The Common Core in Illinois

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Skills available for Illinois pre-K language arts standards

Standards are in black and IXL language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Illinois Priority Learning Standards Illinois Priority Learning Standards
Illinois Early Learning and Development Standards: Preschool Benchmarks Illinois Early Learning and Development Standards: Preschool Benchmarks

Actions

Print standards

1 Demonstrate increasing competence in oral communication (listening and speaking).

1.A Demonstrate understanding through age-appropriate responses.
- 1.A.ECa Follow simple one-, two- and three-step directions.
- 1.A.ECb Respond appropriately to questions from others.
- 1.A.ECc Provide comments relevant to the context.
- 1.A.ECd Identify emotions from facial expressions and body language.
  - Which feeling matches the picture? (P-K.1)
1.B Communicate effectively using language appropriate to the situation and audience.
- 1.B.ECa Use language for a variety of purposes.
- 1.B.ECb With teacher assistance, participate in collaborative conversations with diverse partners (e.g., peers and adults in both small and large groups) about age-appropriate topics and texts.
- 1.B.ECc Continue a conversation through two or more exchanges.
- 1.B.ECd Engage in agreed-upon rules for discussions (e.g., listening, making eye contact, taking turns speaking).
1.C Use language to convey information and ideas.
- 1.C.ECa Describe familiar people, places, things, and events and, with teacher assistance, provide additional detail.
1.D Speak using conventions of Standard English.
- 1.D.ECa With teacher assistance, use complete sentences in speaking with peers and adults in individual and group situations.
- 1.D.ECb Speak using age-appropriate conventions of Standard English grammar and usage.
- 1.D.ECc Understand and use question words in speaking.
1.E Use increasingly complex phrases, sentences, and vocabulary.
- 1.E.ECa With teacher assistance, begin to use increasingly complex sentences.
- 1.E.ECb Exhibit curiosity and interest in learning new words heard in conversations and books.
- 1.E.ECc With teacher assistance, use new words acquired through conversations and book-sharing experiences.
- 1.E.ECd With teacher assistance, explore word relationships to understand the concepts represented by common categories of words (e.g., food, clothing, vehicles).
  - Sort objects into categories (P-R.1)
  - Which one is not like the others? (P-R.2)
- 1.E.ECe With teacher assistance, use adjectives to describe people, places, and things.

2 Demonstrate understanding and enjoyment of literature.

2.A Demonstrate interest in stories and books.
- 2.A.ECa Engage in book-sharing experiences with purpose and understanding.
- 2.A.ECb Look at books independently, pretending to read.
2.B Recognize key ideas and details in stories.
- 2.B.ECa With teacher assistance, ask and answer questions about books read aloud.
- 2.B.ECb With teacher assistance, retell familiar stories with three or more key events.
- 2.B.ECc With teacher assistance, identify main character(s) of the story.
2.C Recognize concepts of books.
- 2.C.ECa Interact with a variety of types of texts (e.g., storybooks, poems, rhymes, songs).
- 2.C.ECb Identify the front and back covers of books and display the correct orientation of books and page-turning skills.
  - Identify book parts and features (P-I.1)
- 2.C.ECc With teacher assistance, describe the role of an author and illustrator.
2.D Establish personal connections with books.
- 2.D.ECa With teacher assistance, discuss illustrations in books and make personal connections to the pictures and story.
- 2.D.ECb With teacher assistance, compare and contrast two stories relating to the same topic.

3 Demonstrate interest in and understanding of informational text.

3.A Recognize key ideas and details in nonfiction text.
- 3.A.ECa With teacher assistance, ask and answer questions about details in a nonfiction book.
- 3.A.ECb With teacher assistance, retell detail(s) about main topic in a nonfiction book.
3.B Recognize features of nonfiction books.
- 3.B.ECa With teacher assistance, identify basic similarities and differences in pictures and information found in two texts on the same topic.

