National Standards

ENGLISH LANGUAGE ARTS

NL-ENG.K-12.1 READING FOR PERSPECTIVE
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

NL-ENG.K-12.2 UNDERSTANDING THE HUMAN EXPERIENCE
Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

NL-ENG.K-12.3 EVALUATION STRATEGIES
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

NL-ENG.K-12.6 APPLYING KNOWLEDGE
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

NL-ENG.K-12.7 EVALUATING DATA
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

NL-ENG.K-12.8 DEVELOPING RESEARCH SKILLS
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

NL-ENG.K-12.11 PARTICIPATING IN SOCIETY
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

NL-ENG.K-12.12 APPLYING LANGUAGE SKILLS
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

TECHNOLOGY

NT.K-12.3 TECHNOLOGY PRODUCTIVITY TOOLS

• Students use technology tools to enhance learning, increase productivity, and promote creativity.
• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

NT.K-12.4 TECHNOLOGY COMMUNICATION TOOLS

• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
• Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

Wisconsin Standards

Standard A: Reading/Literature

By the end of grade four, students will:

A.4.1 Use effective reading strategies to achieve their purposes in reading.

• Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying their knowledge of letter-sound relationships, and analyzing word structures
• Infer the meaning of unfamiliar words in the context of a passage by examining known words, phrases and structures
• Demonstrate phonemic awareness by using letter/sound relationships as aids to pronouncing and understanding unfamiliar words and text
• Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting and self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures, and adjusting reading rate according to purpose and difficulty
• Read aloud with age-appropriate fluency, accuracy, and expression
• Discern how written texts and accompanying illustrations connect to convey meaning
• Identify and use organizational features of texts, such as headings, paragraphs, and format, to improve understanding
• Identify a purpose for reading, such as gaining information, learning about a viewpoint, and appreciating literature

A.4.2 Read, interpret, and critically analyze literature.

• Recognize and recall elements and details of story structure, such as sequence of events, character, plot, and setting, in order to reflect on meaning
• Draw upon a reservoir of reading materials, including fairy tales, fables, and narratives from the United States and cultures worldwide, to understand plots, make predictions, and relate reading to prior knowledge and experience
• Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and connecting different works to each other and to real-life experiences
• Extend the literal meaning of a text by making inferences, and evaluate the significance and validity of texts in light of prior knowledge and experience

A.4.3 Read and discuss literary and nonliterary texts in order to understand human experience.

• Demonstrate the ability to integrate general knowledge about the world and familiarity with literary and nonliterary texts when reflecting upon life's experiences
• Identify and summarize main ideas and key points from literature, informational texts, and other print and nonprint sources
• Distinguish fiction from nonfiction, realistic fiction from fantasy, biography from autobiography, and poetry from prose
• Select a variety of materials to read for discovery, appreciation, and enjoyment, summarize the readings, and connect them to prior knowledge and
experience

A.4.4 Read to acquire information.

• Summarize key details of informational texts, connecting new information to prior knowledge
• Identify a topic of interest then seek information by investigating available text resources

Standard C: Oral Language

By the end of grade four, students will:

C.4.2 Listen to and comprehend oral communications.

• Follow basic directions
• Identify and summarize key points of a story or discussion
• Retell stories and reports of events in proper sequence
• Follow sequence in plot and character development, predict outcomes, and draw conclusions
• Recall the content of stories after hearing them, relate the content to prior knowledge, and answer various types of factual and interpretive questions about the stories
• Distinguish fact from fantasy and fact from opinion
• Understand increasingly complex sentence structures
• Understand a variety of word structures and forms, such as affixes, roots, homonyms, antonyms, synonyms, and word analogies

C.4.3 Participate effectively in discussion.

• Volunteer relevant information, ask relevant questions, and answer questions directly
• Use appropriate eye contact and other nonverbal cues
• Use appropriate strategies to keep a discussion going
• Reflect on the ideas and opinions of others and respond thoughtfully
• Ask for clarification and explanation of unfamiliar words and ideas
• Summarize information conveyed through discussion

Standard E: Media & Technology

By the end of grade four, students will:

E.4.1 Use computers to acquire, organize, analyze, and communicate information.

