English / Language Arts / Information & Technology Literacy  Matrix Grade 4

A. Reading and Literature
B. Writing
C.    Oral Language
D. Language
E. Media and Technology
F. Research and Inquiry

• Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying knowledge of letter-sound relationships, and analyzing word structures

• Infer the meaning of unfamiliar words in the context of a passage by examining known words, phrases, and structures

• identify new information and integrate it with prior knowledge—B.4.6

• Demonstrate phonemic awareness by using letter/sound relationships as aids to pronouncing and understanding unfamiliar words and text

• Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting, 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

• identify new information and integrate it with prior knowledge—B.4.6

• Read aloud with age-appropriate fluency, accuracy, and expression

• choose materials at appropriate developmental levels—C.4.3

• Discern how written texts and accompanying illustrations connect to convey meaning

• recognize that graphics and images can be used to convey a message—B.4.4
• recognize that media can be constructed to convey specific messages, viewpoints, and values—C.4.3

• Identify and use organizational features of texts, such as headings, paragraphs, and format, to improve understanding

• recognize the common organizational characteristics of print media (e.g., title page, table of contents, copyright statement, index)—A.4.2
• recognize different ways to organize ideas, concepts, and phrases—B.4.2
• use the index or table of contents of a book, magazine, or reference set to locate specific information—B.4.3

• Identify a purpose for reading, such as gaining information, learning about a viewpoint, or appreciating literature

• evaluate possible sources based on currency, genre, and relevance to topic—B.4.2
• identify topics of interest and seek relevant information about them—C.4.1
• recognize that information can be used to make decisions or satisfy personal interest—C.4.1
• recognize that accurate information is basic to sound decisions—C.4.1
• recognize that award winning books reflect literary and artistic excellence—C.4.2
• recognize that media can be constructed to convey specific messages, viewpoints, and values—C.4.3

• Recognize and recall elements and details of story structure, such as sequence of events, character, plot, and setting, in order to reflect on meaning

• recognize that media can be constructed to convey specific messages, viewpoints, and values—C.4.3

• 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

• identify the wide variety of current media formats (e.g., video programs, magazines, computer software, audio cassettes, CD-ROM and DVD, newspapers, books, the Internet)—A.4.2
• recognize that materials in the school library media center are organized in a systematic manner—B.4.3
• locate materials using the classification system of the school library media center—B.4.3
• identify and use printed or electronic catalogs to access materials in the school library media center—B.4.3
• identify new information and integrate it with prior knowledge—B.4.6
• relate literature and other creative expressions of information to personal experiences—C.4.2
• compare their own interpretations of literature and other creative expressions of information with those of others—C.4.2
• choose materials at appropriate developmental levels—C.4.3
• identify materials that reflect diverse perspectives
• differentiate among written, oral, and visual forms of literature—C.4.3
• recognize that media can be constructed to convey specific messages, viewpoints, and values—C.4.3

• 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

• relate literature and other creative expressions of information to personal experiences—C.4.2
• compare their own interpretations of literature and other creative expressions of information with those of others—C.4.2

• identify new information and integrate it with prior knowledge—B.4.6

• Demonstrate the ability to integrate general knowledge about the world and familiarity with literary and nonliterary texts when reflecting upon life’s experiences

• relate literature and other creative expressions of information to personal experiences—C.4.2

• Identify and summarize main ideas and key points from literature, informational texts, and other print and nonprint sources

• take notes or record information in their own words—B.4.5
• arrange notes to help answer the information problem or question—B.4.5
• organize information using simple outlining techniques—B.4.5
• differentiate between copying and summarizing—D.4.2

• Distinguish fiction from nonfiction, realistic fiction from fantasy, biography from autobiography, and poetry from prose

• evaluate possible sources based on currency, genre, and relevance to topic—B.4.2
• differentiate between fiction and nonfiction resources—B.4.4

• Select a variety of materials to read for discovery, appreciation, and enjoyment, summarize the readings, and connect them to prior knowledge and experience

• select more than one resource when appropriate—B.4.2
• choose resources appropriate to their interests, abilities, and information need—B.4.4
• identify new information and integrate it with prior knowledge—B.4.6
• choose fiction and other literature of personal interest—C.4.2
• relate literature and other creative expressions of information to personal experiences—C.4.2
• compare their own interpretations of literature and other creative expressions of information with those of others—C.4.2
• differentiate between copying and summarizing—D.4.2

• Summarize key details of informational texts, connecting new information to prior knowledge