4 Demonstrate increasing awareness of and competence in emergent reading skills and abilities.

4.A Demonstrate understanding of the organization and basic features of print.
- 4.A.ECa Recognize the differences between print and pictures.
- 4.A.ECb Begin to follow words from left to right, top to bottom, and page by page.
  - Find a word in a sentence (P-C.3)
  - Identify book parts and features (P-I.1)
- 4.A.ECc Recognize the one-to-one relationship between spoken and written words.
  - Choose the two words that are the same (P-C.1)
  - Find a word in a sentence (P-C.3)
- 4.A.ECd Understand that words are separated by spaces in print.
  - Choose the sentence that is spaced correctly (P-C.2)
- 4.A.ECe Recognize that letters are grouped to form words.
- 4.A.ECf Differentiate letters from numerals.
4.B Demonstrate an emerging knowledge and understanding of the alphabet.
- 4.B.ECa With teacher assistance, recite the alphabet.
- 4.B.ECb Recognize and name some upper/lowercase letters of the alphabet, especially those in own name.
- 4.B.ECc With teacher assistance, match some upper/lowercase letters of the alphabet.
- 4.B.ECd With teacher assistance, begin to form some letters of the alphabet, especially those in own name.
4.C Demonstrate an emerging understanding of spoken words, syllables, and sounds (phonemes).
- 4.C.ECa Recognize that sentences are made up of separate words.
  - Choose the sentence that is spaced correctly (P-C.2)
  - Find a word in a sentence (P-C.3)
- 4.C.ECb With teacher assistance, recognize and match words that rhyme.
  - Which two words have the same ending? (P-D.2)
  - Choose the picture that rhymes with the word (P-D.3)
- 4.C.ECc Demonstrate ability to segment and blend syllables in words (e.g., "trac/tor, tractor").
- 4.C.ECd With teacher assistance, isolate and pronounce the initial sounds in words.
- 4.C.ECe With teacher assistance, blend sounds (phonemes) in one-syllable words (e.g., /c/ /a/ /t/ = cat).
  - Blend each sound in a word together (P-E.2)
- 4.C.ECf With teacher assistance, begin to segment sounds (phonemes) in one-syllable words (e.g., cat = /c/ /a/ /t/).
- 4.C.ECg With teacher assistance, begin to manipulate sounds (phonemes) in words (e.g., changing cat to hat to mat).
4.D Demonstrate emergent phonics and word-analysis skills.
- 4.D.ECa Recognize own name and common signs and labels in the environment.
- 4.D.ECb With teacher assistance, demonstrate understanding of the one-to-one correspondence of letters and sounds.
- 4.D.ECc With teacher assistance, begin to use knowledge of letters and sounds to spell words phonetically.
  - Put the sounds in order (P-E.4)

5 Demonstrate increasing awareness of and competence in emergent writing skills and abilities.

5.A Demonstrate growing interest and abilities in writing.
- 5.A.ECa Experiment with writing tools and materials.
- 5.A.ECb Use scribbles, letter-like forms, or letters/words to represent written language.
- 5.A.ECc With teacher assistance, write own first name using appropriate upper/ lowercase letters.
5.B Use writing to represent ideas and information.
- 5.B.ECa With teacher assistance, use a combination of drawing, dictating, or writing to express an opinion about a book or topic.
- 5.B.ECb With teacher assistance, use a combination of drawing, dictating, or writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
- 5.B.ECc With teacher assistance, use a combination of drawing, dictating, or writing to narrate a single event and provide a reaction to what happened.
5.C Use writing to research and share knowledge.
- 5.C.ECa Participate in group projects or units of study designed to learn about a topic of interest.
- 5.C.ECb With teacher assistance, recall factual information and share that information through drawing, dictation, or writing.

The Common Core in Illinois

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Actions

1 Demonstrate increasing competence in oral communication (listening and speaking).

1.A Demonstrate understanding through age-appropriate responses.

1.A.ECa Follow simple one-, two- and three-step directions.

1.A.ECb Respond appropriately to questions from others.

1.A.ECc Provide comments relevant to the context.

1.A.ECd Identify emotions from facial expressions and body language.

1.B Communicate effectively using language appropriate to the situation and audience.

1.B.ECa Use language for a variety of purposes.

1.B.ECb With teacher assistance, participate in collaborative conversations with diverse partners (e.g., peers and adults in both small and large groups) about age-appropriate topics and texts.

1.B.ECc Continue a conversation through two or more exchanges.

1.B.ECd Engage in agreed-upon rules for discussions (e.g., listening, making eye contact, taking turns speaking).

1.C Use language to convey information and ideas.

1.C.ECa Describe familiar people, places, things, and events and, with teacher assistance, provide additional detail.

1.D Speak using conventions of Standard English.

1.D.ECa With teacher assistance, use complete sentences in speaking with peers and adults in individual and group situations.

1.D.ECb Speak using age-appropriate conventions of Standard English grammar and usage.

1.D.ECc Understand and use question words in speaking.

1.E Use increasingly complex phrases, sentences, and vocabulary.

1.E.ECa With teacher assistance, begin to use increasingly complex sentences.

