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WISCONSIN ACADEMIC STANDARDS
FOR ENGLISH LANGUAGE ARTS

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INTRODUCTION

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These content and performance standards represent the best thinking of language educators and interested members of the public. They were drawn from two years of work in Wisconsin's Standards Development projects, from the Modern Red Schoolhouse standards, from the standards of states such as the Commonwealth of Virginia, and Colorado, from the work of the New Standards Project, and from the National English Language Arts Standards.

Language Arts: A Developmental Subject

Much of what we expect students to be able to do at the end of their formal education is introduced as early as kindergarten. Students listen, read, speak, write, use language, and enjoy literature at all levels and grades. Only the difficulty of the materials, the complexity of what students do with them, and the sophistication of their skills change. Therefore certain performances remain important at every grade level. For economy of space, knowledge and skills introduced at lower levels are not repeated at higher ones, although the assumption is that they will be maintained and extended.

Great Authors and Literary Works

Human beings have produced a rich treasury of great writing. The language arts standards, like those of most states, do not identify a list of authors or works that must be read. Selection of authors and works is a curriculum function, appropriately left to the local school district. What is most important is that students learn to read well enough to meet their various needs and interests, that they have opportunities to read quality literature, and that they love to read. Exactly which works are read may vary from community to community.

Connectedness

Finally, although language arts is divided into seven standards for focus and clarity, we must remember that, in actual use, these divisions are artificial. To use media, one must read or listen. To write, one must seek content by reading, listening, and viewing. To research one must read. To communicate in any form, one must have obtained a knowledge of language. Most performance standards will provide evidence of proficiency in more than one content standard. Furthermore, since one must communicate about something, language arts standards will frequently connect to those of other subjects.

A.READING/LITERATURE

Content Standard

Students in Wisconsin will read and respond to a wide range of writing to build an understanding of written materials, of themselves, and of others.

Rationale

Reading is a complex, interactive process that continues to be a primary means of acquiring and using information. Society regards reading as essential to daily living. Because reading is fundamental to the mastery of other school subjects, students at all levels must learn to understand what they read. They must know and use strategies-various ways of unlocking the meaning of words and larger blocks of writing-to become successful readers.

Students should be challenged to read literature and other materials that reflect and stimulate their interests and intellectual abilities. They should read a wide variety of materials, including fiction, nonfiction, poetry, drama, and other written works that reveal the richness and diversity of our heritage, afford opportunities to acquire new information, refine perspectives, respond to the needs and demands of society and the workplace, and provide for personal fulfillment.

FOURTH GRADE

Performance Standards

By the end of grade four, students will:

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

• Apply word recognition skills using a variety of strategies including rereading, finding context clues, and knowledge of letter-sound relationships and word structures Infer the meaning of unfamiliar words in the context of a passage by examining known words, phrases and structures
• Demonstrate phonemic skills by using them as an aid to pronouncing and understanding unfamiliar words and text
• Develop reading comprehension by using strategies such as activating prior knowledge, establishing purpose, self-correcting and self-monitoring, rereading, making predictions, 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 and thus create meaning Identify and use organizational features of texts, such as headings, paragraphs, and format, to improve understanding
• Identify purpose for reading, such as to gain information, encounter a viewpoint, and appreciate 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, when speaking, writing, or relating reading to prior knowledge and experience
• Describe the author's voice in a work, connecting it to the work's purpose and key ideas
• Demonstrate literary sensibility by summarizing ideas drawn from stories, identifying cause and effect relationships, interpreting events and ideas, and connecting different works to each other and to their own experience
• Demonstrate literal, interpretive, inferential, and evaluative comprehension of a passage

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

• Draw upon a reservoir of generalknowledge about the world and familiarity with informational texts as they reflect upon life's experiences
• Identify and summarize accurately different perspectives, main ideas, and key points from literature, informative 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 then 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
• Distinguish between facts encountered in documents, narratives, charts, maps, tables and other information sources and the generalizations and interpretations that are drawn from them

EIGHTH GRADE

Performance Standards

By the end of grade eight, students will:

A.8.1 Use effective reading strategies in order to achieve their purposes in reading.

