reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 13 - Grade 5 › Section CLXIX-1307 - 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
				ideas are logically grouped to support the writers purpose.
2. Provide logically ordered reasons that are
				supported by facts and details.
3.
				Link opinion and reasons using words, phrases, and clauses (e.g., consequently,
				specifically).
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 13 - Grade 5 › Section CLXIX-1309 - 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 5 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 by making comments that contribute to
				the discussion and elaborate on the remarks of others.
4. Review the key ideas expressed and draw
				conclusions in light of information and knowledge gained from the
				discussions.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 13 - Grade 5 › Section CLXIX-1311 - 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
				conjunctions, prepositions, and interjections in general and their function in
				particular sentences.
2. Form and
				use the perfect verb tenses (e.g., I had walked; I have walked; I will have
				walked).
3. Use verb tense to
				convey various times, sequences, states, and conditions.
4. Recognize and correct inappropriate shifts
				in verb tense.
5. Use correlative
				conjunctions (e.g., either/or, neither/nor).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 15 - Grade 6 › Section CLXIX-1501 - Reading Literature

Current through Register Vol. 50, No. 6, June 20, 2024
A. Cite
				relevant textual evidence to support analysis of what the text says explicitly
				as well as inferences drawn from the text.
B. Determine a theme or central idea of a
				text and how it is conveyed through particular details; provide a summary of
				the text distinct from personal opinions or judgments.
C. Describe how a particular story or dramas
				plot unfolds in a series of episodes as well as how the characters respond or
				change as the plot moves toward a resolution.
D. Determine the meaning of words and phrases
				as they are used in a text, including figurative and connotative meanings;
				analyze the impact of a specific word choice on meaning and tone.
E. Analyze how a particular sentence,
				chapter, scene, or stanza fits into the overall structure of a text and
				contributes to the development of the theme, setting, or plot.
F. Compare and contrast the experience of
				reading a story, drama, or poem to listening to or viewing an audio, video, or
				live version of the text, including contrasting what they "see" and "hear" when
				reading the text to what they perceive when they listen or watch.
G. Compare and contrast texts in different
				forms or genres (e.g., stories and poems; historical novels and fantasy
				stories) in terms of their approaches to similar themes and topics.
H. By the end of the year, read and
				comprehend literature, including stories, dramas, and poems, in the grades 6-8
				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 15 - Grade 6 › Section CLXIX-1503 - Reading Informational Text

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Cite relevant textual evidence to support analysis of what the text says
				explicitly as well as inferences drawn from the text.
B. Determine a central idea of a text and how
				it is conveyed through particular details; provide a summary of the text
				distinct from personal opinions or judgments.
C. Analyze in detail how a key individual,
				event, or idea is introduced, illustrated, and elaborated in a text (e.g.,
				through examples or anecdotes).
D.
				Determine the meaning of words and phrases as they are used in a text,
				including figurative, connotative, and technical meanings.
E. Analyze how a particular sentence,
				paragraph, chapter, or section fits into the overall structure of a text and
				contributes to the development of the ideas.
F. Determine an authors point of view or
				purpose in a text and explain how it is conveyed in the text.
G. Integrate information presented in
				different media or formats (e.g., visually, quantitatively) as well as in words
				to develop a coherent understanding of a topic or issue.
H. Trace and evaluate the argument and
				specific claims in a text, distinguishing claims that are supported by reasons
				and evidence from claims that are not.
I. Compare and contrast one authors
				presentation of events with that of another (e.g., a memoir written by and a
				biography on the same person).
J.
				By the end of the year, read and comprehend literary nonfiction in the grades
				6-8 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 15 - Grade 6 › Section CLXIX-1505 - Writing

