Illinois Learning Standards
Stage G - English Language Arts
Students who meet the standard can apply word analysis
and vocabulary skills to comprehend selections.
- Use prefixes, suffixes, and root words to understand word
- Apply knowledge of structural analysis to construct meaning
of unfamiliar words.
- Determine the meaning of words in context using denotation
and connotation strategies.
- Recall multiple meanings of a word in context and select
- Identify and interpret idioms, similes, analogies, and
metaphors to express implied meanings.
- Identify the effect of literary devices (e.g., figurative
language, description, and dialogue) in text.
Students who meet the standard can apply reading
strategies to improve understanding and fluency.
- Use skimming to preview reading materials and scanning
to detect major visual patterns and identify text structure
- Make connections to real world situations or related topics
before and during reading.
- Define and analyze information needed to carry out a procedure.
- Demonstrate understanding of structure through the use
of graphic organizers and outlining (e.g., mapping, time
lines, Venn diagrams).
- Infer and draw conclusions about text supported by textural
evidence and experience.
- Analyze how structure contributes to the understanding
- Read aloud fluently (with expression, accuracy, and appropriate
- Apply self-monitoring techniques and adjust rate to increase
- Select and read books for recreation.
Students who meet the standard can comprehend a broad
range of reading materials.
- Use inferences to improve and/or expand knowledge obtained
from text and ask open-ended questions to improve critical
- Synthesize key points and supporting details to form conclusion
and to apply text information to personal experience.
- Identify story elements, major and secondary themes in
- Explain how story elements and themes contribute to the
reader's understanding of text.
- Compare themes, topic, and story elements of various selections
across content areas.
- Select reading strategies for text appropriate to the
- Recognize similarities and differences when presented
with varying styles or points of view.
- Recognize the influence of media on a reader's point of
view concerning the interpretation of fiction or non-fiction
- Recognize how illustrations reflect cultural styles of
art and enhance meaning.
- Explain why some points are illustrated.
- Evaluate imagery and figurative language.
- Use text information to interpret tables, maps, visual
aids, or charts.
- Apply appropriate reading strategies to fiction and non-fiction
texts within and across content areas.
Students who meet the standard can understand how
literary elements and techniques are used to convey meaning.
- Read a wide range of fiction/ nonfiction.
- Analyze and evaluate literacy elements (e.g., character,
plot, setting, theme, conflict) to determine their importance
to the story.
- Predict how the story might be different if the author
changed certain literary techniques (e.g., dialect, setting,
- Use literature terminology accurately (e.g., flashback,
foreshadowing, metaphor, simile, personification, onomatopoeia,
- Identify examples of connections among an author, the
cultural and historical context, and the work.
- Use new vocabulary from literature in other contexts.
- Identify, analyze, and compare techniques used by authors
to elicit reader response.
- Compare characteristics and elements of various literary
genre (e.g., short stories, novels, dramas, poetry, biographies).
- Make inferences regarding the motives of characters and
consequences of their actions by citing the text.
Students who meet the standard can read and interpret
a variety of literary works.
- Respond to fiction using interpretive and evaluative processes.
- Make connections from text to text, text to self, and
text to world.
- Interpret nonfiction text and informational materials.
- Sequence information needed to carry out a procedure.
- Distinguish between significant and minor details.
- Extend a literary text (e.g., alternate endings, additional
dialog for a character).
- Engage in literary discussions (e.g., conflict, resolutions,
relevance, background, effectiveness, realism.)
Students who meet the standard can use correct grammar,
spelling, punctuation, capitalization and structure.
- Develop compositions that include a variety of sentence
structures (i.e., simple, compound, complex, compound/complex)
and sentence types (i.e., interrogative, exclamatory, imperative,
- Use transitional words and phrases within and between
- Proofread for correct English conventions.
- Demonstrate appropriate use of the eight parts of speech.
Students who meet the standard can compose well-organized
and coherent writing for specific purposes and audiences.
- Use pre-writing strategies.
- Analyze audience and purpose for writing, and choose the
appropriate form (e.g., letters, editorials, reviews, poems,
- Begin to establish a personal voice and style.
- Use an effective and coherent organizational pattern (e.g.,
sequence, cause/effect, comparison).
- Write using organization (i.e., introduction, body, conclusion)
and elaboration (second level support) that demonstrate
- Use figurative language.
