Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 3 - English Language Arts › Subchapter B - Standards/Benchmarks /GLEs/Extended Standards/ Complexity Levels › Section CXLI-325 - Fifth-Sixth Grade Span

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus.
				  Extended standards for grades five and six target reading strategies and skills
				  and vocabulary development. Students learn to identify story elements and ideas
				  in fiction and nonfiction texts. Through the use of a variety of strategies,
				  students use reasoning skills to comprehend text. Writing ability continues to
				  develop. By focusing on improving active listening strategies, students follow
				  multi-step directions and participate in group activities. Students access and
				  apply information found in electronic and print sources.
B. Standards
1. Standard One. Students read, comprehend,
				  and respond to a range of materials, using a variety of strategies for
				  different purposes.
Grades 5-6
English Language Arts
Benchmarks
Grade Level Expectations
Extended Standards
Complexity Levels
ELA-1-M1: using knowledge of word meaning and
								developing basic and technical vocabulary using various strategies (e.g.,
								context clues, idioms, affixes, etymology, multiple-meaning words)
1. Identify word meanings using a variety of
								strategies, including:
* using context clues (e.g., definition,
								restatement, example, contrast)
* using structural analysis (e.g., base words,
								roots, affixes)
* determining word origins (etymology)
* using electronic and print dictionaries,
								thesauruses, glossaries (ELA-1-M1)
1. Identify word meanings using a variety of
								strategies, including:
* using context clues (e.g., definition,
								restatement, example, contrast)
* using structural analysis (e.g., roots, affixes)
* determining word origins (etymology)
· explaining word analogies (ELA-1-M1)
ES-1/1: Identify word meanings using context clues
Will not be assessed on the state assessment
3. Use a homophone correctly
2. Identify the correct meaning of a homophone in
								a sentence or phrase
1. Identify a multiple-meaning word or a homophone
								used in text (e.g., fall; sail/sale)
ELA-1-M1: using knowledge of word meaning and
								developing basic and technical vocabulary using various strategies (e.g.,
								context clues, idioms, affixes, etymology, multiple-meaning words)
4. Develop specific vocabulary (e.g., for reading
								scientific, geographical, historical, and mathematical texts, as well as news
								and current events) for various purposes (ELA-1-M1)
3. Develop specific vocabulary (e.g., scientific,
								content specific, current events) for various purposes (ELA-1-M1)
ES-4/3: Develop a vocabulary of common
								content-specific words
3. Select the correct content word to complete a
								simple sentence or phrase
2. Categorize four content-specific words from two
								content areas
1. Identify a content-specific word
ELA-1-M2: interpreting story elements (e.g., mood,
								tone, style) and literary devices (e.g., flashback, metaphor, foreshadowing,
								symbolism) within a selection
5. Identify and explain story elements, including:
* theme development
* character development
* relationship of word choice and mood
* plot sequence (e.g., exposition, rising action,
								climax, falling action, resolution) (ELA-1-M2)
4. Identify and explain story elements, including:
* theme development
* character development
* relationship of word choice and mood
* plot sequence (e.g., exposition, rising action,
								climax, falling action, resolution) (ELA-1-M2)
ES-5/4: Identify story elements, including:
* character
* character trait
3. Identify a character trait of the main
								character in a story
2. Identify the main character and a secondary
								character in a story
1. Identify the main character in a story
2.
				  Standard 7. Students apply reasoning and problem-solving skills to reading,
				  writing, speaking, listening, viewing, and visually representing.
