feelings,
and moods.
RED.SE.1.3 Contrast rights and responsibilities.
RED.SE.2 Understand the relationship between self and others in the broader world.
RED.SE.2.1 Identify ways of making and keeping friends.
RED.SE.2.2 Understand how to support positive relationship building (e.g., managing
impulsivity, adaptability, and flexibility).
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RED.SE.3 Use communication strategies effectively for a variety of purposes and audiences.
RED.SE.3.1 Use oral and written communication skills to share information with others.
RED.SE.3.2 Use non-verbal communication skills to share information with others.
COGNITIVE
RED.C.1 Use creative strategies to make decisions and solve problems.
RED.C.1.1 Identify problems that you have encountered or are likely to encounter.
RED.C.1.2 Identify creative strategies and non-creative strategies to make decisions and to
solve problems.
RED.C.2 Use analytical strategies to better understand situations and make appropriate
decisions.
RED.C.2.1 Identify situations from your daily life in terms of problems and solution strategies.
RED.C.2.2 Recognize situations in which peer pressure influences decisions.
CAREER
RED.CR.1 Understand the meaning and importance of career self-awareness and career goals.
RED.CR.1.1 Describe traditional and nontraditional career choices and the ways they might
relate to your chosen career goals.
RED.CR.1.2 Use the internet to access career-planning information.
RED.CR.1.3 Explore awareness of personal abilities, skills, and interests.
RED.CR.2 Understand the relationship among career goals and interests, personal interests,
aptitudes, and abilities.
RED.CR.2.1 Explore the activities performed and skills used in various occupations.
RED.CR.3 Understand the relationship among personal and academic decisions, career
expectations, and future life decisions.
RED.CR.3.1 Recognize how the use of conflict management skills with peers and adults can
affect future life success.
RED.CR.3.2 Recognize that a positive attitude toward work and learning affects future life
success.
RED.CR.3.3 Summarize how interests, abilities, and achievement are related to achieving
personal, social, educational, and career goals.
RED.CR.4 Understand the connection among attendance, collaboration, course selection,
grades, grade point average, undergraduate admission, career expectations, and life
goals.
RED.CR.4.1 Recognize how to interact and work cooperatively in teams and groups.
PROFICIENCY LEVEL: EARLY EMERGENT/EMERGENT (EEE)
SOCIO-EMOTIONAL
EEE.SE.1 Understand the meaning and importance of personal responsibility and self-awareness.
EEE.SE.1.1 Contrast appropriate and inappropriate physical contact.
EEE.SE.1.2 Illustrate personal responsibility in a variety of settings and situations.
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EEE.SE.2 Understand the relationship between self and others in the broader world.
EEE.SE.2.1 Contrast the influence of self and others in relationship building.
EEE.SE.2.2 Explain why it is important to follow rules in order to build relationships.
EEE.SE.2.3 Explain why responsibility, dependability, punctuality, integrity, and effort are
important in all aspects of life.
EEE.SE.3 Use communication strategies effectively for a variety of purposes and audiences.
EEE.SE.3.1 Use written communication strategies and techniques in communication to share
ideas and information with others.
EEE.SE.3.2 Summarize written communications in order to share ideas and information
with others.
COGNITIVE
EEE.C.1 Use creative strategies to solve problems.
EEE.C.1.1 Create strategies for solving problems that have been problems for some time.
EEE.C.1.2 Use creative strategies to achieve academic, personal, social, and professional goals.
EEE.C.2 Use analytical strategies to understand situations.
EEE.C.2.1 Analyze problems in terms of the academic, social, personal, and career information
needed to solve them.
EEE.C.2.2 Apply critical thinking skills systematically to solve problems and make decisions.
EEE.C.2.3 Predict the consequences of applying analytic strategies in terms of whether they
are likely to be positive or negative.
CAREER
EEE.CR.1 Understand the meaning and importance of career self-awareness and career goals.
EEE.CR.1.1 Explain the importance of planning in career success.
EEE.CR.2 Understand the relationship among career goals and interests, personal interests,
aptitudes, and abilities.
EEE.CR.2.1 Identify personal preferences and interests that influence career choice and
success.
EEE.CR.2.2 Exemplify (give examples of) how personal preferences and interests influence
career choice and success.
EEE.CR.3 Understand the relationship among personal and academic decisions, career
expectations, and future life decisions.
EEE.CR.3.1 Understand the relationship between educational achievement and career success.
EEE.CR.3.2 Exemplify (give examples of) how educational achievement influences career
success.
EEE.CR.4 Understand the connection among attendance, collaboration, course selection,
grades, grade point average, undergraduate admission, career expectations, and
life goals.
EEE.CR.4.1 Explain how working cooperatively with others as a team member can influence
career choices and success.
EEE.CR.4.2 Explain how attendance, school grades, and GPA are possible indicators of future
academic and career success.
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PROFICIENCY LEVEL: PROGRESSING (P)
SOCIO-EMOTIONAL
P.SE.1 Understand the meaning and importance of personal responsibility and self-awareness.
P.SE.1.1 Identify how to set boundaries that maintain personal rights while paying attention to
the rights of others.
P.SE.1.2 Use self-determination to build independence (e.g., work habits, personal
productivity, and leadership).
P.SE.2 Understand the relationship between self and others in the broader world.
P.SE.2.1 Interpret the meaning of self-concept.
P.SE.2.2 Explain how understanding differences among people can increase self-
understanding.
P.SE.2.3 Use responsible risk-taking behaviors to support positive relationship building.
P.SE.3 Use communication strategies effectively for a variety of purposes and audiences.
P.SE.3.1 Analyze available resources and strategies to determine those that are most
appropriate for communicating to various groups.
P.SE.3.2 Explain how body language and vocal expression affect the effectiveness
of communication.
P.SE.3.3 Use communication skills that build and sustain relationships with a wide
range of people.
COGNITIVE
P.C.1 Use creative strategies to make decisions and solve problems.
P.C.1.1 Understand how to make adjustments to strategies that are not effective in making
decisions or solving problems.