- Use appropriate internal (within paragraphs) and external
(between/among paragraphs) transitional words, phrases,
- Edit and revise to maintain a consistent tone and focus
throughout a piece of writing.
- Select effective formats for publication of final product.
- Use available technology (e.g., word processing, desktop
publishing, electronic dictionary/ glossary, printing).
Students who meet the standard can communicate ideas
in writing to accomplish a variety of purposes.
- Compose expository writing that supports a topic or thesis
statement with evidence (e.g., newspaper article, pamphlet,
report, brochure, manual, business letter).
- Write an expanded narrative account (e.g., friendly letter,
journal, autobiography, biographical account, memoir) that
establishes a context, creates a point of view, and develops
a focused impression.
- Develop a multi-paragraph piece of persuasive writing.
- Use appropriate language, details, and format for a specified
audience (e.g., gender, age, prior knowledge, interest).
- Write creatively for a specified purpose and audience
(e.g. short story, poetry, radio scripts, play, TV commercial).
- Compose a multi-paragraph persuasive piece which presents
one position of an issue that offers sufficient support
through multiple strategies (e.g., cause/effect, compare/contrast).
- Use available technology (e.g., web pages, presentations,
speeches) to design, produce, and present compositions and
Students who meet the standard can listen effectively
in formal and informal situations.
- Focus attention on speaker as sender of the message.
- Record appropriate notes and rough outlines while listening.
- Decide factors that will impact the message (e.g., dialect,
language styles, setting, word choice).
- Use appropriate words to describe elements such as word
choice, pitch, volume, posture, tone, facial expressions,
gestures, and proximity.
- Determine meaning from speaker's words, voice, and body.
- Differentiate between a speaker's factual and emotional
content by analyzing verbal/nonverbal messages.
- Separate main ideas, facts, and supporting details in
- Infer and draw conclusions (i.e., "if this is what
you are saying, may I correctly conclude that
- Synthesize, analyze, and evaluate information.
- Paraphrase and summarize, in both oral and written form,
information in formal/informal presentations.
- Ask and respond to relevant questions.
- Follow a multi-step set of instructions to complete a
- Modify, control, block out both internal and external
Students who meet the standard can speak effectively
using language appropriate to the situation and audience.
- Align content, vocabulary, rate, volume, and style with
the characteristics of the audience and intent of the message.
- Employ an engaging introduction, appropriate organization,
and an effective conclusion.
- Incorporate nonverbal expressions that are appropriate
to the message (e.g., facial expressions, gestures, posture,
- Use language that is clear, audible, and appropriate.
- Use appropriate grammar, word choice, and pacing.
- Use notes, outlines, and visual aids.
- Prepare and practice a presentation to fit within a given
- Use rehearsal techniques (e.g., taking deep breaths, record
or video tape presentation) to practice the presentation.
- Contribute meaningfully to group discussions by following
accepted guidelines of verbal interaction (e.g., appropriate
turn-taking behavior, respectful and engaged responses,
appropriately-aligned vocabulary, appropriate rate and volume).
- Identify and use discussion techniques to arrive at a
consensus of opinion.
Students who meet the standard can locate, organize,
and use information from various sources to answer questions,
solve problems, and communicate ideas.
- Select a topic from a list of topics.
- Formulate questions to direct research.
- Identify approaches (e.g., problem/solution, comparison,
narrative history, research paper).
- Define the focus of research.
- Apply criteria for determining credibility for each source
- Choose a variety of resources (e.g., newspaper, magazine,
reference books, electronic information) to gain new information.
- Arrange information in an orderly manner (e.g., note cards,
Students who meet the standard can analyze and evaluate
information acquired from various sources.
- Analyze information from primary and secondary print and
- Develop a bibliography from identified and evaluated information.
- Cite the source(s) of all direct quotations.
- Cite source(s) of all paraphrased and summarized information.
- Recognize how to develop a source(s) cited page.
Students who meet the standard can apply acquired
information, concepts and ideas to communicate in a variety
- Analyze and synthesize original work and researched information.
- Evaluate use of text, graphic materials, and visual aids
to present information.
- Select and justify adaptations in format to accommodate
characteristics of audiences (e.g., age, background, interest
level, group size) and purposes of the presentation (e.g.,
inform, persuade, entertain).
- Design and present a project (e.g., written report, graphics,
visuals, multi-media presentations).
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Assessments and Performance Descriptors