reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter C - Grade 2 › Section XI-9312 - Reading Literature

Current through Register Vol. 50, No. 6, June 20, 2024
A. Answer
					 who, what, where, when, why, and how questions from stories.
B. Use details to recount stories, including
					 fables and folktales from diverse cultures.
C. Retell a favorite text, including key
					 details.
D. Describe or select a
					 description of a major event or problem in a story.
E. Describe or select a description of how
					 characters respond to major events or problems in a story.
F. Describe or select the description of what
					 happened (or key events from) in the beginning of the story.
G. Describe or select the description of what
					 happened (or key events from) in the end of the story.
H. Use signal words (e.g., then, while,
					 because, when, after, before, later) to describe event sequence, actions, and
					 interactions in a story.
I. Read
					 books to examine how to write certain genres.
J. Identify different points of view of
					 different characters in a story. (e.g., "Who thinks it is a bad idea to play a
					 joke on a friend?")
K. Use
					 illustrations to answer questions about the characters, key events, the problem
					 or solution in a story.
L. Use
					 information gained from illustrations to describe elements within the
					 setting.
M. Use information gained
					 from illustrations to describe a character's feelings or what a character
					 wanted.
N. Use information gained
					 from illustrations to describe a relationship between characters (e.g.,
					 mother/daughter, love/hate).
O. Use
					 text features to aid comprehension.
P. Compare and contrast illustrations or
					 visuals between two versions of the same story (e.g., Cinderella stories) by
					 different authors or from different cultures.
Q. Compare and contrast characters or events
					 between two versions of the same story by different authors or from different
					 cultures.
R. Choose literary texts
					 or poems to read and reread, listen to, or view for leisure purposes.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter C - Grade 2 › Section XI-9313 - Reading Informational Text

Current through Register Vol. 50, No. 6, June 20, 2024
A.
					 Answer who, what, where, when, why, and how questions from informational
					 text.
B. Identify the main topic of
					 a multi-paragraph informational text.
C. Identify the focus of a paragraph and the
					 details that support the focus in an informational text.
D. Identify the sequence of events in an
					 informational text.
E. Identify the
					 steps in a process in an informational text.
F. Identify the cause and effect
					 relationships in an informational text.
G. Determine the meaning of words and phrases
					 in a text relevant to a grade 2 topic or subject area.
H. Identify and use text features (e.g.,
					 title, bold print, illustrations, glossaries) to aid comprehension (e.g.,
					 locate key facts or information in a text efficiently).
I. Identify the main purpose of a text,
					 including what question the author is answering, explaining, or
					 describing.
J. Explain or identify
					 what specific images (e.g., a diagram showing how a machine works) teach or
					 inform the reader.
K. Use the
					 illustrations and details in a text to describe or identify its key
					 ideas.
L. Identify the facts and
					 details an author gives to support points in a text.
M. Describe how facts and details support
					 specific points the author makes in a text.
N. Compare and contrast the most important
					 points presented by two texts on the same topic.
O. Choose informational texts to read and
					 reread, listen to, or view for leisure or informational purposes (e.g., to
					 answer questions; understand the world around them).
P. Discuss key details and main topic of a
					 preferred text.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter C - Grade 2 › Section XI-9314 - Reading Foundations

Current through Register Vol. 50, No. 6, June 20, 2024
A. Answer
					 who, what, where, when, why, and how questions from informational text.
					 LAC.RF.2.2a Produce single-syllable words by blending sounds (phonemes),
					 including consonant blends.
B.
					 Isolate and/or produce initial, medial vowel, and/or final sounds in
					 consonant-vowel-consonant (CVC) words.
C. Segment spoken single-syllable words into
					 their complete sequence of individual sounds (phonemes).
D. Identify long and short vowels in
					 regularly spelled one-syllable words.
E. Decode regularly spelled one-syllable
					 words with long vowels.
F. Decode
					 regularly spelled two-syllable words with long vowels.
G. Decode words with common prefixes and
					 suffixes.
H. Recognize and/or read
					 grade appropriate irregularly spelled words.
I. Read or identify frequently occurring root
					 words with and without inflectional endings.
J. Read grade-level text with accuracy,
					 appropriate rate, and expression (when applicable) on successive
					 readings.
K. Identify grade-level
					 words with accuracy and on successive attempts.
L. Practice self-monitoring strategies to aid
					 comprehension (e.g., reread, use visuals or cueing system, self-correct, ask
					 questions, confirm predictions).
M.
					 Use context to confirm or self-correct word recognition.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter C - Grade 2 › Section XI-9315 - Writing

