Learning Technology Program



ENGLISH LANGUAGE ARTS PERFORMANCE DESCRIPTORS

GRADES 1-5

ii

RESPONDING TO THIS DOCUMENT

Division of Curriculum and Instruction (E-418)

Illinois State Board of Education

100 North First Street

Springfield, Illinois 62777

© 2002 by the Illinois State Board of Education. All rights reserved. No portion of this text may be copied, reproduced, or distributed without written consent of the Illinois State Board of Education.

Permission to make copies of this document is granted to all Illinois Public Schools.

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English Language Arts Performance Descriptors

|1A |Students who meet the standard can apply word analysis and vocabulary skills to comprehend selections. |

|Stage A |Stage B |Stage C |

| | | |

|• Use phonics to decode simple words in |• Use phonics to decode new words in |• Use phonics to decode new words in |

|age-appropriate material. |age-appropriate material. |age-appropriate material. |

|• Demonstrate phonological awareness (e.g., |• Use phonological awareness knowledge |• Use word analysis (root words, |

|counting syllables, hearing rhyme, |(e.g., isolate, blend, substitute, |inflections, affixes) to identify |

|alliteration, onset and rime) of sounds in |manipulate letter sounds) to identify |words. |

|words. |phonetically regular one and two syllable |• Discuss the meanings of new words |

|• Demonstrate phonemic awareness by blending or|words. |encountered in independent and group |

|segmenting phonemes in a one-syllable word. |• Recognize 300 high frequency sight words. |activities. |

|• Recognize 100 high frequency sight words |• Use a variety of decoding strategies |• Use synonyms and antonyms to define |

|including environmental print (but not |(e.g., phonics, word patterns, structural |words. |

|including words the child can read using |analysis, context clues) to recognize new |• Use a variety of decoding strategies|

|phonics). |words when reading age-appropriate material.|(e.g., phonics, word patterns, |

|• Use appropriate strategies of decoding (e.g.,| |structural analysis, context clues) to|

|illustrations, phonics, word patterns, context |• Use letter-sound knowledge and sight |recognize new words when reading |

|clues) to recognize unknown words when reading |vocabulary to read orally and |age-appropriate material. |

|material. |silently/whisper read age-appropriate |• Self-monitor reading and use |

|• Use knowledge of letter-sound correspondences|material. |decoding strategies to self-correct |

|and high frequency words to orally read |• Self-monitor reading and use decoding |miscues. |

|age-appropriate material. |strategies to self-correct miscues. |• Use context and previous experience |

|• Begin to recognize miscues that interfere |• Use a variety of resources (e.g., context,|to determine the meanings of |

|with meaning and use self-correcting |previous experiences, dictionaries, |unfamiliar words in text. |

|strategies. |glossaries, computer resources, ask others) |• Use a variety of resources (e.g., |

|• Use a variety of resources (e.g., |to determine and clarify meanings of |dictionaries, thesauruses, indices, |

|age-appropriate dictionaries, pictures, |unfamiliar words. |glossaries, internet, interviews, |

|illustrations, photos, ask others, context, | |available technology) to clarify |

|previous experience) to determine and clarify | |meanings of unfamiliar words. |

|meanings of unfamiliar words. | | |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

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English Language Arts Performance Descriptors

|1A |Students who meet the standard can apply word analysis and vocabulary skills to comprehend selections. |

|Stage D |Stage E |Stage F |

| | | |

|1. Use a combination of word analysis |1. Use a combination of word analysis |1. Identify and apply appropriate word|

|and vocabulary strategies (e.g., |and vocabulary strategies (e.g., word |analysis and vocabulary strategies |

|phonics, word patterns, structural |patterns, structural analyses) within |(e.g., word patterns, structural |

|analyses) to identify words. |context to identify unknown words. |analyses) to identify unfamiliar |

|2. Learn and use high frequency root |2. Learn and use root words, prefixes, |words. |

|words, prefixes, and suffixes to |and suffixes to understand word |2. Use prefixes, suffixes, and root |

|understand word meaning. |meanings. |words to understand word meanings. |

|3. Use synonyms and antonyms to define |3. Use synonyms and antonyms to define |3. Use synonyms and antonyms to |

|words. |words. |express the implied meaning of a new |

|4. Use word origins to construct the |4. Use word origins to construct the |word. |

|meanings of new words. |meanings of new words. |4. Determine the meaning of words in |

|5. Apply word analysis and vocabulary |5. Use root words and context to |context using denotation and |

|strategies across the curriculum and in |determine the denotative and connotative|connotation strategies. |

|independent reading to self correct |meanings of unknown words. |5. Identify and interpret idioms, |

|miscues that interfere with meaning. |6. Determine the meaning of a word in |similes, analogies, and metaphors to |

|6. Recognize the difference between |context when the word has multiple |express implied meanings of words. |

|denotative and connotative meanings of |meanings. |6. Use etymologies to construct the |

|words. |7. Identify and interpret common idioms,|meanings of new words. |

|7. Determine the meaning of a word in |similes, analogies, and metaphors. |7. Apply appropriate word analysis, |

|context when the word has multiple |8. Use additional resources (e.g., |vocabulary, and contextual clues to |

|meanings. |newspapers, interviews, technological |determine the meaning of unfamiliar |

|8. Use additional resources (e.g., |resources) as applicable to clarify |words across a range of subjects. |

|newspapers, interviews, technological |meanings of material. |8. Recognize literary devices (e.g., |

|resources) as applicable to clarify | |figurative language, description, |

|meanings of unfamiliar words. | |dialogue) in text. |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

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English Language Arts Performance Descriptors

|1B |Students who meet the standard can apply reading strategies to improve understanding and fluency. |

|Stage A |Stage B |Stage C |

| | | |

|1. Make predictions before reading and |1. Read fiction and non-fiction materials |1. Identify purposes for reading before and |

|relate to personal experiences (e.g., |for specific purposes. |during reading. |

|illustrations, title). |2. Use clues (e.g., titles, pictures, |2. Make predictions about text events before |

|2. Discuss prior knowledge of topics |themes, prior knowledge, graphs) to make |and during reading and confirm, modify, or |

|and relate to the text before reading. |and justify predictions before, during and |reject predictions after reading. |

|3. Connect the elements of narratives |after reading. |3. Use a variety of strategies (e.g., K-W-L, |

|(e.g., character, setting, plot) to the|3. Recognize informational text structure |anticipation guide, graphic organizer, DR-TA) |

|text. |(e.g., sequence, list/example) before and |to connect important ideas in text to prior |

|4. Distinguish between poetry and |during reading. |knowledge and other reading. |

|prose. |4. Develop familiarity with poetry (e.g., |4. Identify explicit main ideas. |

|5. Begin to check for understanding |choral reading to develop fluency). |5. Make connections from text to text, text to |

|(e.g., reread, read ahead, use |5. Recognize when understanding requires |self, text to world. |

|illustrations and context clues) during|re-reading to clarify meaning. |6. Differentiate between fact and opinion. |

|reading. |6. State facts and details of text during |7. Identify genres of fiction and non-fiction. |

|6. Ask questions to clarify |and after reading. |8. Identify genres of poetry. |

|understanding before, during, and after|7. Locate answers to age-appropriate |9. Continuously check and clarify for |

|reading. |questions, before, during, and after |understanding (e.g., reread, read ahead, use |

|7. Re-enact or dramatize the contents |reading, to clarify understanding. |visual and context clues) during reading. |

|of stories for retellings. |8. Interpret text information gathered from|10. Ask questions to clarify understanding. |

|8. Read age-appropriate material orally|diagrams, graphs, or maps before, during |11. Summarize or retell information from a |

|with accuracy, rhythm, volume, and flow|and after reading. |text. |

|that sounds like everyday speech. |9. Demonstrate creative responses to text |12. Interpret age-appropriate figurative |

| |such as dramatizations, oral presentations,|language. |

| |or “make believe” play after reading. |13. Read age-appropriate material aloud with |

| |10. Interpret age-appropriate figurative |fluency and accuracy. |

| |language. | |

| |11. Read age-appropriate material orally | |

| |with accuracy, rhythm, volume, and flow | |

| |that sounds like everyday speech. | |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