• Use knowledge of sentence and word structure, word origins, visual images and context clues to understand unfamiliar words and clear up confusing parts of a text
• Use knowledge of text features, such as headings and bold face, and text structures, such as chronology and cause/effect, as an aid to comprehension
• Establish purposeful reading and writing habits by using texts to find information, encounter viewpoints, gain understanding, make decisions, and experience pleasure
• Select, summarize, paraphrase, analyze, and evaluate orally or in writing excerpts of texts that pertain to various tasks

A.8.2 Read, interpret, and critically analyze literature.

• Analyze the effect of characters, plot, setting, language, topic, style, purpose, and point of view on the overall impact of literature
• Draw on a broad base of knowledge about the genres of literature, such as the structure and conventions of essays, epics, fables, myths, plays, poems, short stories, and novels when reflecting on a literary work
• Demonstrate an understanding of the defining features and structure of literary texts, such as conflict, representation of character, and point of view, and subsequently develop and apply criteria to evaluate literary merit
• Explain and defend critical opinions about a text, either informally in conversation or formally in a well-organized speech or essay

A.8.3 Read and discuss literary and nonliterary texts in order to understand human experience.

• Respond orally and in writing to literary and nonliterary texts representing the diversity of American cultural heritage and cultures of the world
• Identify common historical, social, and cultural themes and issues in literary selections
• Draw on a broad base of knowledge about the themes, ideas, and insights found in classical literature during reflection on contemporary texts
• Evaluate themes and main ideas in light of audience and purpose

A.8.4 Read to acquire information.

• Evaluate the reliability and authenticity of information conveyed in a text, using criteria such as knowledge of the author, topic, or context and analysis of logic, evidence, representation, propaganda, and language features
• Interpret and use technical resources such as charts, tables, travel schedules, timelines, and manuals
• Compare, contrast, and then evaluate the relative accuracy and usefulness of information from different sources
• Identify and explain information, main ideas, and organization encountered in reading a variety of informational passages, then represent the relationship of parts to the whole

TWELFTH GRADE

Performance Standards

By the end of grade twelve, students will:

A.12.1 Use effective reading strategies in order to achieve their purposes in reading.

• Apply sophisticated word meaning and word analysis strategies, such as knowledge of other languages, to understand unfamiliar words
• Gather information to help achieve understanding when the structure of a text is unclear or difficult to discern
• Apply knowledge of expository structures, such as the deductive or inductive development of an argument, to a variety of materials
• Identify propaganda techniques and faulty reasoning in texts
• Appraise how formatting of a text influences understanding of material
• Distinguish between apparent fact and opinion in nonfiction texts
• Review the context of a work to determine the meanings of abbreviations and acronyms as well as the technical, idiomatic, and figurative meanings of terms

A.12.2 Read, interpret, and critically analyze literature.

• Explain the structure of selected literary passages taken from various historical periods and cultures ranging from the classical to the contemporary, illustrating the author's use of syntax, imagery, figures of speech, allusions, symbols, irony, and other devices in the context of history, culture, and literary style
• Draw on a broad base of knowledge about the universal themes of literature such as initiation, love and duty, heroism, illusion and reality, salvation, death and rebirth, and explain how these themes are developed in a particular work of literature
• Investigate how a writer has influenced or been influenced by historical, social, and cultural issues or events
• Defend various interpretations of complex written materials
• Explain how details of language, setting, plot, character, conflict and point of view in a work of literature produce a dominant effect or theme
• Develop and apply criteria to evaluate literary merit to unfamiliar works

A.12.3 Read and discuss literary and nonliterary texts in order to understand human experience.