Current through Register Vol. 50, No. 6, June 20, 2024
A. Produce an
					 opinion statement about a topic or book of interest, supply reasons that
					 support the opinion, and provide a concluding statement.
B. Connect reasons to the opinion using
					 linking words.
C. Organize an
					 opinion piece starting with an opinion statement followed by related reasons
					 and ending with a concluding statement.
D. Produce a statement that names a topic and
					 supplies some facts about the topic.
E. When creating information/explanatory
					 permanent products represent facts and descriptions through the use of
					 illustrations and captions.
F.
					 Order factual statements to describe a sequence of events or explain a
					 procedure.
G. Provide a concluding
					 statement or section to an informative/explanatory permanent product.
H. Provide a title that tells the central
					 idea or focus.
I. Describe a single
					 event or series of events by including actions, thoughts, or feelings about
					 who, what, and why.
J. Describe a
					 series of events in the order in which they occurred, and when appropriate, use
					 signal words (e.g., first, then, next).
K. Create a narrative permanent product that
					 provides a sense of closure.
L.
					 With guidance and support from adults, use feedback to strengthen permanent
					 products (e.g., add more details or description).
M. With guidance and support from adults, use
					 a variety of digital tools (e.g., word processing, Internet) to produce and
					 publish permanent products, including collaborating with peers.
N. 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).
O.
					 Generate ideas and or opinions when participating in shared writing
					 projects.
P. Recall information
					 from experiences to answer a question.
Q. With guidance and support from adults,
					 gather information (e.g., highlight in text, quote or paraphrase from
					 discussion) from provided sources to answer a question.
R. Use simple note-taking strategies (e.g.,
					 double entry journal, Venn diagram, T-chart, discussion web) to record reasons
					 for or against a topic.
S. Create a
					 permanent product (e.g., T-chart, word sort) to distinguish facts and
					 opinion.
T. Use simple note-taking
					 strategies or organizers (e.g., numbering, t-charts, graphic organizers) to
					 gather information from provided sources.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter C - Grade 2 › Section XI-9316 - Speaking and Listening

Current through Register Vol. 50, No. 6, June 20, 2024
A. 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 text
					 under discussion).
B. Build on
					 others' talk in conversations by linking their comments to the remarks of
					 others.
C. Engage in small or large
					 group discussions by sharing one's own permanent product.
D. Engage in small or large group discussion
					 of favorite texts presented orally or through other media.
E. Recount or describe key ideas or details
					 from literary text read aloud or information presented orally or through other
					 media.
F. Ask questions about
					 information presented orally in order to clarify something that is not
					 understood.
G. Share a story or
					 recount an experience with appropriate facts and relevant, descriptive
					 details.
H. Describe factual
					 information and ideas about people, places, things, and a single event or
					 series of events.
I. Provide at
					 least two facts for each subtopic identified for a larger topic.
J. Describe a single event or a series of
					 events by including actions, thoughts, or feelings.
K. Use drawings or other visual displays to
					 clarify ideas, thoughts, and feelings.
L. Produce complete sentences (e.g., through
					 dictation, writing, word array, picture) when appropriate to task and
					 situation.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter C - Grade 2 › Section XI-9317 - Language

