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
L.K.1a
Print many upper- and lowercase letters.
L.1.1a
Print many upper- and lowercase letters.
L.2.1a
Use collective nouns (e.g., group).
L.3.1a
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.4.1a
Use relative pronouns (_who, whose, whom, which, that_) and relative adverbs (_where, when, why_).
L.5.1a
Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
L.6.1a
Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.7.1a
Explain the function of phrases and clauses in general and their function in specific sentences.
L.8.1a
Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
L.9-10.1a
Use parallel structure.
L.11-12.1a
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
L.K.1b
Use frequently occurring nouns and verbs.
L.1.1b
Use common, proper, and possessive nouns.
L.2.1b
Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
L.3.1b
Form and use regular and irregular plural nouns.
L.4.1b
Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
L.5.1b
Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
L.6.1b
Use intensive pronouns (e.g., myself, ourselves).
L.7.1b
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.8.1b
Form and use verbs in the active and passive voice.
L.9-10.1b
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
L.11-12.1b
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garnerís Modern American Usage) as needed.
L.K.1c
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
L.1.1c
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
L.2.1c
Use reflexive pronouns (e.g., myself, ourselves).
L.3.1c
Use abstract nouns (e.g., childhood).
L.4.1c
Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
L.5.1c
Use verb tense to convey various times, sequences, states, and conditions.
L.6.1c
Recognize and correct inappropriate shifts in pronoun number and person.
L.7.1c
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
L.8.1c
Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.


L.K.1d
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
L.1.1d
Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
L.2.1d
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
L.3.1d
Form and use regular and irregular verbs.
L.4.1d
Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
L.5.1d
Recognize and correct inappropriate shifts in verb tense.
L.6.1d
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

L.8.1d
Recognize and correct inappropriate shifts in verb voice and mood.


L.K.1e
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
L.1.1e
Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
L.2.1e
Use adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.1e
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.4.1e
Form and use prepositional phrases.
L.5.1e
Use correlative conjunctions (e.g., either/or, neither/nor).
L.6.1e
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.




L.K.1f
Produce and expand complete sentences in shared language activities.
L.1.1f
Use frequently occurring adjectives.
L.2.1f
Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
L.3.1f
Ensure subject-verb and pronoun-antecedent agreement.
L.4.1f
Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.







L.1.1g
Use frequently occurring conjunctions (e.g., and, but, or, so, because).

L.3.1g
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.4.1g
Correctly use frequently confused words (e.g., to, too, two; there, their).







L.1.1g
Use determiners (e.g., articles, demonstratives).

L.3.1g
Use coordinating and subordinating conjunctions.








L.1.1i
Use frequently occurring prepositions (e.g., during, beyond, toward).

L.3.1i
Produce simple, compound, and complex sentences.








L.1.1j
Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.









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.