• take notes or record information in their own words—B.4.5
• record the sources of information as notes are taken—B.4.5
• recognize the need to identify the author of any information copied verbatim—B.4.5
• arrange notes to help answer the information problem or question—B.4.5
• organize information using simple outlining techniques—B.4.5
• list basic bibliographic sources for information used—B.4.5
• identify new information and integrate it with prior knowledge—B.4.6
• differentiate between copying and summarizing—D.4.2

• Identify a topic of interest and seek information about it by investigating available text resources

• identify topics of interest and seek relevant information about them—C.4.1
• recognize that information can be used to make decisions or satisfy personal interest—C.4.1

• 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 sequences

• Write expressive pieces in response to reading, viewing, and life experiences (narratives, reflections, and letters) employing descriptive detail and a personal voice

• Write creative pieces (poetry, fiction, and plays) employing basic aesthetic principles appropriate to each genre

• 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 situation

• access information using common electronic reference sources (e.g., indexes, almanacs, on-line catalogs, encyclopedias)—A.4.2
• produce a document using a word processing program—A.4.3
• edit a word-processed document using a spell checker—A.4.3
• demonstrate the text editing features of a word processing program (e.g., bold face, italics, underline, double spacing, different size and style of fonts) to produce a finished product—A.4.3
• identify possible sources of information including print, nonprint, electronic, and human resources—B.4.2
• identify and use printed or electronic catalogs to access materials in the school library media center—B.4.3
• search for information by keyword, author, title, and topic or subject—B.4.3
• use an encyclopedia, dictionary, almanac, and atlas in print or electronic formats—B.4.3
• use the index or table of contents of a book, magazine, or reference set to locate specific information—B.4.3
• locate information from preselected Internet sites and web pages—B.4.3

• Use a variety of writing technologies, including pen and paper as well as computers

• develop touch keyboarding techniques using both hands—A.4.1
• identify and define basic word processing terminology (e.g., cursor, open, save, file, I-beam, window, document, cut, copy, paste)—A.4.3
• produce a document using a word processing program—A.4.3
• edit a word-processed document using a spell checker---A.4.3
• demonstrate the text editing features of a word processing program (e.g., bold face, italics, underline, double spacing, different size and style of fonts) to produce a finished product—A.4.3
• explore special formatting features (e.g., borders, shading, centering, justification) of a word processing program—A.4.3

• Write for a variety of readers, including peers, teachers, and other adults, adapting content, style, and structure to audience and situation

• produce a document using a word processing program—A.4.3
• edit a word-processed document using a spell checker—A.4.3
• demonstrate the text editing features of a word processing program (e.g., bold face, italics, underline, double spacing, different size and style of fonts) to produce a finished product—A.4.3
• explore special formatting features (e.g., borders, shading, centering, justification) of a word processing program—A.4.3
• identify the audience for the product or presentation—B.4.7
• choose a presentation format (e.g., speech, paper, web page, video, hypermedia)—B.4.7
• develop a product or presentation to communicate the results of the research—B.4.7
• recognize that reports or articles they write must be put in their own words—D.4.3

• 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

• produce a document using a word processing program—A.4.3
• organize information using simple outlining techniques—B.4.5
• identify new information and integrate it with prior knowledge—B.4.6
• identify the audience for the product or presentation—B.4.7

• Explain the extent and reasons for revision in conference with a teacher

• establish goals and determine steps for completing a project—C.4.4

• 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 voice

• assess progress and quality of work—C.4.4

• Understand and use parts of speech effectively, including nouns, pronouns, and adjectives

• Use adverbials effectively, including words and phrases

• Employ principles of agreement related to number, gender, and case

• Capitalize proper nouns, titles, and initial words of sentences

• Use punctuation marks and conjunctions, as appropriate, to separate sentences and connect independent clauses

• Use commas correctly to punctuate appositives and lists

• Spell frequently used words correctly

• edit a word-processed document using a spell checker—A.4.3

• Use word order and punctuation marks to distinguish statements, questions, exclamations, and commands

• Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone, volume, rate, and articulation

• review the criteria to be used in judging both the product (or presentation) and the process—B.4.8
• review the process based on the criteria—B.4.8

• Read aloud effectively from previously-read material

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

• develop a product or presentation to communicate the results of the research—B.4.7

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

• Participate in group readings, such as choral, echo, and shadow reading

• contribute to group or classroom decisions about learning objectives—C.4.4

• Perform dramatic readings and presentations

• Distinguish between fact and opinion and provide evidence to support opinions

• distinguish between fact and opinion—B.4.4
• apply the information gathered to solve the information problem or question—B.4.6