Current through Register Vol. 50, No. 6, June 20, 2024
A. Use collective
					 and irregular plural nouns when communicating.
B. Use past tense irregular verbs when
					 communicating.
C. Use reflexive
					 pronouns (e.g., myself, ourselves) when communicating.
D. Use adjectives and adverbs when
					 communicating.
E. Produce and
					 expand upon simple or compound sentences.
F. Capitalize dates, names of people,
					 holidays, product names, and geographic names.
G. Use conventional spelling for words with
					 common spelling patterns.
H. Use
					 sentence context as a clue to the meaning of a word or phrase.
I. Determine the meaning of a new word formed
					 when a known prefix is added to the known word or root.
J. Use a known root word as a clue to the
					 meaning of an unknown word with the same root.
K. Use knowledge of the meaning of individual
					 words to predict the meaning of compound words.
L. Use a glossary or beginning dictionary to
					 determine the meaning of a word.
M.
					 Use newly acquired words in real-life context.
N. Distinguish shades of meaning among
					 related verbs and adjectives by defining them or acting out their meaning.
O. Use words and phrases acquired
					 through conversations, reading and being read to, and responding to texts,
					 including using adjectives and adverbs to describe (e.g., When other kids are
					 happy, that makes me happy).
P.
					 Identify connections with previously understood words to acquire the meaning of
					 a new word (e.g., weeping is like crying).
Q. Use newly acquired words in real-life
					 context.
R. Use adjectives to
					 describe nouns.
S. Use adverbs to
					 describe verbs.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter D - Grade 3 › Section XI-9318 - Reading Literature

Current through Register Vol. 50, No. 6, June 20, 2024
A. Answer
					 questions related to the relationship between characters, setting, events, or
					 conflicts (e.g., characters and events, characters and conflicts, setting and
					 conflicts).
B. Answer questions
					 (literal and inferential) and refer to text to support your answer.
C. Support inferences, opinions, and
					 conclusions using evidence from the text including illustrations.
D. Identify the central message (theme),
					 lesson, or moral within a story, folktale, or fable from diverse
					 cultures.
E. Use details to recount
					 stories, including fables and folktales from diverse cultures.
F. Use information in the text to determine
					 and explain a lesson learned by a character or theme within the
					 story.
G. Explain how characters'
					 actions contribute to the sequence of events/plot.
H. Describe a character's traits in a story
					 using details from the text and illustrations.
I. Explain a character's motivation in a
					 story using the character's thoughts, words, and actions as evidence from the
					 text.
J. Explain a character's
					 feelings in a story using the character's thoughts, words, and actions as
					 evidence from the text.
K. Describe
					 how a character changed in a story (e.g., different words, thoughts, feelings,
					 actions).
L. Analyze how a
					 character's point of view influences a conflict within a text.
M. Determine the meaning of literal and
					 nonliteral words and phrases as they are used in a text.
N. Determine the meaning of general academic
					 and domain-specific words and phrases in a text relevant to a grade 3 topic or
					 subject area.
O. Identify how the
					 structure of a poem is different than a story (e.g., rhyme shorter than
					 stories; stanza instead of paragraph).
P. Identify how the structure of a play is
					 different than the structure of a story (e.g., text includes props; dialogue
					 without quotation marks acts/scenes instead of chapter).
Q. Identify narrator or character's point of
					 view.
R. Identify own point of
					 view.
S. Distinguish their own
					 point of view from that of the narrator or those of the characters.
T. Support inferences, opinions, and
					 conclusions using evidence from the text including illustrations.
U. Use descriptive words and
					 illustrations/visuals from a story, read or viewed, to explain the mood in a
					 given part of the story.
V. Compare
					 two or more texts or adapted texts on the same topic or by the same
					 author.
W. Read or be read to and
					 recount self-selected literary texts, such as stories, fables, folktales,
					 myths, or adapted texts.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter D - Grade 3 › Section XI-9319 - Reading Informational Text

Current through Register Vol. 50, No. 6, June 20, 2024
A.
					 Answer questions to demonstrate understanding of a text, referring explicitly
					 to the text as the basis for the answers.
B. Identify supporting details of an
					 informational text read, read aloud or information presented in diverse media
					 and formats, including visually, quantitatively, and orally.
C. Determine the main idea of text, read
					 aloud, or information presented in diverse media and formats, including
					 visually, quantitatively, and orally.
D. Determine the main idea of a text; recount
					 the key details and explain how they support the main idea.
E. Identify facts that an author uses to
					 support a specific point or opinion.
F. Identify the purpose of a variety of text
					 features.
G. Use text features
					 (keywords, glossary) to locate information relevant to a given topic or
					 question.
H. Use tools (e.g.,
					 sidebars, icons, glossary) to locate information relevant to a given
					 topic.
I. Identify the author's
					 purpose in an informational text.
J. Identify own point of view about a topic.
K. Compare own point of view to that of the
					 author.
L. Use illustrations (e.g.,
					 maps, photographs) in informational texts to answer questions.
M. Identify information learned from
					 illustrations and information learned from the words in an informational
					 text.
N. 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).
O. Within
					 informational texts, locate or identify evidence in the text or graphics to
					 support the central ideas.
P.
					 Identify signal words that help determine what the text structure is in an
					 informational text.
Q. Describe the
					 connection between sentences and paragraphs in a text.
R. Compare two or more texts on the same
					 topic or by the same author.
S.
					 When researching a topic, compare and contrast the most important points and
					 key details presented in two informational texts on the same topic.
T. Read or be read to and recount
					 self-selected informational texts or adapted texts.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter D - Grade 3 › Section XI-9320 - Reading Foundations