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English Language Arts Performance Descriptors

|1B |Students who meet the standard can apply reading strategies to improve understanding and fluency. |

|Stage D |Stage E |Stage F |

| | | |

|1. Set a purpose for reading and adjust as |1. Set a purpose for reading and adjust |1. Use skimming to preview |

|necessary before and during reading. |as necessary before and during reading. |reading materials and scanning |

|2. Use self-questioning and teacher |2. Formulate questions to determine |to detect major visual patterns |

|questioning to promote active reading. |meaning based on plot/character, action,|and identify text structure |

|3. Infer before, during, and after reading. |or setting. |before reading. |

|4. Select and use appropriate strategies |3. Apply survey strategies (e.g., use of|2. Identify author’s ideas and |

|according to textual complexities and reader |bold print, organization of content, key|purposes. |

|purpose before and during reading. |words, graphics). |3. Build and support plausible |

|5. Make connections from text to text, text to|4. Make judgments based on prior |interpretations with evidence |

|self, text to world. |knowledge during reading. |from the text through |

|6. Demonstrate an accurate understanding of |5. Distinguish between significant and |collaboration with others. |

|information in the text by focusing on the key|minor details. |4. Make connections to real |

|ideas presented explicitly or implicitly and |6. Connect, clarify, and extend ideas |world situations or related |

|making connections text to text, text to self,|through discussions, activities, and |topics before and during |

|text to world. |various classroom groupings (e.g., |reading. |

|7. Identify explicit and implicit main ideas. |partners, small group, ability levels, |5. Identify main plot elements, |

|8. Differentiate between fact and opinion. |interest levels). |conflicts, and themes in a |

|9. Infer cause/effect relation-ships in |7. Identify structure (e.g., |variety of texts. |

|expository text. |description, compare, cause/effect, |6. Distinguish between |

|10. Paraphrase/summarize information in a |sequence) of nonfiction text to improve |significant and minor details. |

|text. |comprehension. |7. Connect and clarify main |

|11. Clarify understanding continuously (e.g., |8. Demonstrate understanding of |ideas and concepts, and identify|

|read ahead, use visual and context clues) |structure through the use of graphic |their relationship to other |

|during reading. |organizers and outlining (e.g., mapping,|sources and topics. |

|12. Critique text using personal reflections |time lines, Venn diagrams). |8. Demonstrate an accurate |

|and responses. |9. Apply self-monitoring and |understanding of important |

|13. Generalize meanings from figurative |self-correcting strategies (e.g., |information in the text by |

|language. |reread, read ahead, use visual and |focusing on the key ideas |

|14. Apply self-monitoring techniques to adjust|context clues, ask questions, retell, |presented explicitly or |

|rate and utilize various resources according |clarify terminology, seek additional |implicitly. |

|to purposes and materials. |information) continuously to clarify |9. Demonstrate understanding of |

|15. Read age-appropriate material aloud with |understanding during reading. |structure through the use of |

|fluency and accuracy. |10. Read age-appropriate material aloud |graphic organizers and outlining|

| |with fluency and accuracy. |(e.g., mapping, time lines, Venn|

| | |diagrams). |

| | |10. Apply survey strategies |

| | |(e.g., use of bold print, |

| | |organization of content, key |

| | |words, graphics). |

| | |11. Summarize ideas from text to|

| | |make and defend accurate |

| | |inferences about character |

| | |traits and motivations. |

| | |12. Interpret the meaning of |

| | |figurative language in a variety|

| | |of texts. |

| | |13. Evaluate new information and|

| | |hypotheses by comparing them to |

| | |known information and ideas. |

| | |14. Apply self-monitoring and |

| | |self-correcting strategies |

| | |during reading to check and |

| | |clarify for understanding. |

| | |15. Read aloud fluently (with |

| | |expression, accuracy, and |

| | |appropriate speed). |

| | |16. Develop creative |

| | |interpretations of reading. |

| | |17. Select and read books for |

| | |recreation. |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

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English Language Arts Performance Descriptors

|1C |Students who meet the standard can comprehend a broad range of reading materials. |

|Stage A |Stage B |Stage C |

| | | |

|1. Recognize questions can be used to gain |1. Respond to analytical and |1. Use evidence in text to form questions and|

|information. |interpretive questions based on |verify predictions. |

|2. Ask questions to seek elaboration of |information in text. |2. Use information to generate and respond to|

|illustrations or portions of text and to |2. Select passages in non-fiction |questions that reflect higher level thinking |

|monitor comprehension (e.g., ask why a |materials to answer specific questions.|skills (e.g., analyzing, synthesizing, |

|character would do something, ask for | |inferring, evaluating). |

|clarification of something). |3. Ask questions to seek clarification |3. Identify important themes and topics by |

|3. Begin to recognize the author’s purpose |of meaning. |using relevant and accurate references to |

|across a broad range of materials. |4. Use information in text or |provide a valid interpretation of text. |

|4. Identify the motives of characters in |illustrations to generate questions |4. Identify the message the author conveys in|

|various works (e.g., biography, non-fiction, |about the cause of a specific effect. |the text. |

|diary). |5. Use self-monitoring (e.g., re-read |5. Make comparisons across reading selections|

|5. Compare two books by the same author. |question, confirm) to solve problems in|(e.g., themes, topics, story elements). |

|6. Compare a broad range of familiar books |meaning to achieve understanding of a |6. Interpret concepts or make connections |

|that have the same theme and topic. |broad range of reading materials. |through analysis, evaluation, inference, |

|7. Summarize information about fiction and |6. Identify the author’s purpose and |and/or comparison. |

|nonfiction materials in illustrations, charts|the main idea. |7. Use text structure (e.g., sequential |

|and other graphics. |7. Compare an author’s information with|order, chronological order, problem/solution)|

|8. Summarize or tell information from a broad|the student’s knowledge of self, world,|to determine most important information. |

|range of reading material. |and other texts in non-fiction text. |8. Explain how authors and illustrators |

|9. Predict and then confirm questions |8. Compare a broad range of books that |express their ideas. |

|characters in stories might ask. |have the same theme and topic. |9. Use information from simple tables, maps, |

|10. Create illustrations to answer questions |9. Summarize and retell text read or |and charts to increase comprehension of a |

|about a story. |heard. |variety of age-appropriate materials, both |

|11. Use information in illustrations or text |10. Recognize and discuss the structure|fiction and nonfiction. |

|to make predictions and relate to prior |of a story in sequential order. |10. Use available technology (e.g., |

|knowledge. |11. Use information in text to |interactive web sites, software, electronic |

|12. Use text provided in functional classroom|recognize differences of opinion. |mail). |

|messages (e.g., labels, signs, instructions) |12. Recognize how specific authors and | |

|to get information. |illustrators express their ideas in | |

|13. Select books appropriate to reading |text and graphics (e.g., dialogue, | |

|levels or interests. |characters, color). | |

|14. Develop familiarity with available |13. Identify and begin to interpret | |

|technology (e.g., computers, software, |information presented in | |

|copiers). |age-appropriate maps, diagrams, and | |

| |charts for both fiction and nonfiction | |

| |materials. | |

| |14. Select books appropriate to reading| |

| |levels. | |

| |15. Develop familiarity with available | |

| |technology (e.g., computers, copiers, | |

| |cameras, interactive web sites). | |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

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English Language Arts Performance Descriptors

|1C |Students who meet the standard can comprehend a broad range of reading materials. |

|Stage D |Stage E |Stage F |

| | | |

|1. Use evidence in text to modify predictions|1. Use evidence in text to form and |1. Confirm, reject and modify |

|and questions. |refine questions, predictions, and |questions, predictions, and |

|2. Use evidence in text to respond to |hypotheses. |hypotheses based on evidence in text.|

|open-ended questions. |2. Ask open-ended questions. | |

|3. Use evidence in text to generate and |3. Identify evidence for inferences |2. Use relevant and accurate |

|confirm or reject hypotheses. |and interpretations based on text |references, most of which are |

|4. Compare themes, topics, and story elements|combined with prior knowledge. |specific and fully supported to make |

|of various selections by one author. |4. Compare the content and |generalizations from content. |

|5. Interpret concepts or make connections |organization (e.g., themes, topics, |3. Ask and respond to open-ended |

|through comparison, analysis, evaluation, and|text structure, story elements) of |questions. |

|inference. |various selections. |4. Compare the theme, topic, text |

|6. Select reading strategies for text |5. Recognize similarities/ |structure, and story elements of |

|appropriate to the reader’s purpose. |differences of varying styles or |various selections within a content |

|7. Make generalizations based on relevant |points of view. |area. |

|information from expository text. |6. Select reading strategies for |5. Interpret concepts or make |

|8. Recognize main ideas and secondary ideas |text appropriate to the reader’s |connections through analysis, |

|in expository text. |purpose. |evaluation, inference, and/or |

|9. Paraphrase/summarize narrative text |7. Synthesize key points (ideas) and|comparison. |

|according to text structure. |supporting details to form |6. Select reading strategies for text|

|10. Recognize how illustrations reflect, |conclusions. |appropriate to the reader’s purpose. |

|interpret, and enhance the text. |8. Interpret imagery and figurative |7. Recognize how reader response is |

|11. Recognize similarities and differences |language (e.g., alliteration, |related to text interpretation. |

|when presented with varying styles or points |metaphor, simile, personification). |8. Identify the author’s controlling |

|of view. |9. Explain how authors and |idea/thesis. |

|12. Apply information obtained from |illustrators use text and art to |9. Interpret imagery and figurative |