P.C.1.2 Analyze strategies you have used in the past to determine the most appropriate
strategies for solving a current academic problem.
P.C.2 Use analytical strategies to understand situations.
P.C.2.1 Analyze long-term assignments (e.g., projects and research papers) to determine the
most appropriate strategies to use to complete each assignment.
P.C.2.2 Use time-management and task-management skills to complete academic work of high
quality in a timely manner.
CAREER
P.CR.1 Understand the meaning and importance of career self-awareness and career goals.
P.CR.1.1 Explain how personal skills, interests, and abilities relate to current career plans.
P.CR.1.2 Develop a competency plan in your chosen career areas.
P.CR.1.3 Develop skills to locate, evaluate, and interpret career information.
P.CR.2 Understand the relationship among career goals and interests, personal interests,
aptitudes, and abilities.
P.CR.2.1 Maintain a career-planning portfolio.
P.CR.2.2 Use research and information resources to obtain career information.
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P.CR.3 Understand the relationship among personal and academic decisions, career expectations,
and future life decisions.
P.CR.3.1 Describe the effect of work on lifestyle.
P.CR.3.2 Explain how work can help to achieve personal success and satisfaction.
P.CR.4 Understand the connection among attendance, collaboration, course selection, grades,
grade point average, undergraduate admission, career expectations, and life goals.
P.CR.4.1 Compare the effects of personal and academic decisions upon career goals and
life expectations.
P.CR.4.2 Demonstrate the relationship between course selection in school, grades earned, and
attendance with expectations of the world of work in the career fields identified.
PROFICIENCY LEVEL: EARLY INDEPENDENT (EI)
SOCIO-EMOTIONAL
EI.SE.1 Understand the meaning and importance of personal responsibility and self-awareness.
EI.SE.1.1 Explain the impact of personal responsibility on others.
EI.SE.1.2 Contrast rights, privileges, and responsibilities.
EI.SE.2 Understand the relationship between self and others in the broader world.
EI.SE.2.1 Exemplify respect for individual and cultural differences.
EI.SE.2.2 Understand the importance of dependability, productivity, and initiative when
working with others.
EI.SE.3 Use communication strategies to share information effectively for a variety of purposes
and audiences.
EI.SE.3.1 Use communication strategies that are appropriate for the situation and setting.
EI.SE.3.2 Use conflict management skills to achieve desired outcomes.
COGNITIVE
EI.C.1 Use creative strategies to make decisions and solve problems.
EI.C.1.1 Analyze solution strategies in terms of assumptions and biases.
EI.C.1.2 Create new and different ways of achieving long-term goals.
EI.C.1.3 Evaluate the effectiveness of creative strategies in solving problems, making
adjustments as necessary.
EI.C.2 Use analytical strategies to understand situations and make appropriate decisions.
EI.C.2.1 Use analytical strategies appropriately in the areas of career planning, course
selection, and career transitions.
EI.C.2.2 Evaluate the effectiveness of analytical strategies in solving problems, making
adjustments as necessary.
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CAREER
EI.CR.1 Understand the meaning and importance of career self-awareness and career goals.
EI.CR.1.1 Demonstrate knowledge of the career planning process and its relationship to one’s
self-awareness and goals.
EI.CR.1.2 Analyze your career plan and goals in relationship to your self-awareness and
personal goals.
EI.CR.1.3 Evaluate your career plan and goals in order to make appropriate career plans.
EI.CR.2 Understand the relationship among career goals and interests, personal interests,
aptitudes, and abilities.
EI.CR.2.1 Understand how changing economic and societal needs influence employment
trends and future training.
EI.CR.2.2 Demonstrate knowledge about the changing workplace and its relationship to your
interests, abilities, and aptitudes.
EI.CR.3 Understand the relationship among personal and academic decisions, career
expectations, and future life decisions.
EI.CR.3.1 Understand that the changing workplace requires lifelong learning and the ongoing
acquisition of new skills.
EI.CR.3.2 Select course work that is related to your career plan.
EI.CR.4 Understand the connection among attendance, collaboration, course selection, grades,
grade point average, undergraduate admission, career expectations, and life goals.
EI.CR.4.1 Re-evaluate your educational plan to support appropriate career goals, interests,
and abilities.
EI.CR.4.2 Utilize time-management and task-management skills in career planning and goal
setting.
PROFICIENCY LEVEL: INDEPENDENT (I)
SOCIO-EMOTIONAL
I.SE.1 Understand the meaning and importance of personal responsibility and self-awareness.
I.SE.1.1 Explain the role of personal responsibility in leadership.
I.SE.1.2 Integrate personal responsibility into the way you live your life on a daily basis.
I.SE.2 Understand the relationship between self and others in the broader world.
I.SE.2.1 Exemplify how peer pressure can be both a negative and positive influence.
I.SE.2.2 Evaluate one’s own behaviors in a variety of situations, making adjustments as
needed to produce more positive results.
I.SE.2.3 Explain the impact of self-direction, initiative, and self-control on interpersonal
relationships.
I.SE.3 Use communication strategies effectively for a variety of purposes and audiences.
I.SE.3.1 Use communication strategies to take a position and to defend a stand on
controversial issues.
I.SE.3.2 Use communication strategies that emphasize clarity and precision to achieve
desired outcomes.
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COGNITIVE
I.C.1 Use creative strategies to make decisions and solve problems.
I.C.1.1 Design new strategies by making modifications to previously used strategies, as needed.
I.C.1.2 Generate ideas for solving novel problems that are based on previous experience and
the results of internet research.
I.C.2 Use analytical strategies to understand situations and make appropriate decisions.
I.C.2.1 Compare analytical methods across subject areas (e.g., the scientific method in
comparison to geometric proof in comparison to literary analysis).
I.C.2.2 Use past experiences and general information to make decisions in a variety of
situations.
CAREER
I.CR.1 Understand the meaning and importance of career self-awareness and career goals.
I.CR.1.1 Demonstrate respect for individual uniqueness and differences in the workplace.