Current through Register Vol. 50, No. 6, June 20, 2024
A. Identify
					 the meaning of most common prefixes.
B. Identify the meaning of most common
					 suffixes.
C. Decode regularly
					 spelled one-syllable words with long vowels.
D. Decode regularly spelled two-syllable
					 words with long vowels.
E. Decode
					 multi-syllable words.
F. Recognize
					 and/or read grade appropriate irregularly spelled words.
G. Read text (including prose and poetry)
					 with accuracy, appropriate rate, and expression (when applicable) on successive
					 readings.
H. Identify grade-level
					 words with accuracy.
I. Practice
					 self-monitoring strategies to aid comprehension (e.g., reread, use visuals or
					 cueing system, self-correct, ask questions, confirm predictions).
J. Use context to confirm or self-correct
					 word recognition.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter D - Grade 3 › Section XI-9322 - Speaking and Listening

Current through Register Vol. 50, No. 6, June 20, 2024
A. Provide
					 evidence of being prepared for discussions on a topic or text through
					 appropriate statements made during discussion.
B. Ask questions to check understanding of
					 information presented in collaborative discussions.
C. Link personal ideas and comments to the
					 ideas shared by others in collaborative discussions.
D. Express ideas and understanding in light
					 of collaborative discussions.
E.
					 Determine the central message, lesson, moral, and key details of a text read
					 aloud or information presented in diverse media and formats, including
					 visually, quantitatively, and orally.
F. Determine the main idea of text read aloud
					 or information presented in diverse media and formats, including visually,
					 quantitatively, and orally.
G.
					 Identify supporting details of an informational text read aloud or information
					 presented in diverse media and formats, including visually, quantitatively, and
					 orally.
H. Ask and answer questions
					 about information from a speaker, offering appropriate elaboration and
					 detail.
I. Report on a topic, tell
					 a story or recount an experience with appropriate facts and relevant,
					 descriptive details.
J. Add audio
					 recordings and visual displays when appropriate to emphasize or enhance certain
					 facts or details.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter D - Grade 3 › Section XI-9323 - Language