Current through Register Vol. 50, No. 6, June 20, 2024
A. Write arguments
				to support claims with clear reasons and relevant evidence.
1. Introduce claim(s) and organize the
				reasons and evidence clearly.
2.
				Support claim(s) with clear reasons and relevant evidence, using credible
				sources and demonstrating an understanding of the topic or text.
3. Use words, phrases, and clauses to clarify
				the relationships among claim(s) and reasons.
4. Establish and maintain a formal
				style.
5. Provide a concluding
				statement or section that follows from the argument presented.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 15 - Grade 6 › Section CLXIX-1507 - 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 6 topics, texts, and issues,
				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 by referring
				to evidence on the topic, text, or issue to probe and reflect on ideas under
				discussion.
2. Follow rules for
				collegial discussions, set specific goals and deadlines, and define individual
				roles as needed.
3. Pose and
				respond to specific questions with elaboration and detail by making comments
				that contribute to the topic, text, or issue under discussion.
4. Review the key ideas expressed and
				demonstrate understanding of multiple perspectives through reflection and
				paraphrasing.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 15 - Grade 6 › Section CLXIX-1509 - 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. Ensure that pronouns are in
				the proper case (subjective, objective, possessive).
2. Use intensive pronouns (e.g., myself,
				ourselves).
3. Recognize and
				correct inappropriate shifts in pronoun number and person.
4. Recognize and correct vague pronouns
				(i.e., ones with unclear or ambiguous antecedents).
5. Recognize variations from standard English
				in their own and others writing and speaking, and identify and use strategies
				to improve expression in conventional language.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 17 - Grade 7 › Section CLXIX-1701 - Reading Literature

Current through Register Vol. 50, No. 6, June 20, 2024
A. Cite
				several pieces of relevant textual evidence to support analysis of what the
				text says explicitly as well as inferences drawn from the text.
B. Determine a theme or central idea of a
				text and analyze its development over the course of the text; provide an
				objective summary of the text.
C.
				Analyze how particular elements of a story or drama interact (e.g., how setting
				shapes the characters or plot).
D.
				Determine the meaning of words and phrases as they are used in a text,
				including figurative and connotative meanings; analyze the impact of rhymes and
				other repetitions of sounds (e.g., alliteration) on a specific verse or stanza
				of a poem or section of a story or drama.
E. Analyze how the overall form or structure
				of a text (e.g., drama, poetry, narrative, short story) contributes to its
				meaning.
F. Analyze how an author
				develops and contrasts the points of view of different characters or narrators
				in a text.
G. Compare and contrast
				a written story, drama, or poem to its audio, filmed, staged, or multimedia
				version, analyzing the effects of techniques unique to each medium (e.g.,
				lighting, sound, color, or camera focus and angles in a film).
H. Compare and contrast a fictional portrayal
				of a time, place, or character and a historical account of the same period as a
				means of understanding how authors of fiction use or alter history.
I. By the end of the year, read and
				comprehend literature, including stories, dramas, and poems, in the grades 6-8
				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 17 - Grade 7 › Section CLXIX-1703 - Reading Informational Text

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Cite several pieces of relevant textual evidence to support analysis of what
				the text says explicitly as well as inferences drawn from the text.
B. Determine two or more central ideas in a
				text and analyze their development over the course of the text; provide an
				objective summary of the text.
C.
				Analyze the interactions between individuals, events, and ideas in a text
				(e.g., how ideas influence individuals or events, or how individuals influence
				ideas or events).
D. Determine the
				meaning of words and phrases as they are used in a text, including figurative,
				connotative, and technical meanings; analyze the impact of a specific word
				choice on meaning and tone.
E.
				Analyze the structure an author uses to organize a text, including how the
				major sections contribute to the whole and to the development of the
				ideas.
F. Determine an authors
				point of view or purpose in a text and analyze how the author distinguishes his
				or her position from that of others.
G. Compare and contrast a text to an audio,
				video, or multimedia version of the text, analyzing each mediums portrayal of
				the subject (e.g., how the delivery of a speech affects the impact of the
				words).
H. Trace and evaluate the
				argument and specific claims in a text, assessing whether the reasoning is
				sound and the evidence is relevant and sufficient to support the
				claims.
I. Analyze how two or more
				authors writing about the same topic shape their presentations of key
				information by emphasizing different evidence or advancing different
				interpretations of facts.
J. By the
				end of the year, read and comprehend literary nonfiction in the grades 6-8 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 17 - Grade 7 › Section CLXIX-1705 - Writing

