ILLINOIS LEARNING STANDARDS FOR LANGUAGE ARTS

Transcription

1 STATE GOAL 1: Read with understanding and fluency. Why This Goal Is Important: Reading is essential. It is the process by which people gain information and ideas from books, newspapers, manuals, letters, contracts, advertisements and a host of other materials. Using strategies for constructing meaning before, during and after reading will help students connect what they read now with what they have learned in the past. Students who read well and widely build a strong foundation for learning in all areas of life. A. Apply word analysis and vocabulary skills to comprehend selections. Late Elementary 1.A.2a Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins and derivations. 1.A.2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses. B. Apply reading strategies to improve understanding and fluency. 1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas. SE/TE: Root Words, 662, 735; Synonyms and Antonyms, ; Homophones, 674, 737; ; Studying Word Parts and Origins, ; Using Other Reference Aids, 661 TR: Teaching Resources: Vocabulary and Spelling Practice Book: Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal SE/TE: Context Clues, ; Spelling, ; Using Context to Determine Word Meaning, TR: Teaching Resources: Vocabulary and Spelling Practice Book: Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal SE/TE: Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources, See the Reading/Writing Connection for the following Literary Selections: 50 51, 74 77, , 126, 127, , , , , ; Responding to Literature: 53, 80, 103, 129, 155, 179, 203, 228, 251 1

2 1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction texts to improve comprehension. 1.B.2c Continuously check and clarify for understanding (e.g., in addition to previous skills, clarify terminology, seek additional information). 1.B.2d Read age-appropriate material aloud with fluency and accuracy. C. Comprehend a broad range of reading materials. 1.C.2a Use information to form and refine questions and predictions. SE/TE: Models From Literature: , , , , , , ; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, SE/TE: Reading/Writing Connection: Literary Selections: 50 51, 74 77, , 126, 127, , , , , ; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources, SE/TE: Reading Literary Writing, ; Reading from Varied Sources, 696, 697 SE/TE: Predicting Outcomes, 50, 691, 692, 695; Standardized Test Preparation Workshop: Make Inferences and Predictions, ; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources,

3 1.C.2b Make and support inferences and form interpretations about main themes and topics. 1.C.2c Compare and contrast the content and organization of selections. 1.C.2d Summarize and make generalizations from content and relate to purpose of material. 1.C.2e Explain how authors and illustrators use text and art to express their ideas (e.g., points of view, design hues, metaphor). SE/TE: Make Inferences, 100, 101; Standardized Test Preparation Workshop: Make Inferences and Predictions, SE/TE: Models From Literature: 50 51, 74 77, , , , , , , ; Reading Skills: Reading Methods and Tools, ; Reading Literary Writing, ; Response to Literature, ; Comparison-and Contrast Essay, ; Comparing and Contrasting News Sources, 45; Comparing Stories in Different Media, 171; Comparing Themes Across Cultures, 286; Comparing Themes Across the Arts, 94; Examining Common Themes in the Arts, 286 SE/TE: Summaries, 187, 229, 255, 277, 637, 692, 703; Generalizations, 688; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading from Varied Sources, ; Standardized Test Preparation Workshop: Constructing Meaning From Informational Texts, SE/TE: Using Features of Textbooks, 680; Using Graphic Organizers, ; Viewing and Representing Skills: Interpreting Maps, Graphs, and Photographs, ; Viewing Fine Art Critically, 644. See all: Topic Bank: Responding to Fine Art, 53, 80, 103, 129, 155, 179, 203, 228, 251 3

