reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXI - Bulletin 137-Louisiana Early Learning Center Licensing Regulations › Chapter 21 - Minimum Transportation Requirements and Standards › Section CLXI-2109 - Non-Vehicular Excursions

Current through Register Vol. 50, No. 6, June 20, 2024
A. Written
				parental authorization shall be obtained for all non-vehicular excursions.
				Authorization shall include the name of the child, type and location of the
				activity, date and signature of the parent, and shall be updated at least
				annually.
B. Centers shall maintain
				records of all non-vehicular excursion activities to include the date, time,
				list of children, staff, and other adults, and type of activity.
C. Children shall not be taken on any
				vehicular or non-vehicular excursion to prevent the center from being over
				capacity. Children on excursions shall be included when determining whether the
				center is within its licensed capacity.
D. See
				§1711. K for child to
				staff minimum ratios applicable to non-vehicular excursions.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:407.40(A)(1).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIII - Bulletin 138-Jump Start Program › Chapter 2 - Jump Start Regional Teams and Program Authorization › Section CLXIII-201 - Jump Start Program Authorization

Current through Register Vol. 50, No. 6, June 20, 2024
A. Regional teams for Jump Start programs
				that are aligned with the federal Carl D. Perkins Career and Technical
				Education Act must consist of:
1. partnering
				LEAs, including local school systems that shall make every reasonable attempt
				to partner with charter school LEAs in the region;
2. one or more public postsecondary education
				institutions, with priority consideration given to the state's technical and
				community colleges; and
3. one or
				more of the following:
a. local business and
				industry leaders, including industry association leaders; or
b. local and regional economic development or
				workforce development experts.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIII - Bulletin 138-Jump Start Program › Chapter 3 - Jump Start Program Requirements › Section CLXIII-301 - General Provisions

Current through Register Vol. 50, No. 6, June 20, 2024
A. All
				academic and technical training experiences, student services, and student
				activities associated with approved Jump Start programs must be in compliance
				with all applicable state and federal laws, rules, and regulations.
B. Approved jump start programs shall
				maintain the following quality components:
1.
				strategic budgeting that covers annual expenses and invests strategically in
				long-term capacity;
2. formal and
				informal collaborations, contractual arrangements and affiliations with local
				employers and post-secondary education institutions;
3. adequate staffing and facilities capacity
				required to implement high-quality CTE pathways;
4. a plan for recruiting and training
				instructors needed to deliver approved courses and training to students;
				and
5. a program evaluation plan
				that includes and prioritizes student outcome data.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIII - Bulletin 138-Jump Start Program › Chapter 3 - Jump Start Program Requirements › Section CLXIII-303 - Jump Start Instructional Staff

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				City, parish, and other local public school board instructors of approved jump
				start programs must meet the minimum requirements set forth in
Bulletin
				746
-
Louisiana Standards for State Certification of School
				Personnel
, or be in compliance with the reciprocal instructor
				certification policy for instructors who reside in other states but who are
				employed by authorized course providers to satisfy the state certification
				requirements pursuant to state law.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.7, R.S.17.1 and
				  R.S.
				  17:4002.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIII - Bulletin 138-Jump Start Program › Chapter 3 - Jump Start Program Requirements › Section CLXIII-305 - Student Participation in Jump Start Programs

Current through Register Vol. 50, No. 6, June 20, 2024
A. Each LEA participating in a regional team
				shall establish policies and procedures for students participating in an
				approved jump start program. Such policies and procedures shall include, but
				not be limited to the following:
1. credits
				earned through approved jump start program courses and training experiences
				shall appear on each such student's official transcript and shall satisfy
				graduation requirements as applicable;
2. assessments required pursuant to Bulletin
				118 shall be administered to each such student;
3. all services to which each such student
				attending public school would be entitled if attending the school in which he
				is enrolled full-time for all courses, including but not limited to special
				education services pursuant to the student's individualized education plan,
				shall be provided; and
4. each LEA
				that provides transportation for students within its jurisdiction shall also
				provide students participating in Jump Start transportation services within the
				same jurisdiction.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIII - Bulletin 138-Jump Start Program › Chapter 5 - TOPS Tech Early Start Training Providers › Section CLXIII-501 - General Provisions

