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-329 - Ninth-Twelfth Grade Span

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus.
				  Extended standards for grades nine through twelve (only grades nine through
				  eleven are assessed) focus on strengthening previously acquired reading,
				  writing, and listening strategies and skills. At this level, students identify
				  and analyze elements within and across a variety of texts. Students broaden
				  comprehension of a range of texts. In this grade span, students increase their
				  reasons for writing. In speaking and listening, students follow instructions
				  for increasingly complex procedures and routines and continue to participate in
				  group activities. Students demonstrate an increased skill in accessing and
				  applying 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 9-12
English Language Arts
Benchmarks
Grade-Level Expectations
Extended Standards
Complexity Levels
ELA-1-H1: using knowledge of word meaning and
								extending basic and technical vocabulary, employing a variety of strategies
								(e.g., contexts, connotations and denotations, word derivations, relationships,
								inferences)
1. Extend basic and technical vocabulary using a
								variety of strategies, including:
· use of context clues
· use of knowledge of Greek and Latin roots and
								affixes
· use of denotative and connotative meanings
· tracing etymology (ELA-1-H1)
1. Extend basic and technical vocabulary using a
								variety of strategies, including:
· use of context clues
· use of knowledge of Greek and Latin roots and
								affixes
· use of denotative and connotative meanings
· tracing etymology (ELA-1-H1)
ES-1/1: Determine the meaning of base/root words
								with affixes that indicate negation and comparative/superlative, i.e.:
· dis-
· -er
· -est
3. Given a word that indicates negation or
								comparative/superlative, determine its meaning from its root/base
2. Identify a second word with the same affix that
								indicates negation or comparative/ superlative
1. Identify a word that indicates negation or
								comparative/ superlative
ELA-1-H2: analyzing and evaluating the effects of
								complex elements and complex literary devices (e.g., irony, sarcasm, ambiguity)
								on the meaning and purpose of a selection
2. Identify and explain story elements, including:
· the author's use of direct and indirect
								characterization
· the author's pacing of action and use of plot
								development, subplots, parallel episodes, and climax to impact the reader
· the revelation of character through dialect,
								dialogue, dramatic monologues, and soliloquies (ELA-1-H2)
2. Analyze the development of story elements,
								including:
· characterization
· plot and subplot(s)
· theme
· mood/atmosphere (ELA-1-H2)
ES-2/2: Identify story elements, including:
· character
· character trait
· setting
· main idea
3. Identify the main idea in a selection
2. Identify details/event/idea in a selection
1. Describe the setting of a selection
2.
				  Standard Seven. Students apply reasoning and problem-solving skills to reading,
				  writing, speaking, listening, viewing, and visually representing.
Grades 9-12
English Language Arts
Benchmarks
Grade-Level Expectations
Extended Standards
Complexity Levels
ELA-7-H1: using comprehension strategies (e.g.,
								synthesizing, critiquing) to evaluate oral, written, and visual texts
11. Demonstrate understanding of information in
								grade-appropriate texts using a variety of strategies, including:
· summarizing and paraphrasing information and
								story elements
· comparing and contrasting information in texts,
								including televised news, news magazines, documentaries, and online information
· comparing and contrasting complex literary
								elements, devices, and ideas within and across texts
· examining the sequence of information and
								procedures in order to critique the logic or development of ideas in texts
· making inferences and drawing conclusions
· making predictions and generalizations
								(ELA-7-H1)
11. Demonstrate understanding of information in
								grade-appropriate texts using a variety of reasoning strategies, including:
· summarizing and paraphrasing information and
								story elements
· comparing and contrasting information in various
								texts, (e.g., televised news, news magazines, documentaries, online
								information)
· comparing and contrasting complex literary
								elements, devices, and ideas within and across texts
· examining the sequence of information and
								procedures in order to critique the logic or development of ideas in texts
· making inferences and drawing conclusions
· making predictions and generalizations
								(ELA-7-H1)
ES-11/11: Demonstrate understanding of information
								in texts, including:
· summarizing information
· comparing and contrasting literary elements and
								ideas within and among texts
· sequencing events or procedures
· making inferences
· drawing conclusions
· making predictions about a story
3. Compare or contrast literary elements (e.g.,
								character, character traits, setting) or ideas either within or among texts
2. Draw a conclusion from information in texts
1. Make an inference from texts
ELA-7-H4: using analytical reasoning skills in a
								variety of complex oral, written, and visual texts
14. Analyze information within and across
								grade-appropriate texts using various reasoning skills, including:
· identifying cause-effect relationships
· raising questions
· reasoning inductively and deductively
· generating a theory or hypothesis
· distinguishing facts from opinions and
								probability (ELA-7-H4)
15. Analyze information within and across
								grade-appropriate texts using various reasoning skills, including:
· identifying cause-effect relationships
· raising questions
· reasoning inductively and deductively
· generating a theory or hypothesis
· distinguishing facts from opinions and
								probability (ELA-7-H4)
ES-14/15: Demonstrate understanding of texts by
								using reasoning skills, including:
· skimming and scanning
· generating a theory or hypothesis
· distinguishing fact from opinion
· cause and effect
3. Differentiate fact from opinion in texts
2. Identify an opinion in texts
1. Locate a fact in texts
3.
				  Standard Two. Students write competently for a variety of purposes and
				  audiences.