Current through Register Vol. 50, No. 6, June 20, 2024
A. Write arguments
				to support claims with clear reasons and relevant evidence.
1. Introduce claim(s), acknowledge alternate
				or opposing claims, and organize the reasons and evidence logically.
2. Support claim(s) with logical reasoning
				and relevant evidence, using accurate, credible sources and demonstrating an
				understanding of the topic or text.
3. Use words, phrases, and clauses to create
				cohesion and clarify the relationships among claim(s), reasons, and
				evidence.
4. Establish and maintain
				a formal style.
5. Provide a
				concluding statement or section that follows from and supports the argument
				presented.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 17 - Grade 7 › Section CLXIX-1707 - 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 7 topics, texts, and issues,
				building on others ideas and expressing their own clearly.
1. Come to discussions prepared, having read
				or researched material under study; explicitly draw on that preparation by
				referring to evidence on the topic, text, or issue to probe and reflect on
				ideas under discussion.
2. Follow
				rules for collegial discussions, track progress toward specific goals and
				deadlines, and define individual roles as needed.
3. Pose questions that elicit elaboration,
				and respond to others questions and comments with relevant observations and
				ideas that bring the discussion back on topic as needed.
4. Acknowledge new information expressed by
				others and, when warranted, modify their own views.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 17 - Grade 7 › Section CLXIX-1709 - 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
				phrases and clauses in general and their function in specific
				sentences.
2. Choose among simple,
				compound, complex, and compound-complex sentences to signal differing
				relationships among ideas.
3. Place
				phrases and clauses within a sentence, recognizing and correcting misplaced and
				dangling modifiers.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 19 - Grade 8 › Section CLXIX-1901 - Reading Literature

Current through Register Vol. 50, No. 6, June 20, 2024
A. Cite the
				relevant textual evidence that most strongly supports an analysis of what the
				text says explicitly as well as inferences drawn from the text.
B. Determine a theme or central idea of a
				text and analyze its development over the course of the text, including its
				relationship to the characters, setting, and plot; provide an objective summary
				of the text.
C. Analyze how
				particular lines of dialogue or incidents in a story or drama propel the
				action, reveal aspects of a character, or provoke a decision.
D. Determine the meaning of words and phrases
				as they are used in a text, including figurative and connotative meanings;
				analyze the impact of specific word choices on meaning and tone, including
				analogies or allusions to other texts.
E. Compare and contrast the structure of two
				or more texts and analyze how the differing structure of each text contributes
				to its meaning and style.
F.
				Analyze how differences in the points of view of the characters and the
				audience or reader (e.g., created through the use of dramatic irony) create
				such effects as suspense or humor.
G. Analyze the extent to which non-print
				media (e.g., film, drama, live production, art) connects to or departs from the
				text or script, evaluating artistic choices.
H. Analyze how a modern work of fiction draws
				on themes, patterns of events, or character types from myths, traditional
				stories, or foundational religious works; describe how the material is rendered
				new.
I. By the end of the year,
				read and comprehend literature, including stories, dramas, and poems, at the
				high end of grades 6-8 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 19 - Grade 8 › Section CLXIX-1903 - Reading Informational Text

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Cite the relevant textual evidence that most strongly supports an analysis of
				what the text says explicitly as well as inferences drawn from the
				text.
B. Determine a central idea
				of a text and analyze its development over the course of the text, including
				its relationship to supporting ideas; provide an objective summary of the
				text.
C. Analyze how a text makes
				connections among and distinctions between individuals, ideas, or events (e.g.,
				through comparisons, analogies, or categories).
D. Determine the meaning of words and phrases
				as they are used in a text, including figurative, connotative, and technical
				meanings; analyze the impact of specific word choices on meaning and tone,
				including analogies or allusions to other texts.
E. Analyze in detail the structure of a
				specific paragraph in a text, including the role of particular sentences in
				developing and refining a key concept.
F. Determine an authors point of view or
				purpose in a text and analyze how the author acknowledges and responds to
				conflicting evidence or viewpoints.
G. Evaluate the advantages and disadvantages
				of using different mediums (e.g., print or digital text, video, multimedia) to
				present a particular topic or idea.
H. Delineate and evaluate the argument and
				specific claims in a text, assessing whether the reasoning is sound and the
				evidence is relevant and sufficient; recognize when irrelevant evidence is
				introduced.
I. Analyze a case in
				which two or more texts provide conflicting information on the same topic, and
				identify where the texts disagree on matters of fact or
				interpretation.
J. By the end of
				the year, read and comprehend literary nonfiction at the high end of the grades
				6-8 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 19 - Grade 8 › Section CLXIX-1905 - Writing

