What should your child know?
The Illinois State Board of Education has developed a number of tools
to help educators, students, and parents understand how to teach and
learn to rigorous state standards. There are two ways to access these
tools. (1) Clicking on any of the links below, or (2) click on the
"Learning Tools" tab from any any school or district page.
Assessment Frameworks
identify those elements of the Illinois Learning Standards that appear
on the state ISAT and PSAE tests. The Frameworks assist educators,
parents and students by identifying the specific kinds of information
tested in Reading, Mathematics, Science, and Writing. The Frameworks
offer guidance to teachers for aligning instruction to the Frameworks
and Learning Standards. The Frameworks for grades 3-8 for Reading and
Mathematics also report the number of test questions on each Learning
Standard. This information is reported in summary form for grade 11.
IIRC posts the Frameworks for Social Science, although that subject is
no longer tested.
Illinois Learning Standards
(ILS) define broadly what all students in all Illinois public schools
should know and be able to do in the seven core areas as a result of
their elementary and secondary schooling. The Illinois Learning
Standards have not changed substantively since their adoption in 1997,
but minor revisions were made in 2004 to meet concerns of teachers.
Note that all five subject areas have been retained for your use in
teaching to standards for all subjects, even though only reading,
mathematics, writing and science are currently tested. For each
subject, IIRC links the Learning Standards to classroom assessments
that facilitate formative evaluation of student progress, with
illustrative examples of student work. When you go to the ILS link,
click on the pull-down box in the upper left of the screen to navigate
to any grade and subject you want to see.
Performance Descriptors
Go here to see how performance levels are defined. Performance
definitions are concrete statements describing what students need to
know and be able to do to at each performance level - exceeds
standards, meets standards, below stands, or academic warning. The
definitions are available for all subjects and grade levels for ISAT
and PSAE assessments. Scale score ranges show you how performance
levels are calculated. Student-friendly scoring rubrics on extended
response items on ISAT reading and mathematics help teachers and
students focus on explanatory skills.
Classroom Assessments
Over 900 classroom assessments with scoring rubrics that measure
students' progress toward the Learning Standards have been developed by
Illinois educators. All assessments are linked directly to standards
and to performance descriptors. These materials also contain sample
student work to illustrate how work is evaluated on the four
performance levels.
Content Strands
are subsets of test items from ISAT tests that are aligned to the
Learning Standards and broken out separately to assess student learning
in fundamental subareas within each Standard . For example, vocabulary
skills and comprehension in reading, or algebra and geometry in
mathematics. The strands allow teachers to evaluate students' grasp of
the developmental building blocks of learning. Click the CS link to see
the strands and number of test items on each for each subject: reading
(4 strands), math (5 strands), and science (5 strands). To see how
students in a given school or district performed on the content
strands, go to the ISAT results page for that school or district and
click on "Content Strands" in the Test Results bar. IIRC also reports
content strand results at the individual student level in the student
reports available to educators in their school data (secure access
required).
In the Classroom
provides an array of resources for application in instruction,
including Item Analysis Summaries, the library of Standards Aligned
Classroom (SAC) lesson plans developed by teachers on past SAC teams,
and links to classroom assessments,and sample test items for ISAT and
PSAE.
For more information, visit these resources at the Illinois State Board of Education website:
Kindergarten Expectations
Students entering kindergarten should be working on the following skills prior to the first day of school:
* Recognizes Name
* Identifies letters in the alphabet
* Matches letter sounds to symbols
* Counts and identifies one through ten
* Can identify numbers in a set
* Identifies colors and shapes
* Buttons and zips
* Writes first name
* Cutting basic lines with scissors
* Compliance when given directions
* Uses glue properly
* Understands book properties (title, front, back, etc.)