• Develop and articulate, in writing and orally, personal perspectives on individual, community, national, and world issues reflected in works of literature and nonfiction commentaries
• Examine and present, in writing and orally, multiple perspectives on individual, community, national, and world issues reflected in works of literature and nonfiction commentaries
• Identify the devices an author uses to influence readers and critique the effectiveness of the author's use of those devices
• Identify the philosophical assumptions and basic beliefs underlying a particular text

A.12.4 Students will read to acquire information.

• Apply tests of logic and reasoning to informational and persuasive materials
• Analyze and synthesize the concepts and details encountered in informational texts such as reports, technical manuals, historical papers and government documents
• Draw on and integrate information from multiple sources when building knowledge and developing a position on a topic of interest

B. WRITING

Content Standard

Students in Wisconsin will write clearly and effectively to share information and knowledge, to influence and persuade, and to create and entertain.

Rationale

Written communication skills are central to learning. Whether in academic life, in the workplace, or in one's personal life, they offer a powerful advantage in a world in which people must constantly learn new information. To become confident and effective writers, students need to learn how to write for varied purposes and audiences. They need to try different approaches and to reconsider what they have written through revision and editing. To ensure that the materials they create are understood and well-received, students need a working knowledge of language as well as grammar structures, including usage punctuation, spelling, and format and presentation. This knowledge is essential for discussing, critiquing, revising, and editing printed and nonprinted materials.

FOURTH GRADE

Performance Standards

By the end of grade four, students will:

B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes.

• Write nonfiction and technical pieces (summaries, messages, informational essays, basic directions, instructions, simple reports) that convey essential details and facts and provide accurate accounts of events and sequences
• Write expressive pieces in response to life experiences, reading, and viewing (narratives, reflections, and letters) that feature descriptive detail and represent personal voice
• Write creative pieces (poetry, fiction, and plays) that represent and express invention and aesthetic content
• Complete, as appropriate, the preceding tasks working in a variety of writing situations, including impromptu (on demand) as well as over time; using a variety of technologies, including pen and paper as well as a computer; aiming at a variety of readers, including teacher, peers, and adults

B.4.2 Plan, revise, edit, and publish clear and effective writing.

• Produce written drafts of finished pieces which demonstrate strategies to generate ideas, establish purpose, account for audience, develop focus and order consistent with purpose, and show revisions of language, organization and content which clarify or make other improvements
• Explain revisions in conference with teacher
• Use planning, drafting, and revising to produce, on demand, a developed and organized impromptu piece that demonstrates effective language use, voice, and correctness

EIGHTH GRADE

Performance Standards

By the end of grade eight, students will:

B.8.1 Create or produce writing to communicate with different audiences for a variety of purposes.

• Write an expository piece which is coherent and complete, containing sufficient detail to fulfill purpose, language appropriate for intended audience, and organization featuring clear coordination and subordination of ideas
• Write a persuasive piece (such as a letter to a defined audience or a script promoting a particular product) that includes a clear position, a discernible tone and either a coherent argument with reliable support or other persuasive content
• Write a narrative based on experience that uses descriptive language and detail effectively, presents a sequence of events, and reveals a theme
• Write clear and pertinent responses to reading and viewing that reflect on, interpret, explain, and otherwise represent the experiences to specific audiences
• Write creative fiction that includes major and minor characters and a coherent plot, in a narrative that displays effective imagery, descriptive language and concrete detail
• Complete, as appropriate, the preceding tasks working in a variety of writing situations, including impromptu as well as over time; using a variety of technologies, including pen and paper as well as a computer; aiming at a variety of readers, including teacher, peers, and adults

B.8.2 Plan, revise, edit, and publish clear and effective writing.

• Produce written drafts of finished pieces which demonstrate strategies to generate ideas, establish purpose and tone, account for audience, develop focus and order consistent with purpose, and show revisions of language, structure, organization and content which clarify or make other improvements
• Identify additional questions and strategies for improving drafts in writing conferences with the teacher
• Use planning, drafting, and revising to produce, on demand, a developed and organized impromptu piece that demonstrates effective language use, structure, voice, and correctness

TWELFTH GRADE

Performance Standards

By the end of grade twelve, students will:

B.12.1 Create or produce writing to communicate with different audiences for a variety of purposes.