Current through Register Vol. 50, No. 6, June 20, 2024
A. Write arguments
				to support claims with clear reasons and relevant evidence.
1. Introduce claim(s), acknowledge and
				distinguish the claim(s) from alternate or opposing claims, and organize the
				reasons and evidence logically.
2.
				Support claim(s) with logical reasoning and relevant evidence, using accurate,
				credible sources and demonstrating an understanding of the topic or
				text.
3. Use words, phrases, and
				clauses to create cohesion and clarify the relationships among claim(s),
				counterclaims, reasons, and evidence.
4. Establish and maintain a formal
				style.
5. Provide a concluding
				statement or section that follows from and supports the argument
				presented.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 19 - Grade 8 › Section CLXIX-1907 - 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 8 topics, texts, and issues,
				building on others ideas and expressing their own clearly.
1. Come to discussions prepared, having read
				or researched material under study; explicitly draw on that preparation by
				referring to evidence on the topic, text, or issue to probe and reflect on
				ideas under discussion.
2. Follow
				rules for collegial discussions and decision-making, track progress toward
				specific goals and deadlines, and define individual roles as needed.
3. Pose questions that connect the ideas of
				several speakers and respond to others questions and comments with relevant
				evidence, observations, and ideas.
4. Acknowledge new information expressed by
				others, and, when warranted, qualify or justify their own views in light of the
				evidence presented.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 19 - Grade 8 › Section CLXIX-1909 - 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
				verbals (gerunds, participles, infinitives) in general and their function in
				particular sentences.
2. Form and
				use verbs in the active and passive voice.
3. Form and use verbs in the indicative,
				imperative, interrogative, conditional, and subjunctive mood.
4. Recognize and correct inappropriate shifts
				in verb voice and mood.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 21 - Grades 9 and 10 › Section CLXIX-2101 - Reading Literature

Current through Register Vol. 50, No. 6, June 20, 2024
A. Cite
				relevant and thorough textual evidence to support analysis of what the text
				says explicitly as well as inferences drawn from the text.
B. Determine a theme or central idea of a
				text and analyze in detail its development over the course of the text,
				including how it emerges and is shaped and refined by specific details; provide
				an objective summary of the text.
C. Analyze how complex characters (e.g.,
				those with multiple or conflicting motivations) develop over the course of a
				text, interact with other characters, and advance the plot or develop the
				theme.
D. Determine the meaning of
				words and phrases as they are used in the text, including figurative and
				connotative meanings; analyze the cumulative impact of specific word choices on
				meaning and tone (e.g., how the language evokes a sense of time and place; how
				it sets a formal or informal tone).
E. Analyze how an authors choices concerning
				how to structure a text, order events within it (e.g., parallel plots), and
				manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
				tension, or surprise.
F. Analyze a
				particular point of view or cultural experience reflected in works of
				literature, drawing on a wide reading of world literature.
G. Analyze the representation of a subject or
				a key scene in two different artistic mediums, including what is emphasized or
				absent in each treatment (e.g., Audens poem "MusÉe des Beaux Arts" and
				Breughels painting "Landscape with the Fall of Icarus").
H. Analyze how an author draws on and
				transforms source material in a specific work (e.g., how Shakespeare treats a
				theme or topic from Ovid or the Bible or how a later author draws on a play by
				Shakespeare).
I. By the end of
				grade 9, read and comprehend literature, including stories, dramas, and poems,
				in the grades 9-10 text complexity band proficiently, with scaffolding as
				needed at the high end of the range.
J. By the end of grade 10, read and
				comprehend literature, including stories, dramas, and poems, at the high end of
				the grades 9-10 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 21 - Grades 9 and 10 › Section CLXIX-2103 - Reading Informational Text

