Illinois Learning Standards
Stage H - English Language Arts
Students who meet the standard can apply word analysis
and vocabulary skills to comprehend selections.
- Use word origins and derivations to understand meanings
of new words.
- Apply knowledge of structural analysis to construct meaning
of difficult or unfamiliar words.
- Infer the appropriate meaning of a word in context when
the word has multiple meanings.
- Interpret idioms, similes, analogies, and metaphors to
express implied meanings.
- Identify the effect of literary devices (e.g., allusion,
diction, figurative language, imagery) in text.
- Interpret the effect of authors' decisions regarding word
choice, content, and literary elements upon the text.
- Recognize specialized vocabulary/terminology.
Students who meet the standard can apply reading
strategies to improve understanding and fluency.
- Preview reading materials using pre-reading strategies
(e.g., skimming, scanning, predicting, SQ3R).
- Relate literature selections and informational text to
self, world, and other texts.
- Identify text structure and create a mental/visual representation
(e.g., graphic organizer, outline, drawing) to use while
- Apply self-monitoring and self-correcting strategies continuously
to clarify understanding (e.g., in addition to previous
skills, draw comparisons to other readings).
- Demonstrate an accurate understanding of important information
in the text by focusing on the key ideas presented explicitly
- Build, evaluate, and extend text interpretations through
collaboration with others.
- Identify how different content areas require different
organizational structures (e.g., lists/sequence, comparison,
cause/effect, problem/solution, classification).
- Read aloud fluently (with accuracy and appropriate speed).
- Select and read books for recreation.
Students who meet the standard can comprehend a broad
range of reading materials.
- Use information from text to form, explain, and support
questions and predictions.
- Generate and respond to questions that reflect higher
level thinking skills (e.g., analysis, synthesis, evaluation).
- Ask open-ended questions to improve critical thinking
- Summarize and make generalizations from content and relate
them to the purpose of the material.
- Explain how the story elements, point of view, and theme
contribute to reader understanding of the text.
- Select reading strategies for text appropriate to the
- Interpret concepts or make connections through analysis,
evaluation, inference, and/or comparison.
- Compare story elements.
- Analyze and evaluate author's word choice.
- Connect, relate, interpret, and integrate information
from various sources and genres (e.g., content area textbooks,
novels, newspapers, magazines, poetry, drama, reference
- Synthesize key points and supporting details to form conclusions.
- Recognize how illustrations reflect, interpret and enhance
- Draw conclusions based on information found in visual
information and data.
- Explain how visual information and data support written
- 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 extensively.
- Determine which literacy elements/techniques are dominant
and subordinate in text.
- Explain how an author uses specific techniques to achieve
- Explain how specific elements and techniques (e.g., dialect,
setting, vocabulary) enhance characterization.
- State how changes in technique might affect aspects of
- Analyze nonfiction (e.g., 5 w's).
- Identify details that reveal the genre (e.g., short stories,
novels, dramas, poetry, biographies).
- Use textual structure, word choice and style to identify
detail that reveals the author's viewpoint.
- Evaluate how a text reflects a culture, society, or historical
Students who meet the standard can read and interpret
a variety of literary works.
- Respond to text.
- Make connections from text to text, text to self, and
text to world.
- Paraphrase, summarize, synthesize, and evaluate information
from a variety of texts and genres.
- Make connections between text and its culture.
- Use literary themes to connect recurring problems over
time and across cultures.
- Investigate how attitudes toward a situation or problem
change in different periods of history or in different cultures.
- 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 contain complete sentences and
- Use effective transition words and phrases within and
- Use appropriate sentence structure (i.e., simple, compound,
complex, compound/complex) and sentence types (i.e., interrogative,
imperative, declarative, exclamatory).
- Proofread for correct English conventions.
Students who meet the standard can compose well-organized
and coherent writing for specific purposes and audiences.
- Select and apply appropriate pre-writing strategies (e.g.,
webbing, brainstorming, listing, note taking, outlining,
- Compose a clear thesis/claim that contains the main idea
in an essay.
- Choose the appropriate form for the purpose of writing
(e.g., letters, essays, poems, reports, narratives), voice,
and style appropriate to the audience and purpose.
- Use an effective, coherent organizational pattern (e.g.,
sequence, cause/effect, comparison, classification).
- Write using organization (e.g., introduction, body, conclusion)
and elaboration (first and second level support) that demonstrate
- Use figurative language.
- Use appropriate transitional words, phrases, and devices
to connect and unify key ideas and claims.
- Edit and revise to maintain a consistent voice, tone,
and focus throughout a piece of writing.
- Select effective formats for publication of final product.
- Use available technology.
Students who meet the standard can communicate ideas
in writing to accomplish a variety of purposes.
- Use appropriate language, details, and format for a specified
- Write creatively for a specified purpose and audience
(e.g., short story, poetry, radio scripts, play, TV commercial).
- Write a narrative account that establishes a context,
creates a point of view, and develops a focused, powerful
- Compose a multi-paragraph piece of expository writing.
- 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, revise, and present compositions
and multi-media works.
Students who meet the standard can listen effectively
in formal and informal situations.
- Appraise the situation and assume the appropriate listening
- Separate main ideas, supporting facts, and details while
- Record appropriate notes and rough outlines with editorial
- Critique the relationship between a speaker's verbal communication
skills (e.g., word choice, pitch, feelings, tone, voice)
and nonverbal messages (e.g., eye contact, gestures, facial
expressions, posture, spatial proximity).
- Determine meaning from speaker's denotations and connotations.
- Differentiate between the speaker's factual and emotional
- Infer speaker's bias and purpose." Analyze, paraphrase,
and summarize information, in both oral and written form,
information in formal/ informal presentations.
- Formulate probing, idea-generating questions to clarify
- 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.
- Use verbal and nonverbal cues to engage the audience.
- Use language that is clear, audible, and appropriate.
- Use appropriate grammar, word choice, and pacing.
- Utilize available technological resources (e.g., Internet,
video, overhead, pictures, maps, diagrams).
- Incorporate feedback to make impromptu modifications.
- Manage use of note cards, graphic organizers, various
forms of outlining and/or other visual aids in oral presentations.
- Discuss a problem, list possible solutions, and analyze
and evaluate solutions to arrive at a group consensus.
- Evaluate and provide evidence to support synthesis of
other people's content or feelings.
- Rehearse presentations to overcome communication anxiety
- Demonstrate composure while confronting and rebutting
Students who meet the standard can locate, organize,
and use information from various sources to answer questions,
solve problems, and communicate ideas.
- Survey, with appropriate guidance, a subject and select
- Identify steps that need to be taken to present an idea
or solve a problem using multiple sources.
- Choose a variety of sources to gain new information or
solve a problem.
- Identify accurate, current, and credible sources to solve
problems or answer questions through research.
- Arrange information in an orderly manner (e.g., outlining,
- Follow appropriate style manual accurately (e.g., APA,
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/ source(s) cited from identified
and evaluated information.
- Cite the source(s) of all direct quotations and paraphrased/summarized
- Recognize how to develop source(s) cited page from only
the sources used in paper.
Students who meet the standard can apply acquired
information, concepts and ideas to communicate in a variety
- Analyze, evaluate, and synthesize original work and researched
- Use effective print and non-print documents.
- 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,
- Design and present a project (e.g., written report, graphics,
visuals, multi-media presentations) that:
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Assessments and Performance Descriptors