|age-appropriate fiction and nonfiction |express their ideas (e.g., points of|language (e.g., alliteration, |

|materials to simple tables, maps, and charts.|view, design hues, metaphors). |metaphor, simile, personification). |

| |10. Show examples of cultural styles|10. Explain how illustrators use art |

|13. Apply appropriate reading strategies to |in art to enhance meaning and |to express their ideas. |

|fiction and non-fiction texts within and |comprehension as done by different |11. Recognize how illustrations from |

|across content areas. |illustrators. |various cultures reflect, interpret, |

|14. Develop familiarity with available |11. Interpret information from |and enhance the text. |

|electronic literary forms (e.g., interactive |tables, maps, visual aids, and |12. Recognize the influence media |

|web sites, interactive software, electronic |charts to enhance understanding of |(e.g., television, film) can have on |

|mail). |text. |the reader’s point of view concerning|

| |12. Apply appropriate reading |fiction materials. |

| |strategies to fiction and |13. Apply appropriate reading |

| |non-fiction texts within and across |strategies to fiction and non-fiction|

| |content areas. |texts within and across content |

| | |areas. |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

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English Language Arts Performance Descriptors

|2A |Students who meet the standard can understand how literary elements and techniques are used to convey meaning. |

|Stage A |Stage B |Stage C |

| | | |

|1. Identify and compare characters, |1. Describe and compare characters, |1. Identify the theme (e.g., friendship, cooperation,|

|settings, and/or events in stories |settings, and/or events in stories |sharing, change, exploration) in selected stories and|

|and/or pictures. |or pictures. |books. |

|2. Tell a story with a beginning, a |2. Retell stories and events using a|2. Identify the setting and tell how it affects the |

|middle, and an end. |beginning, a middle, and an end. |story. |

|3. Define unfamiliar vocabulary. |3. Define unfamiliar vocabulary. |3. Identify the elements of plot by retelling the |

|4. Imitate rhythm/rhyme patterns. |4. Identify the topic or main idea |story (i.e., problem, attempts to solve problem, or |

|5. Distinguish between “real” and “make|(theme). |resolution of problem). |

|believe”. |5. Distinguish between “make |4. Identify/compare characters’ attributes across |

|6. Begin to recognize that prose is |believe” and realistic narrative. |stories. |

|written in sentences and organized in |6. Compare different versions of the|5. Define unfamiliar vocabulary. |

|paragraphs. |same story from different cultures |6. Name several characteristics that distinguish |

| |and eras. |fiction from nonfiction. |

| |7. Recognize a regular beat and |7. Classify major types of fiction (e.g., tall tale, |

| |similarities of sound (rhythm and |fairy tale, fable). |

| |rhyme) in poetry. |8. Classify major types of nonfiction (e.g., essay, |

| |8. Recognize that prose is written |biography, autobiography). |

| |in sentences and organized in |9. Classify types of expository text structures |

| |paragraphs. |(e.g., description, sequence, comparison, |

| | |cause/effect, problem/solution). |

| | |10. Recognize that prose is written in sentences and |

| | |organized in paragraphs. |

| | |11. Recognize both rhymed and unrhymed poetry. |

| | |12. Discover poetic devices (e.g., rhyme, rhythm, |

| | |alliteration, onomatopoeia, repetition, simile, |

| | |metaphor). |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

17

English Language Arts Performance Descriptors

|2A |Students who meet the standard can understand how literary elements and techniques are used to convey meaning. |

|Stage D |Stage E |Stage F |

| | | |

|1. Read a wide range of fiction. |1. Read a wide range of fiction. |1. Read a wide range of fiction. |

|2. Identify and compare themes or |2. Identify literary elements and |2. Identify literary elements and |

|messages in various selections. |techniques in literary genres (e.g.,|literary techniques (e.g., satire, |

|3. Compare one or more story elements |fables, biographies, historical |characterization, narration, dialogue, |

|(e.g., character, plot, setting) and |fiction) and tell how they affect |figurative language) in a variety of |

|points of view in a variety of works by a|the story. |genres and tell how they affect the work.|

|variety of authors from different times |3. Predict how the story might be | |

|and cultures. |different if the author changed |3. Predict how the story might be |

|4. Identify and discuss the elements of |literary elements or techniques |different if the author changed certain |

|plot and subplot. |(e.g., dialect, setting, |literary elements or techniques (e.g., |

|5. Identify/compare characters’ |vocabulary). |dialect, setting, vocabulary). |

|attributes and motives. |4. Explain how a technique or |4. Describe how the development of theme,|

|6. Make inferences about character traits|element affects the events or |character, plot, and setting contribute |

|and check text for verification. |characterization in a literary work.|to the overall impact of a piece of |

|7. Analyze unfamiliar vocabulary. | |literature. |

|8. Identify metaphor, simile, |5. Make inferences about character |5. Compare selections with similar |

|onomatopoeia, and hyperbole in text. |traits and check text for |characters, plots, and/or themes. |

|9. Discuss and respond to a variety of |verification. |6. Understand and use literary terms |

|literature (e.g., folktales, legends, |6. Analyze the use of unfamiliar |(e.g., foreshadowing, metaphor, simile, |

|myths, fiction, nonfiction, poems). |vocabulary. |symbolism, flashback, scene, dialogue). |

|10. Identify rhythm and rhyme in original|7. Use comprehension strategies |7. Transfer new vocabulary from |

|work. |(e.g., association, categorization, |literature into other contexts. |

|11. Identify poetic devices (e.g., |graphic organizers) to enhance |8. Identify characteristics and authors |

|alliteration, assonance, consonance, |understanding. |associated with various literary forms |

|onomatopoeia, rhyme scheme). |8. Identify ways in which fiction |(e.g., short stories, novels, drama, |

| |and nonfiction works are organized |fables, biographies, documentaries, |

| |differently. |poetry, science fiction). |

| | |9. Recognize and use cognitive strategies|

| | |(e.g., analysis, synthesis, inference) to|

| | |enhance understanding. |

| | |10. Compare ways in which different kinds|

| | |of literature are organized (e.g., plays,|

| | |short stories, essays, poems). |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

18

English Language Arts Performance Descriptors

|2B |Students who meet the standard can read and interpret a variety of literary works. |

|Stage A |Stage B |Stage C |

| | | |

|1. Investigate self-selected/ |1. Investigate self-selected/ teacher-selected|1. Apply events and situations in |

|teacher-selected literature (e.g., picture |literature (e.g., picture books, nursery |both fiction and nonfiction to |

|books, nursery rhymes, fairy tales, poems, |rhymes, fairy tales, poems, legends) from a |personal experiences. |

|legends) from a variety of cultures. |variety of cultures. |2. Investigate literature from a |

|2. Respond appropriately to texts |2. Respond appropriately to texts |variety of time periods/ |

|representing life skills (e.g., classroom |representative of life skills (e.g., classroom|cultures/genres. |

|labels, school signs, restroom symbols). |label, school signs, restroom symbols.) |3. Compare works by the same author. |

|3. Re-enact and retell stories, songs, poems,|3. Re-enact and retell selections (e.g., |4. Discuss works that have a common |

|plays, and other literary works. |stories, songs, poems). |theme. |

|4. Produce simple evaluative expressions |4. Make a reasonable judgment with support |5. Re-enact/role play/retell (e.g., |

|about the text (“I like the story because…”).|from the text. |stories, songs, poems, plays). |

| |5. Apply text variations (e.g., change |6. Support plausible interpretations |

|5. Make simple connections from the story to |setting, alter a character, rewrite the |with evidence from the text. |

|events or people in their own lives. |ending). | |

|6. Compare two books by the same author. |6. Make connections from text to text, text to| |

|7. Discuss several books on the same topic. |self, text to world. | |

|8. Identify specific parts of the text to |7. Compare two works by the same author. | |

|support a point. |8. Discuss several works that have a common | |

|9. Present a reasonable interpretation of a |idea. | |

|book. | | |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

19

English Language Arts Performance Descriptors

|2B |Students who meet the standard can read and interpret a variety of literary works. |

|Stage D |Stage E |Stage F |

| | | |

|1. Make inferences, draw conclusions, |1. Create an extension to a literary |1. Respond to fiction using |

|make connections from text to text, |text (e.g., alternate ending, additional|interpretive and evaluative processes. |

|text to self, text to world. |dialog for a character). |2. Select favorite authors and genres. |

|2. Support an interpretation by citing |2. Make inferences, draw conclusions, |3. Connect literary selections to |

|the text. |and make connections from text to text, |historical context. |

|3. Compare works by the same author. |text to self, and text to world. |4. Make inferences, draw conclusions, |

|4. Analyze several works that have a |3. Analyze and remedy difficulties in |and make connections from text to text,|

|common theme. |comprehension (e.g., questioning, |text to self, and text to world. |

|5. Read a wide range of nonfiction |rephrasing, analyzing). |5. Discuss recurring themes across |

|(e.g., books, newspapers, magazines, |4. Compare ideas from texts representing|works in print and media. |

|textbooks, visual media). |a variety of times and cultures. |6. Compare themes, conflicts, and |

|6. Make inferences, draw conclusions, |5. Make inferences and draw conclusions |figurative language from diverse times |

|and make connections from text to text,|about contexts, events, character, and |and cultures. |

|text to self, and text to world. |settings. |7. Make inferences and draw conclusions|

|7. Support plausible interpretations |6. Read a wide range of nonfiction |about contexts, events, character, and |

|with evidence from the text. |(e.g., books, newspapers, magazines, |settings. |

| |textbooks, visual media). |8. Discuss the impact of author’s word |

| |7. Support plausible interpretations |choice on content. |

| |with evidence from the text. |9. Interpret nonfiction text and |

| | |informational materials. |

| | |10. Support plausible interpretations |

| | |with evidence from the text. |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