Current through Register Vol. 50, No. 6, June 20, 2024
A. Pursuant
				to
				R.S.
				17:3048.5, by January 31 annually, BESE shall
				determine approval of training program providers eligible to receive funds
				through TOPS Tech Early Start for the academic year that begins in the fall of
				that year.
B. For the 2014-2015
				school year, the number of training program providers approved by BESE shall be
				limited to five.
C. BESE approval
				for training program providers shall be for a term of three years, starting
				from the school year the training provider is first authorized to provide
				training as part of the TOPS Tech Early Start program.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:7,
				  R.S.
				  17:183.2,
				  R.S.
				  17:2930 and
				  R.S.
				  17:3048.5.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIII - Bulletin 138-Jump Start Program › Chapter 5 - TOPS Tech Early Start Training Providers › Section CLXIII-503 - Training Provider Selection Process

Current through Register Vol. 50, No. 6, June 20, 2024
A. The LDE shall annually release a request
				for applications to solicit applications from training program providers
				interested in delivering technical or applied career and technical education
				courses.
1. Applications shall include, but
				not be limited to, provider background, capabilities, and financial
				structure.
2. The LDE will review
				each draft application submitted by the draft application deadline and provide
				comments in time for the submitting organization to revise and resubmit their
				application prior to the final deadline.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 1 - Introduction › Section CLXIX-101 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. The Louisiana
				student standards define what a public school student should know or be able to
				accomplish at the end of a specific time period or grade level or at the
				completion of a course. They represent the knowledge and skills needed for
				students to successfully transition from each grade and ultimately to
				postsecondary education and the workplace, as determined by content experts,
				elementary and secondary educators and school leaders, postsecondary education
				leaders, and business and industry leaders. The standards set forth what
				learning should be taught; local education agencies, their school leaders and
				classroom educators should determine how the standards should be taught,
				including the curricula and instructional materials that should be used to meet
				students individual needs in mastering the standards.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6, R.S. 17: 24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 3 - Kindergarten › Section CLXIX-301 - Reading Literature

Current through Register Vol. 50, No. 6, June 20, 2024
A. With
				prompting and support, ask and answer questions about key details in a
				text.
B. With prompting and
				support, retell familiar stories, including key details.
C. With prompting and support, identify
				characters, settings, and major events in a story.
D. Ask and answer questions about unknown
				words in a text.
E. Recognize
				common types of texts (e.g., storybooks, poems).
F. With prompting and support, define the
				role of the author and the illustrator of a story in telling the
				story.
G. With prompting and
				support, make connections between the illustrations in the story and the
				text.
H. With prompting and
				support, compare and contrast the adventures and experiences of characters in
				familiar stories.
I. Actively
				engage in group reading activities with purpose and understanding.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6, R.S. 17: 24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 3 - Kindergarten › Section CLXIX-303 - Reading Informational Text

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				With prompting and support, ask and answer questions about key details in a
				text.
B. With prompting and
				support, identify the main topic and retell key details of a text.
C. With prompting and support, describe the
				connection between two individuals, events, ideas, or pieces of information in
				a text.
D. With prompting and
				support, ask and answer questions about unknown words in a text.
E. Identify the front cover, back cover, and
				title page of a book.
F. With
				prompting and support, define the role of the author and the illustrator of a
				text and present the ideas or information in a text.
G. With prompting and support, make
				connections between the illustrations and the text.
H. With prompting and support, identify the
				reason(s) an author gives to support point(s) in a text.
I. With prompting and support, identify
				similarities and differences between two texts on the same topic.
J. Actively engage in group reading
				activities with purpose and understanding.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6, R.S. 17: 24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 3 - Kindergarten › Section CLXIX-305 - Reading Foundations

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Demonstrate understanding of the organization and basic features of print.
1. Follow words from left to right, top to
				bottom, and page by page.
2.
				Recognize that spoken words are represented in written language by specific
				sequences of letters.
3. Understand
				that words are separated by spaces in print.
4. Recognize and name all upper- and
				lowercase letters of the alphabet.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 3 - Kindergarten › Section CLXIX-307 - Writing

