The 2013 Illinois Early Learning and Development Standards has eight main sections: Language Arts, Mathematics, Science, Social Studies, Physical Development and Health, The Arts, English Language Learner Home Language Development, and Social/Emotional Development. Each section has five different components:
- Learning Area/Domains are listed at the top of each page. The “English Language Learner Home Language Development” learning area has replaced the “Foreign Language” learning area. Each learning area has a brief introduction.
- Goals provide an overview of the subject or learning area. Goals are the most general statements about learning. Some of the goals are consistent and aligned for all grade levels, prekindergarten through high school. Others are more specific to the preschool years.
- Learning Standards are aligned under each goal and define what students/children should know, understand, and be able to do. Like the goals, the learning standard remains the same for most of the document for all grade levels, prekindergarten through high school, while some are more specific to the preschool years.
- Preschool Benchmarks provide teachers with specific ways that preschool children demonstrate learning standards. Learning standards deemed “not applicable” do not have preschool benchmarks.
- Example Performance Descriptors give examples that describe small steps of progress that children may demonstrate as they work toward preschool benchmarks. There are three levels of performance descriptors: Exploring, Developing, and Building. A child does not have to master or perform every descriptor to show mastery of the preschool benchmark. (Click below for an example.)
| EXPLORING | DEVELOPING | BUILDING |
|---|---|---|
| Perform one-step directions stated orally (e.g., “Throw your paper towel in the trash can.”). | Perform two-step directions stated orally (e.g., “Get your coats on and line up to go outside.”). | Perform three-step directions stated orally (e.g., “Put your paper in your cubby, wash your hands, and come sit on the rug.”). |
| Answer simple questions stated orally with a simple reply (e.g., “yes,” “no”). | Respond to simple questions stated orally with appropriate actions (e.g., “Did you remember to wash your hands?” and the child goes to the sink and washes hands). | Respond to simple questions stated orally with appropriate actions and comments (e.g., “Did you remember to wash your hands?” and the child says “Oh, I forgot!” and goes to the sink and washes hands). |
| Make one comment that is related to the topic of the conversation or discussion (e.g., “I have a dog, too.”). | Make more than one comment related to the topic of the conversation or discussion (e.g., “I have a dog, too. His name is Champ.”). | Make comments and ask questions that are related to the topic of the conversation or discussion (e.g., “I have a dog, too. His name is Champ. What’s your dog’s name?”). |
| Look at a person’s face or body language and ask how s/he feels (e.g., “What’s wrong with her, teacher? Did she get hurt?”). | Look at a person’s face to determine how they feel (e.g., “She looks mad.”). | Look at a person’s body language to determine how they are feeling (e.g., “He’s sitting there all by himself. I think he’s sad, teacher.”). |
Many sections also have notes that show how specific goals, standards, or benchmarks align with the Common Core State Standards or K–12 Illinois Learning Standards.