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Determine a central idea of a text and analyze its development over the course
				of the text, including how it emerges and is shaped and refined by specific
				details; provide an objective summary of the text.
B. Analyze how the author unfolds an analysis
				or series of ideas or events, including the order in which the points are made,
				how they are introduced and developed, and the connections that are drawn
				between them.
C. Determine the
				meaning of words and phrases as they are used in a text, including figurative,
				connotative, and technical meanings; analyze the cumulative impact of specific
				word choices on meaning and tone (e.g., how the language of a court opinion
				differs from that of a newspaper).
D. Analyze in detail how an authors ideas or
				claims are developed and refined by particular sentences, paragraphs, or larger
				portions of a text (e.g., a section or chapter).
E. Determine an authors point of view or
				purpose in a text and analyze how an author uses rhetoric to advance that point
				of view or purpose.
F. Analyze
				various accounts of a subject told in different mediums (e.g., a persons life
				story in both print and multimedia), determining which details are emphasized
				in each account.
G. Delineate and
				evaluate the argument and specific claims in a text, assessing whether the
				reasoning is valid and the evidence is relevant and sufficient; identify false
				statements and fallacious reasoning.
H. Analyze seminal U.S. documents of
				historical and literary significance (e.g., Washingtons Farewell Address, the
				Gettysburg Address, Roosevelts Four Freedoms speech, Kings "Letter from
				Birmingham Jail"), including how they address related themes and
				concepts.
I. By the end of grade 9,
				read and comprehend literary nonfiction in the grades 9-10 text complexity band
				proficiently, with scaffolding as needed at the high end of the
				range.
J. By the end of grade 10,
				read and comprehend literary nonfiction at the high end of the grades 9-10 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 21 - Grades 9 and 10 › Section CLXIX-2105 - Writing

Current through Register Vol. 50, No. 6, June 20, 2024
A. Write arguments
				to support claims in an analysis of substantive topics or texts, using valid
				reasoning and relevant and sufficient evidence.
1. Introduce precise claim(s), distinguish
				the claim(s) from alternate or opposing claims, and create an organization that
				establishes clear relationships among claim(s), counterclaims, reasons, and
				evidence.
2. Develop claim(s) and
				counterclaims fairly, supplying evidence for each while pointing out the
				strengths and limitations of both in a manner that anticipates the audiences
				knowledge level and concerns.
3.
				Use words, phrases, and clauses to link the major sections of the text, create
				cohesion, and clarify the relationships between claim(s) and reasons, between
				reasons and evidence, and between claim(s) and counterclaims.
4. Establish and maintain a formal style and
				objective tone while attending to the norms and conventions of the discipline
				in which they are writing.
5.
				Provide a concluding statement or section that follows from and supports the
				argument presented.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 21 - Grades 9 and 10 › Section CLXIX-2107 - Speaking and Listening

Current through Register Vol. 50, No. 6, June 20, 2024
A. Initiate and
				participate effectively in a range of collaborative discussions (one-on-one, in
				groups, and teacher-led) with diverse partners on grades 9-10 topics, texts,
				and issues, building on others ideas and expressing their own clearly and
				persuasively.
1. Come to discussions
				prepared, having read and researched material under study; explicitly draw on
				that preparation by referring to evidence from texts and other research on the
				topic or issue to stimulate a thoughtful, well-reasoned exchange of
				ideas.
2. Work with peers to set
				rules for collegial discussions and decision-making (e.g., informal consensus,
				taking votes on key issues, presentation of alternate views), clear goals and
				deadlines, and individual roles as needed.
3. Propel conversations by posing and
				responding to questions that relate the current discussion to broader themes or
				larger ideas; actively incorporate others into the discussion; and clarify,
				verify, or challenge ideas and conclusions.
4. Respond thoughtfully to diverse
				perspectives, summarize points of agreement and disagreement, and, when
				warranted, qualify or justify their own views and understanding and make new
				connections in light of the evidence and reasoning presented.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 21 - Grades 9 and 10 › Section CLXIX-2109 - 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 parallel
				structure.
2. Use various types of
				phrases (noun, verb, adjectival, adverbial, participial, prepositional,
				absolute) and clauses (independent, dependent; noun, relative, adverbial) to
				convey specific meanings and add variety and interest to writing or
				presentations.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 23 - Grades 11 and 12 › Section CLXIX-2301 - Reading Literature