4 1.C.2f Connect information presented in tables, maps and charts to printed or electronic text. SE/TE: Using Features of Textbooks, 680; Using Graphic Organizers, ; Viewing and Representing Skills: Interpreting Maps, Graphs, and Photographs, STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas. Why This Goal Is Important: Literature transmits ideas, reflects societies and eras and expresses the human imagination. It brings understanding, enrichment and joy. Appreciating literature and recognizing its many forms enable students to learn and respond to ideas, issues, perspectives and actions of others. Literature study includes understanding the structure and intent of a short poem or a long, complex book. By exploring the techniques that authors use to convey messages and evoke responses, students connect literature to their own lives and daily experiences. A. Understand how literary elements and techniques are used to convey meaning. Late Elementary 2.A.2a Identify literary elements and literary techniques (e.g., characterization, use of narration, use of dialogue) in a variety of literary works. 2.A.2b Describe how literary elements (e.g., theme, character, setting, plot, tone, conflict) are used in literature to create meaning. SE/TE: Model From Literature, 74-77; Characters, 95, 96, 147, 691, 692; Setting, 96, 691, 692; Plot, 82, 96; Theme, 95, 96, 255; Dialogue, 20, 40, 85; Student Work in Progress, 91-92, ; Reading Skills: Reading Methods and Tools, ; Reading Literary Writing, ; Response to Literature, SE/TE: Model From Literature, 74-77; Characters, 95, 96, 147, 691, 692; Setting, 96, 691, 692; Plot, 82, 96; Theme, 95, 96, 255; Student Work in Progress, 91-92, ; Reading Skills: Reading Methods and Tools, ; Reading Literary Writing, ; Response to Literature,

5 2.A.2c Identify definitive features of literary forms (e.g., realistic fiction, historical fiction, fantasy, narrative, nonfiction, biography, plays, electronic literary forms). B. Read and interpret a variety of literary works. 2.B.2a Respond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other texts. 2.B.2b Identify and explain themes that have been explored in literature from different societies and eras. SE/TE: Model From Literature: 50 51, 74 77, , , , , , , ; Literary Forms, 48, 49, 66, 67, 72, 73, 93, 118; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Response to Literature, SE/TE: Response to Literature, ; Models From Literature: 50 51, 74 77, , , , , , , ; Topic Bank: Responding to Literature, 53, 80, 103, 129, 155, 179, 203, 228, 251; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources, SE/TE: Model From Literature, 74-77; Theme, 95, 96, 255; Student Work in Progress, 91-92; Student Work in Progress, ; Reading Skills: Reading Methods and Tools, ; Reading Literary Writing, ; Response to Literature,

6 2.B.2c Relate literary works and their characters, settings and plots to current and historical events, people and perspectives. STATE GOAL 3: Write to communicate for a variety of purposes. SE/TE: Response to Literature, ; Models From Literature: 50 51, 74 77, , , , , , , ; Topic Bank: Responding to Literature, 53, 80, 103, 129, 155, 179, 203, 228, 251; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources, Why This Goal Is Important: The ability to write clearly is essential to any person s effective communications. Students with high-level writing skills can produce documents that show planning and organization and effectively convey the intended message and meaning. Clear writing is critical to employment and production in today s world. Individuals must be capable of writing for a variety of audiences in differing styles, including standard rhetoric themes, business letters and reports, financial proposals and technical and professional communications. Students should be able to use word processors and computers to enhance their writing proficiency and improve their career opportunities. A. Use correct grammar, spelling, punctuation, capitalization and structure. Late Elementary 3.A.2 Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation. SE/TE: Writing Effective Paragraphs, 33 38; Paragraphs in Essays and Other Compositions, 39 41; Nouns and Pronouns, 61, 62, 164, ; Verbs, 87, ; Using Verbs, 186, ; Making Words Agree, ; Conjunctions and Interjections, ; Articles, 60, , 744; Adjectives and Adverbs, 111, ; Using Modifiers, ; Punctuation, ; Capitalization, See also all Proofreading pages 22, 62, 89, 113, 139, 164, 188, 213, 236, 263, and 281; Grammar in Your Writing, 22, 61, 62, 87, 111, 137, 139, 162, 164, 186, 188, 211, 213, 234, 236,