• Operate common computer hardware and software
• Use basic word-processing, graphics, and drawing programs
• Create, store, and retrieve electronic files
• Access information using electronic reference resources, such as library catalog, encyclopedias, almanacs, and indexes
• Generate, send, and retrieve electronic messages

Standard F: Research & Inquiry

By the end of grade four, students will:

F.4.1 Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings.

• Propose research by formulating initial questions, narrowing the focus of a topic, identifying prior knowledge, and developing a basic plan for gathering information
• Conduct research by identifying, locating, exploring, and effectively using multiple sources of information appropriate to the inquiry, including print, nonprint, and electronic sources
• Recognize, record, organize, and acknowledge information pertinent to a project, accurately blending discoveries into answers
• Present the results of inquiry, reporting and commenting on the substance and process of learning, orally and in writing, using appropriate visual aids

Wisconsin Information and Technology Literacy Performance Standards — Grade 4

Standard A: Media and Technology

By the end of grade four, students will:

A.4.5 Use media and technology to create and present information

• Use draw, paint or graphics software to create simple signs, posters, banners, charts, visuals, etc.
• Plan a multimedia production using an outline or storyboard
• Create and present a short video or hypermedia program

Standard B: Information and Inquiry

By the end of grade four, students will:

B.4.1 Define the need for information

• Identify the information problem or question to be resolved
• Determine what is already known about the information problem or question
• Formulate initial questions to define what additional information is needed
• Determine a specific focus for the information search questions

B.4.2 Develop information seeking strategies

• Identify possible sources of information including print, nonprint, electronic, and human resources
• Evaluate possible sources based on currency, genre, and relevance to topic
• Select more than one resource when appropriate
• Identify keywords and phrases for each information source
• Recognize different ways to organize ideas, concepts, and phrases
• List steps to follow in carrying out the information search

B.4.4 Evaluate and select information from a variety of print, nonprint, and electronic formats

• Preview selected resources using table of contents, index, and other simple scanning strategies
• Differentiate between fiction and nonfiction resources
• Distinguish between fact and opinion
• Determine timeliness and validity of information sources
• Recognize that graphics and images can be used to convey a message
• Identify the sponsoring organization or author for all resources
• Choose resources appropriate to their interests, abilities, and information need

B.4.6 Interpret and use information to solve the problem or answer the question

• Identify new information and integrate it with prior knowledge
• Determine if information is relevant to the information question
• Select information applicable to the information question
• Seek additional information if needed
• Apply the information gathered to solve the information problem or question

Standard C: Independent Learning

By the end of grade four, students will:

C.4.2 Appreciate and derive meaning from literature and other creative expressions of information

• Choose fiction and other literature of personal interest
• Recognize that award winning books reflect literary and artistic excellence
• Relate literature and other creative expressions of information to personal experiences
• Compare their own interpretations of literature and other creative expressions of information with those of others

C.4.3 Develop competence and selectivity in reading, listening, and viewing

• Choose materials at appropriate developmental levels
• Identify materials that reflect diverse perspectives
• Differentiate among written, oral, and visual forms of literature
• Recognize that media can be constructed to convey specific messages, viewpoints, and values

C.4.4 Demonstrate self-motivation and increasing responsibility for their learning

• Contribute to group or classroom decisions about learning objectives
• Identify topics suitable for independent learning or in-depth exploration
• Apply prescribed criteria for judging success of learning projects
• Establish goals and determine steps for completing a project
• Assess progress and quality of work

Standard D: The Learning Community

By the end of grade four, students will:

D.4.1 Participate productively in workgroups or other collaborative learning environments

• Share information and ideas with others
• Respect the ideas of others
• Articulate workgroup goals and individual responsibilities within the group
• Participate in the development of individuals and workgroup tasks and priorities
• Recognize that individual achievement is linked to the successful completion of workgroup projects
• Complete workgroup projects to meet an established timeline
• Review workgroup projects and suggest improvements