• Write a coherent argument that assumes a stance, accurately summarizes an opposing viewpoint, and refutes that view, citing persuasive evidence
• Compose and publish analytic and reflective writing that conveys knowledge, experience, insights, and opinions to an intended audience, using rhetorical structures that divide complex thoughts into simpler thoughts, transitions to help the audience follow the logic, and language appropriate to the audience
• Write creative fiction that includes an authentic setting, discernible tone, coherent plot, distinct characters, effective detail, believable dialogue and conflict resolution
• Write summaries of complex information (such as lengthy texts or events witnessed), expand or reduce the summaries by adding or deleting detail, and integrate information as appropriate into reviews, reports or essays with correct citations
• Write autobiographical and biographical narratives that use descriptive language and effective syntax to establish a discernible tone, and convey the essence of events described in a mature style characterized by a suitable vocabulary, an appropriate voice, a variety of sentence structures, clear coordination and subordination of ideas, and rhetorical devices that help establish and reinforce meaning
• Prepare and publish technical writing such as memos, applications, letters, reports and resumes for appropriate audiences, attending to details of layout and format as appropriate to purpose
• Complete, as appropriate, the preceding tasks working in a variety of writing situations, including impromptu as well as over time; using a variety of technologies, including pen and paper as well as a computer; aiming at a variety of readers, including teacher, peers, and adults

B.12.2 Plan, revise, edit, and publish clear and effective writing.

• Develop a clear thesis and effectively organize and present supporting ideas in connection with knowledge, opinions, or insights to an intended audience
• Develop and critically appraise a composition through a series of drafts, using personal knowledge of style, writing strategies, strengths, and weaknesses in addition to feedback from peers and teachers when revising and editing
• Use planning, drafting, and revising to produce, on demand, a well developed and organized impromptu piece that demonstrates effective language use, structure, voice, and vocabulary appropriate to purpose, and a level of correctness that does not interfere with the reader's appreciation of the piece

C. ORAL LANGUAGE

Content Standard

Students in Wisconsin will listen to understand and will speak clearly and effectively for diverse purposes.

Rationale

The spoken word, essential to our individual and social development, remains a central way of conveying messages. Whether in informal interactions or more formal settings, communicators are required to design and deliver coherent messages and adapt to their listeners.

Listening is the most used and least understood of all communication skills. We spend approximately 45 percent of all communication time and as much as 57 percent of school instruction time listening. The ability to listen and to follow instructions is highly prized in the workplace.

FOURTH GRADE

Performance Standards

By the end of grade four, students will:

C.4.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.

• Identify and discuss criteria for a variety of effective presentations, such as eye contact, projection, tone, volume, rate, and enunciation
• Read aloud effectively from previously-read material
• Use oral language to communicate precise information and accurate instructions, with details organized and sequenced for clarity, speaking from notes or brief outline
• Present autobiographical or fictional stories that describe and convey events effectively before large as well as small groups
• Participate in group readings, such as choral, echo, and shadow reading
• Perform dramatic readings and presentations
• Demonstrate initial understanding of the difference between their opinion and fact by stating evidence to support opinions

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
• Respond to questions about the content of oral readings and recordings, relating the content to prior knowledge
• Distinguish fact from fantasy, 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.

• Select relevant information for presentation
• Support ideas and opinions with references to sources
• Use appropriate eye contact and other nonverbal response cues
• Respond directly to questions
• Use appropriate strategies to keep discussion going
• Recognize and patiently reflect on the ideas and opinions of others
• Seek relevant information through questions
• Ask for clarification and explanation of unfamiliar words and ideas
• Summarize information shared in discussion
• Provide direct and clear written and spoken feedback to speakers

EIGHTH GRADE

Performance Standards

By the end of grade eight, students will:

C.8.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.