Grades 5-6
English Language Arts
Benchmarks
Grade Level Expectations
Extended Standards
Complexity Levels
ELA-7-M1: using comprehension strategies (e.g.,
								summarizing, recognizing literary devices, paraphrasing) to analyze oral,
								written, and visual texts
12. Demonstrate understanding of information in
								grade-appropriate texts using a variety of strategies, including:
* sequencing events and steps in a process
* summarizing and paraphrasing information
* identifying stated and implied main ideas and
								supporting details for each
* comparing and contrasting literary elements and
								ideas
* making simple inferences and drawing conclusions
* predicting the outcome of a story or situation
								with reasonable justification
* identifying literary devices (ELA-7-M1)
11. Demonstrate understanding of information in
								grade-appropriate texts using a variety of strategies, including:
* sequencing events and steps in a process
* summarizing and paraphrasing information
* identifying stated or implied main ideas and
								supporting details
* comparing and contrasting literary elements and
								ideas
* making simple inferences and drawing conclusions
* predicting the outcome of a story or situation
* identifying literary devices (ELA-7-M1)
ES-12/11: Demonstrate understanding of information
								in texts, including:
* sequencing events
* identifying main idea
* making predictions
A. Sequence of events
3. Identify the beginning, middle, and end of a
								text
2. Identify the middle of a text
1. Identify the beginning and end of a text
B. Make predictions
3. Identify what happened last and predict what
								will happen next in a text
2. Predict what will happen next in a text
1. Predict what will happen last in a text
ELA-7-M4: using inductive and deductive reasoning
								skills across oral, written, and visual texts
17. Analyze grade-appropriate print and nonprint
								texts using various reasoning skills, including:
* identifying cause-effect relationships
* raising questions
* thinking inductively and deductively
* generating a theory or hypothesis
* skimming/scanning
* distinguishing facts from opinions and
								probability (ELA-7-M4)
16. Analyze grade-appropriate print and nonprint
								texts using various reasoning skills, including:
* identifying cause-effect relationships
* raising questions
* reasoning inductively and deductively
* generating a theory or hypothesis
* skimming/scanning
* distinguishing facts from opinions and
								probability (ELA-7-M4)
ES-17/16: Demonstrate understanding of text by
								using reasoning skills, including:
* skimming and scanning
* cause and effect
3. Identify a cause and an effect in text
2. Identify a cause or effect in text
1. Skim or scan text to locate specific
								information
3.
				  Standard Two. Students write competently for a variety of purposes and
				  audiences.
Grades 5-6
English Language Arts
Benchmarks
Grade Level Expectations
Extended Standards
Complexity Levels
ELA-2-M1: writing multi-paragraph compositions
								(150200 words) that clearly imply a central idea with supporting details in a
								logical, sequential order
18. Write multiparagraph compositions on student-
								or teacher-selected topics organized with the following:
* an established central idea
* important ideas or events stated in sequential
								or chronological order
* elaboration (e.g., fact, examples, specific
								details)
* transitional words and phrases that unify points
								and ideas
* an overall structure including an introduction,
								a body/middle, and a concluding paragraph that summarizes important ideas
								(ELA-2-M1)
17. Write multiparagraph compositions on student-
								or teacher-selected topics organized with the following:
* an established central idea
* organizational patterns (e.g.,
								comparison/contrast, order of importance, chronological order) appropriate to
								the topic
* elaboration (e.g., fact, examples, and/or
								specific details)
* transitional words and phrases that unify ideas
								and points
* an overall structure including an introduction,
								a body/middle, and a concluding paragraph that summarizes important ideas
								(ELA-2-M1)
ES-18/17: Write a composition that is organized
								with:
* central idea
* organization patterns (e.g., logical,
								sequential, or chronological order)
* elaboration (e.g., facts, examples, and/or
								supporting details)
Note that "write" may include drawing and
								dictating.
3. Given a topic, use "first," "then" or "next,"
								and "last" to sequence the events in writing a composition
2. Given a topic, use "first" and "then" or "next"
								to write one or two sentences
1. Given a topic, use "first" to write a sequence
								of two events
ELA-2-M6: writing as a response to texts and life
								experiences (e.g., personal and business letters)
25. Write for various purposes, including:
* formal and informal letters that state a
								purpose, make requests, or give compliments
* evaluations of media, such as films,
								performances, or field trips
* explanations of stories and poems using
								retellings, examples, and text-based evidence (ELA-2-M6)
24. Write for various purposes, including:
* business letters that include a heading, inside
								address, salutation, body, and signature
* evaluations, supported with facts and opinions,
								of newspaper/magazine articles and editorial cartoons
* text-supported interpretations of elements of
								novels, stories, poems, and plays (ELA-2-M6)
ES-25/24: Write for various purposes, including:
* informal letter
* list
* evaluation of media
Note that "write" may include drawing and
								dictating.