I.CR.1.2 Apply appropriate employability skills such as teamwork, problem-solving, and
organizational skills when career planning.
I.CR.2 Understand the relationship among career goals and interests, personal interests,
aptitudes, and abilities.
I.CR.2.1 Apply academic and employment readiness skills in work-based learning situations
such as internships, shadowing, and/or mentoring experiences.
I.CR.2.2 Apply job readiness skills to seek employment opportunities and related academic
opportunities.
I.CR.3 Understand the relationship among personal and academic decisions, career
expectations, and future life decisions.
I.CR.3.1 Demonstrate how to write an effective résumé and how to use a résumé in
a job search.
I.CR.3.2 Demonstrate the knowledge of the rights and responsibilities of employers
and employees.
I.CR.4 Understand the connection among attendance, collaboration, course selection, grades,
grade point average, undergraduate admission, career expectations, and life goals.
I.CR.4.1 Apply decision-making skills when implementing career planning, course selection,
and career transition.
I.CR.4.2 Demonstrate the importance of responsibility, dependability, punctuality, integrity,
and effort in the workplace.
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WORLD LANGUAGES
NORTH CAROLINA STANDARD COURSE OF STUDY
The North Carolina Standard Course of Study for World Languages are organized into the
following strands and essential standards.
Connections to Language & Literacy – CLL (Comparisons)
Connections to Other Disciplines – COD (Connections)
Communities – CMT (Communities)
STANDARD 1 Use the language to engage in interpersonal communication.
(Interpersonal communication: Person-to-Person Communication)
STANDARD 2 Understand words and concepts presented in the language.
(Interpretive communication: Listening and Reading)
STANDARD 3 Use the language to present information to an audience.
(Presentational Communication: Speaking and Writing)
STANDARD 4 Compare the students’ culture and the target culture. (Culture)
The following program models are available at Grades K, 1, 2, 3, 4 and 5:
1. Dual & Heritage Language Programs – Dual Language Immersion
2. Foreign Language in the Elementary School (FLES) Programs
For more information regarding program models and proficiency outcomes, please see the
Instructional Support Tools at: https://www.dpi.nc.gov/districts-schools/classroom-resources/
k-12-standards-curriculum-and-instruction/standard-course-study/world-languages
Proficiency Levels
• Novice Low
• Novice Mid
• Novice High
• Intermediate Low
• Intermediate Mid
• Intermediate High
• Advanced Low
• Advanced Mid
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PROFICIENCY LEVEL: NOVICE LOW (NL)
CONNECTIONS TO LANGUAGE & LITERACY
NL.CLL.1 Use the language to engage in interpersonal communication.
NL.CLL.1.1 Use single words and simple, memorized phrases to express needs, preferences,
and feelings.
NL.CLL.1.2 Use culturally appropriate greetings, farewells, apologies, and expressions of
courtesy.
NL.CLL.1.3 Use a variety of verbal and non-verbal communication strategies to ask memorized
questions and express ideas or thoughts with prompting and modeling.
NL.CLL.2 Understand words and concepts presented in the language.
NL.CLL.2.1 Understand the meaning of simple, spoken greetings, words, and phrases, when
accompanied by visual clues and/or prompts, as needed.
NL.CLL.2.2 Understand the meanings of spoken words that are similar to those in the
students’ language.
NL.CLL.2.3 Identify written words and phrases that are similar to words and phrases in the
students’ language.
NL.CLL.2.4 Interpret phrases, commands, simple questions and descriptions that are presented
with accompanying gestures, intonations, and other visual and auditory clues.
NL.CLL.2.5 Recognize vocabulary and syntax of single words and simple memorized phrases
in the target language.
NL.CLL.3 Use the language to present information to an audience.
NL.CLL.3.1 Use single words and simple, memorized phrases in presentations to identify the
names of people, places, and things.
NL.CLL.3.2 Use the language to recite memorized poetry and songs from the target culture.
NL.CLL.3.3 Use appropriate pronunciation to present memorized phrases.
NL.CLL.4 Compare the students’ culture and the target culture.
NL.CLL.4.1 Compare behaviors, such as gestures and greetings, in the target culture and the
students’ culture.
NL.CLL.4.2 Recognize cultural expectations of people in both the target culture and the
students’ culture.
NL.CLL.4.3 Recognize examples of cognates and loan words.
CONNECTIONS TO OTHER DISCIPLINES
NL.COD.1 Use the language to engage in interpersonal communication.
NL.COD.1.1 Carry out simple exchanges of information using memorized content vocabulary.
NL.COD.1.2 Use single words and simple, memorized phrases to express classroom needs,
preferences, and feelings.
NL.COD.2 Understand words and concepts presented in the language.
NL.COD.2.1 Understand how to respond to simple, memorized questions in the target language
that focus on key concepts in classroom activities and different content areas.
NL.COD.2.2 Compare the vocabulary of the target and students’ language in different
content areas.
NL.COD.2.3 Recognize words in groups from other disciplines.
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NL.COD.3 Use the language to present information to an audience.
NL.COD.3.1 Use single words and simple, memorized phrases, such as those for weather, days
of the week, months, seasons, numbers and daily classroom activities, to present
to an audience.
NL.COD.3.2 Use single words and simple, memorized phrases to name common objects and
actions related to other disciplines.
NL.COD.3.3 Use readily available technology tools and digital literacy skills to present in the
target language.
NL.COD.4 Compare the students’ culture and the target culture.
NL.COD.4.1 Identify tangible products related to the home and the classroom in both the
students’ and target cultures.
NL.COD.4.2 Recognize examples of cognates and loan words from the target language in
other disciplines.
COMMUNITIES
NL.CMT.1 Use the language to engage in interpersonal communication.
NL.CMT.1.1 Use single words and simple, memorized phrases to carry out simple interactions
with people from the target culture or with communities of learners of the same
target language.
NL.CMT.1.2 Use simple communication strategies from the target culture, such as greetings
and expressions of courtesy.
NL.CMT.2 Understand words and concepts presented in the language.
