Illinois Learning Standards

Stage I - English Language Arts



Descriptors



1A —

Students who meet the standard can apply word analysis and vocabulary skills to comprehend selections.
  1. Expand knowledge of word origins and derivations.
  2. Use idioms, analogies, metaphors, and similes to extend vocabulary development.
  3. Apply knowledge of roots and affixes to comprehend the meaning of unfamiliar or difficult words, terms, or phrases.
  4. Identify and analyze the meanings of specialized vocabulary/terminology.
  5. Analyze the structure and function of words in context.
  6. Analyze and interpret word usage in traditional and contemporary sources (e.g., books, lyrics, speeches).
  7. Interpret American idioms to strengthen comprehension.
  8. Identify analogy in text and use analogy to explain a relationship.

1B —

Students who meet the standard can apply reading strategies to improve understanding and fluency.
  1. Use previewing and predicting before reading, and questioning during reading.
  2. Relate reading with information from other sources (e.g., prior knowledge, personal experience, other reading) using a variety of strategies.
  3. Analyze a variety of texts for purpose, structure, content, detail, and effect.
  4. Interpret and compare a variety of texts for purpose, structure, content, detail, and effect.
  5. Analyze overall themes and discover coherence.
  6. Clarify meaning of text by focusing on the key ideas presented explicitly or implicitly.
  7. Identify how different content areas require different organizational structures (e.g., science text, literary text).
  8. Demonstrate fluency by reading aloud a variety of materials (e.g., dialogue, dramatizations).
  9. Select and read books for recreation.

1C —

Students who meet the standard can comprehend a broad range of reading materials.
  1. Ask questions before, during, and after reading which demonstrate that understanding of the reading has progressed.
  2. Use topic, theme, organizational patterns, context, and point of view to guide interpretation.
  3. Interpret concepts or make connections through analysis, evaluation, inference, and/or comparisons.
  4. Analyze how authors and illustrators use text and art to express and emphasize their ideas (e.g., imagery, multiple points of view).
  5. Identify and use criteria for evaluating the accuracy of text information.
  6. Summarize and make generalizations from content and relate them to the purpose of the material.
  7. Recognize kinds of writing (e.g., expository, persuasive, narrative).
  8. Explain and justify an interpretation of the text using relevant, accurate references.
  9. Challenge ideas presented in a text through questions about specific parts of the text.
  10. Interpret tables, graphs, diagrams, and maps in conjunction with related text by drawing conclusions to support text.

2A  —

Students who meet the standard can understand how literary elements and techniques are used to convey meaning.
  1. Explain how the author uses literary techniques to achieve the intended effect.
  2. Support assertions with evidence from the text.
  3. Explain how the author uses literary elements (e.g., point of view, character) to achieve an intended effect.
  4. Identify details that reveal the author's style.
  5. Evaluate the impact of the author's word choice, language structure, and syntax.
  6. Identify the details that reveal the genre (e.g., short stories, novels, dramas, fables, biographies).
  7. Demonstrate an understanding of the interrelationships among reader, author, form, and text.
  8. Evaluate how a text reflects a culture, society, or historical period.

2B —

Students who meet the standard can read and interpret a variety of literary works.
  1. Identify ideas and impressions communicated through a variety of literary works.
  2. Respond to text by evaluating key ideas.
  3. Support an evaluation of the text using content from the media.
  4. Make connections between a text and its cultural environment.
  5. Evaluate how attitudes toward a situation or problem (e.g., attitudes concerning environment, immigrants, poverty, parent-child relationships) change in different periods of history or in different cultures.
  6. Evaluate a character's behavior.
  7. Engage in literary discussions (e.g., conflict, resolutions, relevance, background, effectiveness, realism).

3A —

Students who meet the standard can use correct grammar, spelling, punctuation, capitalization and structure.
  1. Compose and edit using Standard English (e.g., clarity, subject/verb agreement, adverb/adjective agreement, verb tense, audience, purpose for writing).
  2. Format documents in final form for submission and/or publication.
  3. Proofread for correct English conventions.

3B —

Students who meet the standard can compose well-organized and coherent writing for specific purposes and audiences.
  1. Use writing process of prewriting, drafting, revision, editing, and publication to produce work.
  2. Compose a clear thesis/claim that contains the main idea in an essay.
  3. Defend word and/or technique choice appropriate for specific audiences.
  4. Alter a document to address a different audience and/or purpose.
  5. Use a variety of genres (e.g., essay, poetry, short story).
  6. Evaluate and use figurative language.
  7. Identify and use analogy in writing.
  8. Use a variety of revision strategies to improve clarity of work.