7 Grammar B. Compose well-organized and coherent writing for specific purposes and audiences. 3.B.2a Generate and organize ideas using a variety of planning strategies (e.g., mapping, outlining, drafting). 3.B.2b Establish central idea, organization, elaboration and unity in relation to purpose and audience. 3.B.2c Expand ideas by using modifiers, subordination and standard paragraph organization. SE/TE: Prewriting, 13, 15, 16, 17, 18, 19, 20, 29, 31, 52, 53, 54, 55, 66, 67, 71, 78, 79, 80, 81, 93, 97, 102, 103, 104, 105, 118, 119, 128, 129, 130, 131, 144, 145, 149, 154, 155, 156, 157, 168, 169, 173, 178, 179, 180, 181, 192, 193, 197, 202, 203, 204, 205, 217, 221, 226, 227, 228, 229, 241, 250, 251, 252, 253, 254, 255, 267, 271, 274, 275, 276, 285 Grammar SE/TE: Prewriting: Considering Your Audience and Purpose, 16 17, 55, 81, 104, 130, 157, 181, 204, 229, 253; Drafting, 18, 56, 82, 106, 132, 158, 182, 206, 230, 256, 277 Grammar SE/TE: Writing Effective Paragraphs, 33 38; Paragraphs in Essays and Other Compositions, See also all Revising Your Paragraphs, 59, 85, 109, 136, 161, 185, 209, 233, 259, 279; Using Modifiers, ; Phrases and Clauses, Grammar 7

8 3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication. SE/TE: Editing and Proofreading, 13, 22, 62, 66, 67, 71, 89, 93, 97, 113, 119, 139, 145, 149, 164, 168, 169, 173, 188, 192, 193, 197, 213, 217, 221, 236, 241, 263, 267, 271, 281, 285; Publishing and Presenting, 23, 25, 63, 67, 90, 94, 114, 119, 140, 145, 165, 169, 189, 193, 214, 218, 237, 242, , 282, 286; Grammar in Your Writing, 22, 61, 62, 87, 111, 137, 139, 162, 164, 186, 188, 211, 213, 234, 236, 263 Grammar C. Communicate ideas in writing to accomplish a variety of purposes. 3.C.2a Write for a variety of purposes and for specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persuasive writings (e.g., editorials, advertisements). 3.C.2b Produce and format compositions for specified audiences using available technology. SE/TE: A Walk Through the Writing Process, 12 27; Autobiographical Writing, 48 71; Short Story, 72 97; Description, ; Persuasive Essay, ; Comparison-and Contrast Essay, ; Cause-and-Effect Essay, ; How-to Essay, ; Research Report, ; Response to Literature, , and Writing for, Grammar SE/TE: Computers, 4, 219, 645; Word Processing Programs, 9, 25, 56, 87, 111, 135, 184, 647, 661, 703, 757; Technology Skills, 9, 25, 219, 243, 269, 287. Note: The Online Essay Scorer provides instant essay scoring and analytical feedback. Grammar 8

9 STATE GOAL 4: Listen and speak effectively in a variety of situations. Why This Goal Is Important: Of all the language arts, listening and speaking are those most often used on a daily basis at home, school and work or in the community. Skill in speaking is universally recognized as a primary indicator of a person s knowledge, skill and credibility. In person, by phone or through video, good listening and speaking skills are essential to sending, receiving and understanding messages. To understand messages spoken by others, students must be able to listen carefully, using specific techniques to clarify what they have heard. For speaking properly and making messages understood, grammar, sentence structure, tone, expression and emphasis must be part of students repertoires. A. Listen effectively in formal and informal situations. Late Elementary 4.A.2a Demonstrate understanding of the listening process (e.g., sender, receiver, message) by summarizing and paraphrasing spoken messages orally and in writing in formal and informal situations. 4.A.2b Ask and respond to questions related to oral presentations and messages in small and large group settings. 4.A.2c Restate and carry out a variety of oral instructions. SE/TE: Listening Effectively, 637; Listening Critically, 638; Viewing Information Media Critically, ; Analyze Persuasion in Media, 147. See also: Paraphrase, 694, 758; Summaries, 187, 229, 255, 277, 637, 692, 703 SE/TE: Persuasive Speech, 125; Interviews, 226, 643, 747; Speaking and Listening Skills, 633; Using Informal Speaking Skills, ; Using Formal Speaking Skills, ; Developing a Multimedia Presentation, 648; Creating a Video, 649; Media and Technology Skills, 9, 25, 45, 69, 95, 121, 147, 171, 195, 219, 243, 269, 287. SE/TE: Giving Directions, 634; Performing and Interpreting,

