Delaware State Standards for Language Arts: Grade 4

DE.1. Written and Oral Communication: Use written and oral English appropriate for various purposes and audiences. Students will be able to:

1.1. Written Communication: Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice (1.1). Written Communication: Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions (1.2). Written Communication: Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces (1.3).

1.1.1. Students understand that persuasive writing is audience-centered; the needs of the intended audience are the most important consideration. Students understand that persuasive writing involves taking a position on a debatable issue in order to convince an audience.

1.1.2. Students understand that informative writing is subject-centered; the need to communicate information clearly so that the audience can understand the content/subject is the most important consideration.

1.1.3. Students understand that expressive writing is author-centered; the most important consideration is the writer's intent to tell a story or make meaning of an experience (reflection, self-discovery), to achieve personal goals, or to create literary pieces.

1.1.4. Audience: Students understand that writing has an intended audience. In order to meet the needs of that audience, students

1.1.4.1. Write in a manner that makes sense to readers

1.1.4.2. Write to audiences that are 'familiar' if not 'known' personalities, (e.g., classmate, teacher, parent, student in another grade/school, principal, sibling, community member, famous person known to all

1.1.5. Form: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to the following: Persuasive, Informative, and Expressive

1.1.5.1. Development (Persuasive Writing): Present a clear position that supports or opposes a debatable issue or question

1.1.5.2. Development (Persuasive Writing): Support the position with reasons that could include relevant facts, statistics, personal and expert opinions, and/or examples

1.1.5.3. Development (Persuasive Writing): Begin to acknowledge readers' anticipated position(s) on the issue and/or anticipated opposition (e.g., acknowledge alternative view points, propose solutions)

1.1.5.4. Development (Persuasive Writing): Avoid unsupported reasons (e.g., begging, 'it's not fair', circular reasoning)

1.1.5.5. Development (Persuasive Writing): Identify and use primary and secondary sources when appropriate, avoiding copying verbatim

1.1.5.6. Development (Persuasive Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the issue

1.1.5.7. Development (Informative Writing): Select an interesting, yet manageable, subject for writing or one that meets the requirements of the assignment

1.1.5.8. Development (Informative Writing): Write an effective title, when appropriate

1.1.5.9. Development (Informative Writing): Provide relevant information (e.g., personal opinion based on experience/observation, verifiable facts, examples, explanations) to elaborate or clarify the subject

1.1.5.10. Development (Informative Writing): Identify and use primary and secondary sources when appropriate, avoiding copying verbatim

1.1.5.11. Development (Informative Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic

1.1.5.12. Development (Expressive Writing): Develop an interesting idea for writing

1.1.5.13. Development (Expressive Writing): Create a title that reflects the subject and engages the reader

1.1.5.14. Development (Expressive Writing): Use dialogue, description, and narration when appropriate

1.1.5.15. Development (Expressive Writing): Use sensory images to describe feelings, events, and/or characters when appropriate

1.1.5.16. Development (Expressive Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic

1.1.5.17. Organization (Persuasive Writing): Present reasons in a logical order (e.g., weakest to strongest argument, strongest to weakest argument)

1.1.5.18. Organization (Persuasive Writing): Organize writing by selecting text structures that strengthen the argument

1.1.5.19. Organization (Persuasive Writing): Develop an introduction, which is separate from the body, that presents a simple thesis and

1.1.5.20. Organization (Persuasive Writing): takes a clear position

1.1.5.21. Organization (Persuasive Writing): clarifies the issue

1.1.5.22. Organization (Persuasive Writing): Use transition words/phrases that show order (e.g., in conclusion) or relationships (e.g., on the other hand)

1.1.5.23. Organization (Persuasive Writing): Develop a conclusion

1.1.5.24. Organization (Informative Writing): Organize writing by selecting text structures that clarify or explain the subject

1.1.5.25. Organization (Informative Writing): Develop an introduction, which is separate from the body, that presents a simple thesis

1.1.5.26. Organization (Informative Writing): Use transition words/phrases that show order (e.g., in conclusion) or relationships (e.g., on the other hand)

1.1.5.27. Organization (Informative Writing): Develop a conclusion

1.1.5.28. Organization (Expressive Writing): Organize writing to engage the reader (e.g., experiment with chronology, literary forms or genres)