Grades 9-12
English Language Arts
Benchmarks
Grade-Level Expectations
Extended Standards
Complexity Levels
ELA-2-H1: writing compositions (250300 words) that
								employ specific organizational elements (e.g., spatial order, order of
								importance, ascending/descending order, chronological order) and clearly imply
								a central idea with supporting details in a logical, sequential order
16. Develop multiparagraph compositions organized
								with the following:
· a clearly stated central idea or thesis
								statement
· a clear, overall structure that includes an
								introduction, a body, and an appropriate conclusion
· supporting paragraphs appropriate to the topic
								organized in a logical sequence (e.g., spatial order, order of importance,
								ascending/descending order, chronological order, parallel construction)
· transitional words and phrases that unify
								throughout (ELA-2-H1)
17. Develop multiparagraph compositions organized
								with the following:
· a clearly stated central idea/thesis statement
· a clear, overall structure that includes an
								introduction, a body, and an appropriate conclusion
· supporting paragraphs appropriate to the topic
								organized in a logical sequence (e.g., spatial order, order of importance,
								ascending/descending order, chronological order, parallel construction)
· transitional words and phrases that unify
								throughout (ELA-2-H1)
ES-16/17: Write a composition that is organized
								with:
· a clearly stated central idea
· a clear, overall structure that includes an
								introduction, a body with supporting details, and a conclusion
· organizational patterns (e.g., logical spatial
								order, order of importance, ascending/descending order, chronological order)
· transitional words and phrases that unify
								throughout
Note that "write" may include drawing and
								dictating.
3. Write a composition with a clear introduction,
								a body with supporting details, and a conclusion
2. Write a composition with a central idea and
								supporting details
1. Write a composition that clearly states a
								central idea
ELA-2-H6: writing as a response to texts and life
								experiences (e.g., technical writing, rÉsumÉs)
21. Write for various purposes, including:
· formal and business letters, such as letters of
								complaint and requests for information
· letters to the editor
· job applications
· text-supported interpretations that connect life
								experiences to works of literature (ELA-2-H6)
24. Write for various purposes, including:
· formal and business letters, such as letters of
								complaint and requests for information
· letters to the editor
· job applications
· text supported interpretations that connect life
								experiences to works of literature (ELA-2-H6)
ES-21/24: Write for various purposes, including:
· informal letter
· list
· evaluation of media
· text-supported interpretation
· business letter
· job application
Note that "write" may include drawing and
								dictating.
3. Write a business letter including addresses,
								date, two sentences or phrases around a central idea, and closing (e.g., letter
								of complaint)
2. Write a letter of request (e.g., to the
								principal)
1. Complete a job application
4.
				  Standard Four. Students demonstrate competence in speaking and listening as
				  tools for learning and communicating.
Grades 9-12
English Language Arts
Benchmarks
Grade-Level Expectations
Extended Standards
Complexity Levels
ELA-4-H2: giving and following
								directions/procedures
29. Listen to oral instructions and presentations,
								speeches, discussions, and carry out procedures, including:
· taking accurate notes
· writing summaries or responses
· forming groups (ELA-4-H2)
32. Listen to detailed oral instructions and
								presentations and carry out complex procedures, including:
· taking accurate notes
· writing summaries or responses
· forming groups (ELA-4-H2)
ES-29/32: Follow instructions for complex
								procedures/routines
3. Follow detailed instructions for a complex
								procedure/routine (e.g., a safety drill)
2. Follow detailed instructions for an unfamiliar
								procedure/routine
1. Follow detailed instructions for a familiar
								procedure/routine
ELA-4-H6: participating in a variety of roles in
								group discussion (e.g., mediator)
35. Participate in group and panel discussions,
								including:
· identifying the strengths and talents of other
								participants
· acting as facilitator, recorder, leader,
								listener, or mediator
· evaluating the effectiveness of participant's
								performance (ELA-4-H6)
38. Participate in group and panel discussions,
								including:
· identifying the strengths and talents of other
								participants
· acting as facilitator, recorder, leader,
								listener, or mediator
· evaluating the effectiveness of participants'
								performances (ELA-4-H6)
ES-35/38: Participate in a group discussion,
								including:
· acting as facilitator, time keeper, leader,
								listener, or mediator
· evaluating the effectiveness of participant's
								performance
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., using a watch, tell each student when to start and stop)
1. Participate in a group discussion as a listener
								(e.g., turning toward or making eye-contact with each speaker)
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 9-12
English Language Arts
Benchmarks
Grade-Level Expectations
Extended Standards
Complexity Levels
ELA-5-H6: analyzing and synthesizing graphic
								organizers (e.g., organizational charts, concept maps, comparative tables)
43. Analyze information found in a variety of
								complex graphic organizers, including detailed maps, comparative charts,
								extended tables, graphs, diagrams, cutaways, overlays, and sidebars to
								determine usefulness for research (ELA-5-H6)
46. Analyze information found in complex graphic
								organizers, including detailed maps, comparative charts, extended tables,
								graphs, diagrams, cutaways, overlays, and sidebars to determine usefulness for
								research (ELA-5-H6)
ES-43/46: Locate and use:
· daily schedule
· calendar
· timeline
3. Choose appropriate graphic organizer (daily
								schedule, calendar, or timeline) to locate information
2. Respond to a question regarding information
								found on a timeline
1. Locate specified information on a timeline