Illinois Learning Standards

Stage E - English Language Arts



Descriptors


1A —

Students who meet the standard can apply word analysis and vocabulary skills to comprehend selections.
  1. Use a combination of word analysis and vocabulary strategies (e.g., word patterns, structural analyses) within context to identify unknown words.
  2. Learn and use root words, prefixes, and suffixes to understand word meanings.
  3. Use synonyms and antonyms to define words.
  4. Use word origins to construct the meanings of new words.
  5. Use root words and context to determine the denotative and connotative meanings of unknown words.
  6. Determine the meaning of a word in context when the word has multiple meanings.
  7. Identify and interpret common idioms, similes, analogies, and metaphors.
  8. Use additional resources (e.g., newspapers, interviews, technological resources) as applicable to clarify meanings of material.

1B —

Students who meet the standard can apply reading strategies to improve understanding and fluency.
  1. Set a purpose for reading and adjust as necessary before and during reading.
  2. Formulate questions to determine meaning based on plot/character, action, or setting.
  3. Apply survey strategies (e.g., use of bold print, organization of content, key words, graphics).
  4. Make judgments based on prior knowledge during reading.
  5. Distinguish between significant and minor details.
  6. Connect, clarify, and extend ideas through discussions, activities, and various classroom groupings (e.g., partners, small group, ability levels, interest levels).
  7. Identify structure (e.g., description, compare, cause/effect, sequence) of nonfiction text to improve comprehension.
  8. Demonstrate understanding of structure through the use of graphic organizers and outlining (e.g., mapping, time lines, Venn diagrams).
  9. Apply self-monitoring and self-correcting strategies (e.g., reread, read ahead, use visual and context clues, ask questions, retell, clarify terminology, seek additional information) continuously to clarify understanding during reading.
  10. Read age-appropriate material aloud with fluency and accuracy.

1C —

Students who meet the standard can comprehend a broad range of reading materials.
  1. Use evidence in text to form and refine questions, predictions, and hypotheses.
  2. Ask open-ended questions.
  3. Identify evidence for inferences and interpretations based on text combined with prior knowledge.
  4. Compare the content and organization (e.g., themes, topics, text structure, story elements) of various selections.
  5. Recognize similarities/ differences of varying styles or points of view.
  6. Select reading strategies for text appropriate to the reader's purpose.
  7. Synthesize key points (ideas) and supporting details to form conclusions.
  8. Interpret imagery and figurative language (e.g., alliteration, metaphor, simile, personification).
  9. Explain how authors and illustrators use text and art to express their ideas (e.g., points of view, design hues, metaphors).
  10. Show examples of cultural styles in art to enhance meaning and comprehension as done by different illustrators.
  11. Interpret information from tables, maps, visual aids, and charts to enhance understanding of text.
  12. Apply appropriate reading strategies to fiction and non-fiction texts within and across content areas.

2A  —

Students who meet the standard can understand how literary elements and techniques are used to convey meaning.
  1. Read a wide range of fiction.
  2. Identify literary elements and techniques in literary genres (e.g., fables, biographies, historical fiction) and tell how they affect the story.
  3. Predict how the story might be different if the author changed literary elements or techniques (e.g., dialect, setting, vocabulary).
  4. Explain how a technique or element affects the events or characterization in a literary work.
  5. Make inferences about character traits and check text for verification.
  6. Analyze the use of unfamiliar vocabulary.
  7. Use comprehension strategies (e.g., association, categorization, graphic organizers) to enhance understanding.
  8. Identify ways in which fiction and nonfiction works are organized differently.

2B —

Students who meet the standard can read and interpret a variety of literary works.
  1. Create an extension to a literary text (e.g., alternate ending, additional dialog for a character).
  2. Make inferences, draw conclusions, and make connections from text to text, text to self, and text to world.
  3. Analyze and remedy difficulties in comprehension (e.g., questioning, rephrasing, analyzing).
  4. Compare ideas from texts representing a variety of times and cultures.
  5. Make inferences and draw conclusions about contexts, events, character, and settings.
  6. Read a wide range of nonfiction (e.g., books, newspapers, magazines, textbooks, visual media).
  7. Support plausible interpretations with evidence from the text.

3A —

Students who meet the standard can use correct grammar, spelling, punctuation, capitalization and structure.
  1. Write paragraphs that include a variety of sentence types (i.e., declarative, interrogative, exclamatory, imperative).
  2. Develop multi-paragraph compositions that include an introduction, first and second level support, and a conclusion.
  3. Use a variety of sentence structures (e.g., simple, compound).
  4. Use basic transition words to connect ideas.
  5. Proofread for correct English conventions.
  6. Demonstrate appropriate use of various parts of speech.

