wisconsin state standards alignments kindergarten through...

Wisconsin State Standards Alignments Kindergarten through Grade Twelve

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Wisconsin State Standards Alignments

Standards List with Aligned Product Skills

The Standards List with Aligned Product Skills Report is a standards-oriented document showing the entire list of standards for the subject and grade on the left side of the report with the aligning product objectives on the right side. This alignment report shows the breadth of standards coverage for the purpose and focus of this product.

Note to Educator .....................................................iii

Kindergarten - Grade 4 ............................................... 1

Grade 3 ....................................................11

Grade 4 ....................................................15

Grade 5 ....................................................19

Grades 5 - 8 ....................................................23

Grade 6 ....................................................34

Grade 7 ....................................................38

Grade 8 ....................................................42

Grades 9 - 12 ....................................................46

Grade 10 ....................................................59

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Note to Educator: Thank you for your interest in Renaissance Learning technology. The attached document contains the alignment between the software and/or instructional materials and the skills described in the state standards documentation. At Renaissance Learning, we recognize the impact that the standards-based reform movement and high-stakes standardized testing have on schools, and we share the concerns of educators and administrators that students perform well on high-stakes assessments. We hope this report answers your questions regarding the alignment of Renaissance Learning technology and materials to your state standards. If you have any questions about the attached document, please feel free to call us at (800) 338-4204. Sincerely, Renaissance Sales and Funding Staff

P.O. Box 8036 Wisconsin Rapids, WI 54495-8036

Phone: (800) 338-4204 Fax: (715) 424-4242

www.renlearn.com

Agency Tag Set NameWisconsin, ELA, 2000, Grades: K-4, Model Academic Standards, State Department of EducationStandard Skill Area Description Skill DescriptionWI A.4 - 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.WI A.4.1 - By the end of grade 4, students will: Use effective reading strategies to achieve their purposes in reading.WI A.4.1.a - 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

Skill Area 1 - Overall Product (OP)

Skill 1 - OP01 Understanding words in context

Skill 2 - OP02 Recognizing wordsSkill Area 3 - Vocabulary-in-context (V)

Skill 1 - V01 Using context clues

Skill Area 4 - Comprehension (C) Skill 3 - C03 Using context clues for comprehension

WI A.4.1.b - Infer the meaning of unfamiliar words in the context of a passage by examining known words, phrases and structures

Skill Area 3 - Vocabulary-in-context (V)


Skill 2 - V02 Making inferences for vocabularySkill 3 - V03 Making connections with prior knowledge

Skill Area 4 - Comprehension (C) Skill 3 - C03 Using context clues for comprehensionSkill 6 - C06 Making connections with prior knowledge

WI A.4.1.c - Demonstrate phonemic awareness by using letter/sound relationships as aids to pronouncing and understanding unfamiliar words and textWI A.4.1.d - 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


Skill 4 - OP04 Drawing meaning from text

Skill 7 - OP07 Succeeding with reading

Standards List with Aligned Product SkillsProduct NameSTAR Reading

STAR Reading Kindergarten - Grade 4

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Agency Tag Set NameWisconsin, ELA, 2000, Grades: K-4, Model Academic Standards, State Department of EducationStandard Skill Area Description Skill Description


Skill Area 4 - Comprehension (C) Skill 1 - C01 Understanding what is readSkill 2 - C02 Understanding authentic textSkill 3 - C03 Using context clues for comprehensionSkill 4 - C04 Making inferences for comprehensionSkill 5 - C05 Drawing conclusions for comprehensionSkill 6 - C06 Making connections with prior knowledge

WI A.4.1.e - Read aloud with age-appropriate fluency, accuracy, and expressionWI A.4.1.f - Discern how written texts and accompanying illustrations connect to convey meaning

WI A.4.1.g - Identify and use organizational features of texts, such as headings, paragraphs, and format, to improve understandingWI A.4.1.h - Identify a purpose for reading, such as gaining information, learning about a viewpoint, and appreciating literature

WI A.4.2 - By the end of grade 4, students will: Read, interpret, and critically analyze literature.WI A.4.2.a - Recognize and recall elements and details of story structure, such as sequence of events, character, plot, and setting, in order to reflect on meaning

WI A.4.2.b - 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

WI A.4.2.c - 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


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WI A.4.2.d - Extend the literal meaning of a text by making inferences, and evaluate the significance and validity of texts in light of prior knowledge and experienceWI A.4.3 - By the end of grade 4, students will: Read and discuss literary and nonliterary texts in order to understand human experience.

WI A.4.3.a - Demonstrate the ability to integrate general knowledge about the world and familiarity with literary and nonliterary texts when reflecting upon life's experiences

WI A.4.3.b - Identify and summarize main ideas and key points from literature, informational texts, and other print and nonprint sources

WI A.4.3.c - Distinguish fiction from nonfiction, realistic fiction from fantasy, biography from autobiography, and poetry from prose

WI A.4.3.d - Select a variety of materials to read for discovery, appreciation, and enjoyment, summarize the readings, and connect them to prior knowledge and experienceWI A.4.4 - By the end of grade 4, students will: Read to acquire information.WI A.4.4.a - Summarize key details of informational texts, connecting new information to prior knowledge

WI A.4.4.b - Identify a topic of interest then seek information by investigating available text resources

WI B.4 - Students in Wisconsin will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain.


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WI B.4.1 - By the end of grade 4, students will: Create or produce writing to communicate with different audiences for a variety of purposes.

WI B.4.1.a - Write nonfiction and technical pieces (summaries, messages, informational essays, basic directions, instructions, simple reports) that convey essential details and facts and provide accurate representations of events and sequencesWI B.4.1.b - Write expressive pieces in response to reading, viewing, and life experiences (narratives, reflections, and letters) employing descriptive detail and a personal voiceWI B.4.1.c - Write creative pieces (poetry, fiction, and plays) employing basic aesthetic principles appropriate to each genre

WI B.4.1.d - Write in a variety of situations (timed and untimed, at school and at home) and adapt strategies, such as revision and the use of reference materials, to the situationWI B.4.1.e - Use a variety of writing technologies, including pen and paper as well as computersWI B.4.1.f - Write for a variety of readers, including peers, teachers, and other adults, adapting content, style, and structure to audience and situationWI B.4.2 - By the end of grade 4, students will: Plan, revise, edit, and publish clear and effective writing.

WI B.4.2.a - Produce multiple drafts, including finished pieces, that demonstrate the capacity to generate, focus, and organize ideas and to revise the language, organization, and content of successive drafts in order to fulfill a specific purpose for communicating with a specific audience


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WI B.4.2.b - Explain the extent and reasons for revision in conference with a teacherWI B.4.2.c - Given a writing assignment to be completed in a limited amount of time, produce a well developed, well organized, and effective response in correct English and an appropriate voiceWI B.4.3 - By the end of grade 4, students will: Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in communications.