1.1.5.29. Organization (Expressive Writing): Use paragraphs to transition between ideas and control and enhance message

1.1.5.30. Organization (Expressive Writing): Develop an introduction/hook, which is separate from the body, that hooks the reader

1.1.5.31. Organization (Expressive Writing): Use transition words/phrases that show chronology (e.g., as soon as, later, then) or relationships (e.g., on the other hand, similarly, of course)

1.1.5.32. Organization (Expressive Writing): Develop a conclusion

1.1.6. Sentence Structure (& Style/Voice): In order to capture the audience's attention and establish a style, tone, and voice

1.1.6.1. Use complete sentences to express thoughts

1.1.6.2. Vary sentence types (e.g., simple, compound, and complex sentences)

1.1.6.3. Vary kinds of sentences (declarative, exclamatory, interrogative, imperative)

1.1.6.4. Vary sentence length

1.1.6.5. Vary sentence beginnings to capture audience's attention

1.1.7. Word Choice (Style/Voice): Use vivid and precise words with the audience's needs and writer's purpose, style, voice, and tone in mind.

1.1.8. Word Choice (Style/Voice): The writer will

1.1.8.1. Use more specific, concrete nouns ('name' vs. 'girl;' 'cereal' vs. 'food')

1.1.8.2. Use adjectives and adverbs to describe, illustrate, and modify (clarify meaning)

1.1.8.3. Use action verbs when possible

1.1.8.4. Use words that convey appropriate voice (attitude and emotion)

1.1.8.5. Use a variety of accurate words that avoid repetition

1.1.8.6. Use a purposeful range of formal/informal language depending on the audience

1.1.9. Conventions (& Style/Voice): Use Standard Written English conventions (and when appropriate, variations thereof) to achieve purpose and create effective style and voice. Deviations from SWE (e.g., dialect, slang) should have a specific rhetorical function.

1.1.10. Conventions (& Style/Voice): In addition to the standard punctuation, grammar and usage and conventional spelling rules for the previous grade, students should

1.1.10.1. Use capital letters to indicate beginning of sentences, proper nouns, the pronoun 'I,' and abbreviations

1.1.10.2. Use periods, question marks, exclamation marks appropriately

1.1.10.3. Use commas in letter headings/greetings/closings, in addresses, in compound sentences, and items in a series

1.1.10.4. Use appropriate pronouns

1.1.10.5. Use appropriate verb tense

1.1.10.6. Use conventional spellings of common 4th grade words (including grade-appropriate homographs, homonyms, and homophones) and Word wall words

1.1.10.7. Use resources from their environment to locate the spelling of words as needed

1.4. Oral Communication: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.

1.4.1. Choose words and use voice appropriate to audience and purpose (e.g., inform, persuade, entertain)

1.4.2. Identify and discuss criteria for effective oral presentations (e.g., eye contact, projection, tone, volume, rate, articulation)

1.4.3. Perform dramatic readings and presentations

1.4.4. Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized sequenced detail

1.4.5. Present autobiographical or fictional stories that recount events effectively to large and small audiences

1.4.6. Participate in group readings (e.g., choral, echo, shadow)

1.4.7. Use visual techniques (e.g., role playing, graphics, art, dance) to communicate ideas

1.5. Oral Communication: Listen to and comprehend oral communications.

1.5.1. Follow basic directions

1.5.2. Listen attentively (e.g., make eye contact, face the speaker, ask questions, paraphrase)

1.5.3. Ask and respond to questions from teachers and other group members

1.5.4. Listen and respond to (e.g., summarize and paraphrase to confirm understanding, recount personal experiences, provide reasons in support of opinions) different literary genres

1.5.5. Retell stories and reports of events in proper sequence

1.5.6. Engage in communication to clarify thoughts, solve problems, make decisions, discuss issues, and extend understandings