20

English Language Arts Performance Descriptors

|3A |Students who meet the standard can use correct grammar, spelling, punctuation, capitalization and structure. |

|Stage A |Stage B |Stage C |

| | | |

|1. Write simple 2-3 word sentences |1. Extend simple sentences (e.g., |1. Develop a paragraph using proper form (e.g., |

|(e.g., |subject-verb-complement pattern). |topic sentence, details, summary/conclusion |

|subject-verb/subject-verb-complement). |2. Use correct subject/verb agreement. |sentence). |

|2. Use beginning capitalization. |3. Use appropriate capitalization (e.g.,|2. Construct complete sentences. |

|3. Use end marks (e.g., period, |beginning capitalization, proper nouns).|3. Demonstrate subject-verb agreement. |

|question mark). | |4. Use end marks, commas, and quotation marks. |

|4. Use phonemic clues, phonetic and/or |4. Use end marks (e.g., period, question|5. Use appropriate capitalization. |

|developmental spellings to construct |mark, exclamation mark). |6. Use appropriate punctuation. |

|words. |5. Use correct spelling of high |7. Use correct spelling of high frequency words. |

| |frequency words. |8. Use knowledge of letter-sound relationships to |

| |6. Use phonemic clues, phonetic and/or |spell unfamiliar words. |

| |developmental spelling to spell |9. Demonstrate appropriate use of the various |

| |unfamiliar words. |parts of speech (e.g., nouns, pronouns, verbs). |

| | |10. Proofread and revise one’s own work. |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

21

English Language Arts Performance Descriptors

|3A |Students who meet the standard can use correct grammar, spelling, punctuation, capitalization and structure. |

|Stage D |Stage E |Stage F |

| | | |

|1. Write fully-developed paragraph(s) using |1. Write paragraphs that |1. Develop multi-paragraph compositions |

|proper form (e.g., topic sentence, details, |include a variety of sentence |that include an introduction, first and |

|summary/conclusion sentence) and a variety of |types (i.e., declarative, |second level support, and a conclusion. |

|sentence types (i.e., interrogative, |interrogative, exclamatory, |2. Use a variety of sentence structures |

|declarative, imperative, exclamatory). |imperative). |(e.g., simple, compound/complex) and |

|2. Demonstrate subject/verb agreement. |2. Develop multi-paragraph |sentence types (i.e., declarative, |

|3. Use appropriate capitalization. |compositions that include an |interrogative, exclamatory, imperative). |

|4. Use appropriate punctuation. |introduction, first and second|3. Use basic transition words/phrases to |

|5. Use correct spelling of appropriate high |level support, and a |connect ideas. |

|frequency words. |conclusion. |4. Proofread for correct English |

|6. Demonstrate progression from phonetic to |3. Use a variety of sentence |conventions. |

|conventional spelling of words. |structures (e.g., simple, |5. Demonstrate appropriate use of the |

|7. Demonstrate appropriate use of the various |compound). |eight parts of speech. |

|parts of speech (e.g., noun, pronoun, verb, |4. Use basic transition words | |

|adjective, adverb). |to connect ideas. | |

|8. Proofread one’s own work and the work of |5. Proofread for correct | |

|others and revise accordingly. |English conventions. | |

| |6. Demonstrate appropriate use| |

| |of various parts of speech. | |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

22

English Language Arts Performance Descriptors

|3B |Students who meet the standard can compose well-organized and coherent writing for specific purposes and audiences. |

|Stage A |Stage B |Stage C |

| | | |

|1. Use age-appropriate prewriting |1. Use appropriate prewriting strategies |1. Use appropriate prewriting strategies |

|strategies (e.g., drawing, brainstorming, |(e.g., drawing, brainstorming, idea |(e.g., drawing, webbing, brainstorming, |

|graphic organizers) to generate and |mapping, graphic organizers) to generate |listing, note taking, graphic organizers) to|

|organize ideas with teacher assistance. |and organize ideas with teacher |generate and organize ideas with teacher |

|2. Tell a focused story using various |assistance. |assistance. |

|approaches (e.g., pictures, scribbles, |2. Compose a focused story using |2. Establish and maintain a focus. |

|letter approximations, connected oral |picture(s) and/or basic text. |3. Use stages of the writing process (e.g., |

|account). |3. Use a series of pictures and basic text|prewriting, drafting, revising, editing, |

|3. Use details in the telling that relate |to tell a focused story. |publishing) to develop paragraphs with |

|only to the story in the picture or letter |4. Organize the picture(s) and text to |focus, organization, elaboration, and |

|approximations. |tell the story in proper order. |integration. |

|4. Respond accurately to questions about |5. Elaborate and support written content |4. Organize around a structure (e.g., |

|the character(s) and event(s) in the |with facts, details, and description. |paragraph, essay) appropriate to purpose, |

|picture. |6. Begin to evaluate and reflect on own |audience, and context. |

|5. Attempt to write text that is related to|writing and that of others. |5. Use basic transitions to connect ideas. |

|the picture. | |6. Elaborate and support ideas (e.g., |

|6. Revise the picture/text for classroom | |pictures, facts, details, description, |

|publication or sharing with peers. | |narration). |

| | |7. Revise and edit (e.g., conference with |

| | |self, peer, volunteer, teacher). |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

23

English Language Arts Performance Descriptors

|3B |Students who meet the standard can compose well-organized and coherent writing for specific purposes and |

| |audiences. |

|Stage D |Stage E |Stage F |

| | | |

|1. Use prewriting strategies to choose |1. Use prewriting strategies to |1. Use pre-writing strategies (e.g., |

|a topic and generate ideas (e.g., |choose a topic and generate ideas |webbing, brainstorming, listing, note |

|webbing, brainstorming, listing, note |(e.g., webbing, brainstorming, |taking, outlining, graphic organizers). |

|taking, outlining, drafting, graphic |listing, note taking, outlining, |2. Analyze basic audience and purpose for |

|organizers) with limited teacher |drafting, graphic organizers). |writing and choose the appropriate form |

|assistance. |2. Establish and maintain a focus. |(e.g., letters, poems, reports, narratives).|

|2. Compose topic sentence; establish |3. Develop a topic sentence that is | |

|and maintain a focus. |supported with details. |3. Establish and maintain focus/organization|

|3. Organize paragraph(s) with a clear |4. Organize a coherent structure |within and across paragraphs |

|beginning, middle, and end appropriate |appropriate to purpose (i.e., |(coherence/cohesion). |

|to purpose, audience, and context. |narration, exposition, persuasion), |4. Use organizational patterns (e.g., |

|4. Use basic transitions to connect |audience, and context using |sequence, cause/effect, comparison). |

|ideas. |paragraphs and transition words. |5. Write using organization (e.g. |

|5. Elaborate ideas through first level |5. Use appropriate transition words |introduction, body, conclusion) and |

|supporting details (e.g., facts, |to connect ideas. |elaboration (second level support) that |

|description, reasons, narration). |6. Elaborate ideas through facts, |demonstrate coherence. |

|6. Use adjectives and adverbs to enrich|details, description, reasons, |6. Use figurative language. |

|written language. |narration. |7. Use appropriate transitional words and |

|7. Use a variety of sentence structures|7. Use adjectives, adverbs, and |phrases to connect and unify key ideas. |

|(e.g., simple, compound, complex) |prepositional phrases to enrich |8. Edit and revise content. |

|appropriately. |written language. |9. Select effective formats for publication.|

|8. Revise and edit (e.g., conference |8. Revise and edit (e.g., conference| |

|with self, peer, volunteer, teacher). |with self, peer, volunteer, |10. Use available technology (e.g., word |

| |teacher). |processing, desktop publishing, electronic |

| | |dictionary/glossary, printing). |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