WI B.4.3.a - Understand and use parts of speech effectively, including nouns, pronouns, and adjectives

WI B.4.3.b - Use adverbials effectively, including words and phrasesWI B.4.3.c - Employ principles of agreement related to number, gender, and caseWI B.4.3.d - Capitalize proper nouns, titles, and initial words of sentences

WI B.4.3.e - Use punctuation marks and conjunctions, as appropriate, to separate sentences and connect independent clausesWI B.4.3.f - Use commas correctly to punctuate appositives and listsWI B.4.3.g - Spell frequently used words correctlyWI B.4.3.h - Use word order and punctuation marks to distinguish statements, questions, exclamations, and commandsWI C.4 - Students in Wisconsin will listen to understand and will speak clearly and effectively for diverse purposes.WI C.4.1 - By the end of grade 4, students will: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.


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WI C.4.1.a - Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone, volume, rate, and articulationWI C.4.1.b - Read aloud effectively from previously-read materialWI C.4.1.c - Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized and sequenced detailWI C.4.1.d - Present autobiographical or fictional stories that recount events effectively to large and small audiencesWI C.4.1.e - Participate in group readings, such as choral, echo, and shadow readingWI C.4.1.f - Perform dramatic readings and presentationsWI C.4.1.g - Distinguish between fact and opinion and provide evidence to support opinionsWI C.4.2 - By the end of grade 4, students will: Listen to and comprehend oral communications.WI C.4.2.a - Follow basic directions

WI C.4.2.b - Identify and summarize key points of a story or discussion

WI C.4.2.c - Retell stories and reports of events in proper sequence

WI C.4.2.d - Follow sequence in plot and character development, predict outcomes, and draw conclusions

WI C.4.2.e - 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 storiesWI C.4.2.f - Distinguish fact from fantasy and fact from opinionWI C.4.2.g - Understand increasingly complex sentence structures


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WI C.4.2.h - Understand a variety of word structures and forms, such as affixes, roots, homonyms, antonyms, synonyms, and word analogies

WI C.4.3 - By the end of grade 4, students will: Participate effectively in discussion.WI C.4.3.a - Volunteer relevant information, ask relevant questions, and answer questions directly

WI C.4.3.b - Use appropriate eye contact and other nonverbal cuesWI C.4.3.c - Use appropriate strategies to keep a discussion going

WI C.4.3.d - Reflect on the ideas and opinions of others and respond thoughtfullyWI C.4.3.e - Ask for clarification and explanation of unfamiliar words and ideasWI C.4.3.f - Summarize information conveyed through discussion

WI D.4 - Students in Wisconsin will apply their knowledge of the nature, grammar, and variations of American English.WI D.4.1 - By the end of grade 4, students will: Develop their vocabulary of words, phrases, and idioms as a means of improving communication.WI D.4.1.a - Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctlyWI D.4.1.b - Use their knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of wordsWI D.4.1.c - Identify common figures of speech and use them appropriately


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WI D.4.2 - By the end of grade 4, students will: 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.

WI D.4.2.a - Identify various styles and purposes of oral and written language and learn to communicate effectively in commonly occurring situationsWI D.4.2.b - Describe and give examples of variations in American English that appear in different social, cultural, regional, and professional environmentsWI E.4 - 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.

WI E.4.1 - By the end of grade 4, students will: Use computers to acquire, organize, analyze, and communicate information.WI E.4.1.a - Operate common computer hardware and software

Skill Area 2 - Technology Software (TS)

Skill 3 - TS03 Interacting with a computer

WI E.4.1.b - Use basic word-processing, graphics, and drawing programsWI E.4.1.c - Create, store, and retrieve electronic filesWI E.4.1.d - Access information using electronic reference resources, such as library catalog, encyclopedias, almanacs, and indexesWI E.4.1.e - Generate, send, and retrieve electronic messagesWI E.4.2 - By the end of grade 4, students will: Make informed judgments about media and products.WI E.4.2.a - Identify the intent or appeal behind products and messages promoted via mediaWI E.4.2.b - Recognize basic propaganda techniques


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WI E.4.2.c - Identify images and symbols central to particular messagesWI E.4.3 - By the end of grade 4, students will: Create products appropriate to audience and purpose.

WI E.4.3.a - Write news articles appropriate for familiar mediaWI E.4.3.b - Create simple advertising messages and graphics appropriate for familiar mediaWI E.4.3.c - Prepare, perform, and tape simple radio and television scriptsWI E.4.3.d - Prepare and perform school announcements and program scriptsWI E.4.4 - By the end of grade 4, students will: Demonstrate a working knowledge of media production and distribution.WI E.4.4.a - Make distinctions between messages presented on radio, television, and in printWI E.4.4.b - Recognize how messages are adjusted for different audiencesWI E.4.4.c - Identify sales approaches and techniques aimed at childrenWI E.4.5 - By the end of grade 4, students will: Analyze and edit media work as appropriate to audience and purpose.WI E.4.5.a - 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

WI E.4.5.b - Provide feedback to (and receive it from) peers about the content, organization, and overall effect of media workWI F.4 - Students in Wisconsin will locate, use, and communicate information from a variety of print and nonprint materials.


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WI F.4.1 - By the end of grade 4, students will: Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings.WI F.4.1.a - Propose research by formulating initial questions, narrowing the focus of a topic, identifying prior knowledge, and developing a basic plan for gathering informationWI F.4.1.b - Conduct research by identifying, locating, exploring, and effectively using multiple sources of information appropriate to the inquiry, including print, nonprint, and electronic sourcesWI F.4.1.c - Recognize, record, organize, and acknowledge information pertinent to a project, accurately blending discoveries into answersWI F.4.1.d - Present the results of inquiry, reporting and commenting on the substance and process of learning, orally and in writing, using appropriate visual aids


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Agency Tag Set NameWisconsin, ELA, 2005, Grade 3, Criterion-Referenced Test Frameworks, State Department of EducationStandard Skill Area Description Skill DescriptionWI 1 - Determine the meaning of words and phrases in context.WI 1.1 - Use context clues to determine the meaning of words and phrases.WI 1.1.1 - Categorize words to demonstrate understanding of word meaning.WI 1.1.2 - Use context clues to determine the meaning of unfamiliar words.







WI 1.1.3 - Understand the meaning of words and phrases used figuratively.

WI 1.1.4 - Use context clues to determine the meaning of multiple-meaning words.







WI 1.1.5 - Use knowledge of synonyms and antonyms to determine the meaning of words.





Skill 2 - V02 Making inferences for vocabulary

Skill Area 4 - Comprehension (C) Skill 3 - C03 Using context clues for comprehensionSkill 4 - C04 Making inferences for comprehension

WI 1.1.6 - Identify analogies to demonstrate understanding of word meaning.WI 1.2 - Use knowledge of word structure to determine the meaning of words and phrases.WI 1.2.1 - Recognize regular and irregular plural forms.WI 1.2.2 - Recognize possessive forms.