• Follow basic directions

• Identify and summarize key points of a story or discussion

• Retell stories and reports of events in proper sequence

• Follow sequence in plot and character development, predict outcomes, and draw conclusions

• Recall the content of stories after hearing them, relate the content to prior knowledge, and answer various types of factual and interpretive questions about the stories

• identify new information and integrate it with prior knowledge—B.4.6

• Distinguish fact from fantasy and fact from opinion

• differentiate between fiction and nonfiction resources—B.4.4
• distinguish between fact and opinion—B.4.4

• Understand increasingly complex sentence structures

• Understand a variety of word structures and forms, such as affixes, roots, homonyms, antonyms, synonyms, and word analogies

• Volunteer relevant information, ask relevant questions, and answer questions directly

• share information and ideas with others—D.4.1

• Use appropriate eye contact and other nonverbal cues

• Use appropriate strategies to keep a discussion going

• Reflect on the ideas and opinions of others and respond thoughtfully

• share information and ideas with others—D.4.1
• respect the ideas of others—D.4.1
• acknowledge the right of classmates to express opinions different from their own—D.4.4

• Ask for clarification and explanation of unfamiliar words and ideas

• Summarize information conveyed through discussion

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

• access information using common electronic reference sources (e.g., indexes, almanacs, on-line catalogs, encyclopedias)—A.4.2
• edit a word-processed document using a spell checker—A.4.3
• use an encyclopedia, dictionary, almanac, and atlas in print or electronic formats—B.4.3

• Use their knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words

• Identify common figures of speech and use them appropriately

• Identify various styles and purposes of oral and written language and learn to communicate effectively in commonly occurring situations

• Describe and give examples of variations in American English that appear in different social, cultural, regional, and professional environments

• identify materials that reflect diverse perspectives—C.4.3

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

• Operate common computer hardware and software

• Use basic word-processing, graphics, and drawing programs

• incorporate graphics, pictures, and sound into another document—A.4.2
• produce a document using a word processing program—A.4.3
• edit a word-processed document using a spell checker—A.4.3
• demonstrate the text editing features of a word processing program (e.g., bold face, italics, underline, double spacing, different size and style of fonts) to produce a finished product—A.4.3
• explore special formatting features (e.g., borders, shading, centering, justification) of a word processing program—A.4.3
• use draw, paint or graphics software to create simple signs, posters, banners, charts, visuals, etc.—A.4.5

• Create, store, and retrieve electronic files

• save and backup files on a computer hard drive, storage medium, or server—A.4.1
• create, save, move, copy, retrieve, and delete electronic files—A.4.2
• generate, send, retrieve, save, and organize electronic messages—A.4.4

• Access information using electronic reference resources, such as library catalogs, encyclopedias, almanacs, and indexes

• access information using common electronic reference sources (e.g., indexes, almanacs, on-line catalogs, encyclopedias)—A.4.2
• log on and view information from preselected sites on the Internet—A.4.4
• use the functions of a web browser to navigate and save World Wide Web sites—A.4.4
• identify and use simple search engines and directories—A.4.4
• identify and use printed or electronic catalogs to access materials in the school library media center—B.4.3
• search for information by keyword, author, title, and topic or subject—B.4.3
• use an encyclopedia, dictionary, almanac, and atlas in print or electronic formats—B.4.3
• use the index or table of contents of a book, magazine, or reference set to locate specific information—B.4.3
• locate information from preselected Internet sites and web pages—B.4.3

• Generate, send, and retrieve electronic messages

• generate, send, retrieve, save, and organize electronic messages—A.4.4

• Identify the intent or appeal behind products and messages promoted via media

• recognize that graphics and images can be used to convey a message—B.4.4
• recognize that media can be constructed to convey specific messages, viewpoints, and values—C.4.3

• Recognize basic propaganda techniques

• recognize that graphics and images can be used to convey a message--B.4.4
• identify whether the purpose of the product or presentation is to inform, entertain, or persuade—B.4.7

• Identify images and symbols central to particular messages

• recognize that media can be constructed to convey specific messages, viewpoints, and values—C.4.3

• Write news articles appropriate for familiar media

• Create simple advertising messages and graphics appropriate for familiar media

• incorporate graphics, pictures, and sound into another document—A.4.2
• use draw, paint or graphics software to create simple signs, posters, banners, charts, visuals, etc.—A.4.5