Current through Register Vol. 50, No. 6, June 20, 2024
A. Use a
				combination of drawing, dictating, and writing to compose opinion pieces in
				which they tell a reader the topic or the name of the book they are writing
				about and state an opinion or preference about the topic or book (e.g., My
				favorite book is...).
B. Use a
				combination of drawing, dictating, and writing to compose
				informative/explanatory texts in which they name what they are writing about
				and supply some information about the topic.
C. Use a combination of drawing, dictating,
				and writing to narrate a single event or several loosely linked events, tell
				about the events in the order in which they occurred, and provide a reaction to
				what happened.
D. With guidance and
				support, orally respond to questions and suggestions from adults and peers and
				add details to strengthen writing as needed.
E. With guidance and support from adults and
				peers, explore a variety of digital tools by participating in the production of
				a published writing.
F. With
				guidance and support from adults, participate in shared research and writing
				projects (e.g., explore a number of books by a favorite author and express
				opinions about them).
G. With
				guidance and support from adults, recall information from experiences or gather
				information from provided sources to answer a question.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6, R.S. 17: 24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 3 - Kindergarten › Section CLXIX-309 - Speaking and Listening

Current through Register Vol. 50, No. 6, June 20, 2024
A. Participate
				in collaborative conversations with diverse partners about kindergarten topics
				and texts with peers and adults in small and larger groups.
1. Follow agreed-upon rules for discussions
				(e.g., listening to others and taking turns speaking about the topics and texts
				under discussion).
2. Continue a
				conversation through multiple exchanges.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 3 - Kindergarten › Section CLXIX-311 - Language

Current through Register Vol. 50, No. 6, June 20, 2024
A. Demonstrate
				command of the conventions of standard English grammar and usage when writing
				or speaking.
1. Print many upper and
				lowercase letters.
2. Use
				frequently occurring nouns and verbs.
3. Form regular plural nouns orally by adding
				/s/ or /es/ (e.g., dog, dogs; wish, wishes).
4. Understand and use question words
				(interrogatives) (e.g., who, what, where, when, why, how).
5. Use the most frequently occurring
				prepositions (e.g., to, from, in, out, on, off, for, of, b y, with).
6. Produce and expand complete sentences in
				shared language activities.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 5 - Grade 1 › Section CLXIX-501 - Reading Literature

Current through Register Vol. 50, No. 6, June 20, 2024
A. Ask and
				answer questions about key details in a text.
B. Retell stories, including key
				details.
C. Recognize and
				understand the central message or lesson.
D. Describe characters, settings, and major
				events in a story, using key details.
E. Identify words and phrases in stories or
				poems that suggest feelings or appeal to the senses.
F. Explain major differences between books
				that tell stories and books that give information, drawing on a wide reading of
				a range of text types.
G. Identify
				who is telling the story at various points in a text.
H. Use illustrations and details in a story
				to describe its characters, setting, or events.
I. Compare and contrast the adventures and
				experiences of characters in stories.
J. With prompting and support, read prose and
				poetry of appropriate complexity for grade 1.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6, R.S. 17: 24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 5 - Grade 1 › Section CLXIX-503 - Reading Informational Text

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Ask and answer questions about key details in a text.
B. Identify the main topic and retell key
				details of a text.
C. Describe the
				connection between two individuals, events, ideas, or pieces of information in
				a text.
D. Ask and answer questions
				to help determine or clarify the meaning of words and phrases in a
				text.
E. Know and use various text
				features (e.g., headings, tables of contents, glossaries, electronic menus,
				icons) to locate key facts or information in a text.
F. Distinguish between information provided
				by pictures or other illustrations and information provided by the words in a
				text.
G. Use the illustrations and
				details in a text to describe its key ideas.
H. Identify the reasons an author gives to
				support points in a text.
I.
				Identify basic similarities in and differences between two texts on the same
				topic (e.g., in illustrations, descriptions, or procedures).
J. With prompting and support, read
				informational texts appropriately complex for grade 1.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6, R.S. 17: 24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 5 - Grade 1 › Section CLXIX-505 - Reading Foundations

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Demonstrate understanding of the organization and basic features of print.
1. Recognize the distinguishing features of a
				sentence (e.g., first word, capitalization, ending punctuation).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 5 - Grade 1 › Section CLXIX-507 - Writing