• Present brief impromptu remarks pertaining to topics of current or general interest
• Represent an experience with descriptive, evocative detail, demonstrating effective timing and personal control while speaking from notes or outline
• Perform expressive oral readings of prose, poetry, and drama
• Prepare and conduct simple interviews
• Differentiate between formal and informal speaking contexts
• Present a coherent, comprehensive report on differing viewpoints on an issue, evaluating the content of the material presented, and organizing the presentation in a manner appropriate to the audience
• Differentiate between formal and informal styles of speaking, adjusting language, gestures, speaking rate and volume according to audience and purpose
• Use appropriate speech etiquette in expressing thanks and in receiving praise

C.8.2 Listen to and comprehend oral communications.

• Summarize and explain kinds of information in a communication, accounting for its key ideas, structure, and the relationship of parts to the whole
• Distinguish among purposes for listening, such as gaining information or being entertained, and take notes as appropriate
• Apply prior knowledge about a subject and speaker to the context and content of remarks
• Recall significant details and sequence accurately
• Follow a speaker's argument and represent it in notes
• Evaluate the reliability of information in a communication, using criteria such as knowledge of speaker, topic, or context and analysis of logic, evidence, propaganda devices, and language

C.8.3 Participate effectively in discussion.

• Participate in discussion by listening attentively, demonstrating respect for the opinions of others, responding responsibly and courteously to the remarks of others
• Explain and advance opinions by citing supporting evidence
• Evaluate the stated ideas and opinions of others, seeking clarification through questions
• Invite ideas and opinions of others into the discussion, responding clearly and tactfully to questions and comments
• Accept and use helpful criticism
• Establish and maintain an open mind when listening to others' ideas and opinions
• Summarize main points of group discussion, specifying areas of agreement and disagreement and paraphrasing contributions
• Display and maintain facial expressions, body language, and other response cues that indicate respect for the speaker and attention to the presentation
• Attend to the content of discussion rather than the speaker
• Participate in discussion without dominating
• Distinguish between supported and nonsupported statements

TWELFTH GRADE

Performance Standards

By the end of grade twelve, students will:

C.12.1 Prepare and deliver formal oral presentations appropriate to specific purposes and audiences.

• Develop and deliver a speech that conveys information and ideas in logical fashion for a selected audience, using language that clarifies and reinforces meaning
• Construct and present a coherent argument, summarizing then refuting opposing positions, and citing persuasive evidence
• Participate effectively in question/answer sessions following presentations
• Summarize narrative and numerical information accurately and logically in presentations
• Demonstrate confidence and poise during presentations, interacting effectively with the audience, and selecting language and gestures mindful of their effect
• Demonstrate ability to debate issue from either side
• Interpret literary works orally, citing support appropriate to purpose
• Synthesize and present results of major research projects, accurately summarizing and illustrating main ideas, using appropriate technological aids, and offering support for conclusions
• Demonstrate fluency with varied inflection, effective eye contact, speaking rate, volume, and enunciation
• Use appropriate speech etiquette in expressing regret and sympathy

C.12.2 Listen to, discuss, and comprehend oral communications.

• Understand both literal and connotative meanings
• Distinguish between relevant and irrelevant material
• Distinguish fact from opinion, identify faulty logic, and detect manipulative techniques
• Analyze messages for accuracy and usefulness
• Evaluate speaker's use of diction, tone, syntax, rhetorical structure, and language conventions in light of the purpose and context of a communication
• Relate speaker's ideas and information to prior knowledge and experience
• Adapt response to instructions that require adjustments according to specific situations or conditions

C.12.3 Participate effectively in discussion.