3. Given a topic, evaluate a medium (e.g., film,
								performance, field trip)
2. Given a topic, write an informal letter (e.g.,
								thank you)
1. Given a topic, write a list of two items
4.
				  Standard Four. Students demonstrate competence in speaking and listening as
				  tools for learning and communicating.
Grades 5-6
English Language Arts
Benchmarks
Grade Level Expectations
Extended Standards
Complexity Levels
ELA-4-M2: giving and following
								directions/procedures
34. Follow procedures (e.g., read, question, write
								a response, form groups) from detailed oral instructions (ELA-4-M2)
33. Follow procedures (e.g., read, question, write
								a response, form groups) from detailed oral instructions (ELA-4-M2)
ES-34/33: Follow multi-step directions
3. Follow a three-step direction
2. Follow an unfamiliar two-step direction
1. Follow a familiar two-step direction
ELA-4-M4: speaking and listening for a variety of
								audiences (e.g., classroom, real-life, workplace) and purposes (e.g.,
								awareness, concentration, enjoyment, information, problem solving)
38. Demonstrate active listening strategies (e.g.,
								asking focused questions, responding to questions, making visual contact)
								(ELA-4-M4)
37. Demonstrate active listening strategies for
								various purposes, including:
* viewing a video to interpret the meaning of the
								story, to determine the speaker's/character's attitude using verbal and
								nonverbal cues, and to draw conclusions about the presentation
* summarizing the main points of a speaker's
								message, including supporting details and their significance (ELA-4-M4)
ES-38/37: Demonstrate active listening strategies
3. Respond with three or more words to a question
								about a multiple-sentence statement (e.g., large black dog)
2. Respond with two words to a question about a
								multiple-sentence statement (e.g., large dog)
1. Respond with one word to a question about a
								multiple-sentence statement (e.g., dog)
ELA-4-M6: participating in a variety of roles in
								group discussions (e.g., facilitator, recorder)
41. Participate in group and panel discussions,
								including:
* explaining the effectiveness and dynamics of
								group process
* applying agreed-upon rules for formal and
								informal discussions
* assuming a variety of roles (e.g., facilitator,
								recorder, leader, listener) (ELA-4-M6)
40. Participate in group and panel discussions,
								including:
* explaining the effectiveness and dynamics of
								group process
* applying agreed-upon rules for formal and
								informal discussions
* assuming a variety of roles (e.g., facilitator,
								recorder, leader, listener) (ELA-4-M6)
ES-41/40: Participate in a group discussion
Will not be on the state assessment
3. Act as a facilitator in a group discussion
								(e.g., point to person who has the next turn to speak)
2. Act as a time keeper in a group discussion
								(e.g., tell para to start clock, stop clock)
1. Participate in a group discussion as a listener
								(e.g., turn toward or make eye-contact with each speaker, encourage speaker
								with nod of head)
5.
				  Standard Five. Students locate, select, and synthesize information from a
				  variety of texts, media, references, and technological sources to acquire and
				  communicate knowledge.
Grades 5-6
English Language Arts
Benchmarks
Grade Level Expectations
Extended Standards
Complexity Levels
ELA-5-M6: identifying and interpreting graphic
								organizers (e.g., flowcharts, timelines, tree diagrams)
48. Interpret information from a variety of
								grade-appropriate sources, including timelines, charts, schedules, tables,
								diagrams, and maps (ELA-5-M6)
48. Interpret information from a variety of
								graphic organizers, including timelines, charts, schedules, tables, diagrams,
								and maps in grade-appropriate sources (ELA-5-M6)
ES-48/48: Locate information, including:
* daily schedule
* calendar
3. Respond to a question regarding information on
								a calendar
2. Locate information on a calendar
1. Identify a calendar from other similar items
								(e.g., a list, a diagram)