Current through Register Vol. 50, No. 6, June 20, 2024
A. Write opinion
				pieces in which they introduce the topic or name the book they are writing
				about, state an opinion, supply a reason for the opinion, and provide some
				sense of closure.
B. Write
				informative/explanatory texts in which they name a topic, supply some facts
				about the topic, and provide some sense of closure.
C. Write narratives in which they recount two
				or more appropriately sequenced events, include some details regarding what
				happened, use temporal words to signal event order, and provide some sense of
				closure.
D. With guidance and
				support from adults, focus on a topic, respond to questions and suggestions
				from peers, and add details to strengthen writing as needed.
E. With guidance and support from adults, use
				a variety of digital tools to produce and publish writing, including in
				collaboration with peers.
F.
				Participate in shared research and writing projects (e.g., explore a number of
				how-to books on a given topic and use them to write a sequence of
				instructions).
G. With guidance and
				support from adults, recall information from experiences or gather information
				from provided sources to answer a question.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6, R.S. 17: 24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 5 - Grade 1 › Section CLXIX-509 - Speaking and Listening

Current through Register Vol. 50, No. 6, June 20, 2024
A. Participate
				in collaborative conversations with diverse partners about grade 1 topics and
				texts with peers and adults in small and larger groups.
1. Follow agreed-upon rules for discussions
				(e.g., listening to others with care, speaking one at a time about the topics
				and texts under discussion).
2.
				Build on others talk in conversations by responding to the comments of others
				through multiple exchanges.
3. Ask
				questions to clear up any confusion about the topics and texts under
				discussion.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 5 - Grade 1 › Section CLXIX-511 - Language

Current through Register Vol. 50, No. 6, June 20, 2024
A. Demonstrate
				command of the conventions of standard English grammar and usage when writing
				or speaking.
1. Legibly print all upper- and
				lowercase letters.
2. Use common,
				proper, and possessive nouns.
3.
				Use singular and plural nouns with matching verbs in basic sentences (e.g., He
				hops; We hop).
4. Use personal and
				possessive pronouns (e.g., I, me, my; they, them, their).
5. Use verbs to convey a sense of past,
				present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow
				I will walk home).
6. Use
				frequently occurring adjectives.
7.
				Use frequently occurring conjunctions (e.g., and, but, or, so,
				because).
8. Use determiners (e.g.,
				articles, demonstratives).
9. Use
				frequently occurring prepositions (e.g., during, beyond, toward).
10. Produce and expand complete simple and
				compound declarative, interrogative, imperative, and exclamatory sentences in
				response to prompts.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 7 - Grade 2 › Section CLXIX-701 - Reading Literature

Current through Register Vol. 50, No. 6, June 20, 2024
A. Ask and
				answer such questions as who, what, where, when, why, and how to demonstrate
				understanding of key details in a text.
B. Recount stories, including fables and
				folktales from diverse culture; determine their central message, lesson, or
				more.
C. Describe how characters in
				a story respond to major events and challenges.
D. Describe how words and phrases supply
				rhythm and rhyme in a poem or song; determine the meaning of words and phrases
				as they are used in text.
E.
				Describe the overall structure of a story, including describing how the
				beginning introduces the story and the ending concludes the action.
F. Acknowledge differences in the points of
				view of characters, including by speaking in a different voice for each
				character when reading dialogue aloud.
G. Use information gained from the
				illustrations and words in a print or digital text to demonstrate understanding
				of its characters, setting, or plot.
H. Compare and contrast two or more versions
				of the same story (e.g., Cinderella stories) by different authors or from
				different cultures.
I. By the end
				of the year, read and comprehend literature, including stories and poetry, in
				the grades 2-3 text complexity band proficiently, with scaffolding as needed at
				the high end of the range.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6, R.S. 17: 24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 7 - Grade 2 › Section CLXIX-703 - Reading Informational Text

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Ask and answer such questions as who, what, where, when, why, and how to
				demonstrate understanding of key details in a text.
B. Identify the main topic of a
				multi-paragraph text as well as the focus of specific paragraphs within the
				text.
C. Describe the connection
				between a series of historical events, scientific ideas or concepts, or steps
				in technical procedures in a text.
D. Determine the meaning of words and phrases
				in a text relevant to a grade 2 topic or subject area.
E. Know and use various text features (e.g.,
				captions, bold print, subheadings, glossaries, indexes, electronic menus,
				icons) to locate key facts or information in a text efficiently.
F. Identify the main purpose of a text,
				including what the author wants to answer, explain, or describe.
G. Explain how specific images (e.g., a
				diagram showing how a machine works) contribute to and clarify a
				text.
H. Describe how reasons or
				evidence support specific points the author makes in a text.
I. Compare and contrast the most important
				points presented by two texts on the same topic.
J. By the end of year, read and comprehend
				informational texts, including history/social studies, science, and technical
				texts, in the grades 2-3 text complexity band proficiently, with scaffolding as
				needed at the high end of the range.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6, R.S. 17: 24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 7 - Grade 2 › Section CLXIX-705 - Reading Foundations

