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.LST.2.1

11, 12

Science and technical subjects

Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author
makes and to any gaps or inconsistencies in the account.
11-12.LST.2.2

11, 12

Science and technical subjects

Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
11-12.LST.4.1

11, 12

Science and technical subjects

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
11-12.LST.4.2

11, 12

Science and technical subjects

Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with
other sources of information.
11-12.LST.4.3

11, 12

Science and technical subjects

Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
11-12.LST.5.1

11, 12

Science and technical subjects

Write arguments focused on discipline-specific content.
11-12.LST.5.2

11, 12

Science and technical subjects

Write informative texts, including scientific procedures/experiments or technical processes that include precise descriptions and conclusions drawn from data and research.
11-12.LST.6.1

11, 12

Science and technical subjects

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.
11-12.LST.6.2

11, 12

Science and technical subjects

Use technology to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
11-12.LST.7.1

11, 12

Science and technical subjects

Conduct short as well as more sustained research assignments and tasks to answer a question (including a self-generated question), test a hypothesis, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

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