STAR Reading Grade 3

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Agency Tag Set NameWisconsin, ELA, 2005, Grade 3, Criterion-Referenced Test Frameworks, State Department of EducationStandard Skill Area Description Skill Description


WI 1.2.3 - Identify the meaning of contractions.WI 1.2.4 - Use knowledge of compound words to determine the meaning of a word.


Skill 2 - OP02 Recognizing words



WI 1.2.5 - Identify how adding an affix changes the meaning of a word.

WI 1.2.6 - Identify the meaning of a word with an affix.



WI 1.2.7 - Use knowledge of root words to determine the meaning of a word.



Skill Area 4 - Comprehension (C) Skill 4 - C04 Making inferences for comprehension

WI 1.3 - Use word reference materials to determine the meaning of words and phrases.WI 1.3.1 - Identify and use parts of a book related to word meaning.WI 1.3.2 - Use primary dictionary guide words to locate definitions.WI 1.3.3 - Use an entry from a word reference to determine word meaning and pronunciation.WI 2 - Understand text.WI 2.1 - Demonstrate understanding of literal meaning by identifying stated information in literary text.

WI 2.1.1 - Identify stated information about story elements.WI 2.2 - Demonstrate understanding of literal meaning by identifying stated information in informational text.

WI 2.2.1 - Determine where information can be found in a text.WI 2.2.2 - Identify stated information about main ideas and supporting details.WI 2.2.3 - Identify stated information provided through text features.

WI 2.3 - Demonstrate understanding of explicitly stated sequence of events in literary and informational text.


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WI 2.3.1 - Identify beginning, middle, and end events.WI 2.3.2 - Identify first, next, and last events.WI 3 - Analyze text.WI 3.1 - Analyze literary text.WI 3.1.1 - Make inferences about story elements.WI 3.1.2 - Summarize important ideas and events.WI 3.1.3 - Analyze stated or implied theme, message, or main idea.

WI 3.1.4 - Draw conclusions. Skill Area 4 - Comprehension (C) Skill 5 - C05 Drawing conclusions for comprehension

WI 3.1.5 - Identify purpose.WI 3.2 - Analyze informational text.

WI 3.2.1 - Identify implied main ideas and supporting details.WI 3.2.2 - Identify implied relationships (such as cause/effect and compare/contrast).WI 3.2.3 - Summarize information.WI 3.2.4 - Identify purpose.WI 3.2.5 - Make inferences based on text features.WI 3.2.6 - Make inferences based on visual information.WI 3.2.7 - Make inferences about text structure.WI 3.2.8 - Identify pros and cons.WI 3.3 - Analyze author's use of language in literary and informational text.WI 3.3.1 - Analyze the use of literary devices.WI 3.3.2 - Recognize and distinguish among genres.WI 4 - Evaluate and extend text.WI 4.1 - Evaluate and extend literary text.WI 4.1.1 - Extend concepts and themes to other situations.WI 4.1.2 - Make connections to text.

WI 4.1.3 - Make predictions.WI 4.1.4 - Identify and evaluate the author's purpose, point of view, and effectiveness.


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WI 4.2 - Evaluate and extend informational text.WI 4.2.1 - Extend ideas and concepts to other situations.WI 4.2.2 - Evaluate comparisons and contrasts.WI 4.2.3 - Make connections to text.

WI 4.2.4 - Make predictions.WI 4.2.5 - Identify and evaluate the author's purpose, point of view, and effectiveness.WI 4.3 - Evaluate and extend the author's use of language in literary and informational text.WI 4.3.1 - Evaluate the author's word choice and use of language.


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Agency Tag Set NameWisconsin, ELA, 2005, Grade 4, Criterion-Referenced Test Frameworks, State Department of EducationStandard Skill Area Description Skill DescriptionWI 1 - Determine the meaning of words and phrases in context.WI 1.1 - Use context clues to determine the meaning of words and phrases.WI 1.1.1 - Categorize words to demonstrate understanding of word meaning.WI 1.1.2 - Use context clues to determine the meaning of unfamiliar words.






















WI 1.1.6 - Identify analogies to demonstrate understanding of word meaning.WI 1.2 - Use knowledge of word structure to determine the meaning of words and phrases.WI 1.2.1 - Recognize regular and irregular plural forms.WI 1.2.2 - Recognize possessive forms.



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WI 1.2.3 - Identify the meaning of contractions.WI 1.2.4 - Use knowledge of compound words to determine the meaning of a word.













WI 1.3 - Use word reference materials to determine the meaning of words and phrases.WI 1.3.1 - Identify and use parts of a book related to word meaning.WI 1.3.2 - Use primary dictionary guide words to locate definitions.WI 1.3.3 - Use an entry from a word reference to determine word meaning and pronunciation.WI 2 - Understand text.WI 2.1 - Demonstrate understanding of literal meaning by identifying stated information in literary text.


WI 2.2.1 - Determine where information can be found in a text.WI 2.2.2 - Identify stated information about main ideas and supporting details.WI 2.2.3 - Identify stated information provided through text features.

WI 2.3 - Demonstrate understanding of explicitly stated sequence of events in literary and informational text.


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WI 2.3.1 - Identify first, next, and last events.WI 2.3.2 - Follow steps in a process.

WI 3 - Analyze text.WI 3.1 - Analyze literary text.WI 3.1.1 - Make inferences about story elements.WI 3.1.2 - Summarize important ideas and events.WI 3.1.3 - Analyze stated or implied theme, message, or main idea.


WI 3.1.5 - Identify purpose.WI 3.2 - Analyze informational text.

WI 3.2.1 - Identify implied main ideas and supporting details.WI 3.2.2 - Identify implied relationships (such as cause/effect and compare/contrast).WI 3.2.3 - Summarize information.WI 3.2.4 - Identify purpose.WI 3.2.5 - Make inferences based on text features.WI 3.2.6 - Make inferences based on visual information.WI 3.2.7 - Make inferences about text structure.WI 3.2.8 - Identify pros and cons.WI 3.3 - Analyze author's use of language in literary and informational text.WI 3.3.1 - Analyze the use of literary devices.WI 3.3.2 - Recognize and distinguish among genres.WI 4 - Evaluate and extend text.WI 4.1 - Evaluate and extend literary text.WI 4.1.1 - Extend concepts and themes to other situations.WI 4.1.2 - Make connections to text.



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WI 4.2 - Evaluate and extend informational text.WI 4.2.1 - Extend ideas and concepts to other situations.WI 4.2.2 - Evaluate comparisons and contrasts.WI 4.2.3 - Make connections to text.

WI 4.2.4 - Make predictions.WI 4.2.5 - Identify and evaluate the author's purpose, point of view, and effectiveness.WI 4.2.6 - Distinguish between facts and opinions.WI 4.2.7 - Evaluate the accuracy, currency, and credibility of information.WI 4.3 - Evaluate and extend the author's use of language in literary and informational text.WI 4.3.1 - Evaluate the author's word choice and use of language.


