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-327 - Seventh-Eighth Grade Span

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus.
				  Extended standards for grades seven and eight continue to focus on reading,
				  writing, and thinking skills. Students build upon previously learned reading
				  strategies to encounter a wide range of genres. Students' writing becomes more
				  developed. The purposes for writing also increase. Seventh- and eighth-grade
				  students use active listening strategies to follow instructions and carry out
				  procedures or routines, as well as participate in group activities. At this
				  grade span, students increase the amount and type of information they can
				  access 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 7-8
English Language Arts
Benchmarks
Grade Level Expectations
Extended Standards
Complexity Levels
ELA-1-M1: using knowledge of word meaning and
								developing basic and technical vocabulary using various strategies (e.g.,
								context clues, idioms, affixes, etymology, multiple-meaning words)
1. Develop vocabulary using a variety of
								strategies, including:
* use of connotative and denotative meanings
* use of Greek, Latin, and Anglo-Saxon base words,
								roots, affixes, and word parts (ELA-1-M1)
1. Develop vocabulary using a variety of
								strategies, including:
* use of connotative and denotative meanings
* use of Greek, Latin, and Anglo-Saxon roots and
								word parts (ELA-1-M1)
ES-1/1: Determine the meaning of base/root words
								with affixes that indicate inflected verbs and nouns, i.e.:
* re-
* -er
3. Given an inflected verb or noun, determine its
								meaning from a known root/base word (e.g., reheat from heat; teacher from
								teach)
2. Identify a second inflected verb or noun with
								the same affix
1. Identify an inflected verb (paint/repaint) or
								an inflected noun (paint/painter)
ELA-1-M2: interpreting story elements (e.g., mood,
								tone, style) and literary devices (e.g., flashback, metaphor, foreshadowing,
								symbolism) within a selection
2. Explain story elements, including:
* the revelation of character motivation through
								thoughts, words, and actions
* plot sequence (e.g., exposition, rising action,
								climax, falling action, resolution)
* conflicts (e.g., man vs. man, nature, society,
								self) and their effect on plot
* effects of first- and third-person points of
								view
* theme development (ELA-1-M2)
2. Interpret story elements, including:
* stated and implied themes
* development of character types (e.g., flat,
								round, dynamic, static)
* effectiveness of plot sequence and/or subplots
* the relationship of conflicts and multiple
								conflicts (e.g., man vs. man, nature, society, self) to plot
* difference in third-person limited and
								omniscient points of view
* how a theme is developed (ELA-1-M2)
ES-2/2: Identify story elements, including:
* character
* character trait
* setting
3. Identify changes in the setting within one or
								more stories
2. Identify one setting in a story
1. Identify the main character and one of his/her
								character traits
2.
				  Standard Seven. Students apply reasoning and problem-solving skills to reading,
				  writing, speaking, listening, viewing, and visually representing.
Grades 7-8
English Language Arts
Benchmarks
Grade Level Expectations
Extended Standards
Complexity Levels
ELA-7-M1: using comprehension strategies (e.g.,
								summarizing, recognizing literary devices, paraphrasing) to analyze oral,
								written, and visual texts
9. Demonstrate understanding of information in
								grade-appropriate texts using a variety of strategies, including:
* sequencing events and steps in a process
* summarizing and paraphrasing information
* identifying stated or implied main ideas and
								explaining how details support ideas
* comparing and contrasting literary elements and
								ideas
* making inferences and drawing conclusions
* predicting the outcome of a story or situation
* identifying literary devices (ELA-7-M1)
9. Demonstrate understanding of information in
								grade-appropriate texts using a variety of strategies, including:
* sequencing events to examine and evaluate
								information
* summarizing and paraphrasing to examine and
								evaluate information
* interpreting stated or implied main ideas
* comparing and contrasting literary elements and
								ideas within and across texts
* making inferences and drawing conclusions
* predicting the outcome of a story or situation
* identifying literary devices (ELA-7-M1)
ES-9/9: Demonstrate understanding of information
								in grade appropriate texts, including:
* sequencing events
* summarizing
* identifying main idea
* predicting the outcome
3. Predict the outcome of text
2. Identify the main idea of text
1. Identify the sequence of events in text
ELA-7-M4: using inductive and deductive reasoning
								skills across oral, written, and visual texts
14. Analyze grade-appropriate print and nonprint
								texts using various reasoning skills, for example:
* identifying cause-effect relationships
* raising questions
* reasoning inductively and deductively
* generating a theory or hypothesis
* skimming/scanning (ELA-7-M4)
14. Analyze grade-appropriate print and nonprint
								texts using various reasoning skills, including:
* identifying cause-effect relationships
* raising questions
* reasoning inductively and deductively
* generating a theory or hypothesis
* skimming/scanning
* distinguishing facts from opinions and
								probability (ELA-7-M4)
ES-14/14: Demonstrate understanding of text by
								using reasoning skills, including:
* skimming and scanning
* cause and effect
* generating a theory or hypothesis ("If&then"
								statement)
3. Complete an "If&then" statement from
								information found within a given text
2. Identify a cause and effect relationship in
								text
1. Identify a cause or effect in text
3.
				  Standard Two. Students write competently for a variety of purposes and
				  audiences.