• Detect and evaluate speaker's bias
• Consider the ideas and opinions of other speakers thoughtfully before responding
• Evaluate the validity and adequacy of ideas, arguments, hypotheses, and support
• Recognize and control own emotional responses to speaker and information
• Appraise the purpose of discussions by examining context and motivation of participants
• Perform various roles, including leader, participant, and moderator
• Extend discussion by asking pertinent questions
• Support ideas or opinions with reference to authoritative resources
• Apply strategies such as summarizing main ideas or identifying agreement to solve problems, resolve conflicts, and conclude discussions
• Convey criticism in a respectful and supportive way

D. LANGUAGE

Content Standard

Students in Wisconsin will apply their knowledge of the nature, grammar, and variations of American English.

Rationale

The essential basis of English language arts is language. Language exists in many variations, and the ability to use it well is frequently a source of power, respect, and financial success. However, if students are unaware of how language works, they may be unable to use it effectively.

FOURTH GRADE

Performance Standards

By the end of grade four, students will:

D.4.1 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in oral and written communications:

• parts of speech including nouns, pronouns, and adjectives
• adverbials, including words and phrases
• principles of agreement related to number, gender, and case
• capitalization of proper nouns, titles, and words at the beginning of sentences
• punctuation marks and conjunctions used to separate sentences and connect independent clauses
• commas used with nonrestrictive modifiers, appositives, and lists
• correct spelling of frequently used words
• word order and punctuation marks that distinguish statements, questions, exclamations, and commands

D.4.2 Develop their vocabulary of words, phrases, and idioms as a means of improving communication.

• Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly
• Use their knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words
• Identify common figures of speech and use them appropriately

D.4.3 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional situations, and learn to be flexible and responsive in their use of English.

• Differentiate between formal and informal English and use each form appropriately
• Identify various styles and purposes of oral and written language and learn to communicate effectively in commonly occurring situations
• Describe and give examples of variations in American English that appear in different social, cultural, regional, and professional environments

EIGHTH GRADE

Performance Standards

By the end of grade eight, students will:

D.8.1 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in oral and written communications:

• form and function of words, phrases, and clauses in a sentence, including coordinate and subordinate conjunctions, relative pronouns, and comparative adjectives
• use of tenses to indicate the relative order of events
• principles of agreement, including subject-verb, pronoun-noun, and preposition-pronoun
• punctuation of compound, complex, and compound-complex sentences
• conventions of capitalization
• correct spelling of frequently used words and effective strategies for spelling unfamiliar words

D.8.2 Develop their vocabulary and ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.

• Consult dictionaries, thesauruses, handbooks, and grammar texts when choosing words, phrases, and expressions for use in oral and written presentations
• Explain how writers and speakers use word choice and figurative language such as similes, metaphors, personification, hyperbole, and allusion to achieve specific effects
• Choose words purposefully and evaluate the their use of words in communications designed to inform, explain, and persuade

D.8.3 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional situations, and learn to be flexible and responsive in their use of English.

• Describe how American English is used in various public and private contexts, such as school, home, and work
• Make appropriate choices when speaking and writing, such as formal or informal language, considering the purpose and context for communicating
• Evaluate how audience and context affect the selection and use of words and phrases, including slang and jargon

TWELFTH GRADE

Performance Standards

By the end of grade twelve, students will:

D.12.1 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in oral and written communications:

• form and function of words, phrases, and clauses in a sentence, including inter-clausal relationships in complex sentences
• use of tenses to indicate the relative order and relationship of events, including conditionals
• principles of agreement, including subject-verb, pronoun-noun, and preposition-pronoun
• punctuation of compound, complex, and compound-complex sentences, including dialogue, citations, colons, hyphens, dashes, ellipses, and italics
• conventions of capitalization
• correct spelling of frequently used words and effective strategies for spelling unfamiliar words
• common errors in the use of language and how (and when) to correct them

D.12.2 Develop their vocabulary and ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.