Current through Register Vol. 50, No. 6, June 20, 2024
A. Cite
				strong, thorough, and relevant textual evidence to support analysis of what the
				text says explicitly as well as inferences drawn from the text, including
				determining where the text leaves matters uncertain.
B. Determine two or more themes or central
				ideas of a text and analyze their development over the course of the text,
				including how they interact and build on one another to produce a complex
				account; provide an objective summary of the text.
C. Analyze the impact of the authors choices
				regarding how to develop and relate elements of a story or drama, including how
				the author develops characters and setting, builds the plot and subplots,
				creates themes, and develops mood/atmosphere.
D. Determine the meaning of words and phrases
				as they are used in the text, including figurative and connotative meanings;
				analyze the impact of specific word choices on meaning and tone, including
				words with multiple meanings or language that could be considered particularly
				fresh, engaging, or beautiful.
E.
				Analyze how an authors choices concerning how to structure specific parts of a
				text (e.g., the choice of where to begin or end a story, the choice to provide
				a comedic or tragic resolution) contribute to its overall structure and meaning
				as well as its aesthetic impact.
F.
				Analyze a case in which grasping point of view requires distinguishing what is
				directly stated in a text from what is really meant (e.g., satire, sarcasm,
				irony, or understatement).
G.
				Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
				live production of a play or recorded novel or poetry), evaluating how each
				version interprets the source text.
H. Demonstrate knowledge of foundational
				works of U.S. and world literature, including how two or more texts from the
				same period treat similar themes or topics.
I. By the end of grade 11, read and
				comprehend literature, including stories, dramas, and poems, in the grades
				11-CCR text complexity band proficiently, with scaffolding as needed at the
				high end of the range.
J. By the
				end of grade 12, read and comprehend literature, including stories, dramas, and
				poems, at the high end of the grades 11-CCR 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 23 - Grades 11 and 12 › Section CLXIX-2303 - Reading Informational Text

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Cite strong, thorough, and relevant textual evidence to support analysis of
				what the text says explicitly as well as inferences drawn from the text,
				including determining where the text leaves matters uncertain.
B. Determine two or more central ideas of a
				text and analyze their development over the course of the text, including how
				they interact and build on one another to provide a complex analysis; provide
				an objective summary of the text.
C. Analyze a complex set of ideas or sequence
				of events and explain how specific individuals, ideas, or events interact and
				develop over the course of the text.
D. Determine the meaning of words and phrases
				as they are used in a text, including figurative, connotative, and technical
				meanings; analyze how an author uses and refines the meaning of a key term or
				terms over the course of a text (e.g., how Madison defines faction in
				"Federalist No. 10").
E. Analyze
				and evaluate the effectiveness of the structure an author uses in his or her
				exposition or argument, including whether the structure makes points clear,
				convincing, and engaging.
F.
				Determine an authors point of view or purpose in a text in which the rhetoric
				is considered particularly effective, analyzing how style and content
				contribute to the student interpretation of power, persuasiveness, or beauty of
				the text.
G. Integrate and evaluate
				multiple sources of information presented in different media or formats (e.g.,
				visually, quantitatively) as well as in words in order to address a question or
				solve a problem.
H. Delineate and
				evaluate the reasoning in seminal U.S. texts, including the application of
				constitutional principles and use of legal reasoning (e.g., in U.S. Supreme
				Court majority opinions and dissents) and the premises, purposes, and arguments
				in works of public advocacy (e.g.,
The Federalist
,
				presidential addresses).
I.
				Analyze foundational U.S. and world documents of historical and literary
				significance for their themes, purposes, and rhetorical features.
J. By the end of grade 11, read and
				comprehend literary nonfiction in the grades 11-CCR text complexity band
				proficiently, with scaffolding as needed at the high end of the
				range.
K. By the end of grade 12,
				read and comprehend literary nonfiction at the high end of the grades 11-CCR
				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 23 - Grades 11 and 12 › Section CLXIX-2305 - Writing Standards