1.5.7. Distinguish fact from fantasy and fact from opinion

1.5.8. Identify the intended messages of advertisements, entertainment programs, and news sources

1.6. Oral Communication: Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.

1.6.1. Use words that reflect a growing range of interests and knowledge

1.6.2. Clarify and explain words and ideas

1.6.3. Give and follow oral directions

1.6.4. Use complex sentence structure

1.6.5. Use appropriate noun/verb agreement, verb tense, pronouns, prefixes and suffixes

1.6.6. Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly

1.6.7. Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words

1.6.8. Identify common figures of speech and use them appropriately in oral communication

1.6.9. Use punctuation marks that distinguish statements, questions, exclamations, and commands

1.7. Oral Communication: Participate effectively in a discussion.

1.7.1. Initiate conversation with peers and adults

1.7.2. Follow rules for conversation

1.7.3. Participate in a variety of roles in group discussions (e.g., active listener, contributor, discussion leader)

1.7.4. Use appropriate voice level in group settings

1.7.5. Ask and respond to questions in group settings

1.7.6. Use oral language to extend learning

1.7.7. Volunteer relevant information, ask relevant questions, and answer questions directly

1.7.8. Use appropriate eye contact and other nonverbal cues

1.7.9. Reflect on the ideas and opinions of others and respond thoughtfully

1.7.10. Ask for clarification and explanation of unfamiliar words and ideas

1.7.11. Summarize information conveyed through discussion

DE.2. Reading: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:

2.1. Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts.

2.1.1. Alphabetic Principle: Use knowledge of common word parts (e.g., compound words, contractions, possessives, prefixes, suffixes, affixes, word roots, base words)

2.1.2. Alphabetic Principle: Increase independent reading

2.1.3. Vocabulary: Learn and use unfamiliar words that are introduced in stories and texts

2.1.4. Vocabulary: Increase knowledge and vocabulary through independent reading

2.1.5. Spelling: Spell phonetically regular words correctly

2.1.6. Fluency: Read orally from familiar text at an appropriate rate, with accuracy and prosody

2.2a. Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words.

2.2a.1. Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by

2.2a.1.1. Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words

2.2a.1.2. Using picture clues

2.2a.1.3. Looking for and using context clues provided by synonyms and antonyms

2.2a.1.4. Using knowledge of homonyms and homographs to avoid confusion when reading

2.2a.1.5. Using word cues (e.g., metaphors and similes)

2.2a.1.6. Recognizing and using appositives

2.2a.1.7. Selecting the correct definition of words that have multiple meanings

2.3a. Students will be able to self-monitor comprehension while reading by generating a purpose for reading.

2.3a.1. Use 'During Reading' strategies by

2.3a.1.1. Assimilating prior knowledge

2.3a.1.2. Making and revising predictions

2.3a.1.3. Generating and answering questions

2.3a.1.4. Summarizing

2.3a.1.5. Rereading to clarify information

2.3a.1.6. Adjusting reading rate

2.3a.1.7. Inferring information

2.3a.1.8. Using mental imagery

2.3a.1.9. Seeking the meaning of unknown vocabulary

2.3c. Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.

2.3c.1. Use illustrations to construct meaning from text

2.3c.2. Visualize what was read for a deeper understanding

2.3c.3. Make, confirm, adjust predictions

2.3c.4. Reread difficult parts slowly and carefully

2.3c.5. Find and explain personal connections to the ideas or information in the text

2.3c.6. Skim text to search for connections between and among ideas

2.3c.7. Restate in own words the main events in the text

2.3c.8. Periodically summarize while reading

2.3c.9. Periodically paraphrase important ideas or information

2.3c.10. Use a graphic organizer or other note taking technique to record important ideas or information

2.4a. Students will be able to demonstrate an overall understanding of printed texts by making predictions as needed.

2.4a.1. Predict likely outcomes based on clues in a text, knowledge of text structure, and knowledge of genres

2.4a.2. Adjust previous predictions based on new information in a text

2.4a.3. Identify logical, additional and/or complementary information (e.g., 'next' chapter or section) for a text

2.4bI/T. Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures.

2.4bI/T.1. Describe essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text

2.4bI/T.2. Identify text structures in informative/technical texts (e.g., sequence/chronological order, classification, simple definition, simple process, description, comparison, problem/solution, simple cause/effect)

2.4bL. Students will be able to demonstrate an overall understanding of literary texts by identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect).

2.4bL.1. Identify the main character in a story or poem

2.4bL.2. Identify other characters in a story or in a poem

2.4bL.3. Identify the main setting (time and/or place)

2.4bL.4. Recognize that settings can change and identify the changes in setting

2.4bL.5. Recognize that there is a main problem and solution in a story

2.4bL.6. Identify the beginning, middle and end of a story

2.4bL.7. Identify significant details related to the plot to determine the pattern of organization (simple compare/contrast) simple problem/solution, simple sequence

2.4bL.8. Identify simple point of view (e.g., narrator, speaker)

2.4c. Students will be able to demonstrate an overall understanding of printed texts by recognizing and interpreting figurative language and literary devices (e.g., simile, metaphor, allusion) and differentiating between literal and non-literal meanings.