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Agency Tag Set NameWisconsin, ELA, 2005, Grade 5, Criterion-Referenced Test Frameworks, State Department of EducationStandard Skill Area Description Skill DescriptionWI 1 - Determine the meaning of words and phrases in context.WI 1.1 - Use context clues to determine the meaning of words and phrases.WI 1.1.1 - Use context clues to determine the meaning of unfamiliar words.






















WI 1.1.5 - Identify analogies to demonstrate understanding of word meaning.WI 1.2 - Use knowledge of word structure to determine the meaning of words and phrases.WI 1.2.1 - Identify the meaning of contractions.WI 1.2.2 - Use knowledge of compound words to determine the meaning of a word.







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WI 1.3 - Use word reference materials to determine the meaning of words and phrases.WI 1.3.1 - Use an entry from a word reference to determine word meaning and pronunciation.WI 2 - Understand text.WI 2.1 - Demonstrate understanding of literal meaning by identifying stated information in literary text.


WI 2.2.1 - Identify stated information about main ideas and supporting details.WI 2.2.2 - Identify stated information provided through text features.

WI 2.3 - Demonstrate understanding of explicitly stated sequence of events in literary and informational text.WI 2.3.1 - Identify first, next, and last events.WI 2.3.2 - Follow steps in a process.

WI 3 - Analyze text.WI 3.1 - Analyze literary text.WI 3.1.1 - Make inferences about story elements.WI 3.1.2 - Summarize important ideas and events.


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WI 3.1.3 - Analyze stated or implied theme, message, or main idea.


WI 3.1.5 - Identify purpose.WI 3.1.6 - Make inferences based on text features or visuals.WI 3.2 - Analyze informational text.

WI 3.2.1 - Identify implied main ideas and supporting details.WI 3.2.2 - Identify implied relationships (such as cause/effect and compare/contrast).WI 3.2.3 - Summarize information.WI 3.2.4 - Identify purpose.WI 3.2.5 - Make inferences based on text features.WI 3.2.6 - Make inferences based on visual information.WI 3.2.7 - Make inferences about text structure.WI 3.2.8 - Make inferences about the author's point of view.WI 3.3 - Analyze author's use of language in literary and informational text.WI 3.3.1 - Analyze the use of literary devices.WI 3.3.2 - Recognize and distinguish among genres.WI 3.3.3 - Make inferences about the author's tone.WI 3.3.4 - Make inferences about the author's style.WI 4 - Evaluate and extend text.WI 4.1 - Evaluate and extend literary text.WI 4.1.1 - Extend concepts and themes to other situations.WI 4.1.2 - Make connections to text.

WI 4.1.3 - Make predictions.WI 4.1.4 - Identify and evaluate the author's purpose, point of view, and effectiveness.WI 4.2 - Evaluate and extend informational text.WI 4.2.1 - Make connections to text.


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WI 4.2.2 - Make predictions.WI 4.2.3 - Identify and evaluate the author's purpose, point of view, and effectiveness.WI 4.2.4 - Distinguish between facts and opinions.WI 4.2.5 - Evaluate the accuracy, currency, and credibility of information.WI 4.3 - Evaluate and extend the author's use of language in literary and informational text.WI 4.3.1 - Evaluate the author's word choice and use of language.


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Agency Tag Set NameWisconsin, ELA, 2000, Grades: 5-8, Model Academic Standards, State Department of EducationStandard Skill Area Description Skill DescriptionWI A.8 - 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.WI A.8.1 - By the end of grade 8, students will: Use effective reading strategies to achieve their purposes in reading.WI A.8.1.a - Use knowledge of sentence and word structure, word origins, visual images, and context clues to understand unfamiliar words and clarify passages of text






Skill Area 4 - Comprehension (C) Skill 1 - C01 Understanding what is readSkill 3 - C03 Using context clues for comprehension

WI A.8.1.b - Use knowledge of the visual features of texts, such as headings and bold face print, and structures of texts, such as chronology and cause-and-effect, as aids to comprehensionWI A.8.1.c - Establish purposeful reading and writing habits by using texts to find information, gain understanding of diverse viewpoints, make decisions, and enjoy the experience of readingWI A.8.1.d - Select, summarize, paraphrase, analyze, and evaluate, orally and in writing, passages of texts chosen for specific purposesWI A.8.2 - By the end of grade 8, students will: Read, interpret, and critically analyze literature.WI A.8.2.a - Identify the defining features and structure of literary texts, such as conflict, representation of character, and point of view

WI A.8.2.b - Analyze the effect of characters, plot, setting, language, topic, style, purpose, and point of view on the overall impact of literature


STAR Reading Grades 5 - 8

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Agency Tag Set NameWisconsin, ELA, 2000, Grades: 5-8, Model Academic Standards, State Department of EducationStandard Skill Area Description Skill Description


WI A.8.2.c - 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 interpreting the meaning of a literary work

WI A.8.2.d - Develop criteria to evaluate literary merit and explain critical opinions about a text, either informally in conversation or formally in a well-organized speech or essay

WI A.8.3 - By the end of grade 8, students will: Read and discuss literary and nonliterary texts in order to understand human experience.

WI A.8.3.a - Provide interpretive responses, orally and in writing, to literary and nonliterary texts representing the diversity of American cultural heritage and cultures of the worldWI A.8.3.b - Identify common historical, social, and cultural themes and issues in literary works and selected passagesWI A.8.3.c - Draw on a broad base of knowledge about the themes, ideas, and insights found in classical literature while reading, interpreting, and reflecting on contemporary texts

WI A.8.3.d - Evaluate the themes and main ideas of a work considering its audience and purpose

WI A.8.4 - By the end of grade 8, students will: Read to acquire information.WI A.8.4.a - Interpret and use technical resources such as charts, tables, travel schedules, timelines, and manualsWI A.8.4.b - Compare, contrast, and evaluate the relative accuracy and usefulness of information from different sources


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WI A.8.4.c - Identify and explain information, main ideas, and organization found in a variety of informational passagesWI A.8.4.d - Distinguish between the facts found in documents, narratives, charts, maps, tables and other sources and the generalizations and interpretations that are drawn from themWI B.8 - Students in Wisconsin will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain.WI B.8.1 - By the end of grade 8, students will: Create or produce writing to communicate with different audiences for a variety of purposes.