Current through Register Vol. 50, No. 6, June 20, 2024
A. Identify nouns
					 (regular, irregular, abstract), verbs (regular, irregular, simple tenses),
					 adjectives, and/or adverbs within sentences.
B. Use nouns (regular, irregular, abstract),
					 verbs (regular, irregular, simple tenses), and adjectives and/or adverbs when
					 communicating.
C. Use correct
					 subject-verb and pronoun-antecedent agreement when communicating.
D. Produce and expand upon simple and
					 compound sentences.
E. Capitalize
					 words in holidays, product names, geographic names, and appropriate words in
					 titles.
F. Use commas accurately in
					 addresses or dialogue when communicating.
G. Use quotation marks when
					 communicating.
H. Use conventional
					 spelling and spelling patterns (e.g., word families, syllable patterns, ending
					 rules) when communicating high frequency and/or previously learned
					 words.
I. Choose words and phrases
					 for appropriate effect (e.g., to inform) within writing.
J. Use sentence context as a clue to the
					 meaning of a new word, phrase, or multiple meaning word.
K. Determine the meaning of the new word
					 formed when a known affix is added to a known word.
L. Use a known root word as a clue to the
					 meaning of an unknown word with the same root.
M. Use a glossary or dictionary to determine
					 the meaning of a word.
N.
					 Distinguish literal from non-literal meanings of words and phrases in
					 context.
O. Use newly acquired
					 words in real-life context.
P.
					 Identify and sort shades of meaning words from general to specific or lesser to
					 specific.
Q. Use newly acquired
					 conversational and general academic words and phrases accurately when
					 communicating.
R. Use newly
					 acquired domain-specific words and phrases accurately when
					 communicating.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter E - Grade 4 › Section XI-9324 - 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.
B. Refer to details and
					 examples in a text when drawing basic inferences about a story, poem, or
					 drama.
C. Use details and examples
					 in a text when explaining the author's purpose (e.g., what did the author use
					 to scare you, surprise you?).
D.
					 Use evidence from the text to summarize a story, poem or drama.
E. Determine the theme of a story, drama, or
					 poem; refer to text to support answer.
F. Answer questions related to the
					 relationship between characters, setting, events, or conflicts (e.g.,
					 characters and events, characters and conflicts, setting and
					 conflicts).
G. Describe character
					 traits (e.g., actions, deeds, dialogue, description, motivation, interactions);
					 use details from text to support description.
H. Describe character motivation (e.g.,
					 actions, thoughts, words); use details from text to support
					 description.
I. Determine the
					 meaning of general academic and domain-specific words and phrases in a text
					 relevant to a grade 4 topic or subject area.
J. Identify how the structure of a poem is
					 different than a story (e.g., identify rhyme, shorter than stories; stanza
					 instead of paragraph).
K. Identify
					 how the structure of a play is different than the structure of a story (e.g.,
					 text includes props; dialogue without quotation marks acts/scenes instead of
					 chapter).
L. Determine the author's
					 point of view (first- or third-person).
M. Compare the point of view from which
					 different stories are narrated, including the difference between first-and
					 third-person narrations.
N. Use
					 evidence from both the text version and oral or visual presentation of the same
					 text to support inferences, opinions, and conclusions.
O. Make connections between the text of a
					 story and the visual representations, refer back to text/illustrations to
					 support answer.
P. Make connections
					 between the text of a play and the oral representations, refer back to
					 text/illustrations to support answer.
Q. Compare the treatment of similar themes
					 and topics (e.g., opposition of good and evil) in stories, myths, and
					 traditional literature from different cultures.
R. Compare the treatment of patterns of
					 events (e.g., the quest) in stories, myths, and traditional literature from
					 different cultures.
S. Read or be
					 read to and recount self-selected literary texts, such as stories, dramas,
					 poetry, or adapted texts.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter E - Grade 4 › Section XI-9326 - Reading Foundations

Current through Register Vol. 50, No. 6, June 20, 2024
A. Use
					 letter-sound correspondences, syllabication patterns, and morphology (e.g.,
					 affixes) to identify and/or read multisyllabic words.
B. Identify grade level words with accuracy
					 and on successive attempts.
C.
					 Recognize and/or read grade appropriate irregularly spelled words.
D. Read text (including prose and poetry)
					 with accuracy, appropriate rate, and expression (when applicable) on successive
					 readings.
E. Practice
					 self-monitoring strategies to aid comprehension (e.g., reread, use visuals or
					 cueing system, self-correct, ask questions, confirm predictions).
F. Use context to confirm or self-correct
					 word recognition.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter E - Grade 4 › Section XI-9328 - Speaking and Listening

Current through Register Vol. 50, No. 6, June 20, 2024
A. Provide
					 evidence of being prepared for discussions on a topic or text through
					 appropriate statements made during discussion.
B. Ask questions to check understanding of
					 information presented in collaborative discussions.
C. Make appropriate comments that contribute
					 to a collaborative discussion.
D.
					 Review the key ideas expressed within a collaborative discussion.
E. Paraphrase portions of a text read aloud
					 or information presented in diverse media and formats, including visually,
					 quantitatively, and orally.
F.
					 Identify the reasons and evidence a speaker provides to support particular
					 points.
G. Report on a topic or
					 text, tell a story, or recount an experience in an organized manner, using
					 appropriate facts and relevant, descriptive details.
H. Add audio recordings and visual displays
					 to presentations when appropriate to enhance the development of main ideas or
					 themes.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter E - Grade 4 › Section XI-9329 - Language