24

English Language Arts Performance Descriptors

|3C |Students who meet the standard can communicate ideas in writing to accomplish a variety of purposes. |

|Stage A |Stage B |Stage C |

| | | |

|1. Use basic components of the writing process |1. Use the writing process for a variety |1. Use the writing process for a |

|(e.g., prewriting, drafting, publishing) to write |of purposes (e.g., narration, exposition).|variety of purposes (e.g., narration, |

|for a variety of purposes (e.g., narration, | |exposition, persuasion). |

|exposition). |2. Use available technology to plan, |2. Use available technology to plan, |

|2. Retell a focused story. |compose, revise and edit written work. |compose, revise, and edit written |

|3. Create a basic publication using available |3. Begin to rely on text as well as |work. |

|resources (e.g., pictures, colors, computer, |pictures and oral narration to convey |3. Experiment with different forms of |

|copier). |meaning. |creative writing (e.g., song, poetry, |

|4. Experiment with different forms of writing |4. Experiment with different forms of |short fiction, play). |

|(e.g., song, poetry, short fiction, recipes, |writing (e.g., song, poetry, short | |

|diary, journal, directions). |fiction, recipes, diary, journal, | |

| |directions). | |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

25

English Language Arts Performance Descriptors

|3C |Students who meet the standard can communicate ideas in writing to accomplish a variety of purposes. |

|Stage D |Stage E |Stage F |

| | | |

|1. Use appropriate language, |1. Use appropriate language, |1. Use appropriate language, details, and format |

|detail, and format for a |detail, and format for a specified|for a specified audience (e.g., gender, age, prior |

|specified audience. |audience. |knowledge, interest). |

|2. Use the characteristics of a |2. Use the characteristics of a |2. Compose writing that supports a topic or thesis |

|well-developed narrative, |well-developed narrative, |statement with evidence (e.g., newspaper article, |

|expository, and persuasive piece.|expository, and persuasive piece. |pamphlet, report, brochure, manual, business |

| |3. Write creatively for a |letter). |

|3. Write creatively for a |specified purpose and audience |3. Write a multi-paragraph narrative account (e.g.,|

|specified purpose and audience |(e.g., short story, poetry, |friendly letter, journal, autobiography, |

|(e.g., short story, poetry, play,|directions, song, friendly |biographical account, memoir) that establishes a |

|rap, parody). |letter). |context, creates a point of view, and develops a |

|4. Write friendly letters. |4. Use available technology to |focused impression. |

|5. Use available technology to |design, produce, and present |4. Develop a multi-paragraph piece of persuasive |

|design, produce, and present |compositions and multimedia works.|writing. |

|compositions and multimedia | |5. Write creatively for a specified purpose and |

|works. |5. Compose a multi-paragraph piece|audience (e.g. short story, poetry, radio scripts, |

| |which presents one position of an |directions, TV commercial). |

| |issue that offers sufficient |6. Compose a multi-paragraph persuasive piece which|

| |support. |presents one position of an issue that offers |

| | |sufficient support through multiple strategies |

| | |(e.g., cause/effect, compare/contrast). |

| | |7. Use available technology (e.g., web pages, |

| | |presentations, speeches) to design, produce, and |

| | |present compositions and multi-media works. |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

26

English Language Arts Performance Descriptors

|4A |Students who meet the standard can listen effectively in formal and informal situations. |

|Stage A |Stage B |Stage C |

| | | |

|1. Assume requested position and attend|1. Assume appropriate position and |1. Attend to the speaker and focus attention on what|

|to speaker. |attend to the speaker. |is being said. |

|2. Respond appropriately through |2. Respond appropriately through |2. Distinguish among different kinds of information |

|movements both individually and in |movements, gestures, questions, and |(e.g., fact, opinion, detail, main idea, fantasy, |

|unison (e.g., choral answers, gestures,|retelling. |reality). |

|questions, repeating and retelling). |3. Identify common sounds (e.g., |3. Demonstrate the ability to listen for different |

|3. Recognize common sounds (e.g., honk,|trumpet, train). |purposes (e.g., information gathering, |

|bark, siren, whistle, running water). |4. State words that rhyme with a word |entertainment, social interaction). |

|4. Distinguish letter sounds. |given orally. |4. Separate and retell main ideas from information |

|5. Differentiate between words that |5. Analyze qualities of sound (e.g., |that is given orally. |

|rhyme and those that do not rhyme. |loudness, softness, pleasantness). |5. Formulate relevant and focused questions. |

|6. Distinguish between “real” and “make|6. Differentiate between events that |6. Respond in an appropriate manner to questions and|

|believe” events. |are “real” and “make believe”. |discussion with relevant and focused comments. |

|7. Differentiate between a statement |7. Demonstrate the ability to listen |7. Complete a task for which two or more steps are |

|and a question. |for different purposes (e.g., |given orally. |

|8. Formulate both a response statement |entertainment, information, social |8. Begin to paraphrase and summarize the content of |

|and a question at appropriate times. |interaction). |both formal and informal presentations or messages |

|9. Complete a 2-step task based on oral|8. Use question-building words |(e.g., directions, media, announcements, speakers). |

|instructions. |appropriately (e.g., what, when, how, |9. Demonstrate understanding of materials, concepts,|

|10. Demonstrate through body language, |why, could, should, did). |or instructions presented in auditorily based media.|

|art, gestures, and oral responses that |9. Provide information that answers | |

|some visual and auditory messages are |the question-building words when they |10. Paraphrase/summarize information presented in |

|being understood. |are presented orally. |auditorily based media. |

|11. Ask appropriate questions to |10. Complete a 2-step task based on | |

|clarify basic events in media |oral instructions. | |

|presentations. |11. Demonstrate through body language,| |

| |gestures, and written and oral | |

| |responses that visual and auditory | |

| |messages are being understood. | |

| |12. Respond appropriately to comments | |

| |made by others by providing new, | |

| |additional information. | |

| |13. Formulate relevant questions and | |

| |respond appropriately to questions | |

| |about the medium’s messages. | |

| |14. Begin to distinguish between main | |

| |ideas and details that are heard. | |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

27

English Language Arts Performance Descriptors

|4A |Students who meet the standard can listen effectively in formal and informal situations. |

|Stage D |Stage E |Stage F |

| | | |

|1. Begin to assess the situation and |1. Evaluate the situation and assume appropriate|1. Evaluate the situation and |

|determine, with limited direction from |listening mode. |assume appropriate listening |

|the teacher, the appropriate level of |2. Record appropriate notes from presentation. |mode. |

|focus. |3. Distinguish between nonverbal and verbal |2. Focus attention on speaker |

|2. Demonstrate the ability to listen |messages. |as sender of the message. |

|for different purposes (e.g., |4. Separate main ideas from supporting facts and|3. Identify and analyze factors|

|information gathering, entertainment, |details. |that will impact the message |

|social interaction). |5. Paraphrase and summarize the content of a |(e.g., dialect, language |

|3. Record appropriate notes from |formal/informal spoken presentation or message |styles, setting, word choice). |

|content of a formal presentation. |(e.g., classroom or assembly speakers, media |4. Differentiate between formal|

|4. Paraphrase and summarize the content|presentations, student reports or speeches, |and informal purposes for |

|of both formal and informal |classroom debates). |listening. |

|presentations or messages (e.g., |6. Formulate relevant and focused questions and |5. Distinguish between |

|directions, announcements, |comments based upon the content of a |nonverbal and verbal messages. |

|conversations, speakers, media |presentation and a variety of audiences or |6. Differentiate between the |

|presentations). |groups for authentic purposes (e.g., classroom |speaker’s factual and emotional|

|5. Distinguish between and formulate |and school government meetings, cooperative |content. |

|questions that are based on facts and |group learning and problem-based learning |7. Infer speaker’s bias and |

|those that are based on inferences and |interactions). |purpose. |

|opinions. |7. Modify, control, and block out distractions. |8. Recognize personal bias and |

|6. Formulate relevant and focused |8. Paraphrase or repeat and execute |its impact on the message. |

|questions and answers in a variety of |multi-stepped directions. |9. Separate main ideas from |

|settings (e.g., cooperative learning | |supporting facts and details. |

|groups, class discussions, guest | |10. Anticipate information that|

|speakers, debates, assemblies). | |might be forthcoming from |

|7. Demonstrate comprehension by | |presenter. |

|repeating or paraphrasing and executing| |11. Formulate questions needed |

|a simple set of directions. | |to gather and clarify |

| | |information. |

| | |12. Contribute relevant and |

| | |idea-inspiring comments during |

| | |discussions. |

| | |13. Paraphrase and summarize, |

| | |in both oral and written form, |

| | |information in formal and |

| | |informal presentations. |

| | |14. Modify, control, and block |

| | |out distractions. |

| | |15. Restate a set of |

| | |instructions in the order given|

| | |and complete the task. |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

