Consider joining IDOE’s Literacy Community of Practice! Join by filling out this form.

 

The Indiana Department of Education's goal is to increase literacy achievement for all students in Indiana.

 

To learn more about how to use the Literacy Framework, watch this short video.

 

Guiding Principles of Literacy Instruction:

  • Literacy propels independent thinking, reading, writing, speaking, listening, and new literacies.
  • Standards-based and disciplinary literacy instruction accelerate student gains. 
  • Literacy is a fundamental part of instruction in all disciplines.
  • Teachers as adaptive experts have the most impact on student learning.
  • Evidence-based instructional approaches transform an emergent reader into a skilled reader and a lifelong learner.
  • Administrators are change agents and have the power to create and to support a culture of literacy.
Click here to select one or multiple grades.
Select one Content Area at a time.
Search for key words within each standard's description.
Standard Grade Area Description
11-12.SL.3.2

11, 12

Speaking and Listening

Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, as well as assessing stylistic choices such as word choice, points of emphasis, and tone.

11-12.SL.4.1

11, 12

Speaking and Listening

Using a range of informal and formal tasks, present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, address opposing perspectives, ensuring
the organization, development, substance, and style are appropriate to purpose, audience

11-12.SL.4.2

11, 12

Speaking and Listening

Create engaging presentations that make strategic and creative use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) to add interest and enhance understanding of findings, reasoning, and evidence.

11-12.W.3.1

11, 12

Writing

Write arguments in a variety of forms that –
● Introduce precise claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
● Use rhetorical strategies to enhance the effectiveness of the claim
● Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while
pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level,
concerns, values, and possible biases.
● Use effective and varied transitions as well as varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
● Establish and maintain a consistent style and tone appropriate to purpose and audience.
● Provide a concluding statement or section that follows from and supports the argument presented.

11-12.W.3.2

11, 12

Writing

Write informative compositions in a variety of forms that –
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Utilizing credible sources, develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Establish and maintain a style appropriate to the purpose and audience.
Choose language, content- specific vocabulary, and techniques to manage the complexity of the topic, recognizing and eliminating wordiness and redundancy.
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

11-12.W.3.3

11, 12

Writing

Write narrative compositions in a variety of forms that –

Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.
Create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Provide an ending that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

11-12.W.4

11, 12

Writing

Apply the writing process to all formal writing including but not limited to argumentative, informative, and narrative.
● Plan and develop; draft; revise using appropriate reference materials; rewrite;try a new approach, focusing on
addressing what is most significant for a specific purpose and audience; and edit to produce and strengthen
writing that is clear and coherent.
● Use technology to generate,produce,publish,and update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
● Utilize a standard style guide framework for in-text documentation, formatting, and works cited in order to
properly credit sources in all writing types, utilizing multiple sources when appropriate.

11-12.W.5

11, 12

Writing

Conduct short as well as more sustained research assignments and tasks to build knowledge about the research process and the topic under study.

Formulate an inquiry question, and refine and narrow the focus as research evolves.
Gather relevant information from multiple types of authoritative sources, using advanced searches effectively, and annotate sources.
Assess the strengths and limitations of each source in terms of the task, purpose, and audience.
Synthesize and integrate information into the text selectively to maintain the flow of ideas.
Avoid plagiarism and overreliance on any one source and follow a standard format (e.g., MLA, APA) for citation.
Present information, choosing from a variety of formats.

2.ML.2.1

2

Media Literacy

Recognize that media can be sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

2.RF.4.2

2

Reading Foundations

Use knowledge of the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to decode two-syllable words, independent of context.

Pages