Current through Register Vol. 50, No. 6, June 20, 2024
A. Write
				arguments to support claims in an analysis of substantive topics or texts,
				using valid reasoning and relevant and sufficient evidence.
1. Introduce precise, knowledgeable claim(s),
				establish the significance of the claim(s), distinguish the claim(s) from
				alternate or opposing claims, and create an organization that logically
				sequences claim(s), counterclaims, reasons, and evidence.
2. Develop claim(s) and counterclaims fairly
				and thoroughly, supplying the most relevant evidence for each while pointing
				out the strengths and limitations of both in a manner that anticipates the
				audiences knowledge level, concerns, values, and possible biases.
3. Use words, phrases, and clauses as well as
				varied syntax to link the major sections of the text, create cohesion, and
				clarify the relationships between claim(s) and reasons, between reasons and
				evidence, and between claim(s) and counterclaims.
4. Establish and maintain a formal style and
				objective tone while attending to the norms and conventions of the discipline
				in which they are writing.
5.
				Provide a concluding statement or section that follows from and supports the
				argument presented.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 23 - Grades 11 and 12 › Section CLXIX-2307 - Speaking and Listening

Current through Register Vol. 50, No. 6, June 20, 2024
A. Initiate and
				participate effectively in a range of collaborative discussions (one-on-one, in
				groups, and teacher-led) with diverse partners on grades 11-12 topics, texts,
				and issues, building on others ideas and expressing their own clearly and
				persuasively.
1. Come to discussions
				prepared, having read and researched material under study; explicitly draw on
				that preparation by referring to evidence from texts and other research on the
				topic or issue to stimulate a thoughtful, well-reasoned exchange of
				ideas.
2. Work with peers to
				promote civil, democratic discussions and decision-making, set clear goals and
				deadlines, and establish individual roles as needed.
3. Propel conversations by posing and
				responding to questions that probe reasoning and evidence; ensure a hearing for
				a full range of positions on a topic or issue; clarify, verify, or challenge
				ideas and conclusions; and promote divergent and creative
				perspectives.
4. Respond
				thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
				made on all sides of an issue; resolve contradictions when possible; and
				determine what additional information or research is required to deepen the
				investigation or complete the task.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXIX - Bulletin 141-Louisiana Student Standards for English Language Arts › Chapter 23 - Grades 11 and 12 › Section CLXIX-2309 - 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. Apply the understanding that
				usage is a matter of convention, can change over time, and is sometimes
				contested.
2. Resolve issues of
				complex or contested usage, consulting references (e.g., Merriam-Websters
				Dictionary of English Usage, Garners Modern American Usage) as
				needed.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXV - Bulletin 139-Louisiana Child Care and Development Fund Programs › Chapter 1 - Child Care Assistance Program › Section CLXV-101 - Authority

Current through Register Vol. 50, No. 6, June 20, 2024
A. The Louisiana
				Child Care Assistance Program is established pursuant to the Child Care and
				Development Block Grant Act of 2014 (CCDBG) and administered by the Louisiana
				Department of Education (department) under the authority of state and federal
				laws.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  42 USC
				  9858, 45 CFR Parts 98 and 99 and
				  R.S.
				  17:407.26.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXV - Bulletin 139-Louisiana Child Care and Development Fund Programs › Chapter 3 - CCAP Provider Certification › Section CLXV-301 - Certification of Child Care Provider's Eligibility for Participation in CCAP

Current through Register Vol. 50, No. 6, June 20, 2024
A. A child care
				provider must be certified by the Department of Education (department) as
				eligible for participation in the Child Care Assistance Program (CCAP) in order
				to become a CCAP provider and receive CCAP payments. No CCAP payments may be
				made to a child care provider until the provider is certified by the
				department.
B. To be certified as a
				CCAP provider, a child care provider must meet all general and specific
				certification requirements set forth in this Chapter
AUTHORITY NOTE:
				  Promulgated in accordance with 45 CFR Part 98 and
				  R.S.
				  17:407.26.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXV - Bulletin 139-Louisiana Child Care and Development Fund Programs › Chapter 3 - CCAP Provider Certification › Section CLXV-303 - Types of Child Care Providers that May Apply for Certification