3B —

Students who meet the standard can compose well-organized and coherent writing for specific purposes and audiences.
  1. Use prewriting strategies to choose a topic and generate ideas (e.g., webbing, brainstorming, listing, note taking, outlining, drafting, graphic organizers).
  2. Establish and maintain a focus.
  3. Develop a topic sentence that is supported with details.
  4. Organize a coherent structure appropriate to purpose (i.e., narration, exposition, persuasion), audience, and context using paragraphs and transition words.
  5. Use appropriate transition words to connect ideas.
  6. Elaborate ideas through facts, details, description, reasons, narration.
  7. Use adjectives, adverbs, and prepositional phrases to enrich written language.
  8. Revise and edit (e.g., conference with self, peer, volunteer, teacher).

3C —

Students who meet the standard can communicate ideas in writing to accomplish a variety of purposes.
  1. Use appropriate language, detail, and format for a specified audience.
  2. Use the characteristics of a well-developed narrative, expository, and persuasive piece.
  3. Write creatively for a specified purpose and audience (e.g., short story, poetry, directions, song, friendly letter).
  4. Use available technology to design, produce, and present compositions and multimedia works.
  5. Compose a multi-paragraph piece which presents one position of an issue that offers sufficient support.

4A —

Students who meet the standard can listen effectively in formal and informal situations.
  1. Evaluate the situation and assume appropriate listening mode.
  2. Record appropriate notes from presentation.
  3. Distinguish between nonverbal and verbal messages.
  4. Separate main ideas from supporting facts and details.
  5. Paraphrase and summarize the content of a formal/informal spoken presentation or message (e.g., classroom or assembly speakers, media presentations, student reports or speeches, classroom debates).
  6. Formulate relevant and focused questions and comments based upon the content of a presentation and a variety of audiences or groups for authentic purposes (e.g., classroom and school government meetings, cooperative group learning and problem-based learning interactions).
  7. Modify, control, and block out distractions.
  8. Paraphrase or repeat and execute multi-stepped directions.

4B —

Students who meet the standard can speak effectively using language appropriate to the situation and audience.
  1. Analyze characteristics of one's audience and prepare appropriate presentations.
  2. Identify and demonstrate different traits of oral presentations intended to inform, to entertain, and to persuade.
  3. Use details to elaborate and develop main ideas for purposes of informing, entertaining, and persuading.
  4. Use language that is clear, audible, and appropriate.
  5. Use appropriate grammar, word choice, and pacing.
  6. Use appropriate verbal and nonverbal communication elements (e.g., appropriate space, body language, pleasant tone, rate, volume).
  7. Use notes and outlines.
  8. Prepare and practice the presentation to fit within a given time limit.
  9. Use notes and outlines.
  10. Contribute meaningfully to small and large group discussions by following accepted guidelines for verbal interaction (e.g., appropriate volume and rate; courteous, turn-taking behavior; respectful, relevant responses; appropriate language and vocabulary).
  11. Identify and use discussion techniques to arrive at a consensus of opinion.

5A —

Students who meet the standard can locate, organize, and use information from various sources to answer questions, solve problems, and communicate ideas.
  1. Generate questions of interest and narrow the focus of research.
  2. Develop hypotheses based on prior knowledge.
  3. Gather information based on a hypothesis (e.g., note taking).
  4. Identify and use (with limited support) a variety of sources (e.g., reference books, magazines, interviews).
  5. Recognize criteria for determining credible sources.
  6. Determine appropriate resources.
  7. Compare (with limited support) information from a variety of sources.
  8. Arrange information in an orderly manner (e.g., outlining, sequencing, graphic organizers).
  9. Design a research plan and prepare a project.

5B —

Students who meet the standard can analyze and evaluate information acquired from various sources.
  1. Analyze information from primary print and non-print sources.
  2. Evaluate information from various sources by applying a set of criteria (e.g., accuracy, timeliness, reliability).
  3. Use information from footnotes, illustrations, diagrams, charts, and graphs.
  4. Identify relevant primary and secondary sources.
  5. Recognize the purpose of a bibliography.
  6. Develop a bibliography using a simple, acceptable form.

5C —

Students who meet the standard can apply acquired information, concepts and ideas to communicate in a variety of formats.
  1. Select an appropriate format to accommodate characteristics of audiences (e.g., age, background, interest level, group size) and purposes of the presentation (e.g., inform, persuade, entertain).
  2. Use text, graphic materials, or visual aids to present information (e.g., charts, written reports, banners, maps, models, artifacts, student-created games, multimedia).
  3. Communicate in an appropriate format, information that was gathered by either inquiry or research (e.g., interviews, surveys, software presentations).
  4. Revise/edit the work.

Return to English Language Arts Classroom Assessments and Performance Descriptors