WI B.8.1.a - Write a coherent and complete expository piece, with sufficient detail to fulfill its purpose, sufficient evidence to support its assertions, language appropriate for its intended audience, and organization achieved through clear coordination and subordination of ideasWI B.8.1.b - Write a persuasive piece (such as a letter to a specific person or a script promoting a particular product) that includes a clear position, a discernible tone, and a coherent argument with reliable evidenceWI B.8.1.c - Write a narrative based on experience that uses descriptive language and detail effectively, presents a sequence of events, and reveals a themeWI B.8.1.d - Write clear and pertinent responses to verbal or visual material that communicate, explain, and interpret the reading or viewing experience to a specific audience

WI B.8.1.e - Write creative fiction that includes major and minor characters, a coherent plot, effective imagery, descriptive language, and concrete detail


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WI B.8.1.f - Write in a variety of situations (during an exam, in a computer lab) and adapt strategies, such as revision, technology, and the use of reference materials, to the situation

WI B.8.1.g - Use a variety of writing technologies including pen and paper as well as computersWI B.8.1.h - Write for a variety of readers, including peers, teachers, and other adults, adapting content, style, and structure to audience and situationWI B.8.2 - By the end of grade 8, students will: Plan, revise, edit, and publish clear and effective writing.

WI B.8.2.a - Produce multiple drafts, including finished pieces, that demonstrate the capacity to generate, focus, and organize ideas and to revise the language, organization, content, and tone of successive drafts in order to fulfill a specific purpose for communicating with a specific audience

WI B.8.2.b - Identify questions and strategies for improving drafts in writing conferences with a teacherWI B.8.2.c - Given a writing assignment to be completed in a limited amount of time, produce a well developed, well organized, and effective response in correct English and an appropriate voiceWI B.8.3 - By the end of grade 8, students will: Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in communications.

WI B.8.3.a - Understand the function of words, phrases, and clauses in a sentence and use them effectively, including coordinate and subordinate conjunctions, relative pronouns, and comparative adjectives


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WI B.8.3.b - Use correct tenses to indicate the relative order of eventsWI B.8.3.c - Understand and employ principles of agreement, including subject-verb, pronoun-noun, and preposition-pronounWI B.8.3.d - Punctuate compound, complex, and compound-complex sentences correctlyWI B.8.3.e - Employ the conventions of capitalizationWI B.8.3.f - Spell frequently used words correctly and use effective strategies for spelling unfamiliar wordsWI C.8 - Students in Wisconsin will listen to understand and will speak clearly and effectively for diverse purposes.WI C.8.1 - By the end of grade 8, students will: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.WI C.8.1.a - Share brief impromptu remarks about topics of interest to oneself and othersWI C.8.1.b - Speaking from notes or an outline, relate an experience in descriptive detail, with a sense of timing and decorum appropriate to the occasionWI C.8.1.c - Perform expressive oral readings of prose, poetry, and drama

WI C.8.1.d - Prepare and conduct interviewsWI C.8.1.e - 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

WI C.8.1.f - Differentiate between formal and informal contexts and employ an appropriate style of speaking, adjusting language, gestures, rate, and volume according to audience and purpose


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WI C.8.1.g - Observe the appropriate etiquette when expressing thanks and receiving praise

WI C.8.2 - By the end of grade 8, students will: Listen to and comprehend oral communications.WI C.8.2.a - Summarize and explain the information conveyed in an oral communication, accounting for the key ideas, structure, and relationship of parts to the wholeWI C.8.2.b - Distinguish among purposes for listening, such as gaining information or being entertained, and take notes as appropriateWI C.8.2.c - Recall significant details and sequence accuratelyWI C.8.2.d - Follow a speaker's argument and represent it in notesWI C.8.2.e - Evaluate the reliability of information in a communication, using criteria based on prior knowledge of the speaker, the topic, and the context and on analysis of logic, evidence, propaganda devices, and languageWI C.8.3 - By the end of grade 8, students will: Participate effectively in discussion.WI C.8.3.a - Participate in discussion by listening attentively, demonstrating respect for the opinions of others, and responding responsibly and courteously to the remarks of others

WI C.8.3.b - Explain and advance opinions by citing evidence and referring to sourcesWI C.8.3.c - Evaluate the stated ideas and opinions of others, seeking clarification through questions

WI C.8.3.d - Invite ideas and opinions of others into the discussion, responding clearly and tactfully to questions and comments

WI C.8.3.e - Accept and use helpful criticism


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WI C.8.3.f - Establish and maintain an open mind when listening to others' ideas and opinions

WI C.8.3.g - Summarize the main points of a discussion, orally and in writing, specifying areas of agreement and disagreement and paraphrasing contributionsWI C.8.3.h - Display and maintain facial expressions, body language, and other response cues that indicate respect for the speaker and attention to the discussionWI C.8.3.i - Attend to the content of discussion rather than the speaker

WI C.8.3.j - Participate in discussion without dominatingWI C.8.3.k - Distinguish between supported and unsupported statementsWI D.8 - Students in Wisconsin will apply their knowledge of the nature, grammar, and variations of American English.WI D.8.1 - By the end of grade 8, students will: Develop their vocabulary and ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.

WI D.8.1.a - Consult dictionaries, thesauruses, handbooks, and grammar texts when choosing words, phrases, and expressions for use in oral and written presentations

WI D.8.1.b - Explain how writers and speakers choose words and use figurative language such as similes, metaphors, personification, hyperbole, and allusion to achieve specific effectsWI D.8.1.c - Choose words purposefully and evaluate the use of words in communications designed to inform, explain, and persuade


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WI D.8.2.a - Describe how American English is used in various public and private contexts, such as school, home, and workWI D.8.2.b - Make appropriate choices when speaking and writing, such as formal or informal language, considering the purpose and context of the communicationWI D.8.2.c - Evaluate how audience and context affect the selection and use of words and phrases, including technical terms, slang, and jargon

WI E.8 - 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.

WI E.8.1 - By the end of grade 8, students will: Use computers to acquire, organize, analyze, and communicate information.WI E.8.1.a - Demonstrate efficient word-processing skillsWI E.8.1.b - Construct and use simple databasesWI E.8.1.c - Use manuals and on-screen help in connection with computer applicationsWI E.8.1.d - Perform basic computer operations on various platforms

Skill Area 2 - Technology Software (TS)

Skill 3 - TS03 Interacting with a computer

WI E.8.1.e - Collect information from various on-line sources, such as web pages, news groups, and listservs

WI E.8.2 - By the end of grade 8, students will: Make informed judgments about media and products.


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WI E.8.2.a - Recognize common structural features found in print and broadcast advertisingWI E.8.2.b - Identify and explain the use of stereotypes and biases evident in various mediaWI E.8.2.c - Compare the effect of particular symbols and images seen in various mediaWI E.8.2.d - Develop criteria for selecting or avoiding specific broadcast programs and periodicals

WI E.8.3 - By the end of grade 8, students will: Create media products appropriate to audience and purpose.

WI E.8.3.a - Write informational articles that target audiences of a variety of publicationsWI E.8.3.b - Use desktop publishing to produce products such as brochures and newsletters designed for particular organizations and audiencesWI E.8.3.c - Create video and audiotapes designed for particular audiencesWI E.8.4 - By the end of grade 8, students will: Demonstrate a working knowledge of media production and distribution.WI E.8.4.a - Plan a promotion or campaign that involves broadcast and print media production and distributionWI E.8.4.b - Analyze how messages may be affected by financial factors such as sponsorship

WI E.8.4.c - Identify advertising strategies and techniques aimed at teenagersWI E.8.5 - By the end of grade 8, students will: Analyze and edit media work as appropriate to audience and purpose.


