Common Planner
K–12 Standards

Grades 6-8

Other Illinois Illinois Standards Aligned Instruction for Libraries (I-SAIL) sets

INFORMATION LITERACY: Access information efficiently and effectively to inquire, think critically, and gain knowledge through the research process1

  • A

    INQUIRE: Articulate a sense of wonder and curiosity1.A

    1. 1

      Formulate a question to guide research based on an information need 1.A.1

  • B

    RESEARCH & EXPLORE: Establish a process for finding information 1.B

    1. 1

      Recognize the need for information1.B.1

    2. 2

      Create a purpose or claim statement1.B.2

    3. 3

      Use diverse resources to structure an organized message1.B.

  • C

    ACCESS & SEARCH: Find resources to address an informational need1.C

    1. 1

      Attempt to use different strategies and techniques when searching for information1.C.1

    2. 2

      Begin to select resources the are most appropriate for an information need1.C.2

    3. 3

      Seek information from diverse sources1.C.3

  • D

    CURATE: Organize and cite resources to fulfill an informational need 1.D

    1. 1

      Cite print and nonprint sources using an assigned style format1.D.1

    2. 2

      Begin to paraphrase, summarize, and use quotations to give credit to sources 1.D.2

    3. 3

      Understand that credit should be given to ideas that are not original1.D.3

    4. 4

      Begin to understand the concept of respecting and recognizing various viewpoints1.D.4

    5. 5

      Begin to understand intellectual property, copyright, and plagiarism1.D.5

MEDIA LITERACY: Analyze, evaluate, create, and communicate using a variety of objective forms responsibly, including, but not limited to, print, visual, audio, interactive, and digital formats (Illinois Public Act 102-0055) 2

  • A

    ANALYZE & EVALUATE: Establish and apply criteria to determine diverse, balanced resources2.A

    1. 1

      Recognize that there are facts, bias, point of view, and opinion in media2.A.1

    2. 2

      Use an evaluation system to understand authority, currency, relevancy, and appropriateness of an informational source2.A.2

    3. 3

      Use paraphrasing, highlighting, or other extraction strategies to identify and record relevant information2.A.3

  • B

    CREATE: Use media thoughtfully and purposefully 2.B

    1. 1

      Use a designated format to organize information2.B.1

    2. 2

      Create a product that clearly expresses ideas for an intended audience2.B.2

    3. 3

      Use purposeful and appropriate media from pre-selected resources to create products2.B.3

    4. 4

      Collaborate with others to select, organize, and integrate information and ideas from various sources and formats2.B.4

    5. 5

      Learn and use curated technology tools, online environments, and other collaborative tools to create messages through a variety of platforms2.B.5

  • C

    COMMUNICATE Share media effectively with an intended audience2.C

    1. 1

      Select an appropriate format and forum for communicating ideas with designated tools2.C.1

    2. 2

      Present, perform, or share information and ideas successfully and appropriately2.C.2

  • D

    SHARE: Consider the intention and impact of shared media2.D

    1. 1

      Reflect on how personal bias informs the way we communicate media online and offline 2.D.1

    2. 2

      Evaluate final product or presentation based on audience feedback  2.D.2

DIGITAL LITERACY: Understand the impact of an online presence to yourself and others while maintaining privacy and security practices 3

  • A

    PRACTICE: Use digital resources appropriately3.A

    1. 1

      Use the Internet responsibly to locate information and communicate with others safely3.A.1

    2. 2

      Choose platforms appropriate for the age of the user and the information being conveyed 3.A.2

    3. 3

      When sharing content give credit for the ideas of others that you choose to share3.A.3

  • B

    PARTICIPATE: Act responsibly in a digital environment3.B

    1. 1

      Identify the characteristics of a positive online reputation and abstain from inappropriate or illegal online behavior3.B.1

    2. 2

      Understand what constitutes personal information and all the ways in which personal information can be shared (social media, text messages, email, blogging, gaming apps etc.)3.B.2

    3. 3

       Acknowledge and consider the potential permanent consequences of posting personal information online3.B.3

  • C

    PROTECT: Understand and secure identity and information3.C

    1. 1

      Identify ways to make accounts and information private to unknown online entities3.C.1

    2. 2

      Begins to understand the basics of online consumerism, potential threats, and understand steps to take in order to protect online accounts and information (identity theft, security, fraud, phishing, etc.)3.C.2

    3. 3

      Identify the purpose of Acceptable Use Policies (AUP), privacy policies, and terms of use agreement, as they apply to students 3.C.3

    4. 4

      Start to learn about how to avoid potentially damaging or invasive content (malware, phishing scams, viruses, etc.) by using appropriate filters and antivirus software 3.C.4

    5. 5

      Recognize the effects of inappropriate online behavior (harassment, cyberbullying, threats, etc.) and demonstrate methods to report such incidents3.C.5

    6. 6

      Recognize and avoid inappropriate content3.C.6

  • D

    RESPECT: Recognize how actions impact others online3.D

    1. 1

      Start to learn the rationale for and steps to observe copyright and fair use guidelines3.D.1

    2. 2

      Recognize that networked environments are public places governed by codes of ethical behavior 3.D.2

    3. 3

      Recognize the mental, physical, and emotional consequences of online activities3.D.3

INDIVIDUAL LITERACY: Promote the appreciation of literature and its impact on an individual as a foundation of lifelong learning, the development of empathy, and an appreciation for the diverse, vibrant world in which we live 4

  • A

    APPRECIATE: Understand the benefits of reading4.A

    1. 1

      Read for enjoyment, entertainment, education, personal interest, and other benefits4.A.1

    2. 2

      Appreciate information presented creatively in various formats4.A.2

    3. 3

      Refine individual taste in series, author, and genre reading4.A.3

    4. 4

      Use both text and visuals to understand literature4.A.4

  • B

    EXPLORE: Select different formats, genres and topics of literature4.B

    1. 1

      Read from a wide range of genres, formats, and topics 4.B.1

    2. 2

      Use various literary awards to help guide personal reading selections 4.B.2

    3. 3

      Self-select reading material appropriate for a specific purpose 4.B.3

    4. 4

      Distinguish between different types and elements of literature 4.B.4

    5. 5

      Analyze and understand information presented creatively in various non-textual formats4.B.5

  • C

    DEVELOP: Cultivate a personal reading identity4.C

    1. 1

      Derive meaning from informational texts in various formats  4.C.1

    2. 2

      Access libraries, library staff, and library resources both personally and virtually4.C.2

    3. 3

      Cultivate a love of reading and become a self-motivated reader4.C.3

    4. 4

      Seek information related to personal interests4.C.4

    5. 5

      Select resources and materials based on interest or need4.C.5

  • D

    EMPATHIZE: Read to understand perspectives outside one’s own 4.D

    1. 1

      Read literature from diverse perspectives  4.D.1

    2. 2

      Read and listen to literature on diverse reading and award lists  4.D.2

    3. 3

      Read and listen to literature which expands the reader's own background knowledge and gives unique perspectives on different experiences outside of the reader's own 4.D.3

    4. 4

      Participate in discussions about literature to share opinions and consider other perspectives4.D.4

Frequently asked questions

What grade levels do these standards cover?
Grade 7, Grade 6, and Grade 8
Where can I read the official document?
ILLINOIS STANDARDS ALIGNED INSTRUCTION FOR LIBRARIES

Keep exploring

Keep exploring Illinois Standards Aligned Instruction for Libraries (I-SAIL) standards

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More Illinois Illinois Standards Aligned Instruction for Libraries (I-SAIL) sets

Illinois Standards Aligned Instruction for Libraries (I-SAIL)