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-323 - Third-Fourth Grade Span

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus.
				  Extended standards for grades three and four focus on students' development of
				  reading, writing, and speaking and listening skills. Students also learn to
				  access information 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 3-4
English Language Arts
Benchmarks
Grade-Level Expectations
Extended Standards
Complexity Levels
ELA-1-E1: gaining meaning from print and building
								vocabulary using a full range of strategies (e.g., self-monitoring and
								correcting, searching, cross-checking), evidenced by reading behaviors using
								phonemic awareness, phonics, sentence structure, and meaning
1. Decode words using knowledge of base words,
								root words, and common prefixes and suffixes (ELA-1-E1)
1. Use understanding of base words, roots,
								prefixes, and suffixes to decode more complex words (ELA-1-E1)
ES-1/1: Determine the meaning of base/root words
								with affixes that indicate negation and plurals, i.e.:
* un-
* -s
* -es
3. Given a word with an affix, determine its
								meaning
2. Identify a second word with the same affix
1. Identify a word with an affix
ELA-1-E4: recognizing story elements (e.g.,
								setting, plot, character, theme) and literary devices (e.g., simile, dialogue,
								personification) within a selection
8. Identify story elements, including:
* theme
* conflict
* character traits, feelings, and motivation
								(ELA-1-E4)
5. Identify a variety of story elements,
								including:
* the impact of setting on character
* multiple conflicts
* first- and third-person points of view
* development of theme (ELA-1-E4)
ES-8/5: Identify story elements, including:
								character
3. Identify the main character in a story
2. Identify two characters in a story
1. Identify one character in a story
2.
				  Standard Seven. Students apply reasoning and problem-solving skills to reading,
				  writing, speaking, listening, viewing, and visually representing.
Grades 3-4
English Language Arts
Benchmarks
Grade-Level Expectations
Extended Standards
Complexity Levels
ELA-7-E1: using comprehension strategies (e.g.,
								sequencing, predicting, drawing conclusions, comparing and contrasting, making
								inferences, determining main ideas) to interpret oral, written, and visual
								texts
17. Demonstrate understanding of information in
								grade-appropriate texts using a variety of strategies, including:
* sequencing events
* making predictions using information from texts
* making simple inferences and drawing conclusions
								about information in texts
* comparing and contrasting, including story
								elements (e.g., theme, character, and conflicts) and main points or ideas in
								informational texts
* distinguishing between a main idea and a summary
* identifying main ideas of texts (ELA-7-E1)
14. Demonstrate understanding of information in
								grade-appropriate texts using a variety of strategies, such as:
* sequencing events and steps in a process
* explaining how the setting impacts other story
								elements, including the characters' traits and actions
* using specific evidence from a story to describe
								a character's traits, actions, relationships, and/or motivations
* confirming or denying a prediction about
								information in a text
* comparing and contrasting story elements or
								information within and across texts
* identifying stated main ideas and supporting
								details
* making simple inferences (ELA-7-E1)
ES-17/14: Demonstrate understanding of information
								in texts, including:
· identifying main idea
· sequencing events
A. Main Idea
3. Identify the main idea in texts
2. Identify two ideas in texts
1. Identify one idea in texts
B. Sequence of Events
3. Identify the beginning and end of texts
2. Identify the end of texts
1. Identify the beginning of texts
ELA-7-E4: using basic reasoning skills to
								distinguish fact from opinion, skim and scan for facts, determine cause and
								effect, generate inquiry, and make connections with real-life situations
21. Apply basic reasoning skills, including:
* identifying differences between fact and opinion
* skimming and scanning texts to locate specific
								information
* identifying multiple causes and/or effects in
								texts and life situations
* raising questions to obtain clarification and/or
								direct investigation
* connecting what is learned to real-life
								situations (ELA-7-E4)
19. Demonstrate understanding of information in
								grade-appropriate texts using a variety of strategies, including:
* supporting differences between fact and opinion
								with information from texts
* skimming and scanning texts for various purposes
								(e.g., locating information, verifying facts)
* identifying cause-effect relationships in texts
								and real-life situations
* generating questions to guide examination of
								topics in texts and real-life situations
* explaining connection between information from
								texts and real-life experiences (ELA-7-E4)
ES-21/19: Apply basic reasoning skills, including:
* skimming and scanning text for specific
								information
3. Locate, in a field of seven, the text that
								represents specific information
2. Locate, in a field of five, the text that
								represents specific information
1. Locate, in a field of three, the text that
								represents specific information
3.