Current through Register Vol. 50, No. 6, June 20, 2024
A. Use relative
					 pronouns and relative adverbs when communicating.
B. Use prepositional phrases when
					 communicating.
C. Produce complete
					 sentences, recognizing and correcting inappropriate fragments and
					 run-ons.
D. Use correct
					 capitalization when communicating.
E. Use commas and quotation marks when
					 communicating.
F. Spell
					 grade-appropriate words correctly in writing, consulting references as
					 needed.
G. Choose words and phrases
					 for appropriate effect (e.g., to inform) when communicating.
H. Use context to determine the meaning of
					 unknown or multiple meaning words, or words showing shades of
					 meaning.
I. Use common
					 grade-appropriate roots and affixes as clues to the meaning of a
					 word.
J. Use a glossary,
					 dictionary, or thesaurus to determine the meaning of a word.
K. Identify simple similes in
					 context.
L. Identify simple
					 metaphors in context.
M. Relate
					 words to their opposites (antonyms).
N. Relate words to words with similar but not
					 identical meanings (synonyms).
O.
					 Identify the meaning of common idioms.
P. Use grade-appropriate general academic and
					 domain-specific words and phrases accurately when communicating.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter F - Grade 5 › Section XI-9330 - 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.
B. Refer to specific
					 text evidence to support inferences, interpretations, or conclusions.
C. Summarize a portion of text such as a
					 paragraph or a chapter.
D.
					 Summarize a text from beginning to end in a few sentences.
E. Determine the theme of a story, drama, or
					 poem including how characters in a story or drama respond to challenges or how
					 the speaker in a poem reflects upon a topic.
F. Compare characters, settings, events
					 within a story; provide or identify specific details in the text to support the
					 comparison.
G. 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).
H. Determine the meaning of words and phrases
					 as they are used in a text including figurative language such as metaphors and
					 similes.
I. Use signal words (e.g.,
					 meanwhile, unlike, next) to identify common types of text structure (e.g.,
					 sequence, compare/contrast, cause/effect, description) within a text.
J. Explain how a series of chapters fits
					 together to provide the overall structure of a particular text.
K. Describe how a narrator's or speaker's
					 point of view influences how events are described.
L. Explain how the description of characters,
					 setting, or events might change if the person telling the story
					 changed.
M. Interpret the meaning
					 of metaphors and similes to help explain the setting within a text.
N. Interpret the meaning of metaphors and
					 similes to help determine the mood within a text.
O. Describe how visual and multimedia
					 elements contribute to the meaning or tone of a text (e.g., graphic novel,
					 multimedia presentation of fiction, folktale, myth, poem).
P. Compare and contrast stories in the same
					 genre (e.g., mysteries and adventure stories) on their approaches to similar
					 themes and topics.
Q. Read or be
					 read to a variety of literary texts or adapted texts, including graphic novels,
					 poetry, and fiction.
R. Use a
					 variety of strategies to derive meaning from a variety of print and non-print
					 literary texts.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter F - Grade 5 › Section XI-9331 - 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.
B. Quote accurately
					 from a text to support inferences.
C. Determine the main idea, and identify key
					 details to support the main idea.
D. Summarize the text or a portion of the
					 text read, read aloud, or presented in diverse media.
E. Explain/identify the relationship between
					 two or more individuals, events, ideas, or concepts in a historical,
					 scientific, or technical text.
F.
					 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.
G. 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 across
					 texts.
H. Determine the meaning of
					 general academic and domain-specific words and phrases in a text relevant to a
					 grade 5 topic or subject area.
I.
					 Use signal words as a means of locating information (e.g., knowing that because
					 or as a result of may help link a cause to a result).
J. Use signal words to identify common types
					 of text structures.
K. Compare and
					 contrast the overall structure (e.g., chronology, comparison, cause/effect,
					 problem/solution) of events, ideas, concepts, or information in two or more
					 texts.
L. Note important
					 similarities and differences in the point of view of multiple accounts of the
					 same event or topic.
M. Draw on
					 information from multiple print or digital sources, demonstrating the ability
					 to locate an answer to a question or to solve a problem.
N. Refer to multiple print or digital sources
					 as support for inferences (e.g., "How did you know?").
O. Explain how an author uses reasons and
					 evidence to support particular points in a text.
P. Identify reasons and evidence that support
					 an author's point(s) in a text.
Q.
					 Identify the author's stated thesis/claim/opinion.
R. Identify evidence the author uses to
					 support stated thesis/claim/opinion.
S. Identify key details from multiple sources
					 on the same topic (e.g., "What are the important things that you
					 learned?").
T. Integrate
					 information on a topic from multiple sources to answer a question or support a
					 focus or opinion.
U. Read or be
					 read to a variety of informational texts or adapted texts.
V. Use a variety of strategies to derive
					 meaning from a variety of print and non-print informational texts.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter F - Grade 5 › Section XI-9332 - Reading Foundations

