Language Arts: Inquiry/Research

• Standard 1: Reading/Literature
• Standard 2: Writing
• Standard 3: Language/Communication
• Introduction to Language Arts
• Table of Contents - All Standards

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Content Standard: Inquiry/Research

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

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Fourth Grade Performance Standards: Inquiry/Research

By the end of grade Four, students will:

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

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

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Grade Level Performance Standards: Kindergarten: Inquiry/Research

Generate own questions.

Recognize that information is gained from books and non-print materials.

These Grade Level Performance Standards describe behaviors typical at the specified grade level. They represent behaviors students generally exhibit as they move from novice to expert in their ability to take control of language processes. It is important to remember, however, that literacy learning may not be sequential and each child has a unique developmental pattern.

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Grade Level Performance Standards: Grade One: Inquiry/Research

Generate questions and explore answers.

Seek information from more than one source.

Use available technology to access information.

These Grade Level Performance Standards describe behaviors typical at the specified grade level. They represent behaviors students generally exhibit as they move from novice to expert in their ability to take control of language processes. It is important to remember, however, that literacy learning may not be sequential and each child has a unique developmental pattern.

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Grade Level Performance Standards: Grade Two: Inquiry/Research

Choose a simple topic and ask questions about it.

Locate information for topic from books and non-print materials:

• use a table of contents
• examine pictures and charts
• use dictionaries, glossaries and indexes

Use available technology to locate information.

These Grade Level Performance Standards describe behaviors typical at the specified grade level. They represent behaviors students generally exhibit as they move from novice to expert in their ability to take control of language processes. It is important to remember, however, that literacy learning may not be sequential and each child has a unique developmental pattern.

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Grade Level Performance Standards: Grade Three: Inquiry/Research

Develop topic, questions and plan for gathering information about the topic.

Use multiple information sources to research a topic:

• use dictionaries, encyclopedias, and other reference books
• use videos, interviews and cassette recordings

Record and organize information pertinent to the topic.

Use available technology to access and present information.

These Grade Level Performance Standards describe behaviors typical at the specified grade level. They represent behaviors students generally exhibit as they move from novice to expert in their ability to take control of language processes. It is important to remember, however, that literacy learning may not be sequential and each child has a unique developmental pattern.

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Grade Level Performance Standards: Grade Four: Inquiry/Research

Use information resources to research a topic:

• construct questions about a topic and narrow the focus
• identify, locate, explore, and use multiple sources of information appropriate to the topic, including print, nonprint, and electronic sources.

Present the results using available technology and appropriate visual aids.

These Grade Level Performance Standards describe behaviors typical at the specified grade level. They represent behaviors students generally exhibit as they move from novice to expert in their ability to take control of language processes. It is important to remember, however, that literacy learning may not be sequential and each child has a unique developmental pattern.

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Eighth Grade Performance Standards: Inquiry/Research

By the end of grade Eight, students will:

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

• Formulate research questions and focus investigation on relevant and accessible sources of information
• Use multiple sources to identify and locate information pertinent to research including encyclopedias, almanacs, dictionaries, library catalogs, indexes to periodicals, and various electronic search engines
• Conduct interviews, field studies, and experiments and use specialized resources (such as almanacs, fact books, pamphlets, and technical manuals) when appropriate to an investigation
• Compile, organize, and evaluate information, taking notes that record and summarize what has been learned and extending the investigation to other sources
• Review and evaluate the usefulness of information gathered in an investigation
• 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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Grade Level Performance Standards: Grade Five: Inquiry/Research

Synthesize information from a variety of sources:

• skim materials to develop a general overview of content or to locate specific information
• take notes that include important concepts, paraphrases, summaries, and identification of information sources
• organize and record information on various forms such as charts, maps, and graphs
• credit reference sources

Use available technology to access and present information.

These Grade Level Performance Standards describe behaviors typical at the specified grade level. They represent behaviors students generally exhibit as they move from novice to expert in their ability to take control of language processes. It is important to remember, however, that literacy learning may not be sequential and each child has a unique developmental pattern.

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Grade Level Performance Standards: Grade Six: Inquiry/Research

Select the best sources for a given purpose, including atlases, dictionaries, globes, interviews, telephone directories, encyclopedias, and electronic databases:

• compile and organize information
• use specialized resources (such as almanacs, fact books, pamphlets, and technical manuals) when appropriate to an investigation
• review and evaluate the usefulness of information gathered

Present information in written and/or oral form.

These Grade Level Performance Standards describe behaviors typical at the specified grade level. They represent behaviors students generally exhibit as they move from novice to expert in their ability to take control of language processes. It is important to remember, however, that literacy learning may not be sequential and each child has a unique developmental pattern.

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Grade Level Performance Standards: Grade Seven: Inquiry/Research

Apply knowledge of resources in preparing written and/or oral presentations:

• focus investigation on relevant and accessible sources of information
• use graphic organizers to organize information
• use a thesaurus to select more exact descriptive, specific, or effective vocabulary for writing
• integrate information from various sources
• credit reference sources

These Grade Level Performance Standards describe behaviors typical at the specified grade level. They represent behaviors students generally exhibit as they move from novice to expert in their ability to take control of language processes. It is important to remember, however, that literacy learning may not be sequential and each child has a unique developmental pattern.

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Grade Level Performance Standards: Grade Eight: Inquiry/Research

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

• compile, organize, and evaluate information, taking notes that record and summarize what has been learned
• produce an organized written and/or oral report that presents and reflects on findings, draws sound conclusions and gives proper credit to sources
• develop and use graphic representations to support meaning, if appropriate

These Grade Level Performance Standards describe behaviors typical at the specified grade level. They represent behaviors students generally exhibit as they move from novice to expert in their ability to take control of language processes. It is important to remember, however, that literacy learning may not be sequential and each child has a unique developmental pattern.

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Twelfth Grade Performance Standards: Inquiry/Research

By the end of grade Twelve, students will:

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

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

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