				  Standard 2. Students write competently for a variety of purposes and audiences.
Grades 3-4
English Language Arts
Benchmarks
Grade-Level Expectations
Extended Standards
Complexity Levels
ELA-2-E1: drawing, dictating and writing
								compositions that clearly state or imply a central idea with supporting details
								in a logical, sequential order (beginning, middle, end)
22. Write compositions of two or more paragraphs
								that are organized with the following:
* a central idea
* a logical, sequential order
* supporting details that develop ideas
* transitional words within and between paragraphs
								(ELA-2-E1)
20. Write compositions of at least three
								paragraphs organized with the following:
* a clearly stated central idea
* an introduction and a conclusion
* a middle developed with supporting details
* a logical, sequential order
* transitional words and phrases that unify points
								and ideas (ELA-2-E1)
ES-22/20: Write a composition that is organized
								with:
* central idea
* logical, sequential order
Note that "write" may include drawing and
								dictating. See the corresponding benchmark.
3. Write a sentence or phrase that expresses a
								central idea and has a logical sequence
2. Write a central idea in a simple sentence or
								phrase
1. Identify the central idea in a simple sentence
								or phrase
ELA-2-E6: writing as a response to texts and life
								experiences (e.g., journals, letters, lists)
27. Write for various purposes, including:
* informal letters using appropriate letter format
* book reports and informational compositions that
								include main ideas and significant details from the text (ELA-2-E6)
26. Write for various purposes, including:
* formal and informal letters that follow a
								specific letter format, include relevant information, and use an appropriate
								closure
* informational reports that include facts and
								examples and that present important details in a logical order
* book reports that include an opinion and/or a
								persuasive viewpoint (ELA-2-E6)
ES-27/26: Write for various purposes, including:
· informal letters
· lists
Note that "write" may include drawing or
								dictating.
3. Write a letter
2. Write a list
1. Sign your name
4.
				  Standard Four. Students demonstrate competence in speaking and listening as
				  tools for learning and communicating.
Grades 3-4
English Language Arts
Benchmarks
Grade Level Expectations
Extended Standards
Complexity Levels
ELA-4-E2: giving and following
								directions/procedures
38. Give and follow precise directions and
								instructions (ELA-4-E2)
35. Interpret, follow, and give multi-step
								directions (ELA-4-E2)
ES-38/35: Follow simple directions
3. Follow a two-step direction in familiar context
2. Follow a one-step direction in familiar context
								(e.g., Put on your coat.)
1. Follow a one-word command (e.g., stop, go)
ELA-4-E5: speaking and listening for a variety of
								audiences (e.g., classroom, real-life, workplace) and purposes (e.g.,
								awareness, concentration, enjoyment, information, problem solving)
42. Use active listening strategies, including:
* asking questions and responding to
								ideas/opinions
* giving oral responses, such as explanations of
								written and/or spoken texts (ELA-4-E5)
37. Demonstrate active listening strategies,
								including asking questions, responding to cues, and making eye contact
								(ELA-4-E5)
ES-42/37: Use listening strategies
3. Respond with two or more words to a question
2. Respond with a one-word answer (other than
								"yes" or "no") to a question (e.g., "Is milk white or green?")
1. Respond to a "yes" or "no" question (e.g., "Is
								the window open?")
5.
				  Standard 5. Students locate, select, and synthesize information from a variety
				  of texts, media, references, and technological sources to acquire and
				  communicate knowledge.
Grades 3-4
English Language Arts
Benchmarks
Grade Level Expectations
Extended Standards
Complexity Levels
ELA-5-E6: recognizing and using graphic organizers
								(e.g., charts/graphs, tables/schedules, diagrams/maps)
52. Locate information found in graphic organizers
								such as timelines, charts, graphs, schedules, tables, diagrams, and maps
								(ELA-5-E6)
50. Read and interpret timelines, charts, graphs,
								schedules, tables, diagrams, and maps generated from grade-appropriate
								materials (ELA-5-E6)
ES-52/50: Locate information, including:
* daily schedule
3. Sequence all events on a daily schedule
2. Locate "What comes next?" on a daily schedule
1. Locate information on a daily schedule