28

English Language Arts Performance Descriptors

|4B |Students who meet the standard can speak effectively using language appropriate to the situation and audience. |

|Stage A |Stage B |Stage C |

| | | |

|1. Demonstrate awareness of personal |1. Demonstrate awareness of situation |1. Demonstrate awareness of characteristics of |

|space and spatial relationships (e.g., |and setting for the oral message. |an audience (e.g., age, gender, background |

|Where am I? Where are you? How far apart |2. Use presentation techniques |knowledge, level of interest in topic) and how |

|are we?). |appropriate for the situation (e.g., eye|they affect content and style of presentation. |

|2. Demonstrate awareness of |contact with audience, volume, rate, |2. Determine the purpose of the oral report. |

|speaker-audience relationship. |tone, avoid distracting behaviors). |3. Select appropriate topic. |

|3. Demonstrate ability to stand and speak|3. Focus and present information on a |4. Use language that is clear, audible, and |

|to a group independently. |single topic. |appropriate. |

|4. Begin to use appropriate presentation |4. Present ideas in a logical order. |5. Use appropriate grammar, word choice, and |

|techniques (rate, volume, some eye |5. Use appropriate details (e.g., |pacing. |

|contact with audience). |descriptive words, reasons). |6. Establish and maintain a focus. |

|5. Focus and present appropriate |6. Use appropriate rules governing |7. Present ideas in a logical order. |

|information on a single topic. |spoken English. |8. Elaborate upon main points with supporting |

|6. Present ideas in an appropriate order.|7. Adapt language to the situation |details. |

| |(e.g., playground, classroom, media |9. Prepare and practice the presentation. |

|7. Use appropriate rules governing spoken|center). |10. Engage and maintain the interest of the |

|English. |8. Demonstrate courtesy and respect for |listener. |

|8. Demonstrate awareness of others’ |others’ rights and points of view. |11. Use rules governing spoken English. |

|desires and rights to talk. |9. Formulate questions and statements at|12. Use appropriate presentation techniques |

|9. Demonstrate appropriate behaviors |appropriate times. |(e.g., volume, rate, tone, pitch). |

|(e.g., avoid interrupting others, causing|10. Contribute relevant, appropriate |13. Contribute relevant, appropriate information|

|distractions, calling attention to self).|information to discussions. |to discussions. |

| | |14. Demonstrate respect for other participants |

|10. Recognize the differences between | |and their ideas. |

|questions and statements and | | |

|appropriately contribute either or both. | | |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

29

English Language Arts Performance Descriptors

|4B |Students who meet the standard can speak effectively using language appropriate to the situation and audience. |

|Stage D |Stage E |Stage F |

| | | |

|1. Demonstrate awareness of |1. Analyze characteristics of one’s |1. Analyze characteristics of one’s |

|characteristics of an audience and how |audience and prepare appropriate |audience and prepare appropriate |

|they affect content and style of |presentations. |presentations. |

|presentation. |2. Identify and demonstrate different |2. Evaluate and select details |

|2. Distinguish among oral presentations |traits of oral presentations intended to|appropriate for informing, |

|intended to inform, to entertain, and to|inform, to entertain, and to persuade. |entertaining and persuading. |

|persuade. |3. Use details to elaborate and develop |3. Align vocabulary and style to the |

|3. Organize information for the purposes|main ideas for purposes of informing, |intent of the message. |

|of informing, entertaining, and |entertaining, and persuading. |4. Use language that is clear, |

|persuading. |4. Use language that is clear, audible, |audible, and appropriate. |

|4. Use language that is clear, audible, |and appropriate. |5. Use appropriate grammar, word |

|and appropriate. |5. Use appropriate grammar, word choice,|choice, and pacing. |

|5. Use appropriate grammar, word choice,|and pacing. |6. Incorporate appropriate nonverbal |

|and pacing. |6. Use appropriate verbal and nonverbal |expressions that support the message |

|6. Use details to elaborate and develop |communication elements (e.g., |(e.g., facial expressions, gestures, |

|main ideas for purposes of informing, |appropriate space, body language, |posture, eye contact). |

|entertaining, and persuading. |pleasant tone, rate, volume). |7. Use notes and outlines. |

|7. Adapt language to audience and |7. Use notes and outlines. |8. Prepare and practice a presentation|

|purpose. |8. Prepare and practice the presentation|to fit within a given time limit. |

|8. Distinguish between positive and |to fit within a given time limit. |9. Use rehearsal techniques (e.g., |

|negative verbal and nonverbal |9. Use notes and outlines. |taking deep breaths, recording or |

|communication elements (e.g., space, |10. Contribute meaningfully to small and|video taping presentation) to plan and|

|body language, tone, volume). |large group discussions by following |practice the presentation. |

|9. Use notes and outlines. |accepted guidelines for verbal |10. Contribute meaningfully to group |

|10. Prepare and practice the |interaction (e.g., appropriate volume |discussions by following accepted |

|presentation in advance. |and rate; courteous, turn-taking |guidelines of verbal interaction |

|11. Use notes and outlines. |behavior; respectful, relevant |(e.g., appropriate turn-taking |

|12. Contribute meaningfully to small and|responses; appropriate language and |behavior, respectful and engaged |

|large group discussions by following |vocabulary). |responses, appropriately-aligned |

|accepted guidelines for verbal |11. Identify and use discussion |vocabulary, appropriate rate and |

|interaction (e.g., appropriate volume |techniques to arrive at a consensus of |volume). |

|and rate; courteous, turn-taking |opinion. |11. Identify and use discussion |

|behavior; respectful, relevant | |techniques to arrive at a consensus of|

|responses; appropriate language and | |opinion. |

|vocabulary). | | |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

30

English Language Arts Performance Descriptors

|5A |Students who meet the standard can locate, organize, and use information from various sources to answer questions, solve |

| |problems, and communicate ideas. |

|Stage A |Stage B |Stage C |

| | | |

|1. Begin to brainstorm to generate |1. Begin guided brainstorming to generate |1. Generate questions of interest (e.g., |

|questions to gather information. |questions to gather information. |using KWL, webs, graphic organizers). |

|2. Discuss prior knowledge of topic. |2. Discuss prior knowledge of topic. |2. Define the focus of the research. |

|3. Generate questions gained from |3. Generate questions gained from experiences |3. Collect information relevant to the |

|experiences (e.g., field trip, |(e.g., field trip, visitors, stories, |topic. |

|visitors, stories, discussions) to |discussions) to gather information. |4. Use text aids (e.g., table of contents,|

|gather information. |4. Use aids (e.g., KWL, webs, graphic |glossary, index, alphabetical order) to |

|4. Use aids (e.g., KWL, webs, graphic |organizers, technology) to locate and present |locate information in a book. |

|organizers, available technology) to |information. |5. Use an organizational system (e.g., |

|locate generated information. |5. Recognize that information is available |media center, classroom resources, |

|5. Provide answers to questions. |through an organizational system (e.g., library,|available technology) to locate |

|6. State and sort necessary information|media center, classroom resources, available |information. |

|for a discussion. |technology). |6. Analyze (e.g., categorize, classify, |

| |6. Use text aids (e.g., table of contents, |sort, organize, combine) information for a|

| |glossary, index, alphabetical order) to locate |project. |

| |information in a book. | |

| |7. Begin to include facts and details. | |

| |8. Provide answers to questions. | |

| |9. State and sort necessary information for a | |

| |project. | |

| |10. Express details in complete sentences. | |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

31

English Language Arts Performance Descriptors

|5A |Students who meet the standard can locate, organize, and use information from various sources to answer |

| |questions, solve problems, and communicate ideas. |

|Stage D |Stage E |Stage F |

| | | |

|1. Formulate questions using aids (e.g., KWL,|1. Generate questions of interest |1. Select a topic from a list of |

|webs, graphic organizers). |and narrow the focus of research. |topics. |

|2. Define the focus of the research. |2. Develop hypotheses based on |2. Formulate questions to direct |

|3. Use a variety of sources (e.g., reference |prior knowledge. |research. |

|books, newspapers, magazines, encyclopedia, |3. Gather information based on a |3. Gather information based on |

|interviews, available technology) to collect |hypothesis (e.g., note taking). |hypotheses. |

|information relevant to a topic. | |4. Define the focus of research. |

|• Recognize criteria for determining credible|• Identify and use (with limited |5. Apply criteria for determining |

|sources. |support) a variety of sources |credibility of sources. |

|• Use organizational systems to locate |(e.g., reference books, magazines,|6. Choose a variety of resources (e.g.,|

|information. |interviews). |newspaper, magazine, reference books, |

|• Use available technology (e.g., menu |• Recognize criteria for |electronic information) to gain new |

|feature, pull-down menu, word search, icons) |determining credible sources. |information. |

|to locate information. |• Determine appropriate resources.|7. Organize and integrate information |

|• Use text aids (e.g., table of contents, | |from a variety of sources (e.g., books,|

|glossary, captions, chapter heading, index) | |interviews, library reference |

|to locate information. |4. Compare (with limited support) |materials, web sites, CD/ROMS). |