• Examine the origin, history, denotation, connotation, and usage of English words and phrases by consulting dictionaries, thesauruses, handbooks, and other sources of information about the language
• Evaluate the effects of different types of language, such as literary and technical, formal and informal, in communications designed to narrate, inform, explain, persuade, and entertain
• Use language appropriate to the background, knowledge, and age of an audience
• Recognize and exercise options in modes of expression and choice of words when speaking and writing, especially when revising written work

D.12.3 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional situations, and learn to be flexible and responsive in their use of English.

• Evaluate the use of standard American English in public contexts, e.g., school and work
• Evaluate the choice of words, expressions, and style in light of purpose and context for communication
• Analyze and explain how immediate context and broader social, cultural, regional, and professional variables influence the use of language, citing characteristics such as level of formality, slang, jargon, and emotional impact
• Draw inferences about values, attitudes, and points of view by analyzing a writer's or speaker's use of English
• Compare form, meaning, and value of different symbol systems-such as alphabets, signs, symbols-and of expressions commonly used in another language

E. MEDIA AND TECHNOLOGY

Content Standard

Students in Wisconsin will use media and technology critically and creatively to obtain, organize, prepare and share information; to influence and persuade; and to entertain and be entertained.

Rationale

In a technological world in which thought is increasingly dominated by media, such as newspapers, magazines, radio, television, movies, computer software, and electronic networks, students need to understand the impact of media on daily life. To use media effectively students must be able to evaluate information and match the information with the appropriate medium for a specific audience. In order to do this, they must recognize how communication changes from one medium to another.

FOURTH GRADE

Performance Standards

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
• Differentiate between and use basic word processing, graphics, and drawing programs
• Create, store, and retrieve electronic files
• Access information using electronic reference resources, such as card catalog, encyclopedias, almanacs, and indexes
• Generate, send, and retrieve electronic messages

E.4.2 Make informed judgments about communications media and products.

• Identify the intent or appeal behind products and messages promoted via media
• Recognize basic propaganda techniques
• Identify images and symbols central to particular messages

E.4.3 Create products appropriate to audience and purpose.

• Write news articles appropriate for familiar media
• Create simple advertising messages and graphics appropriate for familiar media
• Prepare, perform and tape simple radio and television scripts
• Prepare and perform school announcements and program scripts

E.4.4 Demonstrate a working knowledge of media production and distribution.

• Make distinctions between messages presented on radio, television, and in print
• Recognize how messages are adjusted for different audiences
• Identify sales approaches and techniques aimed at children

E.4.5 Analyze and edit media work as appropriate to audience and purpose.

• Generate and edit media work as appropriate to audience and purpose, sequencing the presentation effectively and adding or deleting information as necessary to achieve desired effects
• Provide feedback to (and receive it from) peers about the content, organization and overall effect of media work

EIGHTH GRADE

Performance Standards

By the end of grade eight, students will:

E.8.1 Use computers to acquire, organize, analyze, and communicate information.

• Demonstrate efficient word processing skills
• Construct and use simple databases
• Use manuals and on-screen help in connection with computer applications
• Perform basic computer operations on various platforms
• Collect information from various on-line sources, such as web pages, news groups, and listservs

E.8.2 Make informed judgments about media and products.

• Recognize common structural features found in print and broadcast advertising
• Identify and explain the use of stereotypes and biases evident in various media
• Compare the effect of particular symbols and images seen in various media
• Develop criteria for selection or avoidance of specific broadcast programs and periodicals

E.8.3 Create media products appropriate to audience and purpose.

• Write informational articles that target audiences of a variety of publications
• Use desktop publishing to produce brochures and newsletters designed for particular organizations and audiences
• Create promotional video and audio tapes designed for particular audiences

E.8.4 Demonstrate a working knowledge of media production and distribution.

• Plan a promotion or campaign that involves broadcast and print media production and distribution
• Analyze how messages may be affected by financial factors such as sponsorship
• Identify advertising strategies and techniques aimed at teenagers

E.8.5 Analyze and edit media work as appropriate to audience and purpose.