Current through Register Vol. 50, No. 6, June 20, 2024
A. Use
					 morphemes (e.g., roots and affixes) to decode unfamiliar multisyllabic words in
					 and out of context.
B. Use context
					 to confirm or self-correct word recognition.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter F - Grade 5 › Section XI-9334 - Speaking and Listening

Current through Register Vol. 50, No. 6, June 20, 2024
A. Make
					 appropriate comments that contribute to a collaborative discussion.
B. Review the key ideas expressed within a
					 collaborative discussion.
C.
					 Determine the narrative point of view of a text read, read aloud, or
					 viewed.
D. Summarize the text or a
					 portion of the text read, read aloud, or presented in diverse media.
E. Identify a speaker's points or
					 claims.
F. Summarize the points a
					 speaker makes.
G. Identify reasons
					 and evidence that a speaker provides to support points or claims.
H. Explain how at least one claim in a
					 discussion is supported by reasons and evidence.
I. Report on a topic, story or claim using a
					 logical sequence of ideas, appropriate facts, and relevant and descriptive
					 details.
J. Elaborate on each fact
					 or opinion given in support of a claim with relevant details.
K. Include multimedia components (e.g.,
					 graphics, sound) and visual displays in presentation when appropriate to
					 enhance the development of topic.
L. Use captioned pictures, labeled diagrams,
					 tables, or other visual displays in presentations when appropriate to support
					 the topic or theme.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter F - Grade 5 › Section XI-9335 - Language

Current through Register Vol. 50, No. 6, June 20, 2024
A. Use appropriate
					 verb tense to convey times, sequence, state, and condition.
B. Recognize and correct inappropriate shifts
					 in verb tense.
C. Identify and use
					 conjunctions, prepositions, and interjections when communicating.
D. Produce simple, compound, and complex
					 sentences in writing.
E. Use
					 punctuation to separate items in a series.
F. Use commas accurately when
					 communicating.
G. Spell words
					 correctly when communicating, consulting references as needed.
H. Expand, combine, and reduce sentences for
					 meaning, reader interest, and style when communicating.
I. Use context to determine the meaning of
					 unknown or multiple meaning words.
J. Use common grade-appropriate roots and
					 affixes as clues to the meaning of a word.
K. Consult print or digital reference
					 materials (e.g., dictionaries, glossaries, thesauruses) to find the
					 pronunciation of a word.
L. Consult
					 print or digital reference materials (e.g., dictionaries, glossaries,
					 thesauruses) to find the meaning of a word.
M. Identify the denotation for a known
					 word.
N. Determine the meaning of
					 words and phrases as they are used in a text including figurative language such
					 as metaphors and similes.
O. Use
					 figurative language in context, including similes and metaphors.
P. Identify the meaning of common idioms or
					 proverbs.
Q. Use the relationship
					 between particular words (e.g., synonyms, antonyms, homographs) in writing to
					 promote understanding of each of the words.
R. Use grade-appropriate general academic and
					 domain-specific words and phrases accurately.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter G - Grade 6 › Section XI-9336 - 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.
B. Use specific details
					 from the text (e.g., words, interactions, thoughts, motivations) to support
					 inferences or conclusions about characters including how they change during the
					 course of the story.
C. Use the
					 specific details from the text to support inferences and explanations about
					 plot development.
D. Select key
					 details about a character and relate those details to a theme within the
					 text.
E. Determine the theme(s) of
					 a story, drama, or poem including how it is conveyed through particular
					 details.
F. Summarize a text from
					 beginning to end in a few sentences without including personal
					 opinions.
G. Describe how the plot
					 unfolds in a story.
H. Analyze a
					 character's interactions throughout a story as they relate to conflict and
					 resolution.
I. Determine the
					 meaning of words and phrases as they are used in a text including figurative
					 (i.e., metaphors, similes, and idioms) and connotative meanings.
J. 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.
K. Determine the narrative point of
					 view.
L. Identify and describe how
					 the narrative point of view influences the reader's interpretation.
M. Explain how an author develops the point
					 of view of the narrator or speaker in a text.
N. Compare the experience of reading a story
					 or drama to listening to or viewing an audio, video, or live version of the
					 text.
O. Compare texts from
					 different genres that have a similar theme or address the same topic.
P. Read or be read to a variety of literary
					 texts or adapted texts, including historical novels, fantasy stories and
					 novels, poetry, and fiction.
Q. Use
					 a variety of strategies to derive meaning from a variety of print and non-print
					 literary texts.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter G - Grade 6 › Section XI-9337 - Reading Informational Text