2.4c.1. Identify and interpret figurative language and literary devices (e.g., alliteration, repetition, rhythm, dialogue, rhyme, idioms, simile, metaphor, personification, and exaggeration or hyperbole)

2.4c.2. Identify how figurative language and literary devices extend meaning

2.4d. Students will be able to demonstrate an overall understanding of printed texts by retelling a story or restating an informative text through speaking and/or writing.

2.4d.1. Retell stories, identifying the main and supporting characters, events, setting, and problem/solution in a literary text

2.4d.2. Summarize major points of an informative/technical text

2.4d.3. Retell/restate in order the major events in a text

2.4d.4. Restate the order of the steps of a task in an informative/technical text

2.4e. Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers.

2.4e.1. Create a graphic organizer (e.g., webs, charts) that identifies story/literary elements, story structure, the main idea and supporting details

2.4e.2. Use an appropriate organizer based on the structure of the text (e.g., sequence/chronological order, classification, definition, simple process, description, comparison)

2.4e.3. Complete an outline

2.4e.4. Summarize a text capturing the most important parts of the original piece

2.4f. Students will be able to demonstrate an overall understanding of printed texts by identifying the author's purpose.

2.4f.1. Identify the author's overall purpose(s) for writing (e.g., persuade, entertain, inform, describe, explain how) a text

2.4f.2. Identify the purpose of a media message in TV commercials and advertisements

2.4f.3. Identify the underlying reason (e.g., profit vs. nonprofit) of a public message

2.4f.4. Create meaning from a variety of media

2.4g. Students will be able to demonstrate an overall understanding of printed texts by comparing information between and within texts.

2.4g.1. Make connections between ideas/characters in stories (e.g., what story that we have read does this remind me of?)

2.4g.2. Describe the similarities and/or differences in ideas, viewpoints, or characters within a single text

2.4g.3. Describe the similarities and/or differences in ideas, purposes, plots, settings, or characters in one text with those in another

2.4g.4. Describe changes in characters (e.g., change in attitude, situation)

2.4h. Students will demonstrate an overall understanding of printed texts by discriminating between fact and opinion.

2.4h.1. Discriminate between facts and/or opinions in text(s)

2.4h.2. Use word clues (e.g., believe, feel, think, worst, best, least, most, never, always) to determine that a statement is an opinion

2.4i. Students will be able to demonstrate an overall understanding of informative and technical printed texts by making inferences

2.4i.1. Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support

2.4i.2. Make inferences about author's decisions (e.g., paragraphing, quotations, sections of text, organization of text, formatting devices)

2.4i.3. Make reasonable predictions as they read

2.4i.4. Test and revise predictions as they read further

2.4i.5. Use texts to make generalizations

2.4i.6. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read

2.4i.7. Make connections between conclusions they draw and other beliefs or knowledge

2.4i.8. Make critical or analytical judgments about what they read

2.4j. Students will be able to demonstrate an overall understanding of printed texts by accepting or rejecting the validity of the information and giving supporting evidence.

2.4j.1. Use criteria to evaluate the validity and reliability of primary and secondary source information

2.4j.2. Use criteria to evaluate author's credibility in order to determine validity and reliability of a source

2.4j.3. Use criteria to evaluate author's perspective in order to determine validity and reliability of a source

2.4j.4. Use date of publication to evaluate the validity and reliability of a source

2.4k. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.

2.4k.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)

2.4k.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections

2.4k.3. Apply information from text to real life situations (text-to-self, text-to-world connections) in order to make meaning of text

2.5a. Students will be able to critically analyze and evaluate information and messages presented through print by connecting and synthesizing information from many sources

2.5a.1. Connect information between similar texts to construct an understanding of the main concept in both texts (text-to-text connections)

2.5b. Students will be able to critically analyze and evaluate information and messages presented through print by formulating and expressing opinions.

2.5b.1. Use personal experiences to make judgments (e.g., polar concepts such as good/bad, happy/sad) about concepts in:

2.5b.1.1. Literary text (e.g., character's actions, morals of narratives or poems)

2.5b.1.2. Nonfiction

2.5b.2. Identify information in a text to develop an opinion

2.5d. Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions.

