Seal of the State of Illinois

ELA/Literacy Learning Progressions

Illinois State Board of Education

KDG
1st
2nd
3rd
4th
5th
6th
7th
8th
9th & 10th11th & 12th
RF.K.1
Demonstrate understanding of the organization and basic features of print.
RF.1.1
Demonstrate understanding of the organization and basic features of print.









RF.K.1a
Follow words from left to right, top to bottom, and page by page.
RF.1.1a
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).









RF.K.1b
Recognize that spoken words are represented in written language by specific sequences of letters.










RF.K.1c
Understand that words are separated by spaces in print.










RF.K.1d
Recognize and name all upper and lowercase letters of the alphabet.










RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).









RF.K.2a
Recognize and produce rhyming words.
RF.1.2a
Distinguish long from short vowel sounds in spoken single-syllable words.









RF.K.2b
Count, pronounce, blend, and segment syllables in spoken words.
RF.1.2b
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.









RF.K.2c
Blend and segment onsets and rimes of single-syllable spoken words.
RF.1.2c
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.









RF.K.2d
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. 1 (This does not include CVCs ending with /l/, /r/, or /x/.) 1 Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.
RF.1.2d
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).









RF.K.2e
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.










RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.3
Know and apply grade-level phonics and word analysis skills in decoding words.





RF.K.3a
Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.
RF.1.3a
Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).
RF.2.3a
Distinguish long and short vowels when reading regularly spelled one-syllable words.
RF.3.3a
Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.4.3a
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
RF.5.3a
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.





RF.K.3b
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
RF.1.3b
Decode regularly spelled one-syllable words.
RF.2.3b
Know spelling-sound correspondences for additional common vowel teams.
RF.3.3b
Decode words with common Latin suffixes.







RF.K.3c
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.1.3c
Know final -e and common vowel team conventions for representing long vowel sounds.
RF.2.3c
Decode regularly spelled two-syllable words with long vowels.
RF.3.3c
Decode multisyllable words.







RF.K.3d
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.1.3d
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.2.3d
Decode words with common prefixes and suffixes.
RF.3.3d
Read grade-appropriate irregularly spelled words.








RF.1.3e
Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.2.3e
Identify words with inconsistent but common spelling-sound correspondences.









RF.K.3f
Read words with inflectional endings.
RF.1.3f
Recognize and read grade-appropriate irregularly spelled words.









RF.1.3g
Recognize and read grade-appropriate irregularly spelled words.









RF.K.4
Read emergent-reader texts with purpose and understanding.
RF.1.4
Read with sufficient accuracy and fluency to support comprehension.
RF.2.4
Read with sufficient accuracy and fluency to support comprehension.
RF.3.4
Read with sufficient accuracy and fluency to support comprehension.
RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
RF.5.4
Read with sufficient accuracy and fluency to support comprehension.






RF.1.4a
Read on-level text with purpose and understanding.
RF.2.4a
Read on-level text with purpose and understanding.
RF.3.4a
Read on-level text with purpose and understanding.
RF.4.4a
Read on-level text with purpose and understanding.
RF.5.4a
Read on-level text with purpose and understanding.






RF.1.4b
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.2.4b
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.3.4b
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.4.4b
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.5.4b
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.






RF.1.4c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.2.4c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.3.4c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.4.4c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.5.4c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.





Instruction for Use

This tool is designed to help teachers and students establish clear expectations for moving language learning forward. It uses the Common Core State Standards to define what it means to keep language skills on pace for college and career readiness. Most importantly, it leverages the key progressions of the PARCC Model Content Frameworks to clarify achievement at the "next level". By focusing prompts, assessment, and feedback on the underlined text (which are the key progressions), teachers, parents, and students are able to establish clear expectations and criteria for success aligned to the Common Core State Standards.

We encourage all users to study the organization and language of this tool. We are hopeful this analysis will lead to rich conversations that deepen our understanding of what it means to be "on pace" for success in college and career. We also encourage all users to author and share assessment rubrics to bridge classroom activities with the key progressions. By embedding those aligned assessments into instructional activities, students and teachers can focus their attention on developing the language skills needed for success in college and career.

Lastly, please utilize the feedback link located near the bottom of each page. Your input helps us provide improved tools to inspire increases in student growth. Good luck, and let's continue to keep individual student learning moving forward.


Tool Overview

The online tool organizes the Common Core ELA strands of Writing, Speaking & Listening, and Language into visible student skill progressions in an effort to keep the learning of all students moving forward. These progressions continually guide students and teachers to "what's next" and are a great foundation for assessing reading comprehension within the standards. The following descriptors outline how the various parts of the tool are constructed.

I. PAGES CCSS strands, CCR Anchor Standard groups, and Anchor Standards separate the tool into eight "pages" of progressions. Simply choose the page you would like to view by selecting from the drop-down menu.

  1. Argumentative Writing - CCR Anchor Standard for Writing #1
  2. Informative/Explanatory Writing - CCR Anchor Standard for Writing #2
  3. Narrative Writing - CCR Anchor Standard for Writing #3
  4. Production and Distribution of Writing - CCR Anchor Standards for Writing Group (#4,#5,#6)
  5. Research to Build and Present Knowledge- CCR Anchor Standards for Writing Group (#7,#8,#9)
  6. Comprehension and Collaboration - CCR Anchor Standards for Speaking and Listening Group (#1,#2,#3)
  7. Presentation of Knowledge and Ideas - CCR Anchor Standards for Speaking and Listening Group (#4,#5,#6)
  8. Language - CCR Anchor Standards for Language Strand

II. CATEGORIES Within the tool, standards are grouped into categories visible down the left side of each page. Categories were established by de-constructing the language of the anchor standards to further clarify what it means to be "on pace" for college and career readiness.

III. CELLS The cells within each page are filled with the learning outcomes that are the Common Core State Standards. Underlined text signifies the "key progressions" outlined by PARCC within the PARCC Model Content Frameworks.