Current through Register Vol. 50, No. 6, June 20, 2024
A. Know and
				apply grade-level phonics and word analysis skills in decoding words.
1. Distinguish long and short vowels when
				reading regularly spelled one-syllable words.
2. Know spelling-sound correspondences for
				additional common vowel teams.
3.
				Decode regularly spelled two-syllable words with long vowels.
4. Decode words with common prefixes and
				suffixes.
5. Identify words with
				inconsistent but common spelling-sound correspondences.
6. Recognize and read grade-appropriate
				irregularly spelled words.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 7 - Grade 2 › Section CLXIX-707 - Writing

Current through Register Vol. 50, No. 6, June 20, 2024
A. Write opinion
				pieces in which they introduce the topic or book they are writing about, state
				an opinion, supply reasons that support the opinion, use linking words (e.g.,
				because, and, also) to connect opinion and reasons, and provide a concluding
				statement or section.
B. Write
				informative/explanatory texts in which they introduce a topic, use facts and
				definitions to develop points, and provide a concluding statement or
				section.
C. Write narratives in
				which they recount a well-elaborated event or short sequence of events, include
				details to describe actions, thoughts, and feelings, use temporal words to
				signal event order, and provide a sense of closure.
D. With guidance and support from adults and
				peers, focus on a topic and strengthen writing as needed by revising and
				editing.
E. With guidance and
				support from adults, use a variety of digital tools to produce and publish
				writing, including in collaboration with peers.
F. Participate in shared research and writing
				projects (e.g., read a number of books on a single topic to produce a report;
				record science observations).
G.
				Recall information from experiences or gather information from provided sources
				to answer a question.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6, R.S. 17: 24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 7 - Grade 2 › Section CLXIX-709 - Speaking and Listening

Current through Register Vol. 50, No. 6, June 20, 2024
A. Participate
				in collaborative conversations with diverse partners about grade 2 topics and
				texts with peers and adults in small and larger groups.
1. Follow agreed-upon rules for discussions
				(e.g., gaining the floor in respectful ways, listening to others with care,
				speaking one at a time about the topics and texts under discussion).
2. Build on others talk in conversations by
				linking their comments to the remarks of others.
3. Ask for clarification and further
				explanation as needed about the topics and texts under discussion.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 7 - Grade 2 › Section CLXIX-711 - Language

Current through Register Vol. 50, No. 6, June 20, 2024
A. Demonstrate
				command of the conventions of standard English grammar and usage when writing
				or speaking.
1. Use collective nouns (e.g.,
				group).
2. Form and use frequently
				occurring irregular plural nouns (e.g., feet, children, teeth, mice,
				fish).
3. Use reflexive pronouns
				(e.g.,
myself, ourselves
) and indefinite pronouns (e.g.,
				anyone, everything).
4. Form and
				use the past tense of frequently occurring irregular verbs (e.g., sat, hid,
				told).
5. Use adjectives and
				adverbs, and choose between them depending on what is to be modified.
6. Produce, expand, and rearrange complete
				simple and compound sentences (e.g., The boy watched the movie; The little boy
				watched the movie; The action movie was watched by the little boy).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 9 - Grade 3 › Section CLXIX-901 - Reading Literature

Current through Register Vol. 50, No. 6, June 20, 2024
A. Ask and
				answer questions to demonstrate understanding of a text, referring explicitly
				to the text as the basis for the answers.
B. Recount stories, including fables,
				folktales, and myths from diverse cultures; determine the central message,
				lesson, or moral and explain how it is conveyed through key details in the
				text.
C. Describe characters in a
				story (e.g., their traits, motivations, or feelings) and explain how their
				actions contribute to the sequence of events.
D. Determine the meaning of words and phrases
				as they are used in a text, distinguishing literal from nonliteral
				language.
E. Refer to parts of
				stories, dramas, and poems when writing or speaking about a text, using terms
				such as chapter, scene, and stanza; describe how each successive part builds on
				earlier sections.
F. Distinguish
				the students point of view from that of the narrator or those of the
				characters.
G. Explain how specific
				aspects of a texts illustrations contribute to what is conveyed by the words in
				a story (e.g., create mood, emphasize aspects of a character or
				setting).
H. Compare and contrast
				the themes, settings, and plots of stories written by the same author about the
				same or similar characters (e.g., in books from a series).
I. By the end of the year, read and
				comprehend literature, including stories, dramas, and poetry, at the high end
				of the grades 2-3 text complexity band independently and
				proficiently.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6, R.S. 17: 24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 9 - Grade 3 › Section CLXIX-903 - Reading Informational Text