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WI E.8.5.a - 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

WI E.8.5.b - Develop criteria for comprehensive feedback on the quality of media work and use it during productionWI F.8 - Students in Wisconsin will locate, use, and communicate information from a variety of print and nonprint materials.WI F.8.1 - By the end of grade 8, students will: Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings.WI F.8.1.a - Formulate research questions and focus investigation on relevant and accessible sources of informationWI F.8.1.b - Use multiple sources to identify and locate information pertinent to research including encyclopedias, almanacs, dictionaries, library catalogs, indexes to periodicals, and various electronic search enginesWI F.8.1.c - Conduct interviews, field studies, and experiments and use specialized resources (such as almanacs, fact books, pamphlets, and technical manuals) when appropriate to an investigation

WI F.8.1.d - Compile, organize, and evaluate information, taking notes that record and summarize what has been learned and extending the investigation to other sources

WI F.8.1.e - Review and evaluate the usefulness of information gathered in an investigation


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WI F.8.1.f - Produce an organized written and oral report that presents and reflects on findings, draws sound conclusions, adheres to the conventions for preparing a manuscript, and gives proper credit to sources


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WI 1.1.5 - Identify analogies to demonstrate understanding of word meaning.WI 1.2 - Use knowledge of word structure to determine the meaning of words and phrases.WI 1.2.1 - Use knowledge of compound words to determine the meaning of a word.








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WI 3.1.5 - Identify purpose.WI 3.1.6 - Make inferences based on text features or visuals.WI 3.2 - Analyze informational text.

WI 3.2.1 - Identify implied main ideas and supporting details.WI 3.2.2 - Identify implied relationships (such as cause/effect and compare/contrast).WI 3.2.3 - Summarize information.WI 3.2.4 - Identify purpose.WI 3.2.5 - Make inferences based on text features.WI 3.2.6 - Make inferences based on visual information.WI 3.2.7 - Make inferences about text structure.WI 3.2.8 - Make inferences about the author's point of view.WI 3.3 - Analyze author's use of language in literary and informational text.WI 3.3.1 - Analyze the use of literary devices.WI 3.3.2 - Recognize and distinguish among genres.WI 3.3.3 - Make inferences about the author's tone.WI 3.3.4 - Make inferences about the author's style.WI 4 - Evaluate and extend text.WI 4.1 - Evaluate and extend literary text.WI 4.1.1 - Extend concepts and themes to other situations.WI 4.1.2 - Make connections to text.

WI 4.1.3 - Make predictions.WI 4.1.4 - Identify and evaluate the author's purpose, point of view, and effectiveness.WI 4.2 - Evaluate and extend informational text.WI 4.2.1 - Make connections to text.



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WI 4.2.4 - Distinguish between facts and opinions.WI 4.2.5 - Evaluate the accuracy, currency, and credibility of information.WI 4.3 - Evaluate and extend the author's use of language in literary and informational text.WI 4.3.1 - Evaluate the author's word choice and use of language.


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WI 1.1.5 - Identify analogies to demonstrate understanding of word meaning.WI 1.1.6 - Understand connotative and denotative meaning of words.WI 1.2 - Use knowledge of word structure to determine the meaning of words and phrases.WI 1.2.1 - Identify the meaning of a word with an affix.







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WI 3.1.5 - Identify purpose.WI 3.1.6 - Make inferences based on text features or visuals.


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WI 3.1.7 - Analyze diverse viewpoints.WI 3.2 - Analyze informational text.

WI 3.2.1 - Identify implied main ideas and supporting details.WI 3.2.2 - Identify implied relationships (such as cause/effect and compare/contrast).WI 3.2.3 - Summarize information.WI 3.2.4 - Identify purpose.WI 3.2.5 - Make inferences based on text features.WI 3.2.6 - Make inferences based on visual information.WI 3.2.7 - Make inferences about text structure.WI 3.2.8 - Analyze diverse viewpoints.WI 3.2.9 - Use graphic organizers to analyze and classify information.

WI 3.3 - Analyze author's use of language in literary and informational text.WI 3.3.1 - Analyze the use of literary devices.WI 3.3.2 - Recognize and distinguish among genres.WI 3.3.3 - Make inferences about the author's tone.WI 3.3.4 - Make inferences about the author's style.WI 3.3.5 - Analyze the author's use of rhetorical devices.WI 3.3.6 - Distinguish among types of language (such as formal/informal, literary/technical, and serious/humorous).WI 4 - Evaluate and extend text.WI 4.1 - Evaluate and extend literary text.WI 4.1.1 - Make connections to text.

WI 4.1.2 - Make predictions.WI 4.1.3 - Identify and evaluate the author's purpose, point of view, and effectiveness.WI 4.1.4 - Evaluate diverse viewpoints and influences.


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WI 4.1.5 - Distinguish between important and unimportant details.WI 4.1.6 - Evaluate the credibility of story elements.WI 4.1.7 - Draw conclusions.WI 4.2 - Evaluate and extend informational text.WI 4.2.1 - Make connections to text.

WI 4.2.2 - Make predictions.WI 4.2.3 - Identify and evaluate the author's purpose, point of view, and effectiveness.WI 4.2.4 - Distinguish between facts and opinions.WI 4.2.5 - Evaluate the accuracy, currency, and credibility of information.WI 4.2.6 - Evaluate diverse viewpoints and influences.WI 4.2.7 - Distinguish between important and unimportant facts.WI 4.2.8 - Draw conclusions.WI 4.3 - Evaluate and extend the author's use of language in literary and informational text.WI 4.3.1 - Evaluate the author's word choice and use of language.WI 4.3.2 - Recognize bias and propaganda in language.


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WI 3.1.5 - Identify purpose.WI 3.1.6 - Analyze diverse viewpoints.


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WI 3.2 - Analyze informational text.



WI 4.1.2 - Make predictions.WI 4.1.3 - Identify and evaluate the author's purpose, point of view, and effectiveness.WI 4.1.4 - Evaluate diverse viewpoints and influences.WI 4.1.5 - Distinguish between important and unimportant details.


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WI 4.1.6 - Evaluate the credibility of story elements.WI 4.1.7 - Draw conclusions.WI 4.2 - Evaluate and extend informational text.WI 4.2.1 - Make connections to text.