First Grade Expectations
Upon entering first grade students should be able to:
* Identify and form all upper and lower case letters of the alphabet
* State individual letter sounds
* Recite the alphabet
* Distinguish vowels from consonants
* Sound out two to three letter words
* Write their full name
* Hold a pencil correctly
* Hold and use scissors correctly
* Distinguish a statement from a question
* Count up to 100 by 1's, 5's, and 10's
* Count backwards
* Identify numbers between 0 and 100
* Correctly form all numbers
* Read a calendar
* Identify geometric shapes
* Identify pennies, nickels, dimes, and quarters and know the associated amounts
* Tell time to the hour
Second Grade Expectations
Upon entering second grade students should be able to:
Writing:
* Write on loose-leaf paper
* Write the Cuffe Heading
* Know basic sentence format (begins with a capital letter, ends with a punctuation mark)
* Know types of sentences: declarative, interrogative, exclamatory, and imperative
* Distinguish vowels from consonant letters
* Know the writing process
* Be able to write one paragraph
* Alphabetize words (by one letter)
* Use a glossary
Reading:
* Know how to use decoding strategies and context clues to sound out words and develope word knowledge
* Exposure to chapter books or beginning chapter books (depending on reading level)
* Recognize base words, prefixes, and suffixes
* Distinguish fiction from non-fiction
* Rhyming schemas
Math:
* Be familiar with the hundreds chart
* Know how to use a number line
* Recognize odd and even numbers
* Shape patterns
* Count by twos, fives, and tens
* Counting back and forward on a number line
* Read charts and graphs
* Addition and subtraction facts to 12
* Use a method system to solve story problems
* Know the value of coins, count an amount of money
* Tell time to the hour and half hour
* Identify shapes two vs. three dimensional
* Read a calendar
* Use a calculator
* Measure in inches and centimeters
Science:
* Living vs. nonliving things
* Forms of matter
* Identify parts of the human body
* Solar System (names of other planets besides Earth)
* The Seasons
Social Studies:
* Know their phone number and home address
* Identify Illinois on a map
* Know the names of leaders (president, mayor, governor)
* Name the seven continents
Technology:
* Use calculators
* Know the parts of a computer: mouse, screen keyboard….
* What can a computer be used for
* How to access the Internet
Other Skills:
* Raise the hand to ask a question
* Be familiar with words like: in, out, over, beneath, under, left, right, etc…
* Hallway and bathroom etiquette
Third Grade Expectations
Upon entering third grade students should be able to:
General:
* How to write the Cuffe heading
* How to use a planner
* How to participate with a partner and in a group
* Speak in complete sentences
* Participate in conversation and discussion
* Alphabetize words through the second letter
* Follow directions that have up to three steps
Reading:
* Identify and use Reading Strategies: Predicting, Visualizing, Making Connections, Asking
Questions, Monitoring & Clarifying and Adjusting Reading Speed
* Choose an appropriate book at their own reading level
* Respond to who, what, when, where, why questions in complete sentences orally and in writing
* Distinguish between fiction and non-fiction
* Recognize and read all sight words from the Second Grade Dolce List
Language Arts:
* Identify and complete rhymes
* Identify and form compound words
* Identify and form contractions
* Use past and present verbs
* Use guide words to find words and entries in a dictionary
* Students should be familiar with an index, table of contents, and glossary
* Identify base words
* Identify singular and plural nouns
* Write complete sentences with a capital letter, complete idea and ending punctuation
* Apply spelling words and grammar words to writing
* Write a complete paragraph including a topic sentence, three details and a closing sentence. Know what a
topic sentence and closing sentence are.
* Add suffixes: s, ing and ed
Mathematics:
* Identify odd and even numbers from 0-100
* Count, recognize, and write to 100 by 2s, 5s and 10s
* Identify place value to 1,000
* Demonstrate an understanding of Mathematics terms and symbols: +, -, =, <, or >.