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Ask and answer questions to demonstrate understanding of a text, referring
				explicitly to the text as the basis for the answers.
B. Determine the main idea of a text; recount
				the key details and explain how they support the main idea.
C. Describe the relationship between a series
				of historical events, scientific ideas or concepts, or steps in technical
				procedures in a text, using language that pertains to time, sequence, and
				cause/effect.
D. Determine the
				meaning of general academic and domain-specific words and phrases in a text
				relevant to a grade 3 topic or subject area.
E. Use text features and search tools (e.g.,
				key words, sidebars, hyperlinks) to efficiently locate information relevant to
				a given topic.
F. Distinguish the
				students point of view from that of the author of a text.
G. Use information gained from illustrations
				(e.g., maps, photographs) and the words in a text to demonstrate understanding
				of the text (e.g., where, when, why, and how key events occur).
H. Describe the logical connection between
				particular sentences and paragraphs in a text (e.g., comparison, cause/effect,
				first/second/third in a sequence).
I. Compare and contrast the most important
				points and key details presented in two texts on the same topic.
J. By the end of the year, read and
				comprehend informational texts, including history/social studies, science, and
				technical texts, at the high end of the grades 2-3 text complexity band
				independently and proficiently.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6, R.S. 17: 24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 9 - Grade 3 › Section CLXIX-905 - Reading Foundations

Current through Register Vol. 50, No. 6, June 20, 2024
A. Know and
				apply grade-level phonics and word analysis skills in decoding words.
1. Identify and know the meaning of the most
				common prefixes and derivational suffixes.
2. Decode words with common Latin
				suffixes.
3. Decode multisyllable
				words.
4. Read grade-appropriate
				irregularly spelled words.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 9 - Grade 3 › Section CLXIX-907 - Writing

Current through Register Vol. 50, No. 6, June 20, 2024
A. Write opinion
				pieces on topics or texts, supporting a point of view with reasons.
1. Introduce the topic or text they are
				writing about, state an opinion, and create an organizational structure that
				lists reasons.
2. Provide reasons
				that support the opinion.
3. Use
				linking words and phrases (e.g., because, therefore, since, for example) to
				connect opinion and reasons.
4.
				Provide a concluding statement or section.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 9 - Grade 3 › Section CLXIX-909 - Speaking and Listening

Current through Register Vol. 50, No. 6, June 20, 2024
A. Engage
				effectively in a range of collaborative discussions (one-on-one, in groups, and
				teacher-led) with diverse partners on grade 3 topics and texts, building on
				others ideas and expressing their own clearly.
1. Come to discussions prepared, having read
				or studied required material; explicitly draw on that preparation and other
				information known about the topic to explore ideas under discussion.
2. Follow agreed-upon rules for discussions
				(e.g., gaining the floor in respectful ways, listening to others with care,
				speaking one at a time about the topics and texts under discussion).
3. Ask questions to check understanding of
				information presented, stay on topic, and link their comments to the remarks of
				others.
4. Explain their own ideas
				and understanding in light of the discussion.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 9 - Grade 3 › Section CLXIX-911 - Language

Current through Register Vol. 50, No. 6, June 20, 2024
A. Demonstrate
				command of the conventions of standard English grammar and usage when writing
				or speaking.
1. Explain the function of
				nouns, pronouns, verbs, adjectives, and adverbs in general and their functions
				in particular sentences.
2. Form
				and use regular and irregular plural nouns.
3. Use abstract nouns (e.g.,
				childhood).
4. Form and use regular
				and irregular verbs.
5. Form and
				use the simple verb tenses (e.g., I walked; I walk; I will walk).
6. Ensure subject-verb and pronoun-antecedent
				agreement.
7. Form and use
				comparative and superlative adjectives and adverbs, and choose between them
				depending on what is to be modified.
8. Use coordinating and subordinating
				conjunctions.
9. Produce simple,
				compound, and complex sentences.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 11 - Grade 4 › Section CLXIX-1101 - Reading Literature