2.5d.1. Use prior knowledge of a concept along with information in a text to:

2.5d.1.1. Draw conclusions (including implied main ideas)

2.5d.1.2. Describe the author's viewpoint or attitude toward a topic or idea when strongly implied

2.5d.1.3. Describe the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)

2.5e. Students will be able to critically analyze and evaluate information and messages presented through print and by recognizing the impact of non-literal expressions in informative and technical texts and interpret the effect of literary devices.

2.5f. Students will be able to critically analyze and evaluate information and messages presented through print by evaluating texts and media presentations for bias and misinformation, by evaluating texts for their completeness, accuracy, and clarity of communication (e.g., overcome problems of ambiguity), and by evaluating how the content, techniques, and form of texts and media affect them.

2.5f.1. Evaluate the fairness and trustworthiness of author's message (author's bias)

2.5f.2. Explain how persuasive techniques and author's choices (e.g., word choices) shape readers' understandings

2.5f.3. Explain the strengths and weaknesses of text sources, format, and argument

2.5g. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.

2.5g.1. Listen to and critique opposing interpretations of the same piece of text and consider, through classroom dialogue and independent reading, how these opinions were formed

2.5g.2. Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing

2.5i. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.)

2.5i.1. Recognize propaganda techniques

2.5i.2. Recognize persuasive techniques

2.5i.3. Identify and describe the effect of media messages

2.5i.4. Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (advertising, campaigns, news formats)

2.5i.5. Describe the fairness and trustworthiness of an author's message (author's bias)

2.5i.6. Describe how propaganda and persuasive techniques and author's choices (e.g., word choices) shape readers' understandings

2.5i.7. Describe the strengths and weakness of text sources, format and arguments

2.6a. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech and mass media and extend meaning by offering a personal response to texts.

2.6a.1. Revisit text to search for connections between and among ideas

2.6a.2. Find and explain personal connections to the topics, events, characters, actions, ideas or information in the text

2.6b. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.

2.6b.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)

2.6b.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections

2.6b.3. Apply information from text to real life situations (text-to-self, text-to-world connections) in order to make meaning of text

DE.3. Research: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:

3.1a1. Identify, locate, and select sources of information relevant to a defined need by identifying and locating a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information.

3.1a1.1. Locate information using appropriate sources and strategies

3.1a1.2. Locate resources (e.g. newspapers, dictionary) for a particular task (e.g. seek information)

3.1a1.3. Use multiple sources of information (books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases)

3.1a1.4. Select sources (e.g., dictionaries, encyclopedias, interviews, observations, electronic media) appropriate to topic

3.1a1.5. Use text features (e.g., guide words, indices, glossaries, key words, table of contents) to access information

3.1a1.6. Use traditional and electronic search tools

3.1a1.7. Use teacher- selected Internet sites and data bases to access information

3.1a2. Identify, locate, and select sources of information relevant to a defined need by developing and using procedures to gather information and ideas; developing and following a process for research completion.

3.1a2.1. Select a topic for research

3.1a2.2. Determine a clear purpose, topic and audience for research

3.1a2.3. Gather information from more than one source

3.1a2.4. Locate information using appropriate sources and strategies

3.1a2.5. Read, view, listen or interact with information and decide what is valuable for research

3.1a2.6. Extract information (e.g., take notes, make copies)

3.1a2.7. Organize and interpret gathered information using various graphic organizers (e.g., outlining, webbing)

3.1a2.8. Record sources of information

3.1a2.9. Relay facts from research

3.1b. Identify, locate, and select sources of information relevant to a defined need by independently extracting information to achieve a specific purpose; extracting information relevant to a specific purpose.

3.1b.1. Use appropriate technology for the task of extracting the needed information (e.g., appropriate word processing functions, photocopier, audiovisual equipment, scanner

3.1b.2. Decide what information is valuable for a particular situation

3.1b.3. Select and use various methods (e.g., web, chart) to manage information

3.2a. Organize, manipulate, and express the information and ideas relevant to a defined need by using technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.

3.2a.1. Use technology to synthesize information by

3.2a1.1. Filling in or a graphic organizer

3.2a1.2. Making a graphic organizer

3.2a1.3. Filling in an outline

3.2a1.4. Making an outline

3.2a1.5. Using a word processor to relay findings

3.2b. Organize, manipulate, and express the information and ideas relevant to a defined need by independently presenting information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.

