Reading and Language Arts
English-Language Arts (ELA) Core Curricular Resources
District 58 uses two core resources for ELA instruction. Benchmark Advance is used in kindergarten through fifth grade and Study Sync is used in sixth grade through eighth grade. Benchmark Advance is a comprehensive core literacy curriculum that blends whole group complex text and small group texts to engage readers in building phonological awareness, vocabulary, fluency and comprehension. StudySync is a complete rigorous ELA curriculum designed to meet the needs of every learner. Study Sync uses a variety of texts to build language and comprehension skills through reading, writing and research.
Benchmark Advance Grades K-5
Learn more about the Benchmark Advance curriculum by visiting BenchmarkAdvance.com.
Study Sync Grades 6-8
Learn more about Study Sync’s comprehensive English Language Arts curriculum at their webpage, studysync.com.
The Domains of Common Core English-Language Arts
The Common Core State Standards in English-Language Arts focus on seven unique domains. Each domain is divided into several anchor standards which students must learn and master. In District 58, many students achieve grade level standards quickly and progress to standards above grade level. As such, our learning experiences are centered around the domains and anchor standards, allowing students to have learning experiences at their instructional level and promoting their growth within each domain and anchor standard. Please view the seven domains of Common Core English-Language Arts below.
The following anchor standards in Cross-Content Integration focuses on the student’s capacity to apply English-Language Arts skills in Social Studies, Science, Mathematics and other content areas. This area of instruction primarily begins as a focal point during the sixth grade year.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events or ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Specific curriculum objectives are being developed by the District 58 English-Language Arts Committee.
The following anchor standards in Language include skills related to the mechanics, conventions, meaning and vocabulary.
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Specific curriculum objectives are being developed by the District 58 English-Language Arts Committee.
The following anchor standards in Reading – Foundational Skills include skills related to deriving meaning from letters, symbols and number combinations. This is also known as decoding skills.
Fluency: Ability to read texts with sufficient accuracy and fluency to support comprehension
Phonics and Word Recognition: Know and apply phonics and word analysis skills in decoding words
Phonological Awareness: Demonstrate understanding of spoken words, syllables and sounds (phonemes)
Print Concepts: Demonstrate understanding of organization and basic features of print
Specific curriculum objectives are being developed by the District 58 English-Language Arts Committee.
The following anchor standards in Reading – Informational Text include skills related to deriving meaning from non-fiction text.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text (e.g., a section, chapter, scene or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
District 58 has also created an easy guide for understanding the Literature and Informational Text Anchor Standards.
The following anchor standards in Reading – Literature include skills related to deriving meaning from fictional text.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text (e.g., a section, chapter, scene or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
District 58 has also created an easy guide for understanding the Literature and Informational Text Anchor Standards.
The following anchor standards in Speaking and Listening include skills related to oral communication including transfer of meaning and ideas.
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally.
3. Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
The following anchor standards in Text Complexity include skills related to deriving meaning from texts with increasingly more difficult language, vocabulary and structure.
Range of Reading and Level of Text Complexity: Read and comprehend complex literary and informational texts independently and proficiently.
The following anchor standards in Writing include skills related to oral communication including transfer of meaning and ideas.
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection and research.
10. Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.