Current through Register Vol. 50, No. 6, June 20, 2024
A. Refer to
				details and examples in a text when explaining what the text says explicitly
				and when drawing inferences from the text.
B. Determine a theme of a story, drama, or
				poem from details in the text; summarize the text.
C. Describe in-depth a character, setting, or
				event in a story or drama, drawing on specific details in the text (e.g., a
				characters thoughts, words, or actions).
D. Determine the meaning of words and phrases
				as they are used in a text, including figurative language such as metaphors and
				similes.
E. Explain major
				differences between poems, drama, and prose, and refer to the structural
				elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of
				characters, settings, descriptions, dialogue, stage directions) when writing or
				speaking about a text.
F. Compare
				and contrast the point of view from which different stories are narrated,
				including the difference between first- and third-person narrations.
G. Make connections between the text of a
				story or drama and a visual or oral presentation of the text.
H. Compare and contrast the treatment of
				similar themes and topics (e.g., opposition of good and evil) and patterns of
				events (e.g., the quest) in stories, myths, and traditional literature from
				different cultures.
I. By the end
				of the year, read and comprehend literature, including stories, dramas, and
				poetry, in the grades 4-5 text complexity band proficiently, with scaffolding
				as needed at the high end of the range.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6, R.S. 17: 24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 11 - Grade 4 › Section CLXIX-1103 - Reading Informational Text

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Refer to details and examples in a text when explaining what the text says
				explicitly and when drawing inferences from the text.
B. Determine the main idea of a text and
				explain how it is supported by key details; summarize the text.
C. Explain events, procedures, ideas, or
				concepts in a historical, scientific, or technical text, including what
				happened and why, based on specific information in the text.
D. Determine the meaning of general academic
				and domain-specific words or phrases in a text relevant to a grade 4 topic or
				subject area.
E. Describe the
				overall structure (e.g., chronology, comparison, cause/effect,
				problem/solution) of events, ideas, concepts, or information in a text or part
				of a text.
F. Compare and contrast
				a firsthand and secondhand account of the same event or topic; describe the
				differences in focus and the information provided.
G. Interpret information presented visually,
				orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines,
				animations, or interactive elements on Web pages) and explain how the
				information contributes to an understanding of the text in which it
				appears.
H. Explain how an author
				uses reasons and evidence to support particular points in a text.
I. Integrate information from two texts on
				the same topic in order to write or speak about the subject
				knowledgeably.
J.  By the end of
				year, read and comprehend informational texts, including history/social
				studies, science, and technical texts, in the grades 4-5 text complexity band
				proficiently, with scaffolding as needed at the high end of the
				range.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6, R.S. 17: 24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 11 - Grade 4 › Section CLXIX-1105 - Reading Foundations

Current through Register Vol. 50, No. 6, June 20, 2024
A. Know and
				apply grade-level phonics and word analysis skills in decoding words.
1. Use combined knowledge of letter-sound
				correspondences, syllabication patterns, and morphology (e.g., roots and
				affixes) to read accurately unfamiliar multisyllabic words in context and out
				of context.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 11 - Grade 4 › Section CLXIX-1107 - Writing

Current through Register Vol. 50, No. 6, June 20, 2024
A. Write opinion
				pieces on topics or texts, supporting a point of view with reasons and
				information.
1. Introduce a topic or text
				clearly, state an opinion, and create an organizational structure in which
				related ideas are grouped to support the writers purpose.
2. Provide reasons that are supported by
				facts and details.
3. Link opinion
				and reasons using words and phrases (e.g., for instance, in order to, in
				addition).
4. Provide a concluding
				statement or section related to the opinion presented.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 11 - Grade 4 › Section CLXIX-1109 - Speaking and Listening

Current through Register Vol. 50, No. 6, June 20, 2024
A. Engage
				effectively in a range of collaborative discussions (one-on-one, in groups, and
				teacher-led) with diverse partners on grade 4 topics and texts, building on
				others ideas and expressing their own clearly.
1. Come to discussions prepared, having read
				or studied required material; explicitly draw on that preparation and other
				information known about the topic to explore ideas under discussion.
2. Follow agreed-upon rules for discussions
				and carry out assigned roles.
3.
				Pose and respond to specific questions to clarify or follow up on information,
				and make comments that contribute to the discussion and link to the remarks of
				others.
4. Review the key ideas
				expressed and explain their own ideas and understanding in light of the
				discussion.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 11 - Grade 4 › Section CLXIX-1111 - Language