NL.CMT.2.1 Recognize single words and simple, memorized phrases from media in the
language community.
NL.CMT.2.2 Recall simple, spoken expressions and memorized phrases commonly used in
target language communities.
NL.CMT.3 Use the language to present information to an audience.
NL.CMT.3.1 Identify arts, sports, games and media from the target culture.
NL.CMT.3.2 Understand roles in school or community traditions related to the target culture.
NL.CMT.4 Compare the students’ culture and the target culture.
NL.CMT.4.1 Recognize simple language that communicates knowledge of the target language
and cultures to others.
NL.CMT.4.2 Use simple, appropriate gestures, body language, and cultural practices.
NL.CMT.4.3 Recognize simple patterns of behavior or interaction from the target culture.
NL.CMT.4.4 Identify products from the target cultures that are used globally.
PROFICIENCY LEVEL: NOVICE MID (NM)
CONNECTIONS TO LANGUAGE & LITERACY
NM.CLL.1 Use the language to engage in interpersonal communication.
NM.CLL.1.1 Use memorized words and phrases to exchange information on familiar topics,
such as likes, dislikes, emotions, everyday activities, and immediate surroundings.
NM.CLL.1.2 Use memorized responses to simple questions, statements, commands, or
other stimuli.
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NM.CLL.2 Understand words and concepts presented in the language.
NM.CLL.2.1 Understand the meaning of memorized phrases and questions about familiar
topics and surroundings.
NM.CLL.2.2 Understand the meaning of memorized words and phrases in sentences.
NM.CLL.2.3 Generalize short fiction and non-fiction passages about familiar topics in the
target language, using context clues (signs, charts, graphs, etc.).
NM.CLL.2.4 Infer conclusions from simple spoken and written passages about familiar topics,
using context clues and cognates.
NM.CLL.2.5 Understand language components (stems, prefixes, tones, verb endings, parts of
speech) that are used in the target language.
NM.CLL.3 Use the language to present information to an audience.
NM.CLL.3.1 Use memorized words and phrases in presentations on familiar topics, such as
likes, dislikes, emotions, everyday activities, and immediate surroundings.
NM.CLL.3.2 Use the language to recite and act out simple poetry and songs from the target
culture.
NM.CLL.3.3 Use appropriate pronunciation and voice inflection in spoken presentations.
NM.CLL.4 Compare the students’ culture and the target culture.
NM.CLL.4.1 Compare basic cultural practices of people in the target culture and the
students’ culture.
NM.CLL.4.2 Exemplify instances of cognates and loan words.
NM.CLL.4.3 Compare the language conventions of the students’ language and the target
language.
CONNECTIONS TO OTHER DISCIPLINES
NM.COD.1 Use the language to engage in interpersonal communication.
NM.COD.1.1 Use memorized words and phrases to exchange information about the classroom
and school environment.
NM.COD.1.2 Use memorized responses to simple academic questions, statements,
commands, or other stimuli.
NM.COD.2 Understand words and concepts presented in the language.
NM.COD.2.1 Classify memorized words and phrases in the target language by key
academic concepts.
NM.COD.2.2 Understand how the basic terms from other content areas may be different from
the students’ language.
NM.COD.2.3 Interpret short, non-fiction passages from academic content areas using context
clues (signs, charts, graphs, etc.).
NM.COD.3 Use the language to present information to an audience.
NM.COD.3.1 Use memorized words and phrases about the weather, date, seasons, numbers,
and daily classroom activities to give a spoken or written presentation.
NM.COD.3.2 Use memorized words and phrases to describe common objects and actions
related to other disciplines.
NM.COD.3.3 Use readily available technology tools and digital literacy skills to present
academic information in the target language.
NM.COD.4 Compare the students’ culture and the target culture.
NM.COD.4.1 Compare tangible products related to the home and the classroom from the
students’ and the target cultures.
NM.COD.4.2 Identify information about target culture perspectives and practices.
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COMMUNITIES
NM.CMT.1 Use the language to engage in interpersonal communication.
NM.CMT.1.1 Use memorized words and phrases to ask and answer simple questions on
familiar topics.
NM.CMT.1.2 Use memorized words and phrases on familiar topics to interact with
communities of learners of the same target language.
NM.CMT.2 Understand words and concepts presented in the language.
NM.CMT.2.1 Understand the meaning of memorized words and phrases used in the
community.
NM.CMT.2.2 Infer meaning from familiar texts by using visual cues, such as road signs, charts,
graphs, etc., that reflect the target culture.
NM.CMT.2.3 Recall common expressions and phrases about familiar topics used in target
language communities.
NM.CMT.3 Use the language to present information to an audience.
NM.CMT.3.1 Use memorized words and phrases to describe arts, sports, games, and media
from the target culture.
NM.CMT.3.2 Use memorized words and phrases to participate in school or community events
related to the target culture.
NM.CMT.4 Compare the students’ culture and the target culture.
NM.CMT.4.1 Recognize aspects of the target culture and language in the students’ culture
and language.
NM.CMT.4.2 Identify products made and used by members of the target culture and the
students’ culture.
NM.CMT.4.3 Differentiate gestures for appropriateness in the target culture.
NM.CMT.4.4 Identify how knowledge of the target language is useful in a global economy.
PROFICIENCY LEVEL: NOVICE HIGH (NH)
CONNECTIONS TO LANGUAGE & LITERACY
NH.CLL.1 Use the language to engage in interpersonal communication.
NH.CLL.1.1 Use simple phrases and short sentences to exchange information about familiar
topics.
NH.CLL.1.2 Generate conversations using familiar vocabulary and structures in short
social interactions.
NH.CLL.1.3 Generate responses to familiar questions, statements, commands, or other stimuli.
NH.CLL.1.4 Use simple questions about familiar topics to acquire needed information.
NH.CLL.2 Understand words and concepts presented in the language.
NH.CLL.2.1 Understand ideas on familiar topics expressed in short sentences and frequently
used expressions.
NH.CLL.2.2 Summarize spoken messages and announcements about familiar topics.