Grades 7-8
English Language Arts
Benchmarks
Grade Level Expectations
Extended Standards
Complexity Levels
ELA-2-M1: writing multiparagraph compositions
								(150200 words) that clearly imply a central idea with supporting details in a
								logical, sequential order
15. Write multiparagraph compositions on student-
								or teacher-selected topics organized with the following:
* established central idea
* organizational patterns (e.g.,
								comparison/contrast, order of importance, chronological order) appropriate to
								the topic
* elaboration (e.g., fact, examples, and/or
								specific details)
* transitional words and phrases that unify ideas
								and points
* overall structure including an introduction, a
								body/middle, and a concluding paragraph that summarizes important ideas and
								details (ELA-2-M1)
15. Write complex, multiparagraph compositions on
								student- or teacher-selected topics organized with the following:
* a clearly stated focus or central idea
* important ideas or events stated in a selected
								order
* organizational patterns (e.g.,
								comparison/contrast, order of importance, chronological order) appropriate to
								the topic
* elaboration (anecdotes, relevant facts,
								examples, and/or specific details)
* transitional words and phrases that unify ideas
								and points
* an overall structure (e.g., introduction,
								body/middle, and concluding paragraph that summarizes important ideas and
								details) (ELA-2-M1)
ES-15/15: Write a composition that is organized
								with:
· established central idea
* organizational patterns (e.g., logical,
								sequential order, order of importance, chronological order) appropriate to the
								topic
* elaboration (e.g., facts, examples, and or
								supporting details)
* overall structure, including an introduction, a
								body/middle, and a conclusion
Note that "write" may include drawing and
								dictating.
3. Given a topic, write a composition that
								expresses a central/main idea and is organized with a beginning, body/middle,
								and conclusion
2. Given a topic, write sentences or phrases that
								express a main idea and some elaboration
1. Given a topic, write related sentences or
								phrases that express chronological or sequential order
ELA-2-M6: writing as a response to texts and life
								experiences (e.g., personal and business letters)
22. Write for various purposes, including:
* letters of complaint supported with complete and
								accurate information and reasons
* evaluations of media, such as television, radio,
								and the arts
* text-supported interpretations of elements of
								grade-appropriate stories, poems, plays, and novels
* applications, such as memberships and library
								cards (ELA-2-M6)
22. Write for a wide variety of purposes,
								including:
* persuasive letters that include appropriate
								wording and tone and that state an opinion
* evaluations of advertisements, political
								cartoons, and speeches
* text-supported interpretations of elements of
								grade-appropriate stories, poems, plays, and novels (ELA-2-M6)
ES-22/22: Write for various purposes, including:
* informal letter
* list
* evaluations of media
* text-supported interpretations of stories,
								poems, plays, and novels
* applications
Note that "write" may include drawing and
								dictating.
3. Write an application (e.g., for a library card)
2. Write a letter/note to a friend/parent/teacher
1. Write an evaluation of a medium (e.g.,
								television, radio)
4.
				  Standard Four. Students demonstrate competence in speaking and listening as
				  tools for learning and communicating.
Grades 7-8
English Language Arts
Benchmarks
Grade Level Expectations
Extended Standards
Complexity Levels
ELA-4-M2: giving and following
								directions/procedures
30. Follow procedures (e.g., read, question, write
								a response, form groups) from detailed oral instructions (ELA-4-M2)
30. Follow procedures (e.g., read, question, write
								a response, form groups) from detailed oral instructions (ELA-4-M2)
ES-30/30: Follow instructions and carry out simple
								procedures/routines
3. Follow a familiar four-step procedure/routine
2. Follow instructions for an unfamiliar, simple
								procedure/routine
1. Follow a familiar, simple procedure/ routine
								(e.g., three-step recipe in Family/ Consumer Science)
ELA-4-M6: participating in a variety of roles in
								group discussions (e.g., facilitator, recorder)
38. Participate in group and panel discussions,
								including:
* explaining the effectiveness and dynamics of
								group process
* applying agreed-upon rules for formal and
								informal discussions
* assuming a variety of roles (e.g., facilitator,
								recorder, leader, listener) (ELA-4-M6)
38. Participate in group and panel discussions,
								including:
* explaining the effectiveness and dynamics of
								group process
* applying agreed-upon rules for formal and
								informal discussions
* assuming a variety of roles (e.g., facilitator,
								recorder, leader, listener) (ELA-4-M6)
ES-38/38: Participate in a group discussion,
								including:
* applying agreed-upon rules for formal
								discussions
* assuming a variety of roles (e.g., facilitator,
								time keeper, leader, listener)
Will not be on the state assessment
3. Act as a leader in a group discussion (e.g.,
								introduce the topic and keep participants on task)
2. Act as a time keeper in a group discussion
								using a clock to watch the time (e.g., start the clock, stop the clock)
1. Participate in a group discussion (e.g.,
								express opinions and/or concerns about the topic)
5.
				  Standard Five. Students locate, select, and synthesize information from a
				  variety of texts, media, references, and technological sources to acquire and
				  communicate knowledge.
Grades 7-8
English Language Arts
Benchmarks
Grade Level Expectations
Extended Standards
Complexity Levels
ELA-5-M6: identifying and interpreting graphic
								organizers (e.g., flowcharts, timelines, tree diagrams)
46. Interpret information from a variety of
								graphic organizers including timelines, charts, schedules, tables, diagrams,
								and maps in grade-appropriate sources (ELA-5-M6)
ES-46/46: Locate and use information, including:
* daily schedule
* calendar
3. Locate given information in a calendar (e.g.,
								holidays, special events, birthdays, weather conditions)
2. Recognize changes in daily schedule
1. Refer to schedule for information about
								sequence of activities