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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
4.RL.2.2

4

Reading Literature

Paraphrase or retell the main events in a story, myth, legend, or novel; identify the theme and provide evidence for the interpretation.

4.RL.2.1

4

Reading Literature

Refer to details and examples in a text when explaining what a text says explicitly and when drawing inferences from the text.

4.RF.5

4

Reading Foundations

Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.

4.RF.4.6

4

Reading Foundations

Use knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context.

4.RF.4.2

4

Reading Foundations

Use the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to read unknown words.

4.ML.2.1

4

Media Literacy

Recognize claims in print, image, and multimedia and identify evidence used to support these claims.

3.W.6.2c

3

Writing

Demonstrate command of capitalization, punctuation, and spelling, focusing on:

Spelling –
Using conventional spelling for high-frequency and other studied words and for adding affixes to base words.

Using spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts, homophones/ homographs) when writing.

3.W.6.2b

3

Writing

Demonstrate command of English grammar and usage, focusing on:

Punctuation –
Correctly using apostrophes to form contractions and singular and plural possessives.
Using quotation marks to mark direct speech.
Using commas in locations and addresses; to mark direct speech; and for coordinating adjectives (e.g., a small, red bicycle).

3.W.6.2a

3

Writing

Demonstrate command of English grammar and usage, focusing on:

Capitalization –
Capitalizing appropriate words in titles, historical periods, company names, product names, and special events.

3.W.6.1e

3

Writing

Demonstrate command of English grammar and usage, focusing on:

Usage –
Writing correctly complete simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using coordinating and subordinating conjunctions (e.g., and, for, but, or).

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