NH.CLL.2.3 Summarize simple texts containing familiar vocabulary in terms of the main ideas
and supporting details.
NH.CLL.2.4 Compare simple fiction texts with non-fiction texts about familiar topics.
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NH.CLL.3 Use the language to present information to an audience.
NH.CLL.3.1 Create simple phrases and short sentences in spoken or written presentations to
provide information about familiar topics.
NH.CLL.3.2 Use the language to recite and act out poetry, songs, and simple stories from the
target culture.
NH.CLL.3.3 Produce simple dialogues and short skits using familiar structures and vocabulary.
NH.CLL.4 Compare the students’ culture and the target culture.
NH.CLL.4.1 Classify basic cultural practices of people in the target culture and the students’
culture.
NH.CLL.4.2 Use learned cognates and loan words to express ideas on familiar topics.
NH.CLL.4.3 Analyze the language conventions from simple written and spoken texts in the
target language.
CONNECTIONS TO OTHER DISCIPLINES
NH.COD.1 Use the language to engage in interpersonal communication.
NH.COD.1.1 Use simple phrases and short sentences to exchange information about topics in
other disciplines.
NH.COD.1.2 Generate simple responses to questions, statements, commands, or other stimuli
in various classes across the disciplines.
NH.COD.1.3 Understand how to ask simple questions about familiar topics to acquire needed
information for classes in other disciplines.
NH.COD.2 Understand words and concepts presented in the language.
NH.COD.2.1 Understand spoken and written commands about other disciplines in the
target language.
NH.COD.2.2 Analyze simple texts containing familiar vocabulary from other disciplines in
terms of the main ideas and supporting details.
NH.COD.2.3 Interpret simple processes from other disciplines using the target language.
NH.COD.3 Use the language to present information to an audience.
NH.COD.3.1 Use the target language to give short spoken or written presentations about
familiar academic topics.
NH.COD.3.2 Produce a sequence of simple phrases and short sentences relating common
themes in other disciplines.
NH.COD.3.3 Use readily available technology tools and digital literacy skills to present
academic information in the target language.
NH.COD.4 Compare the students’ culture and the target culture.
NH.COD.4.1 Understand cultural practices and perspectives from the target culture.
NH.COD.4.2 Identify the products of the target culture.
COMMUNITIES
NH.CMT.1 Use the language to engage in interpersonal communication.
NH.CMT.1.1 Use simple phrases and short sentences in short social interactions.
NH.CMT.1.2 Carry out short interactions on familiar topics, such as family, friends, and
activities, with people from the target culture or communities of learners of the
same target language.
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NH.CMT.2 Understand words and concepts presented in the language.
NH.CMT.2.1 Understand practices, products, and perspectives on familiar topics from
simple texts.
NH.CMT.2.2 Understand the meaning of short messages used in the target culture or by
communities of learners of the same target language.
NH.CMT.3 Use the language to present information to an audience.
NH.CMT.3.1 Use simple phrases and short sentences to describe arts, sports, games, and
media from the target culture.
NH.CMT.3.2 Use simple phrases and short sentences to present information in school or
community events related to the target culture.
NH.CMT.4 Compare the students’ culture and the target culture.
NH.CMT.4.1 Compare traditions and events of the target culture and the students’ culture.
NH.CMT.4.2 Identify examples of products, practices, and perspectives in the community
related to the target culture.
NH.CMT.4.3 Identify key characteristics of target culture traditions.
PROFICIENCY LEVEL: INTERMEDIATE LOW (IL)
CONNECTIONS TO LANGUAGE & LITERACY
IL.CLL.1 Use the language to engage in interpersonal communication.
IL.CLL.1.1 Carry out unrehearsed conversations on familiar topics with some details.
IL.CLL.1.2 Use questions to exchange information in familiar situations.
IL.CLL.2 Understand words and concepts presented in the language.
IL.CLL.2.1 Summarize main ideas and a few details in short conversations and some forms
of media.
IL.CLL.2.2 Summarize main ideas and a few details in texts that contain familiar vocabulary.
IL.CLL.2.3 Recognize that ideas and expressions may be presented differently in the target
language than the students’ language.
IL.CLL.2.4 Compare fiction texts and non-fiction texts about familiar topics.
IL.CLL.3 Use the language to present information to an audience.
IL.CLL.3.1 Use a series of phrases and sentences to create descriptions with some details
about familiar topics and experiences.
IL.CLL.3.2 Use the language to act out and summarize poetry, lyrics, prose, and other
literature from the target culture.
IL.CLL.3.3 Use a series of phrases and sentences to give spoken and written presentations
about familiar topics, situations, and experiences with some details.
IL.CLL.3.4 Create dialogues and skits to present with some details about familiar topics.
IL.CLL.4 Compare the students’ culture and the target culture.
IL.CLL.4.1 Classify cultural practices of people in the target culture and the students’ culture
using familiar topics, situations, and experiences.
IL.CLL.4.2 Use cognates, loan words, and some idiomatic expressions to express information
about familiar topics.
IL.CLL.4.3 Analyze the language conventions in authentic written and spoken texts.
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CONNECTIONS TO OTHER DISCIPLINES
IL.COD.1 Use the language to engage in interpersonal communication.
IL.COD.1.1 Understand how to start and continue unrehearsed conversations on a limited
number of academic topics.
IL.COD.1.2 Understand how to ask and answer questions and exchange information on
academic topics.
IL.COD.2 Understand words and concepts presented in the language.
IL.COD.2.1 Analyze the relationship between words from the target language and the students’
language to expand vocabulary related to academic topics.
IL.COD.2.2 Differentiate the structural patterns of the target language and the students’
language.
IL.COD.2.3 Understand main ideas and a few details in class discussions and some forms of
media.
IL.COD.2.4 Understand main ideas and a few details in academic texts that contain
familiar vocabulary.
IL.COD.2.5 Remember expanded vocabulary and language structures essential to
comprehension in academic class discussions and presentations.
IL.COD.3 Use the language to present information to an audience.