3.2b.1. Decide how the information fits together

3.2b.2. Decide how the information would best be presented

3.2b.3. Recognize the need to put information from sources in their own words

3.2b.4. List sources of information

3.2b.5. Present gathered information in an oral or written format, which

3.2b.5.1. Uses sentences organized in paragraph form to tell about a designated topic

3.2b.5.2. Incorporates information from more than one source

3.2b.5.3. Includes information relevant to topic and purpose

3.2b.5.4. Identifies source of information

3.2b.5.5. Fulfills the identified purpose as clearly indicated in the topic sentence

3.3a2. Organize, manipulate, and express the information and ideas relevant to a defined need by: establishing criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, validity, and authority.

3.3a2.1. Know the difference between fact and fiction

3.3a2.2. Select sources which are authoritative with help

3.3a2.3. Analyze source and information for accuracy, bias, stereotypes, and validity with help

3.3a2.4. Formulate conclusions based upon information relevant to a specific purpose

3.3a2.5. Use information to express ideas relevant to specific purpose

3.3a2.6. Demonstrate how information retrieved does or does not address original problem

3.3a2.7. Evaluate information in terms of credibility and accuracy

3.3a2.8. Use technology to facilitate evaluation

3.3b2. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently drawing conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose.

3.3b2.1. Use prior knowledge of a concept along with information in a text to

3.3b2.1.1. Draw conclusions (including implied main ideas) that require analysis and/or evaluation

3.3b2.1.2. Describe the author's viewpoint or attitude toward a topic or idea when strongly implied

3.3b2.1.3. Describe the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, column, font styles [bold, underline, italics, caps], punctuation choices

DE.4. Reading: Use literary knowledge accessed through print and visual media to connect self to society and culture. Students will be able to:

4.1a. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by explaining the reasons for a character's actions, (d) identifying with characters based on a clear understanding of motivation and situation.

4.1a.1. Describe the reasons for a character's actions in a literary text

4.1a.2. Make and support relevant connections between the reader's personal situations and motivations of characters in a text

4.1e. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience.

4.1e.1. As a result of reading a literary text, students will connect to other texts using the following as guides for connections: What does this remind me of in another book I've read? How is this text similar to other things I've read? How is this different to other books I've read? Have I read about something like this before? Seek other texts and media with similar themes and connections.

4.2a. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by making inferences about content, events, characters, setting, and author's decisions.

4.2a.1. Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support

4.2a.2. Make inferences about author's decisions (e.g., paragraphing, quotations, sections of text, organization of text, formatting devices)

4.2a.3. Make reasonable predictions as they read

4.2a.4. Test and revise predictions as they read further

4.2a.5. Use texts to make generalizations

4.2a.6. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read

4.2a.7. Make connections between conclusions they draw and other beliefs or knowledge

4.2a.8. Make critical or analytical judgments about what they read

4.2b. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by understanding the differences between genres [...].

4.2b.1. Use knowledge of distinctive characteristics of various genres including but not limited to fiction (e.g., short story, poetry, folk tale, mystery, tall tale, fairy tales, novels, fable, fantasy, science fiction, historic fiction, and realistic fiction); literary nonfiction (e.g., letter, magazine, biography, autobiography); and drama, one-act plays, and skits to identify the meaning of the text

4.2c. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by (c) interpreting the impact of author's decisions such as word choice, style, content, and literary elements, (e2) Understanding [...] the author's intent in choosing a particular genre.

4.2c.1. Identify the effect of author's choices (word and content) on the reader

4.2c.2. Describe how the author's writing style influences the reader

4.2f. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by identifying the effect of point of view.

4.2f.1. Identify how point of view affects a literary text (e.g., how a story would be different if told from a different point of view)

4.2f.2. Identify how point of view impacts the reader

4.3a. Using appropriate texts, students will be able to respond to demonstrate an appreciation for a broad range of culturally diverse literary texts and media created by historical, modern, and contemporary authors through (a) responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities, (b) responding to literary text and media representative of various nations and cultures.

4.3a.1. Read and explain simple stories from different cultures and eras to broaden cultural awareness

4.3a.2. Sympathize with the experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities

4.4a. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by using literature as a resource for shaping decisions.

4.4a.1. Read stories and relate characters' experiences to shape own decisions by asking questions: ....; If that happened to me, I would....; I can relate to that character because one time....