1.E.ECb Exhibit curiosity and interest in learning new words heard in conversations and books.

1.E.ECc With teacher assistance, use new words acquired through conversations and book-sharing experiences.

1.E.ECd With teacher assistance, explore word relationships to understand the concepts represented by common categories of words (e.g., food, clothing, vehicles).

1.E.ECe With teacher assistance, use adjectives to describe people, places, and things.

2 Demonstrate understanding and enjoyment of literature.

2.A Demonstrate interest in stories and books.

2.A.ECa Engage in book-sharing experiences with purpose and understanding.

2.A.ECb Look at books independently, pretending to read.

2.B Recognize key ideas and details in stories.

2.B.ECa With teacher assistance, ask and answer questions about books read aloud.

2.B.ECb With teacher assistance, retell familiar stories with three or more key events.

2.B.ECc With teacher assistance, identify main character(s) of the story.

2.C Recognize concepts of books.

2.C.ECa Interact with a variety of types of texts (e.g., storybooks, poems, rhymes, songs).

2.C.ECb Identify the front and back covers of books and display the correct orientation of books and page-turning skills.

2.C.ECc With teacher assistance, describe the role of an author and illustrator.

2.D Establish personal connections with books.

2.D.ECa With teacher assistance, discuss illustrations in books and make personal connections to the pictures and story.

2.D.ECb With teacher assistance, compare and contrast two stories relating to the same topic.

3 Demonstrate interest in and understanding of informational text.

3.A Recognize key ideas and details in nonfiction text.

3.A.ECa With teacher assistance, ask and answer questions about details in a nonfiction book.

3.A.ECb With teacher assistance, retell detail(s) about main topic in a nonfiction book.

3.B Recognize features of nonfiction books.

3.B.ECa With teacher assistance, identify basic similarities and differences in pictures and information found in two texts on the same topic.

4 Demonstrate increasing awareness of and competence in emergent reading skills and abilities.

4.A Demonstrate understanding of the organization and basic features of print.

4.A.ECa Recognize the differences between print and pictures.

4.A.ECb Begin to follow words from left to right, top to bottom, and page by page.

4.A.ECc Recognize the one-to-one relationship between spoken and written words.

4.A.ECd Understand that words are separated by spaces in print.

4.A.ECe Recognize that letters are grouped to form words.

4.A.ECf Differentiate letters from numerals.

4.B Demonstrate an emerging knowledge and understanding of the alphabet.

4.B.ECa With teacher assistance, recite the alphabet.

4.B.ECb Recognize and name some upper/lowercase letters of the alphabet, especially those in own name.

4.B.ECc With teacher assistance, match some upper/lowercase letters of the alphabet.

4.B.ECd With teacher assistance, begin to form some letters of the alphabet, especially those in own name.

4.C Demonstrate an emerging understanding of spoken words, syllables, and sounds (phonemes).

4.C.ECa Recognize that sentences are made up of separate words.

4.C.ECb With teacher assistance, recognize and match words that rhyme.

4.C.ECc Demonstrate ability to segment and blend syllables in words (e.g., "trac/tor, tractor").

4.C.ECd With teacher assistance, isolate and pronounce the initial sounds in words.

4.C.ECe With teacher assistance, blend sounds (phonemes) in one-syllable words (e.g., /c/ /a/ /t/ = cat).

4.C.ECf With teacher assistance, begin to segment sounds (phonemes) in one-syllable words (e.g., cat = /c/ /a/ /t/).

4.C.ECg With teacher assistance, begin to manipulate sounds (phonemes) in words (e.g., changing cat to hat to mat).

4.D Demonstrate emergent phonics and word-analysis skills.

4.D.ECa Recognize own name and common signs and labels in the environment.

4.D.ECb With teacher assistance, demonstrate understanding of the one-to-one correspondence of letters and sounds.

4.D.ECc With teacher assistance, begin to use knowledge of letters and sounds to spell words phonetically.

5 Demonstrate increasing awareness of and competence in emergent writing skills and abilities.

5.A Demonstrate growing interest and abilities in writing.

5.A.ECa Experiment with writing tools and materials.

5.A.ECb Use scribbles, letter-like forms, or letters/words to represent written language.

5.A.ECc With teacher assistance, write own first name using appropriate upper/ lowercase letters.

5.B Use writing to represent ideas and information.

5.B.ECa With teacher assistance, use a combination of drawing, dictating, or writing to express an opinion about a book or topic.

5.B.ECb With teacher assistance, use a combination of drawing, dictating, or writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.