IL.COD.3.1 Use academic content terminology in a series of phrases and sentences with a
few details to give spoken or written presentations in the target language on familiar
topics.
IL.COD.3.2 Produce a series of phrases and sentences about familiar themes related to
other disciplines.
IL.COD.3.3 Use readily available technology tools and digital literacy skills to present in the
target language about other disciplines.
IL.COD.4 Compare the students’ culture and the target culture.
IL.COD.4.1 Analyze cultural practices and perspectives from the target culture with the
students’ culture.
IL.COD.4.2 Understand how prominent citizens and events impact(ed) the target culture and
the students’ culture.
COMMUNITIES
IL.CMT.1 Use the language to engage in interpersonal communication.
IL.CMT.1.1 Carry out unrehearsed interactions in familiar situations with people from the target
culture or communities of learners of the same target language.
IL.CMT.1.2 Use the language to exchange information with people from the target culture
about shared experiences.
IL.CMT.2 Understand words and concepts presented in the language.
IL.CMT.2.1 Understand practices, products, and perspectives from texts about familiar topics
with some details.
IL.CMT.2.2 Understand the meaning of messages on familiar topics displayed in the
community or created by peers learning the same target language.
IL.CMT.3 Use the language to present information to an audience.
IL.CMT.3.1 Use a series of phrases and sentences to describe arts, sports, games, and media
from the target culture.
IL.CMT.3.2 Use limited dialogue to participate in school or community activities related to the
target culture.
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IL.CMT.4 Compare the students’ culture and the target culture.
IL.CMT.4.1 Integrate traditions and activities of the target culture and the students’ culture.
IL.CMT.4.2 Create resources in the target language for use in the community.
IL.CMT.4.3 Coordinate events or presentations that share the target language and culture
with the community.
PROFICIENCY LEVEL: INTERMEDIATE MID (IM)
CONNECTIONS TO LANGUAGE & LITERACY
IM.CLL.1 Use the language to engage in interpersonal communication.
IM.CLL.1.1 Carry out and continue conversations involving personal views on familiar topics
with many details and in uncomplicated settings.
IM.CLL.1.2 Use conversation skills to join and participate in a spontaneous discussion on a
variety of familiar topics.
IM.CLL.1.3 Use questions with some detail to exchange information in uncomplicated
situations.
IM.CLL.2 Understand words and concepts presented in the language.
IM.CLL.2.1 Understand the main idea and many details of familiar topics in a series of
connected sentences, conversations, presentations, and messages.
IM.CLL.2.2 Understand the main idea and many details in texts that contain familiar vocabulary.
IM.CLL.2.3 Summarize texts containing unfamiliar vocabulary in terms of the main idea and
some details.
IM.CLL.3 Use the language to present information to an audience.
IM.CLL.3.1 Use a series of connected sentences in presentations to describe experiences,
events, and opinions.
IM.CLL.3.2 Use the language to make simple, factual presentations, narrate or act out poetry,
lyrics, stories, and other literature from the target culture.
IM.CLL.3.3 Summarize familiar topics with many details in order to describe and/or explain.
IM.CLL.4 Compare the students’ culture and the target culture.
IM.CLL.4.1 Use cultural practices to analyze familiar topics, situations, and experiences.
IM.CLL.4.2 Analyze media and identify idiomatic expressions that add cultural relevancy.
IM.CLL.4.3 Deconstruct written and spoken texts for cultural attitudes, viewpoints and values.
CONNECTIONS TO OTHER DISCIPLINES
IM.COD.1 Use the language to engage in interpersonal communication.
IM.COD.1.1 Understand how to participate in discussions on familiar academic topics and in
uncomplicated settings.
IM.COD.1.2 Understand how to ask and answer questions with some detail about various
academic topics in uncomplicated situations.
IM.COD.2 Understand words and concepts presented in the language.
IM.COD.2.1 Understand spoken information about familiar academic topics expressed in a
series of connected sentences.
IM.COD.2.2 Analyze texts that contain familiar academic vocabulary and main ideas in terms
of important and relevant details.
IM.COD.2.3 Identify the main idea and some details from texts containing unfamiliar
academic vocabulary.
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IM.COD.3 Use the language to present information to an audience.
IM.COD.3.1 Summarize academic content with many details to give spoken or written
presentations about familiar topics.
IM.COD.3.2 Describe events and opinions using a series of connected sentences to present
familiar content from other disciplines.
IM.COD.3.3 Use readily available technology tools and digital literacy skills to present
academic information in the target language.
IM.COD.4 Compare the students’ culture and the target culture.
IM.COD.4.1 Understand how geography and history impact the development of the target
culture and its civilization.
IM.COD.4.2 Understand how practices and perspectives impact the target culture.
COMMUNITIES
IM.CMT.1 Use the language to engage in interpersonal communication.
IM.CMT.1.1 Carry out spontaneous interactions on familiar topics with people from the target
culture or communities of learners of the same target language.
IM.CMT.1.2 Use the language to exchange information with people from the target culture
about familiar topics and personal opinions in uncomplicated situations.
IM.CMT.2 Understand words and concepts presented in the language.
IM.CMT.2.1 Recognize information about practices, products, and perspectives presented in
texts on familiar and unfamiliar topics.
IM.CMT.2.2 Understand the meaning of longer messages on familiar and unfamiliar topics
displayed in the community or created by communities of learners of the same
target language.
IM.CMT.3 Use the language to present information to an audience.
IM.CMT.3.1 Use a series of connected sentences to describe arts, sports, games, and media
from the target culture.
IM.CMT.3.2 Use the language in school or community activities related to the target culture.
IM.CMT.4 Compare the students’ culture and the target culture.
IM.CMT.4.1 Understand the influence of the target culture on literature, media, and global
concerns.
IM.CMT.4.2 Explain how events in the target culture’s history have impacted contemporary
perspectives, practices, and products.
IM.CMT.4.3 Evaluate the traditions of the target culture and the students’ culture.