10 B. Speak effectively using language appropriate to the situation and audience. 4.B.2a Present oral reports to an audience using correct language and nonverbal expressions for the intended purpose and message within a suggested organizational format. 4.B.2b Use speaking skills and procedures to participate in group discussions. 4.B.2c Identify methods to manage or overcome communication anxiety and apprehension (e.g., topic outlines, repetitive practice). 4.B.2d Identify main verbal and nonverbal communication elements and strategies to maintain communications and to resolve conflict. SE/TE: Speaking and Listening Skills, 633; Using Informal Speaking Skills, ; Using Formal Speaking Skills, ; Developing a Multimedia Presentation, 648; Creating a Video, 649; Documentary Video Script, ; Media and Technology Skills, 9, 25, 45, 69, 95, 121, 147, 171, 195, 219, 243, 269, 287. SE/TE: Participate in Class Discussions, 633; Discussion, 20, 28, 29, 44, 45, 53, 59, 61, 63, 79, 88, 90, 93, 103, 107, 114, 128, 129, 138, 146, 155, 163, 165, 178, 187, 189, 212, 214, 227, 235, 237, 250, 251, 257, 262, 264, 268, 269, 282, 306, 322, 344, 356, 357, 367, 371, 402, 406, 430, 446, 499, 526, 536, 542, 562, 644, 693; Peer Review, 6, 21, 88, 112, 138, 163, 187, 212, 235, 262 SE/TE: Using Informal Speaking Skills, ; Using Formal Speaking Skills, SE/TE: Speaking and Listening Skills, 633; Using Informal Speaking Skills, ; Using Formal Speaking Skills, ; Developing a Multimedia Presentation, 648; Creating a Video, 649; Connected Assignment: Drama, 93 94; Documentary Video Script, ; Media and Technology Skills, 9, 25, 45, 69, 95, 121, 147, 171, 195, 219, 243, 269,

11 STATE GOAL 5: Use the language arts to acquire, assess and communicate information. Why This Goal Is Important: To be successful in school and in the world of work, students must be able to use a wide variety of information resources (written, visual and electronic). They must also know how to frame questions for inquiry, identify and organize relevant information and communicate it effectively in a variety of formats. These skills are critical in school across all learning areas and are key to successful career and lifelong learning experiences. A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. Late Elementary 5.A.2a Formulate questions and construct a basic research plan. 5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs). SE/TE: Research Report, ; Response to Literature, ; Writing for, ; Reading Nonfiction Critically, ; Reading from Varied Sources, ; Reference Skills, ; Internet Research Handbook, SE/TE: Research Report, ; Response to Literature, ; Writing for, ; Reading Nonfiction Critically, ; Reading from Varied Sources, ; Reference Skills, ; Internet Research Handbook, See also: Spotlight on the Humanities, 8, 24, 44, 68, 94, 120, 146, 170, 194, 218, 242, 268, 286; Media and Technology Skills, 9, 25, 45, 69, 95, 121, 147, 171, 195, 219, 243, 269,

12 B. Analyze and evaluate information acquired from various sources. 5.B.2a Determine the accuracy, currency and reliability of materials from various sources. 5.B.2b Cite sources used. SE/TE: Research Report, ; Evaluating Internet Sources, 763; Citing Sources and Preparing Manuscript, SE/TE: Research Report, ; Evaluating Internet Sources, 763; Citing Sources and Preparing Manuscript, C. Apply acquired information, concepts and ideas to communicate in a variety of formats. 5.C.2a Create a variety of print and nonprint documents to communicate acquired information for specific audiences and purposes. SE/TE: Research Report, ; Response to Literature, ; Writing for, ; Using Informal Speaking Skills, ; Using Formal Speaking Skills, ; Developing a Multimedia Presentation, 648; Creating a Video, 649; Creating Graphic Organizers, ; Formatting to Crete an Effect, 647. See also: Spotlight on the Humanities, 8, 24, 44, 68, 94, 120, 146, 170, 194, 218, 242, 268, 286; Media and Technology Skills, 9, 25, 45, 69, 95, 121, 147, 171, 195, 219, 243, 269,

13 5.C.2b Prepare and deliver oral presentations based on inquiry or research. SE/TE: Using Formal Speaking Skills, ; Developing a Multimedia Presentation, 648; Creating a Video, 649; Connected Assignment: Documentary Video Script, See also: Media and Technology Skills, 9, 25, 45, 69, 95, 121, 147, 171, 195, 219, 243, 269,