Current through Register Vol. 50, No. 6, June 20, 2024
A. The following
				types of child care providers may apply for certification:
1. type III early learning centers;
2. family child care providers;
3. in-home child care providers;
4. school child care centers; and
5. military child care centers.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXV - Bulletin 139-Louisiana Child Care and Development Fund Programs › Chapter 3 - CCAP Provider Certification › Section CLXV-305 - General Certification Requirements for All Child Care Providers

Current through Register Vol. 50, No. 6, June 20, 2024
A. To be certified
				as a CCAP provider, a child care provider must meet the following requirements:
1. provider agreement. Complete and sign a
				provider agreement furnished by the department and meet all requirements
				contained therein;
2. email
				address. Provide a current email address and notify the department immediately
				upon a change in such email address by submitting written notice to the LDE by
				fax or email;
3. time and
				attendance. Participate in the time and attendance system designated by the
				department and possess the minimum equipment necessary to operate the
				system;
4. direct deposit. Provide
				complete and accurate documentation and information required for direct
				deposit;
5. photo identification.
				Provide copies of government-issued photo identification and Social Security
				cards for the person signing the provider agreement;
6. mandatory reporting requirements. Comply
				with all mandatory reporting requirements for suspected cases of child abuse or
				neglect; and
7. additional
				requirements. Meet additional requirements for the specific type of child care
				provider set forth in §309-317
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXV - Bulletin 139-Louisiana Child Care and Development Fund Programs › Chapter 3 - CCAP Provider Certification › Section CLXV-307 - Specific Certification Requirements for Type III Early Learning Centers

Current through Register Vol. 50, No. 6, June 20, 2024
A. To be certified
				as a CCAP provider, a type III early learning center must meet the requirements
				in §305 and have a
				valid type III early learning center license issued by the Licensing Division
				pursuant to
				R.S.
				17:407.31 et seq.
AUTHORITY NOTE:
				  Promulgated in accordance with 45 CFR Part 98 and
				  R.S.
				  17:407.26.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXV - Bulletin 139-Louisiana Child Care and Development Fund Programs › Chapter 3 - CCAP Provider Certification › Section CLXV-310 - Child Care Criminal Background Checks (CCCBCs) for Family Child Care Providers and In-Home Child Care Providers

Current through Register Vol. 50, No. 6, June 20, 2024
A. Determination of Eligibility
1. The department shall determine a persons
				eligibility for child care purposes based upon the results of the persons
				CCCBC.
2. Components of a CCCBC. A
				CCCBC shall include:
a. a request for a
				fingerprint-based search of the Louisiana criminal history information
				record;
b. a request for a
				fingerprint-based search of the federal criminal history information
				record;
c. a request to DCFS to
				search the state central registry of child abuse and neglect;
d. a search of the Louisiana sex offender and
				child predator registry;
e. a
				search of the national sex offender registry, as required by
				45
				CFR 98.43(b)(2);
				and
f. a request for a search of
				the name-based state criminal history information record, state offender
				registry, and state registry of child abuse and neglect in each state where the
				person resided in the past five years, as required by 45 CFR
				98.43.43(b)(3).
3. The
				department shall determine that a person is either eligible or ineligible for
				child care purposes.
4. The
				department shall provide written notice of a CCCBC-based determination of
				eligibility for child care purposes in the following manner:
a. to the requesting home-based provider, the
				determination that the person is eligible or ineligible for child care purposes
				only, without revealing any disqualifying crime or other related information
				regarding the person; and
b. to the
				person for whom the home-based provider requested the determination of
				eligibility, the determination that the person is eligible or ineligible for
				child care purposes; and if the person is ineligible for child care purposes,
				information related to each disqualifying crime or other related information
				regarding the person and information about the opportunity to appeal the
				accuracy or completeness of the CCCBC results received by the department and
				used in the determination of eligibility.