3C —

Students who meet the standard can communicate ideas in writing to accomplish a variety of purposes.
  1. Compose informational writing (e.g., narrative, expository, persuasive, argumentative) that supports a topic or thesis statement with well-articulated evidence.
  2. Compose an argumentative paper that objectively evaluates 2 or more positions on an issue and selects the best position, based on the evidence presented.
  3. Complete a sample application accurately using standard grammatical conventions.
  4. Adjust voice, tone, vocabulary, and grammatical conventions according to both purpose and audience.
  5. Demonstrate the proper format/conventions for business letters.
  6. Convert a formal letter into an informal one (or vice versa).
  7. Develop a cover letter and resume for a particular job title.
  8. Write creatively for a specified purpose and audience.
  9. Use available technology to draft, design, produce, revise, and present compositions and multimedia works for specified audiences.

4A —

Students who meet the standard can listen effectively in formal and informal situations.
  1. Demonstrate understanding of material, concepts, and ideas in formal/informal presentations.
  2. Analyze, synthesize, and evaluate information from recorded materials and live presentations.
  3. Paraphrase and summarize, with appropriate editorial comments, information from formal, informal, and media presentations.
  4. Ask probing, idea-generating questions and make appropriate statements to clarify and add to meaning.
  5. Analyze and evaluate verbal and nonverbal cues.
  6. Critique the relationship between a speaker's verbal communication skills (e.g., work choice, pitch, feelings, tone, voice) and nonverbal messages (e.g., eye contact, gestures, facial expressions, posture, spatial proximity).
  7. Modify, control, block out both internal and external distractions.

4B —

Students who meet the standard can speak effectively using language appropriate to the situation and audience.
  1. Communicate effectively the intended message.
  2. Use effective verbal and nonverbal feedback (response) strategies to adjust message.
  3. Use a variety of verbal and nonverbal cues (e.g., pauses, posture change, location, tone of voice.)
  4. Use language that is clear, audible, and appropriate.
  5. Use appropriate grammar, word choice, and pacing.
  6. Demonstrate effective use of visual aids and available technology.
  7. Rehearse presentations to overcome communication anxiety and apprehension.
  8. Demonstrate composure while confronting or rebutting opposing views.
  9. Recognize and assume differing roles within a group.
  10. Discuss a problem within a group setting, list and evaluate possible solutions to attempt consensus.

5A —

Students who meet the standard can locate, organize, and use information from various sources to answer questions, solve problems, and communicate ideas.
  1. Survey, with minimal guidance, a subject and select a topic.
  2. Distinguish among kinds of information needed to solve a problem, present possible solutions, or extend information about a topic or problem (e.g., fact/opinion, example/evidence).
  3. Apply criteria for determining the credibility of multiple sources of information.
  4. Organize information for different formats (e.g., narrative report, data analysis).
  5. Follow appropriate style manual accurately (e.g., APA, MLA).

5B —

Students who meet the standard can analyze and evaluate information acquired from various sources.
  1. Analyze and evaluate information.
  2. Use criteria (e.g., accuracy, timeliness, reliability) to evaluate primary and secondary sources (e.g., juried article, edited text, reputation of author/publisher).
  3. Select source(s) and identify the reasoning strategies (e.g., inductive, deductive) that support major ideas developed by the writer.
  4. Cite the source(s) of all direct quotations and paraphrased/summarized information.
  5. Develop a bibliography and a source(s) cited page using an appropriate format.

5C —

Students who meet the standard can apply acquired information, concepts and ideas to communicate in a variety of formats.
  1. Match the method of inquiry to the question or problem.
  2. Use multiple, reliable sources to develop and support major ideas.
  3. Revise, edit, and proofread.
  4. Design and present, as an individual or group, a written, oral, video, or multimedia project that:
  5. Effectively communicates the intended message;
  6. Engages the audience's interest;
  7. Establishes and maintains a focus;
  8. Organizes around a structure appropriate to purpose, audience, and context;
  9. Elaborates ideas through facts, details, description, analysis, and narration;
  10. Cites or credits sources appropriately; and uses self, peer, or teacher feedback where appropriate.
  11. Critique an individual or group project (e.g., written, oral, video, multimedia).

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