PROFICIENCY LEVEL: INTERMEDIATE HIGH (IH)
CONNECTIONS TO LANGUAGE & LITERACY
IH.CLL.1 Use the language to engage in interpersonal communication.
IH.CLL.1.1 Understand how to state and support personal views in discussions about familiar
topics in complicated settings.
IH.CLL.1.2 Understand how to communicate detailed factual information in social situations.
IH.CLL.1.3 Understand how to ask and answer questions related to areas of personal interest.
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IH.CLL.2 Understand words and concepts presented in the language.
IH.CLL.2.1 Understand extended conversations or speech involving a combination of familiar
and unfamiliar topics, live or via media.
IH.CLL.2.2 Understand many different types of texts that contain unfamiliar vocabulary.
IH.CLL.2.3 Understand how to differentiate between adapted and authentic texts.
IH.CLL.2.4 Summarize texts that contain increasingly complex language structures and
unfamiliar vocabulary.
IH.CLL.3 Use the language to present information to an audience.
IH.CLL.3.1 Create clear, detailed descriptions for presentations about events, experiences, and
personal interests.
IH.CLL.3.2 Use the language to provide and support personal viewpoints and opinions.
IH.CLL.3.3 Use detailed narratives, descriptions and explanations about familiar and unfamiliar
topics to give spoken and written presentations.
IH.CLL.3.4 Implement consistent pronunciation and appropriate voice inflection in
spoken communication.
IH.CLL.4 Compare the students’ culture and the target culture.
IH.CLL.4.1 Identify dialectical differences in media from various cultures.
IH.CLL.4.2 Evaluate texts and presentations for cultural viewpoints, values, and bias.
CONNECTIONS TO OTHER DISCIPLINES
IH.COD.1 Use the language to engage in interpersonal communication.
IH.COD.1.1 Understand how to take an active part in discussions about a variety of familiar
academic topics in complicated settings.
IH.COD.1.2 Understand how to communicate detailed, factual information in academic situations.
IH.COD.1.3 Understand how to ask and answer questions related to academic pursuits and
career interests.
IH.COD.2 Understand words and concepts presented in the language.
IH.COD.2.1 Understand extended discussions or lectures involving a combination of familiar
and unfamiliar academic topics, live or via media.
IH.COD.2.2 Understand detailed, factual information from many different types of academic
texts and resources that contain unfamiliar vocabulary.
IH.COD.3 Use the language to present information to an audience.
IH.COD.3.1 Use the language to give spoken and written presentations on a variety of familiar
and some unfamiliar academic topics.
IH.COD.3.2 Summarize personal views related to academic content with supporting details.
IH.COD.3.3 Explain familiar and new concepts related to other academic content areas using
detailed descriptions and narratives.
IH.COD.3.4 Use readily available technology tools and digital literacy skills to present
academic information in the target language.
IH.COD.4 Compare the students’ culture and the target culture.
IH.COD.4.1 Understand how geography and history impact the development of global culture
and civilization.
IH.COD.4.2 Analyze the target culture and its civilizations in terms of how products,
perspectives, and practices are interdependent.
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COMMUNITIES
IH.CMT.1 Use the language to engage in interpersonal communication.
IH.CMT.1.1 Carry out extended interactions on familiar and some unfamiliar topics with people
from the target culture or communities of learners of the same target language.
IH.CMT.1.2 Use the language to exchange detailed factual information with people from the
target culture about familiar and unfamiliar topics, as well as personal views, in
complicated situations.
IH.CMT.2 Understand words and concepts presented in the language.
IH.CMT.2.1 Extrapolate information about practices, products, and perspectives presented in
many different types of texts and media about familiar and unfamiliar topics.
IH.CMT.2.2 Understand the meaning of messages on familiar and unfamiliar topics used
or displayed in the community or created by peers learning the same target
language.
IH.CMT.3 Use the language to present information to an audience.
IH.CMT.3.1 Use detailed narratives to describe arts, sports, games, and media from the
target culture.
IH.CMT.3.2 Use the language in school or community activities related to academic pursuits
and career interests.
IH.CMT.3.3 Use the language to analyze the target culture in terms of traditions, activities,
viewpoints, and opinions.
IH.CMT.4 Compare the students’ culture and the target culture.
IH.CMT.4.1 Explain the influence of the target culture on literature, media, and global concerns.
IH.CMT.4.2 Understand the impact of the target culture on contemporary perspectives,
practices, and products of the global economy.
PROFICIENCY LEVEL: ADVANCED LOW (AL)
CONNECTIONS TO LANGUAGE & LITERACY
AL.CLL.1 Use the language to engage in interpersonal communication.
AL.CLL.1.1 Understand how to express personal viewpoints on a variety of familiar and
unfamiliar topics.
AL.CLL.1.2 Understand how to communicate ideas and information in lengthy conversations.
AL.CLL.1.3 Understand how to ask about, paraphrase, and describe ideas in unfamiliar situations.
AL.CLL.2 Understand words and concepts presented in the language.
AL.CLL.2.1 Understand extended speech on unfamiliar topics, live or via media.
AL.CLL.2.2 Understand the subtleties and stylistic features of texts on familiar topics.
AL.CLL.2.3 Understand how to interpret texts on unfamiliar topics.
AL.CLL.3 Use the language to present information to an audience.
AL.CLL.3.1 Create presentations on a variety of topics that are comprehensible to
specified audiences.
AL.CLL.3.2 Analyze texts to produce clear and organized summaries of ideas.
AL.CLL.3.3 Use language to modify presentations for some specific audiences.
AL.CLL.3.4 Use accurate pronunciation and appropriate voice inflection in spoken
presentations.
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AL.CLL.4 Compare the students’ culture and the target culture.
AL.CLL.4.1 Compare dialectical differences in media from various target cultures.
AL.CLL.4.2 Compare target culture perspectives in texts and presentations with students’
culture perspectives.
CONNECTIONS TO OTHER DISCIPLINES
AL.COD.1 Use the language to engage in interpersonal communication.
AL.COD.1.1 Understand how to participate in lengthy discussions on a variety of familiar and
unfamiliar academic topics.