|4. Arrange information in an orderly manner |information from a variety of |8. Arrange information in an orderly |

|(e.g., outlining, sequencing, graphic |sources. |manner (e.g., outlining, sequencing). |

|organizers). |5. Arrange information in an |9. Develop a bibliography using a |

| |orderly manner (e.g., outlining, |simple, acceptable form. |

| |sequencing, graphic organizers). |10. Design and prepare a project using |

| |6. Design a research plan and |multiple sources. |

| |prepare a project. | |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

32

English Language Arts Performance Descriptors

|5B |Students who meet the standard can analyze and evaluate information acquired from various sources. |

|Stage A |Stage B |Stage C |

| | | |

|1. Formulate questions to define |1. Formulate questions to define ideas |1. Use key words to identify relevant |

|ideas through oral discussion of |through oral discussion of determined topic.|information. |

|determined topic. | |2. Discriminate between relevant and irrelevant|

|2. Distinguish between relevant and |2. Distinguish between relevant and |information. |

|irrelevant information. |irrelevant information. |3. Organize related information under main |

| |3. Begin to organize ideas to define focus |topics. |

| |of details (e.g., drawing, telling, |4. List title, author, and type of resource |

| |developmental writing). |(e.g., magazine, book, encyclopedia, website, |

| | |interviewee) used in research. |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

33

English Language Arts Performance Descriptors

|5B |Students who meet the standard can analyze and evaluate information acquired from various sources. |

|Stage D |Stage E |Stage F |

| | | |

|1. Use organizational features of text |1. Analyze information from |1. Analyze information from primary print and|

|and available technology (e.g., |primary print and non-print |non-print sources. |

|glossary, table of contents, indexes, |sources. |2. Evaluate sources by applying a set of |

|icons, word search) to analyze and |2. Evaluate information from |criteria (e.g., accuracy, timeliness, |

|evaluate information. |various sources by applying a set|reliability). |

|2. Organize related information under |of criteria (e.g., accuracy, |3. Use information from footnotes, |

|main topics. |timeliness, reliability). |illustrations, diagrams, charts, and graphs. |

|3. Distinguish between main ideas and |3. Use information from |4. Evaluate and select primary and secondary |

|supporting details. |footnotes, illustrations, |sources. |

|4. List sources of information selected|diagrams, charts, and graphs. |5. Use a bibliography for a variety of |

|for use in project (e.g., title, |4. Identify relevant primary and |purposes. |

|author, copyright date). |secondary sources. |6. Develop a bibliography using a simple, |

| |5. Recognize the purpose of a |acceptable form. |

| |bibliography. |7. Cite the source of all direct quotations. |

| |6. Develop a bibliography using a|8. Cite the source of all |

| |simple, acceptable form. |paraphrased/summarized information. |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

34

English Language Arts Performance Descriptors

|5C |Students who meet the standard can apply acquired information, concepts and ideas to communicate in a variety of formats. |

|Stage A |Stage B |Stage C |

| | | |

|1. Maintain focus – stay on topic. |1. Maintain focus – stay on topic. |1. Access and use information from a variety |

|2. Access and use books and stories to |2. Access and use books and stories to |of sources. |

|learn something new about a topic. |learn something new about a topic. |2. Organize and synthesize information. |

|3. Use life experiences as sources of |3. Use life experiences as sources of |3. Paraphrase/summarize information. |

|information for written reports, letters,|information for written reports, letters,|4. Compose information in an appropriate |

|and stories. |and stories. |medium/format. |

|4. Create a message by drawing, telling, |4. Gather, organize, and share |5. Present information in oral, written, and |

|using graphic aids, and/or developmental |information about a topic. |available technological/multi-media forms. |

|writing based on acquired information. |5. Create a report of ideas (e.g., |6. Begin to revise and edit the work. |

|5. Gather, organize, and share |drawing, using available technology, | |

|information about a topic. |writing a story, letter, report). | |

|6. Retell information. |6. Paraphrase information. | |

|7. Explain information from a drawing, |7. Summarize information. | |

|graphic aid, or developmental writing. |8. Develop ideas by using details from | |

| |pictures, diagrams, maps, and other | |

| |graphic organizers. | |

| |9. Explain information using a drawing, | |

| |graphic aids, oral presentation, | |

| |available technology, or developmental | |

| |writing. | |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

35

English Language Arts Performance Descriptors

|5C |Students who meet the standard can apply acquired information, concepts and ideas to communicate in a variety of|

| |formats. |

|Stage D |Stage E |Stage F |

| | | |

|1. Access print, non-print information for |1. Select an appropriate format to|1. Select and justify adaptations |

|written reports, letters, and/or stories. |accommodate characteristics of |in format to accommodate |

|2. Gather/organize/synthesize information. |audiences (e.g., age, background, |characteristics of audiences |

|3. Develop acquired information by using a |interest level, group size) and |(e.g., age, background, interest |

|recognizable format (e.g., research paper, poem, |purposes of the presentation |level, group size) and purposes of|

|story, play, letter). |(e.g., inform, persuade, |the presentation (e.g., inform, |

|4. Revise and edit the work. |entertain). |persuade, entertain). |

|5. Present information in oral, written, and |2. Use text, graphic materials, or|2. Evaluate and select text, |

|available multi-media forms. |visual aids to present information|graphic materials, or visual aids |

|• Introduce the topic, sometimes providing a |(e.g., charts, written reports, |to present information (e.g., |

|context. |banners, maps, models, artifacts, |charts, written reports, banners, |

|• Select an organizational structure that is |student-created games, |maps, models, artifacts, |

|useful to the reader. |multimedia). |student-created games). |

|• Communicate ideas, insights, or theories that |3. Communicate in an appropriate |3. Communicate, in an appropriate |

|have been elaborated or illustrated through |format, information that was |format, information that was |

|facts, details, quotations, statistics, and/or |gathered by either inquiry or |gathered by either inquiry or |

|information. |research (e.g., interviews, |research (e.g., interviews, |

|• Use diagrams, charts, or illustrations |surveys, software presentations). |surveys, software presentations). |

|appropriate to the text. |4. Revise/edit the work. | |

|• Use text/graphic aids to present information | | |

|(e.g., banner, charts, report, maps, models, | | |

|games, interviews, surveys). | | |

|Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) |

36 37

GLOSSARY

ANALYSIS – 1. Level four of Bloom’s Taxonomy of Educational Objectives. 2. Separating into basic parts for detailed study. 3. The detailed examination of anything complex. 4. In literature, the study of a work through an examination of its component parts and their interrelationships.

APA – The style manual for documenting the use of sources in researched writing that is prescribed by the American Psychological Association.

ASSONANCE – The resemblance of sounds in words or syllables, particularly the closely recurring vowel sounds in stressed syllables of poetry (e.g., fleet feet sweep by sleeping geese).

BIBLIOGRAPHY - An alphabetical listing of ALL works consulted.

BRAINSTORM – An unstructured group invention technique to discover known information about a subject. Members of the group contribute information as they recall it with no attempt to organize the material.

CITATION FORMAT – A formal method for recognizing the borrowing of written or spoken words from an authority, either paraphrased or directly quoted. Common formats include, but are not limited to, APA and MLA styles.

COHERENCE – 1. The clear and orderly progression of ideas from beginning to end of a written piece. 2. The quality of writing which results in ideas/sentences blending together smoothly. 3. The top to bottom logic found in a well structured written piece.

COMPARISON - CONTRAST – The analysis of similarities between two apparently dissimilar items or the differences between two apparently similar items.

COMPLEMENT – The third component of some kinds of sentences (subject/verb/complement structure). Complements include direct object, predicate adjective, predicate noun, indirect and direct object pair, direct object and objective complement pair.

CONNOTATION – Suggested and associated meanings added to the literal meaning of a word or phrase. Connotations have context- and usage-derived meanings.

CONSONANCE - The resemblance of sounds in words or syllables, particularly the closely recurring consonant sounds in stressed syllables of poetry (e.g., the lady lounges lazily; dark, deep dread crept in).

CONTEXT (UAL) CLUES – Cues to the meaning of an unfamiliar word that occur in the sentence(s) or paragraph(s) in which the word appears.

DECODING –The process that a reader uses to recognize new words and meanings (e.g., phonics, word patterns, structural analysis, context clues).

38

DEDUCTIVE REASONING – Reasoning from the general to the specific. A conclusion is shown to proceed logically from a general truth.

DENOTATION – The literal (dictionary) definition of a word.

DR-TA (Directed Reading-Thinking Activity) –An activity in which readers are encouraged to read, think and predict about the reading selection.

EDITED TEXT - Text that has been evaluated for content and organization as opposed to an evaluation of the mechanics of writing.

e.g. – exempli gratia - for example (not intended to be a complete list).

ETYMOLOGY – The study of word origins.