• Prepare, perform, and tape simple radio and television scripts

• demonstrate proper care and correct use of media and equipment—A.4.1
• demonstrate the use of still and video cameras and scanners—A.4.1
• plan a multimedia production using an outline or storyboard—A.4.5
• create and present a short video or hypermedia program—A.4.5
• identify whether the purpose of the product or presentation is to inform, entertain, or persuade—B.4.7

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

• Make distinctions between messages presented on radio, television, and in print

• Recognize how messages are adjusted for different audiences

• identify the audience for the product or presentation—B.4.7

• Identify sales approaches and techniques aimed at children

• 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

• use draw, paint or graphics software to create simple signs, posters, banners, charts, visuals, etc.—A.4.5
• plan a multimedia production using an outline or storyboard—A.4.5
• create and present a short video or hypermedia program—A.4.5
• identify the audience for the product or presentation—B.4.7
• identify whether the purpose of the product or presentation is to inform, entertain, or persuade—B.4.7
• choose a presentation format (e.g., speech, paper, web page, video, hypermedia)—B.4.7

• Provide feedback to (and receive it from) peers about the content, organization, and overall effect of media work

• identify the media and technology used—A.4.6
• explain how well the media and technology contributed to its impact—A.4.6
• identify simple criteria for judging the quality of a production or presentation—A.4.6
• judge how well a particular production meets the identified criteria—A.4.6
• suggest ways to improve future productions or presentations—A.4.6
• review the criteria to be used in judging both the product (or presentation) and the process—B.4.8
• determine how well the product or presentation meets the original information need based on the criteria—B.4.8
• review the process based on the criteria—B.4.8
• suggest ways in which the process and product can be improved—B.4.8
• contribute to group or classroom decisions about learning objectives—C.4.4
• share information and ideas with others—D.4.1
• review workgroup projects and suggest improvements—D.4.1

B.4.8 Evaluate the information product and process

• Propose research by formulating initial questions, narrowing the focus of a topic, identifying prior knowledge, and developing a basic plan for gathering information

• identify the information problem or question to be resolved—B.4.1
• determine what is already known about the information problem or question—B.4.1
• formulate initial questions to define what additional information is needed—B.4.1
• determine a specific focus for the information search questions—B.4.1
• list steps to follow in carrying out the information search—B.4.2

• Conduct research by identifying, locating, exploring, and effectively using multiple sources of information appropriate to the inquiry, including print, nonprint, and electronic sources

• identify the wide variety of current media formats (e.g., video programs, magazines, computer software, audio cassettes, CD-ROM and DVD, newspapers, books, the Internet)—A.4.2
• access information using common electronic reference sources (e.g., indexes, almanacs, on-line catalogs, encyclopedias)—A.4.2
• log on and view information from preselected sites on the Internet—A.4.4
• identify and use simple search engines and directories—A.4.4
• identify possible sources of information including print, nonprint, electronic, and human resources—B.4.2
• evaluate possible sources based on currency, genre, and relevance to topic—B.4.2
• select more than one resource when appropriate—B.4.2
• recognize that materials in the school library media center are organized in a systematic manner—B.4.3
• locate materials using the classification system of the school library media center—B.4.3
• identify and use printed or electronic catalogs to access materials in the school library media center—B.4.3
• search for information by keyword, author, title, and topic or subject—B.4.3
• use an encyclopedia, dictionary, almanac, and atlas in print or electronic formats—B.4.3
• use the index or table of contents of a book, magazine, or reference set to locate specific information—B.4.3
• locate information from preselected Internet sites and web pages—B.4.3
• preview selected resources using table of contents, index, and other simple scanning strategies—B.4.4
• identify topics suitable for independent learning or in-depth exploration—C.4.4
• demonstrate use of the Internet and other on-line sources consistent with the school's acceptable use policy—D.4.2

• Recognize, record, organize, and acknowledge information pertinent to a project, accurately blending discoveries into answers

• Present the results of inquiry, reporting and commenting on the substance and process of learning, orally and in writing, using appropriate visual aids

• incorporate graphics, pictures, and sound into another document—A.4.2
• use draw, paint or graphics software to create simple signs, posters, banners, charts, visuals, etc.—A.4.5
• apply the information gathered to solve the information problem or question—B.4.6
• identify the audience for the product or presentation—B.4.7
• identify whether the purpose of the product or presentation is to inform, entertain, or persuade—B.4.7
• recognize the three common types of communication or presentation modes (written, oral, visual)—B.4.7
• choose a presentation format (e.g., speech, paper, web page, video, hypermedia)—B.4.7
• develop a product or presentation to communicate the results of the research—B.4.7
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