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Agency Tag Set NameWisconsin, ELA, 2000, Grades: 9-12, Model Academic Standards, State Department of EducationStandard Skill Area Description Skill DescriptionWI A.12 - 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.WI A.12.1 - By the end of grade 12, students will: Use effective reading strategies to achieve their purposes in reading.WI A.12.1.a - Apply sophisticated word meaning and word analysis strategies, such as knowledge of roots, cognates, suffixes, and prefixes, to understand unfamiliar words



Skill 3 - V03 Making connections with prior knowledge

Skill Area 4 - Comprehension (C) Skill 4 - C04 Making inferences for comprehensionSkill 6 - C06 Making connections with prior knowledge

WI A.12.1.b - Gather information to help achieve understanding when the meaning of a text is unclear

WI A.12.1.c - Apply knowledge of expository structures, such as the deductive or inductive development of an argument, to the comprehension and evaluation of textsWI A.12.1.d - Identify propaganda techniques and faulty reasoning in textsWI A.12.1.e - Explain and evaluate the influence of format on the readability and meaning of a textWI A.12.1.f - Distinguish between fact and opinion in nonfiction textsWI A.12.1.g - Consider the context of a work when determining the meaning of abbreviations and acronyms as well as the technical, idiomatic, and figurative meanings of termWI A.12.2 - By the end of grade 12, students will: Read, interpret, and critically analyze literature.



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WI A.12.2.a - Explain the structure of selected classical and contemporary works of literature, in whole and in part, from various cultures and historical periods, and illustrate ways in which authors use syntax, imagery, figures of speech, allusions, symbols, irony, and other devices in the context of history, culture, and style

WI A.12.2.b - 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

WI A.12.2.c - Investigate and report on ways in which a writer has influenced or been influenced by historical, social, and cultural issues or eventsWI A.12.2.d - Develop, explain, and defend interpretations of complex literary worksWI A.12.2.e - Explain how details of language, setting, plot, character, conflict, point of view, and voice in a work of literature combine to produce a dominant tone, effect, or theme

WI A.12.2.f - Develop and apply criteria to evaluate the literary merit of unfamiliar worksWI A.12.3 - By the end of grade 12, students will: Read and discuss literary and nonliterary texts in order to understand human experience.

WI A.12.3.a - Examine, explain, and evaluate, orally and in writing, various perspectives concerning individual, community, national, and world issues reflected in literary and nonliterary texts


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WI A.12.3.b - Develop and articulate, orally and in writing, defensible points of view on individual, community, national, and world issues reflected in literary and nonliterary texts

WI A.12.3.c - Identify the devices an author uses to influence readers and critique the effectiveness of their use

WI A.12.3.d - Identify philosophical assumptions and basic beliefs underlying selected textsWI A.12.4 - By the end of grade 12, students will: Students will read to acquire information.WI A.12.4.a - Apply tests of logic and reasoning to informational and persuasive textsWI A.12.4.b - Analyze and synthesize the concepts and details encountered in informational texts such as reports, technical manuals, historical papers, and government documents

WI A.12.4.c - Draw on and integrate information from multiple sources when acquiring knowledge and developing a position on a topic of interestWI A.12.4.d - Evaluate the reliability and authenticity of information conveyed in a text, using criteria based on knowledge of the author, topic, and context and analysis of logic, evidence, propaganda, and languageWI B.12 - Students in Wisconsin will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain.WI B.12.1 - By the end of grade 12, students will: Create or produce writing to communicate with different audiences for a variety of purposes.


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WI B.12.1.a - Write a coherent argument that takes a position, accurately summarizes an opposing position, refutes that position, and cites persuasive evidence

WI B.12.1.b - Compose and publish analytic and reflective writing that conveys knowledge, experience, insights, and opinions to an intended audienceWI B.12.1.c - Use rhetorical structures that divide complex thoughts into simpler ones, logical transitions from one thought to another, and language appropriate to the intended audienceWI B.12.1.d - Write creative fiction that includes an authentic setting, discernible tone, coherent plot, distinct characters, effective detail, believable dialogue, and reasonable resolution of conflictWI B.12.1.e - Write summaries of complex information (such as information in a lengthy text or a sequence of events), expand or reduce the summaries by adding or deleting detail, and integrate appropriately summarized information into reviews, reports, or essays, with correct citationsWI B.12.1.f - Write autobiographical and biographical narratives in a mature style characterized by suitable vocabulary, descriptive detail, effective syntax, an appropriate voice, a variety of sentence structures, clear coordination and subordination of ideas, and rhetorical devices that help establish tone and reinforce meaning

WI B.12.1.g - Prepare and publish technical writing such as memos, applications, letters, reports and resumes for various audiences, attending to details of layout and format as appropriate to purpose


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WI B.12.1.h - Write in a variety of situations (impromptu, over time, in collaboration or alone) and adapt strategies, such as revision, technology, and the use of reference materials, to the situation

WI B.12.1.i - Use a variety of writing technologies, including pen and paper as well as computersWI B.12.1.j - Write for a variety of readers, including peers, teachers, and other adults, adapting content, style, and structure to audience and situationWI B.12.2 - By the end of grade 12, students will: Plan, revise, edit, and publish clear and effective writing.

WI B.12.2.a - Write essays demonstrating the capacity to communicate knowledge, opinions, and insights to an intended audience through a clear thesis and effective organization of supporting ideas

WI B.12.2.b - Develop a composition through a series of drafts, using a revision strategy based on purpose and audience, personal style, self-awareness of strengths and weaknesses as a writer, and feedback from peers and teachers

WI B.12.2.c - Given a writing assignment to be completed in a limited amount of time, produce a well developed, well organized, clearly written response in effective language and a voice appropriate for audience and purposeWI B.12.3 - By the end of grade 12, students will: Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in oral and written communications.


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WI B.12.3.a - Understand the form and function of words, phrases, and clauses, including interrelated clauses in complex sentences, and use them effectivelyWI B.12.3.b - Use correct tenses, including conditionals, to indicate the relative order and relationship of events,WI B.12.3.c - Employ principles of agreement, including subject-verb, pronoun-noun, and preposition-pronounWI B.12.3.d - Punctuate compound, complex, and compound-complex sentences correctly, including appropriate use of dialogue, citations, colons, hyphens, dashes, ellipses, and italics

WI B.12.3.e - Employ the conventions of capitalizationWI B.12.3.f - Spell frequently used words correctly and use effective strategies for spelling unfamiliar wordsWI B.12.3.g - Recognize common errors in the use of language and know how (and when) to correct them

WI C.12 - Students in Wisconsin will listen to understand and will speak clearly and effectively for diverse purposes.WI C.12.1 - By the end of grade 12, students will: Prepare and deliver formal oral presentations appropriate to specific purposes and audiences.

WI C.12.1.a - Develop and deliver a speech that conveys information and ideas in logical fashion for a selected audience, using language that clarifies and reinforces meaning

WI C.12.1.b - Construct and present a coherent argument, summarizing then refuting opposing positions, and citing persuasive evidence


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WI C.12.1.c - Participate effectively in question-and-answer sessions following presentationsWI C.12.1.d - Summarize narrative and numerical information accurately and logically in presentations

WI C.12.1.e - Demonstrate confidence and poise during presentations, interacting effectively with the audience, and selecting language and gestures mindful of their effectWI C.12.1.f - Demonstrate the ability to debate an issue from either side

WI C.12.1.g - Interpret literary works orally, citing textual data in support of assertionsWI C.12.1.h - Synthesize and present results of research projects, accurately summarizing and illustrating the main ideas, using appropriate technological aids, and offering support for the conclusions

WI C.12.1.i - Speak fluently with varied inflection and effective eye contact, enunciating clearly at an appropriate rate and volumeWI C.12.1.j - Observe the appropriate etiquette when expressing thanks and receiving praise

WI C.12.2 - By the end of grade 12, students will: Listen to, discuss, and comprehend oral communications.