* Tell time to the hour, half hour and quarter hour
* Determine the value of a collection of coins
* Develop automaticity for basic facts in addition and subtraction for numbers 1-12
* Read a four-digit number
* Know how to use a 0-110 number grid
* Round two-digit numerals to the nearest ten
* Add or subtract two-digit numbers using Everyday Math strategies
* Recognize geometric shapes and match shapes with correct names
* Measure to the nearest inch
* Solve simple addition and subtraction word problems
Science:
* Understand the basics of the scientific process: making predictions, making observations, recording data,
and interpreting data
* General knowledge of the solar system
* Recognizes herbivores and carnivores
* Describes how animals use camouflage
* Can identify the different parts of a plant: stem, roots, and leaves
* Can group and categorize different objects
Social Studies
* Identify city, state, and country
* Knows address and phone number
* Identifies holidays, cultures, and traditions
* Knows the seasons
* Can identify Chicago on a map
* Uses basic map features: map key, map scale, compass rose
* Can find directions using a map
Suggestions for Parents/Students:
* Your child should be reading at least 30 minutes a day
* Practice addition and subtraction facts on a daily basis
* Review place value up to 1,000
* Practice telling time to the hour and half hour
* Continue to introduce multiplication facts using flashcards
* Keep a weekly journal of summer activities. Review editing and spelling skills
* Explore free summer programs offered by the Chicago Park District
* Conduct easy and fun science experiments or make scientific observations
* Ask questions when reading and encourage your child to respond in complete sentences
* Review second grade sight words
* Continue to read to your child
Fourth Grade Expectations
Upon entering fourth grade students should be able to:
General
* Write in cursive
* Write a complete heading on paper
* Follow simple directions (up to 3 steps)
* Remember to take materials home to do work
* Ability to use time management
Language Arts
* read 60 words in a minute with comprehension.
* identify a sentence and write a complete sentence.
* write in paragraphs.
* know how to indent at the beginning of a paragraph.
* be trained to reread what they write to identify errors and make revisions/editing.
* identify and use topic sentences and details correctly.
* use a basic story map to create a fictional story.
* identify characters, setting, problem and solution while reading and writing.
Math
* memorize their multiplication tables.
* understand fact families.
* understand the plan for solving number stories.
* understand how to collect and organize data.
* understand measurement (metric/standard).
* add/subtract using 3 digits.
Science
* show knowledge of the scientific method.
* understand how to read diagrams, charts, and tables.
* identify habitats.
* distinguish between mammals, reptiles, and insects.
* show knowledge of the life cycles of plants and animals.
Social Studies
* show knowledge of the names and locations of continents.
* show knowledge of the names and locations of oceans.
* show knowledge of the different types of communities.
* show knowledge of basic U.S. history (Pilgrims, Native Americans, Famous Americans).
* differentiate between a city, county, state, country, and continent.
* show knowledge of basic map skills (compass rose, key or legend, map scale, how to give directions from
one place to another)
Fifth Grade Expectations
Upon entering fifth grade students should be able to:
Language Arts/Reading:
* Learn vocabulary necessary for content area subjects and reading
* Access and apply prior knowledge
* Make predictions based on reading of a text
* Summarize written material
* Identify literary elements
* Infer cause and effect relationships
* Draw conclusions
* Identify author's purpose
* Read and interpret charts, diagrams, graphs, timelines and visual sources
* Understand figurative language
* Distinguish between fact and fiction
* Read selected works representing diverse cultures and groups
Language Arts/Writing:
* Write for various purposes and audiences
* Use standard conventions of written communication
* Use appropriate heading on papers
* Spell fourth grade words correctly
* Use a dictionary, glossary and thesaurus
* Generate and organize ideas through mapping or outlining in preparation for writing
* Write narrative, expository, descriptive and persuasive selections
* Use appropriate transitions between paragraphs
Language Arts/Listening, Speaking, Viewing:
* Demonstrate use of Standard English and language appropriate to audience and setting
* Pronounce words distinctly
* Speak courteously and respectfully to all persons
* Listen courteously and respectfully to the contributions of others
* Prepare and deliver an oral presentation
* Follow multi-step instructions in sequential order
Language Arts/Conventions of Grammar and Usage:
* Analyze and revise written work
* Identify parts of speech
* Use capitalization and punctuation correctly
* Apply singular, plural and possessive forms correctly
* Use appropriate verb tense
Mathematics/Number Concepts:
* Read and write whole numbers through 999,999
* Add and subtract whole numbers; multiply and divide whole numbers with two or more digits
* Add, subtract, multiply and divide decimals through the hundredths place
* Identify a fraction that is between two whole numbers
* Write two subtraction statements related to a given addition statement involving fractions
* Write two addition statements related to a given subtraction statement involving fractions.
* Discuss and follow a sequence of steps to solve a problem
* Be able to round numbers to the nearest ones, tens, hundreds or thousands place
* Choose the appropriate operation to solve a given multi-step problem
Mathematics/Measurement Concepts:
* Choose appropriate units for measuring time
* Choose appropriate metric or standard units for measuring length, weight, mass, volume or capacity.