• Revise media productions by adding, deleting, and adjusting the sequence and arrangement of information, images, or other content as necessary to improve focus, clarity or effect
• Develop criteria for comprehensive feedback on the quality of media work and use it during production

TWELFTH GRADE

Performance Standards

By the end of grade twelve, students will:

E.12.1 Use computers to acquire, organize, analyze, and communicate information.

• Design, format, and produce attractive word-processed documents for various purposes
• Incorporate information from sophisticated databases and spreadsheets into reports
• Integrate graphics appropriately into reports, newsletters, and other documents
• Retrieve and reproduce documents across various platforms
• Use on-line sources to exchange information

E.12.2 Make informed judgments about media and products.

• Develop and apply evaluation criteria for broadcast news programs for accuracy and point of view
• Recognize and explain the impact of various media on daily life
• Analyze content and effect of subtle persuasive techniques used on-line and in broadcast and print media
• Develop and apply criteria for evaluation of broadcast programming

E.12.3 Create media products appropriate to audience and purpose.

• Create multimedia presentations in connection with major projects, such as research reports or exhibitions
• Develop various media products to inform or entertain others in school or the community such as slide shows, videos, newspapers, sound recordings, literary publications, and brochures

E.12.4 Demonstrate a working knowledge of media production and distribution.

• Analyze the effect of media production techniques, such as music, camera angles, fade-outs, and lighting, on different audiences
• Evaluate the impact of various market factors on the effectiveness of media production and distribution
• Identify the impact of image and context on particular audiences receiving the same message
• Develop and apply criteria for evaluating advertising campaigns for a variety of products, past and present

E.12.5 Analyze and edit media work as appropriate to audience and purpose.

• Develop and present criteria for evaluation of a variety of media products
• Evaluate audience feedback on the clarity, form, effectiveness, technical achievement and aesthetic appeal of media work

F. RESEARCH AND INQUIRY

Content Standard

Students in Wisconsin will locate, use, and communicate information from a variety of print and nonprint materials.

Rationale

Students acquire a wide range of abilities and tools for raising questions, investigating ideas, and solving problems. Research involves posing interesting and important questions, using multiple sources of information, analyzing and relating facts and concepts, and arriving at conclusions or new understandings (adapted from the national Standards for the English Language Arts).

FOURTH GRADE

Performance Standards

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

EIGHTH GRADE

Performance Standards

By the end of grade eight, students will:

F.8.1 Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings.

• Formulate research questions and focus investigation on relevant and accessible information sources
• Use multiple sources to identify and locate information pertinent to research including encyclopedias, almanacs, dictionaries, card catalogs, indexes to periodicals, on-line and computer based data
• Conduct interviews, field studies, and experiments and use specialized resources (such as almanacs, fact books, pamphlets, and technical manuals) when appropriate to inquiry
• Compile, organize and evaluate information sources, taking notes that summarize concepts and discoveries, and extending research strategies
• Consider results of the investigation by reviewing collected information and evaluating its usefulness
• Produce an organized written and oral report that presents and reflects on findings, draws sound conclusions, adheres to conventions for manuscript preparation and gives proper credit to sources

TWELFTH GRADE

Performance Standards

By the end of grade twelve, students will:

F.12.1 Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings.

• Formulate questions addressing issues or problems that can be answered through a defined and focused investigation
• Use research tools found in school and college libraries, take notes, collect and classify sources, and develop strategies for finding and recording information
• Conduct interviews, taking notes or recording oral information, then transcribing and summarizing results
• Develop additional research strategies appropriate to the investigation, involving resources such as questionnaires, experiments, and field studies
• Organize research materials and data, maintaining a note taking system that includes summary, paraphrase, and quoted material
• Evaluate usefulness and credibility of data and source material by applying tests of evidence, including bias, position, expertise, adequacy, validity and reliability, and date of origin
• Analyze, synthesize, and integrate data, drafting a reasoned report that supports and appropriately illustrates inferences and conclusions drawn from research
• Present findings in oral and written reports, correctly citing sources