Current through Register Vol. 50, No. 6, June 20, 2024
A. Demonstrate
				command of the conventions of standard English grammar and usage when writing
				or speaking.
1. Use relative pronouns (who,
				whose, whom, which, that) and relative adverbs (where, when, why).
2. Form and use the progressive verb tenses
				(e.g., I was walking; I am walking; I will be walking).
3. Use modal auxiliaries (e.g., can, may,
				must) to convey various conditions.
4. Order adjectives within sentences
				according to conventional patterns (e.g., a small red bag rather than a red
				small bag).
5. Form and use
				prepositional phrases.
6. Produce
				complete sentences, recognizing and correcting inappropriate fragments and
				run-ons.
7. Correctly use
				frequently confused words (e.g., to, too, two; there, their).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 13 - Grade 5 › Section CLXIX-1301 - Reading Literature

Current through Register Vol. 50, No. 6, June 20, 2024
A. Quote
				accurately from a text when explaining what the text says explicitly and when
				drawing inferences from the text.
B. Determine a theme of a story, drama, or
				poem from details in the text, including how characters in a story or drama
				respond to challenges or how the speaker in a poem reflects upon a topic;
				summarize the text.
C. Compare and
				contrast two or more characters, settings, or events in a story or drama,
				drawing on specific details in the text (e.g., how characters
				interact).
D. Determine the meaning
				of words and phrases as they are used in a text, including figurative and
				connotative meanings.
E. Explain
				how a series of chapters, scenes, or stanzas fits together to provide the
				overall structure of a particular story, drama, or poem.
F. Describe how a narrators or speakers point
				of view influences how events are described.
G. Analyze how visual and multimedia elements
				contribute to the meaning, tone, or aesthetics of a text (e.g., graphic novel,
				multimedia presentation of fiction, folktale, myth, poem).
H. Compare and contrast stories in the same
				genre (e.g., mysteries and adventure stories) on their approaches to similar
				themes and topics.
I. By the end of
				the year, read and comprehend literature, including stories, dramas, and
				poetry, at the high end of the grades 4-5 text complexity band independently
				and proficiently.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6, R.S. 17: 24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 13 - Grade 5 › Section CLXIX-1303 - Reading Informational Text

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Quote accurately from a text when explaining what the text says explicitly and
				when drawing inferences from the text.
B. Determine two or more main ideas of a text
				and explain how they are supported by key details; summarize the
				text.
C. Explain the relationships
				or interactions between two or more individuals, events, ideas, or concepts in
				a historical, scientific, or technical text based on specific information in
				the text.
D. Determine the meaning
				of general academic and domain-specific words and phrases in a text relevant to
				a grade 5 topic or subject area.
E.
				Compare and contrast the overall structure (e.g., chronology, comparison,
				cause/effect, problem/solution) of events, ideas, concepts, or information in
				two texts.
F. Analyze multiple
				accounts of the same event or topic, noting important similarities and
				differences in the point of view they represent.
G. Utilize information from multiple print or
				digital sources, demonstrating the ability to locate an answer to a question or
				to solve a problem efficiently.
H.
				Explain how an author uses reasons and evidence to support particular points in
				a text, identifying which reasons and evidence support which
				point(s).
I. Integrate information
				from several texts on the same topic in order to write or speak about the
				subject knowledgeably.
J. By the
				end of the year, read and comprehend informational texts, including
				history/social studies, science, and technical texts, at the high end of the
				grades 4-5 text complexity band independently and proficiently.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6, R.S. 17: 24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 13 - Grade 5 › Section CLXIX-1305 - Reading Foundations

Current through Register Vol. 50, No. 6, June 20, 2024
A. Know and
				apply grade-level phonics and word analysis skills in decoding words.
B. Use combined knowledge of letter-sound
				correspondences, syllabication patterns, and morphology (e.g., roots and
				affixes) to read accurately unfamiliar multisyllabic words in context and out
				of context.
C. Read with sufficient
				accuracy and fluency to support comprehension.
1. Read on-level text with purpose and
				understanding.
2. Read on-level
				prose and poetry orally with accuracy, appropriate rate, and expression on
				successive readings.
3. Use context
				to confirm or self-correct word recognition and understanding, rereading as
				necessary.