WI C.12.2.a - Attend to both literal and connotative meaningsWI C.12.2.b - Distinguish between relevant and irrelevant informationWI C.12.2.c - Distinguish fact from opinion, evaluate logic, and identify manipulative techniquesWI C.12.2.d - Analyze messages for their accuracy and usefulness


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WI C.12.2.e - Evaluate a speaker's use of diction, tone, syntax, rhetorical structure, and conventions of language considering the purpose and context of the communication

WI C.12.2.f - Relate a speaker's ideas and information to prior knowledge and experienceWI C.12.2.g - Consider the specific situation and current conditions when responding to instructions

WI C.12.3 - By the end of grade 12, students will: Participate effectively in discussion.WI C.12.3.a - Detect and evaluate a speaker's biasWI C.12.3.b - Consider the ideas and opinions of other speakers thoughtfully before respondingWI C.12.3.c - Evaluate the validity and adequacy of ideas, arguments, hypotheses, and evidenceWI C.12.3.d - Be aware of and try to control counterproductive emotional responses to a speaker or ideas conveyed in a discussionWI C.12.3.e - Appraise the purpose of discussions by examining their context and the motivation of participantsWI C.12.3.f - Perform various roles in a discussion, including leader, participant, and moderatorWI C.12.3.g - Demonstrate the ability to extend a discussion by adding relevant information or asking pertinent questionsWI C.12.3.h - Explain and advance opinions by citing evidence and referring to authoritative sourcesWI C.12.3.i - Employ strategies such as summarizing main ideas or identifying areas of agreement to solve problems, resolve conflicts, and conclude discussionsWI C.12.3.j - Convey criticism in a respectful and supportive way


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WI D.12 - Students in Wisconsin will apply their knowledge of the nature, grammar, and variations of American English.WI D.12.1 - By the end of grade 12, students will: Develop their vocabulary and ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.

WI D.12.1.a - 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 languageWI D.12.1.b - 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 entertainWI D.12.1.c - Use language appropriate to the background, knowledge, and age of an audienceWI D.12.1.d - Recognize and exercise options in modes of expression and choice of words when speaking and writing, especially when revising written work


WI D.12.2.a - Evaluate the use of standard American English in public contexts, such as school and work

WI D.12.2.b - Evaluate the choice of words, expressions, and style considering the purpose and context of a communication


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WI D.12.2.c - 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

WI D.12.2.d - Draw inferences about values, attitudes, and points of view by analyzing a writer's or speaker's use of EnglishWI D.12.2.e - Compare form, meaning, and value of different symbol systems--such as alphabets, signs, symbols--and of expressions commonly used in another language

WI E.12 - 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.

WI E.12.1 - By the end of grade 12, students will: Use computers to acquire, organize, analyze, and communicate information.WI E.12.1.a - Design, format, and produce attractive word-processed documents for various purposesWI E.12.1.b - Incorporate information from databases and spreadsheets into reportsWI E.12.1.c - Integrate graphics appropriately into reports, newsletters, and other documentsWI E.12.1.d - Retrieve and reproduce documents across various platforms

WI E.12.1.e - Use on-line sources to exchange informationWI E.12.2 - By the end of grade 12, students will: Make informed judgments about media and products.WI E.12.2.a - Develop and apply evaluative criteria of accuracy and point of view to broadcast news programs


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WI E.12.2.b - Recognize and explain the impact of various media on daily lifeWI E.12.2.c - Analyze the content and effect of subtle persuasive techniques used on-line and in broadcast and print mediaWI E.12.2.d - Develop and apply criteria for evaluating broadcast programmingWI E.12.3 - By the end of grade 12, students will: Create media products appropriate to audience and purpose.

WI E.12.3.a - Create multimedia presentations in connection with major projects, such as research reports or exhibitionsWI E.12.3.b - 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

WI E.12.4 - By the end of grade 12, students will: Demonstrate a working knowledge of media production and distribution.WI E.12.4.a - Analyze the effect of media production techniques, such as music, camera angles, fade-outs, and lighting, on different audiences

WI E.12.4.b - Evaluate the impact of various market factors on the effectiveness of media production and distributionWI E.12.4.c - Identify the impact of image and context on particular audiences receiving the same messageWI E.12.4.d - Develop and apply criteria for evaluating advertising campaigns for a variety of products, past and presentWI E.12.5 - By the end of grade 12, students will: Analyze and edit media work as appropriate to audience and purpose.


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WI E.12.5.a - Develop and present criteria for evaluating a variety of media productsWI E.12.5.b - Evaluate audience feedback on the clarity, form, effectiveness, technical achievement and aesthetic appeal of media work

WI F.12 - Students in Wisconsin will locate, use, and communicate information from a variety of print and nonprint materials.WI F.12.1 - By the end of grade 12, students will: Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings.

WI F.12.1.a - Formulate questions addressing issues or problems that can be answered through a well defined and focused investigationWI F.12.1.b - Use research tools found in school and college libraries, take notes, collect and classify sources, and develop strategies for finding and recording information

WI F.12.1.c - Conduct interviews, taking notes or recording and transcribing oral information, then summarizing the resultsWI F.12.1.d - Develop research strategies appropriate to the investigation, considering methods such as questionnaires, experiments, and field studiesWI F.12.1.e - Organize research materials and data, maintaining a note-taking system that includes summary, paraphrase, and quoted materialWI F.12.1.f - Evaluate the usefulness and credibility of data and sources by applying tests of evidence, including bias, position, expertise, adequacy, validity, reliability, and date


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WI F.12.1.g - Analyze, synthesize, and integrate data, drafting a reasoned report that supports and appropriately illustrates inferences and conclusions drawn from research

WI F.12.1.h - Present findings in oral and written reports, correctly citing sources


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WI 3.1.5 - Identify purpose.WI 3.1.6 - Analyze diverse viewpoints.


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WI 3.2 - Analyze informational text.



WI 4.1.2 - Make predictions.WI 4.1.3 - Identify and evaluate the author's purpose, point of view, and effectiveness.WI 4.1.4 - Evaluate diverse viewpoints and influences.WI 4.1.5 - Distinguish between important and unimportant details.


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WI 4.1.6 - Evaluate the credibility of story elements.WI 4.1.7 - Draw conclusions.WI 4.2 - Evaluate and extend informational text.WI 4.2.1 - Make connections to text.



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wisconsin state standards alignments kindergarten through...

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