AL.COD.1.2 Understand how to communicate ideas and information about academics and
coursework in lengthy conversations.
AL.COD.1.3 Understand how to ask about, paraphrase, and describe discipline-specific ideas
in unfamiliar situations.
AL.COD.2 Understand words and concepts presented in the language.
AL.COD.2.1 Understand detailed information in texts on unfamiliar academic topics.
AL.COD.2.2 Understand the subtleties and stylistic features of texts on familiar academic
topics.
AL.COD.2.3 Understand how to interpret texts on unfamiliar academic topics.
AL.COD.3 Use the language to present information to an audience.
AL.COD.3.1 Use language to modify presentations about academic content area topics for
some specific audiences.
AL.COD.3.2 Use readily available technology tools and digital literacy skills to present
discipline-specific information in the target language.
AL.COD.4 Compare the students’ culture and the target culture.
AL.COD.4.1 Contrast the historical views of public and private life in the target culture and its
civilizations with world views.
AL.COD.4.2 Identify examples of the target culture and its civilizations in contemporary media
and entertainment.
COMMUNITIES
AL.CMT.1 Use the language to engage in interpersonal communication.
AL.CMT.1.1 Use the language in a variety of familiar and unfamiliar situations.
AL.CMT.1.2 Carry out lengthy interactions on familiar and unfamiliar topics with people from
the target culture or communities of learners of the same target language.
AL.CMT.2 Understand words and concepts presented in the language.
AL.CMT.2.1 Analyze information about practices, products, and perspectives presented in
texts and media about various topics.
AL.CMT.2.2 Understand the meaning of lengthy messages on various topics used or displayed
in the community or created by peers learning the same target language.
AL.CMT.3 Use the language to present information to an audience.
AL.CMT.3.1 Use the language to share information about a variety of topics with some
specific audiences.
AL.CMT.3.2 Use the language in school or community events on familiar and unfamiliar topics.
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AL.CMT.4 Compare the students’ culture and the target culture.
AL.CMT.4.1 Critique the influence of the target culture in literature, media, and global concerns.
AL.CMT.4.2 Differentiate the effect of events in the target culture’s history on its contemporary
perspectives, practices, and products.
PROFICIENCY LEVEL: ADVANCED MID (AM)
CONNECTIONS TO LANGUAGE & LITERACY
AM.CLL.1 Use the language to engage in interpersonal communication.
AM.CLL.1.1 Understand how to engage in extended, complex conversations about concrete,
social and professional topics with fluency and flexibility.
AM.CLL.1.2 Understand how to ask and answer questions to solve an unexpected or
unfamiliar complication.
AM.CLL.2 Understand words and concepts presented in the language.
AM.CLL.2.1 Analyze extended, complex speeches and lectures for multiple viewpoints
and opinions.
AM.CLL.2.2 Understand the subtleties and stylistic features of texts on unfamiliar topics.
AM.CLL.2.3 Understand how to interpret long, complex texts.
AM.CLL.2.4 Compare literary and technical writing styles.
AM.CLL.3 Use the language to present information to an audience.
AM.CLL.3.1 Create clearly articulated presentations on personal, academic, and
professional topics.
AM.CLL.3.2 Produce clear, well-organized texts for a variety of audiences on concrete, social
and professional topics.
AM.CLL.3.3 Use accurate pronunciation and suitable stylistic elements in spoken
presentations.
AM.CLL.3.4 Use the language with fluency and flexibility to provide, compare, and support
multiple viewpoints and opinions.
AM.CLL.4 Compare the students’ culture and the target culture.
AM.CLL.4.1 Use dialectical differences to adapt and give presentations.
AM.CLL.4.2 Produce media for distribution that is culturally responsible and sensitive.
CONNECTIONS TO OTHER DISCIPLINES
AM.COD.1 Use the language to engage in interpersonal communication.
AM.COD.1.1 Understand how to engage in extended, complex conversations about concrete,
social and professional topics with fluency and flexibility.
AM.COD.1.2 Understand how to conduct or participate in interviews related to academic and
professional topics of personal interest.
AM.COD.2 Understand words and concepts presented in the language.
AM.COD.2.1 Understand multiple viewpoints and opinions in long, complex texts on
unfamiliar academic topics.
AM.COD.2.2 Compare technical writing styles relevant to academic and professional topics.
AM.COD.3 Use the language to present information to an audience.
AM.COD.3.1 Use specialized and precise language to design presentations about academic or
professional topics.
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AM.COD.3.2 Produce clear, well-organized texts related to academic and professional topics
appropriate for a variety of audiences.
AM.COD.3.3 Use readily available technology tools and digital literacy skills to present
academic and professional information in the target language.
AM.COD.4 Compare the students’ culture and the target culture.
AM.COD.4.1 Explain the influence of the target culture perspectives on products and practices.
AM.COD.4.2 Explain how social and political events affected the perspectives, practices, and
products of the target culture.
COMMUNITIES
AM.CMT.1 Use the language to engage in interpersonal communication.
AM.CMT.1.1 Use the language in a variety of situations with fluency and flexibility.
AM.CMT.1.2 Carry out extended, complex interactions on various topics in almost any
situation with people from the target culture or communities of learners of the
same target language.
AM.CMT.2 Understand words and concepts presented in the language.
AM.CMT.2.1 Evaluate practices, products, and perspectives related to social and
professional topics.
AM.CMT.2.2 Understand the meaning of messages on social and professional topics used or
displayed in the community.
AM.CMT.3 Use the language to present information to an audience.
AM.CMT.3.1 Use the language to share information about concrete, social and professional
topics in a variety of settings.
AM.CMT.3.2 Use specialized and precise language in school and community events.
AM.CMT.4 Compare the students’ culture and the target culture.
AM.CMT.4.1 Critique the influence of the target culture on global philosophy and
professional discourse.
AM.CMT.4.2 Critique the effect of events in the target culture’s history on perspectives,
practices, and products of global interest.
NOTES
NOTES
