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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
PS.2

6, 7, 8

Math

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

PS.2

9, 10, 11, 12

Math

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

1.ML.2.1

1

Media Literacy

Demonstrate understanding of media by asking and answering appropriate questions about what is read, heard, or viewed.

1.RF.2.3

1

Reading Foundations

Recognize the components of a sentence (e.g., capitalization, first word, ending punctuation).

1.RF.2.4

1

Reading Foundations

Learn and apply knowledge of alphabetical order.

1.RF.3.1

1

Reading Foundations

Produce rhyming words.

1.RF.3.2

1

Reading Foundations

Blend sounds, including consonant blends, to produce single- and multi-syllable words.

1.RF.3.3

1

Reading Foundations

Orally blend sounds in words.

1.RF.3.4

1

Reading Foundations

Distinguish beginning, middle (medial), and final sounds in single-syllable words.

1.RF.3.5

1

Reading Foundations

Segment the individual sounds in one-syllable words.

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