Current through Register Vol. 50, No. 6, June 20, 2024
A.
					 Use textual evidence to support inferences.
B. Provide a summary of the text distinct
					 from personal opinions or judgments.
C. Identify key individuals, events, or ideas
					 in a text.
D. Determine how key
					 individuals, events, or ideas are introduced in a text.
E. Determine how key individuals, events, or
					 ideas are illustrated in a text.
F.
					 Determine how key individuals, events, or ideas are elaborated or expanded on
					 in a text.
G. Determine the meaning
					 of words and phrases as they are used in a text including figurative (e.g.,
					 metaphors, similes, and idioms) and connotative meanings.
H. Use signal words as a means of locating
					 information (e.g., knowing that because or as a result of may help link a cause
					 to a result.
I. Determine an
					 author's point of view or purpose in a text and explain how it is
					 conveyed.
J. Identify what is
					 learned from different media or formats compared to what is learned via written
					 words or spoken words.
K. Summarize
					 information gained from a variety of sources including media or
					 texts.
L. Identify relevant details
					 from several texts on the same topic (e.g., "What are the important things that
					 you learned?").
M. Identify an
					 argument or claim that the author makes.
N. Evaluate the claim or argument; determine
					 if it is supported by evidence.
O.
					 Distinguish claims or arguments from those that are supported by evidence from
					 those that are not.
P. Compare and
					 contrast one author's presentation of events with that of another (e.g., a
					 memoir written by and a biography on the same person).
Q. Read or be read to a variety of
					 informational texts or adapted texts.
R. Use a variety of strategies to derive
					 meaning from a variety of print and non-print informational texts.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.
Louisiana Administrative Code › Title 28 - EDUCATION › Part XI - Accountability/Testing › Subpart 5 - Bulletin 127-LEAP Connect Assessment, Louisiana Connectors for Students with Significant Cognitive Disabilities › Chapter 93 - English Language Arts › Subchapter G - Grade 6 › Section XI-9339 - Speaking and Listening

Current through Register Vol. 50, No. 6, June 20, 2024
A.
					 Interpret information presented in diverse media and formats (e.g., visually,
					 quantitatively, orally).
B. Explain
					 how information gained via media and formats contributes to the understanding
					 of a topic, text, or issue under study.
C. Summarize the points a speaker
					 makes.
D. Summarize the points an
					 author makes.
E. Distinguish claims
					 or arguments from those that are supported by evidence from those that are
					 not.
F. Distinguish claims
					 presented orally or in writing that are supported by reasons and claims that
					 are not.
G. Report on a topic,
					 story or claim with a logical sequence of ideas, appropriate facts and
					 relevant, descriptive details.
H.
					 Include multimedia components (e.g., graphics, images, music, sound) and visual
					 displays in presentations to clarify information.
I. Use captioned pictures, labeled diagrams,
					 tables, or other visual displays in presentations when appropriate to support
					 the topic or theme.
AUTHORITY NOTE:
						Promulgated in accordance with
						R.S.
						17:24.4.