* Find and apply perimeter, area, and volume to word problems and irregular figures
Mathematics/Functions, Statistics, Algebraic and Geometric Concepts:
* Select the correct symbol (<,>,+) to complete an equation
* Organize data, in rank order, when appropriate
* Construct and interpret bar graphs
* Identify and describe geometric concepts relating to one, two and three-dimensional figures
Science Concepts:
* Use scientific protocols to perform experiments including stating a purpose, developing a hypothesis,
describing a procedure, collecting data and identifying results
* Chart the relationship of the seasons to the revolutions of the Earth
* Compare the relationships of various organisms within food chains
* Identify cells as the basic unit of life
* Identify components of simple electrical systems
* Recognize the contributions of important scientists throughout the world
* Demonstrate an understanding of the effect of pollution on organisms
Social Science Concepts:
* Read and understand maps
* Distinguish between states and geographic regions within the U.S.
* Locate and name all 50 states and each state capital
* Identify distinct geographic characteristics of various U.S. regions
* Identify major cities, lakes, rivers and transportation networks in Illinois
* Identify the major economic goods and services produced in Illinois
* Understand customs ad traditions of various communities in Illinois
* Name men and women who have made significant contributions to Illinois and the U.S.
* Identify and compare the structures of local, state and federal governments
* Identify examples of how natural resources are used to improve society, and the roles of industry,
government and citizen's groups in conserving those resources
* Identify ways in which diverse ethnic groups enhance life in the U.S.
* Explain the impact of new technologies, such as advances in transportation, on the U.S and global
economies
* Analyze the impact of mass communications on the global society
Time Management:
* Use dividers and organize content-area papers in a binder
* Write in and use a daily homework schedule/planner
* Hand in work on time that is neatly presented
* Label all work with proper headings that use Cuffe conventions
* Schedule work on long-term assignments
Sixth, Seventh, and Eighth Grade Expectations
Upon entering Middle School students should be able to:
Research:
* Simple research using books (almanac, encyclopedias, scientific reviews, atlas, thesaurus) and internet
resources.
* Summarizing collected research.
* Writing and outline to facilitate research paper.
* Using primary sources.
* Identifying sub topics for research.
* Paraphrasing notes from primary and secondary sources
* Defining and writing a clear defined thesis statement.
Reading:
Comprehension Level:
* Can independently select and read appropriate grade material.
* Can read silently for approximately 30*50 min.
* Identify/comprehend then respond fictional and non*fictional genres.
* Draw conclusions, make inferences, predict logical outcomes, infer meaning from context, extract main
ideas (implicit and explicit)
* Identify point of view for fiction and non
* Identify elements of story including character setting, plot and theme
Application thru Evaluation Levels:
* Responds to higher level thinking questions citing examples from text with personal experience
* Make text to text connections
* Recognize verbal and non verbal cues in both discussion and text
* Identify plot and subplot with appropriate plot elements
* Infer character traits motives, and mood
Literacy:
* Understand figurative language
* Read with expression, inflection
* Understand how the author uses speech/dialogue, description and actions to create character
* Uses appropriate organizational techniques (graphic organizers, post-its, two column notes)
* Use of context to decode difficult vocabulary.
* Use appropriate technique for identifying and reading expository text.
Written Expression:
* 3-8 page essays (based on grade level)
* Transition from Topic sentence to Thesis statement including PP transitions
* Provide hard evidence from research and novels using quotes in the body of a response
* Including personal opinion or experience in relating to a story or facts
* Clear understanding of the writing process
* Demonstrate several types of pre*writing activities (web, list, cluster on own)
* Uses a dictionary or thesaurus for specific definitions
* Understands the different types of writing: research; creative; persuasive; narrative; (fiction non-fiction);
expository
* Writes in the different genres of literature: myths, fables, poetry, sagas, epics
* Responds to text related prompt within a specific time limit in essay form
* Uses standard English conventions; compound and complex sentences; varied sentence structure and
length; subject*verb agreement; spelling; punctuation;comparative and superlative adjectives and adverbs;
identify parts of speech
* Appreciates contributions to language from various cultural group