EXPLICIT – Clearly stated, distinct, fully and clearly expressed. A literary work leaves nothing implied; everything is clearly and directly stated.

FIRST LEVEL SUPPORT – In writing, the sentences that expand and/or clarify the meaning of the topic sentence in a paragraph.

FORMAT -- Specifications that determine the physical appearance of a written piece (e.g., margins, typeface and size, title, subheadings).

GENRE – 1. A category or class of artistic endeavor having a common artistic form or content. 2. In literature, genres include the following: short story, drama, novel, fable, biography, poetry, epic.

GRAPHEME – The smallest part of written language that represents a phoneme in the spelling of a word.

GRAPHIC ORGANIZERS – Visual aids (e.g., Venn diagrams, webs, K-W-L) used to arrange generated information in an orderly manner.

HYPERBOLE – 1. Obvious and deliberate exaggeration. 2. A figure of speech not intended to be taken literally (She has taught English for a hundred years!).

HYPOTHESIS/HYPOTHESES – An assumption, guess, or conjuncture that can be proved or disproved by comparison with observed facts.

IDIOMS – 1. Language, dialect, jargon or style of speaking representative of a group of people. 2. Phrases or constructions with meaning different from the usual meaning of the words.

i.e.– id est - that is. All examples are included in the listing.

IMPLICIT – Not specifically stated; not expressed in direct terms; implied or inferred.

INDUCTIVE REASONING – Reasoning from the specific to the general. A general truth is inferred from the observation of specific facts.

39

INFERENCE – a judgment or conclusion based on evidence presented.

JURIED TEXT – A source of information that has undergone a review process by authorities in a field of study.

KEY WORD – A kind of context clue used to identify information or clarify meaning.

K-W-L (what you Know; what you Want to learn; what you Learn) – An investigative technique.

LITERARY ELEMENTS – See story elements

METAPHOR – 1. An implied comparison between two things that are only alike in the way they are being compared. (e.g., …and the fog crept in on little cat feet.)

METER – Pattern of stressed and unstressed syllables in a line of a poem.

MISCUE ANALYSIS – 1. A technique for determining and analyzing mistakes in oral reading. 2. A formal examination of the use of miscues as the basis for determining the strengths and weaknesses in the background experiences and language skills of students as they read (The Literacy Dictionary – Theodore Harris, Richard Hodges (editors), IRA, 1995).

MLA - The style manual for documenting the use of sources in researched writing that is prescribed by the Modern Language Association.

ONOMATOPOEIA – Words that echo a sound from nature. (e.g., ring, meow, tinkle, buzz).

ONSET AND RIME – Parts of spoken language that are smaller than syllables but larger than phonemes. An onset is the initial consonant(s) sound of a syllable. A rime is the part of a syllable that contains the vowel and all that follows it.

PARAPHRASE –A restatement of information in the speaker’s or writer’s own words.

PHONEME – The smallest part of spoken language that makes a difference in the meaning of words.

PHONEMIC AWARENESS – The ability to hear, identify, and manipulate the individual sounds – phonemes – in spoken words.

PHONETICS – The study of the sounds people make when they speak and how these sounds are produced.

PHONICS – The understanding that there is a predictable relationship between phonemes (the sounds of spoken language) and graphemes (the letters and spellings that represent those sounds in written language).

PHONOLOGICAL AWARENESS – A broad term that includes phonemic awareness. In addition to phonemes, phonological awareness activities can involve work with rhymes, words, syllables, and onsets and rimes.

40

PRIMARY SOURCES – A source of information of direct or immediate importance; First-hand knowledge.

PROOFREAD – Evaluation of the mechanics of writing.

RUNNING RECORD – Method of recording miscues in oral reading.

SECOND LEVEL SUPPORT – Example, detail, or illustration that further develops or clarifies the First Level Support in a paragraph. In research writing, the evidence used to support the writer’s claims.

SECONDARY SOURCE – A general source of information that summarizes primary source information.

SIMILE – Comparison of two basically unlike things that are alike only in the way they are being compared using the words like, as, or than. (i.e., She ran like the wind.)

SIX STRATEGIES FOR IMPROVING COMPREHENSION: Monitoring comprehension, using graphic and semantic organizers, answering questions, generating questions, recognizing story structure, and summarizing.

SQ3R – Survey, Question, Read, Review, Recite.

STANDARD MANUSCRIPT SPECIFICATION – A set of rules governing the physical appearance and organization of a manuscript.

STORY ELEMENTS – Character, plot, theme, setting, conflict.

SUBPLOT – Secondary or minor plot in a story which may contrast with the principal (main) plot.

SUBSTITUTION – The replacing of one word in the oral reading of text with another word (ex.: hop for hot).

SUMMARIZE – 1. To draw together main ideas in a brief, but comprehensive form.

2. To tell the main points briefly.

SYLLABLE – A word part that contains a vowel or, in spoken language, a vowel sound.

SYNTHESIS – 1. The fifth level of Bloom’s Taxonomy of Educational Objectives. 2. The combining of elements into a single unified whole. 3. The formation of a novel thought, idea, product or perspective from pieces of information.

TEXT - (Not always used to refer to text book.) Printed or student-generated documents ranging from word approximations through formal compositions.

THEME – 1. Central or dominating idea of a talk or a piece of writing. 2. A multi-paragraph composition.

VISUAL REPRESENTATION – 1. visual aid. 2. text aid. 3. pictures, maps, illustrations, etc., which enhance, clarify, or convey meaning.

41

WRITING PROCESS – Prewriting, drafting, revising, editing, publishing.

WORKS/SOURCES CITED – Alphabetical listing of bibliographic entries of resources actually consulted in the preparation of a research paper or report.

42

RELATIONSHIP OF PERFORMANCE DESCRIPTORS TO NATIONAL AND STATE STANDARDS

The NCTE/IRA English language arts document Standards for the English Language Arts contains a wide-ranging continuum of language proficiencies which students need in order to become effective users of language in school, work and social settings. These global guidelines place on the teacher the responsibility of identifying where his/her students fall on the continuum; then the teacher must determine what developmentally appropriate learning must occur. Inconsistencies result when different individuals attempt to identify what the developmental stages should be. In a society that is becoming increasingly global, the need for consistency dictates that these developmental stages be clearly defined.

The Illinois ELA Descriptors assist teachers by defining stages of progression that address skills students need in order to demonstrate proficiency. While defining these stages, the descriptors indicate what students should be able to achieve as they develop, rather than prescribe what educators must teach. The descriptors intentionally avoid mention of specific curricula or pedagogical techniques that would restrict teachers’ choices as they work with their students. Furthermore, they sequence and bridge development expectations that recognize the diversity in most Illinois classrooms. Consequently, it soon becomes obvious that the descriptors in any stage should not be applied in isolation, but rather depend upon those that come before and after in order for the stakeholders to understand where any given student stands in his/her overall development of ELA proficiencies. This is a distinct advantage over the broader national standards. Because these descriptors are organized in this way, they are more likely to be utilized by the educational community.

Analysis of Illinois ELA performance descriptors in terms of other state standards in the ELA learning area:

A review of performance standards from four other states shows that, in general, these states have gaps in their proficiencies. Connecticut uses three grade clusters; Nevada uses five. California and Colorado attempt to cover all grade levels; in the process, however, they restrict teachers to a set of standards which does not allow them to effectively challenge students to achieve the prescribed standards by the end of a given grade. Many of these standards also are more product-oriented rather than development-oriented. The continuum of stages used in the Illinois ELA descriptors eliminates these difficulties.

The absence of consistently addressed higher-level skills (Bloom’s taxonomy) in some other states’ standards may result from their prescriptive product orientation. In recognition of this deficiency, the ELA Descriptors attempt to provide a vertical and horizontal progression through the inclusion of developmentally appropriate, verb-centered definitions designed to promote assessability. Therefore, they are more user-friendly, and stakeholders will gain a more accurate and understandable picture of student progress across the developmental stages.

43

REFERENCES

Board of Education of the City of Chicago. Expecting More-Higher Standards for Chicago's Students. 1997.

California State Department of Education. English-Language Arts Content Standards for California Public Schools: Kindergarten through Grade Twelve. , 1998.

Colorado State Department of Education. Colorado Model Content Standards for Reading and Writing. , 1995.

Connecticut State Department of Education. Language Arts Curriculum Framework. , 1998.

Illinois State Board of Education. Illinois Learning Standards. , 1997.

National Council of Teachers of English and International Reading Association. Standards for the English Language Arts. United States: 1996.

Nevada State Department of Education. Revised English Language Arts Standards. , 1999.

New Standards Primary Literacy Committee. Reading and Writing grade by grade: Primary literacy standards. United States: Smith Lithograph Corporation, 1999.

Shaw, Harry. Dictionary of Literary Terms. New York: McGraw-Hill Book Company, 1972.

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