NCSCS & Instructional Tools


North Carolina Standard Course of Study (NCSCS) and
Instructional Tools for World Languages
Documents and/or Links

The standards and instructional tools are posted in order of publication, rather than alphabetically.

Notes and Information

World Language Essential Standards (WLES)

PDF of WLES

Word version of WLES

xxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxx

Adopted by the North Carolina State Board of Education in September 2010.

All North Carolina Essential Standards utilize Revised Bloom's Taxonomy (RBT) verbs.
Please go to the RBT Resources page for details:
http://wlnces.ncdpi.wikispaces.net/RBT+Information

Crosswalk

PDF of Crosswalk

Word version of Crosswalk

xxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxx

The Crosswalk is a comparison of the old standards vs. the new standards, and answers the question:
How are the World Language Essential Standards new, better and different?

Unpacking Documents

Classical Languages

Levels I - VI



xxxxxxxxxxxxxxxxxxxxxxxxxxxxx
PDF of Classical Languages, Levels I - VI

Word version of Classical Languages, Levels I - VI

xxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxx

Classical Language programs involve classical studies and the learning of languages like Latin and Ancient Greek, which are sometimes called "dead" or "immortal" languages since they are no longer any population's first or native language.


Dual & Heritage Languages

xxxxxxxxxxxxxxxxxxxxxxxxxxxxx

K-12 Dual Language/Immersion (DLI)

PDF of Dual & Heritage: DLI

Word version of Dual & Heritage: DLI

xxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Heritage Languages (HL), Levels I - II

PDF of Dual & Heritage: HL I - II

Word version of Dual & Heritage: HL I - II

xxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Dual & Heritage Language programs include Dual Language/Immersion (DLI) and heritage language programs.

  • In DLI programs, students are taught academic content in two languages, English and the target language, so that they master subject content from other disciplines and become bilingual and biliterate.
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxx

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

xxxxxxxxxxxxxxxxxxxxxxxxxxxx

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

xxxxxxxxxxxxxxxxxxxxxxxxxxxx
  • Heritage language programs are designed for students who have home backgrounds in a language other than English or come from other immersion experiences, formal or informal, so that they can maintain their heritage language, develop literacy skills, and bridge into advanced modern language courses.


Modern Languages

Foreign Language in the Elementary School (FLES)/Early Start and Middle School

PDF of FLES/Early Start and Middle School

Word version of FLES/Early Start and Middle School

xxxxxxxxxxxxxxxxxxxxxxxxxxxxx

High School (HS) Credit, Levels I - VIII

PDF of HS Credit, Levels I - VIII

Word version of HS Credit, Levels I - VIII

xxxxxxxxxxxxxxxxxxxxxxxxxxxx

Modern Language programs involve the study of languages that are a first language for a population somewhere in the world. These programs are the most common and are often what comes to mind when world language or foreign language classes are mentioned.

In North Carolina, the following languages are studied as modern languages:
  • American Sign Language (ASL),
  • Arabic,
  • Cherokee,
  • Chinese (Mandarin),
  • French,
  • German,
  • Greek,
  • Hebrew,
  • Hindi,
  • Italian,
  • Japanese,
  • Portuguese,
  • Russian,
  • Spanish, and
  • Turkish.
Additional modern languages could be added to this list at any time and would use the same standards and student outcomes, which are adjusted for student developmental level (K - 8 vs. High School) and language type (alphabetic, logographic, visual).

Clarifying Objectives by Course Outcomes

Go to the COs by Course Outcomes page to download these documents, which are organized by language and include course codes, which have been updated for 2015 - 2016.

Several tools developed from the Unpacking Documents posted above, including:
  • Curriculum Mapping documents for teachers to use in planning classroom curriculum aligned to the proficiency-based standards and the student or course outcomes, and then
  • Sets of Clarifying Objectives (COs) by Course Outcomes that served the same purpose and have all of the clarifying objectives for a single course on one document.

Graphic Organizers

World Language Graphic Organizer Booklet


The individual proficiency level Graphic Organizer packets in PDF, along with their component parts in Microsoft Word and PowerPoint formats, are available to download from the Graphic Organizers page.

The World Language Graphic Organizer booklet, downloadable at left, contains graphic organizer packets for each of the eight proficiency levels in the World Language Essential Standards:
  • Novice Low - Greetings
  • Novice Mid - Technology
  • Novice High - Family
  • Intermediate Low - Travel
  • Intermediate Mid - Literature
  • Intermediate High - Family
  • Advanced Low - Current Events in the Media
  • Advanced Mid - Family

The packets are comprised of information about the graphic organizers, a mini-lesson with several components including one or more Assessment Examples (AEs), and the graphic organizer to be used or adapted in the classroom.
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Assessment Examples

Go to the AEs for World Languages page to find the AEs posted individually.
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Booklets containing AEs for different proficiency ranges are coming soon!

The Assessment Examples (AEs) were developed to support standards implementation and to serve as examples of some ways that standards (or parts of standards) might be assessed in the classroom by teachers. The AEs are intended to help illustrate ways that the standards could be assessed but are NOT required or mandated for student or teacher accountability. Teachers are encouraged to implement assessments in ways that make sense to their teaching situations and best fit the needs of their students.

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Administrator Guides (AG)

AG for Classical Languages

AG for Dual & Heritage Languages

AG for Modern Languages


All three of the Administrator Guides for World Languages are posted on the Administrator Guides page.


The Administrator Guides, or updated “Look-For” documents for principals are a K-12 Teacher Evaluation Support Tool for the North Carolina Educator Evaluation System (NCEES) Standards 1-5.

Each Administrator Guide is a 4-page packet, or two pages when copied back-to-back, and starts with an overview of a World Language program, plus information about the structure and goals of the World Language Essential Standards as they apply to that program. Attached is a compilation of model practices, organized and aligned according to NCEES Standards I-V.

The practices also incorporate the Teacher Effectiveness for Language Learning (TELL) materials that have been developed nationally for use by district language coordinators, department heads, mentor teachers, etc. By incorporating TELL with NCEES, the goal is to create a tool for principals to use in their work with teachers which integrates best practices in World Language instruction.

The Administrator Guides do not take the place of the NCEES evaluation tool, but are designed to be used as a resource to support the evaluation tool and to deepen understanding about meaningful instruction in world language classrooms.

Global Education Resources for World Languages



The Global Education Resources for World Languages document is part of NC Global Education Commitment 1.1: Robust and Cutting-Edge Teacher Support and Tools that provide content for embedding global themes and problem-based learning that focuses on global issues throughout the K-12 curriculum consistent with the North Carolina Essential Standards.