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-325 - Fifth-Sixth Grade Span

Grades 5-6

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. Identify word meanings using a variety of strategies, including:

* using context clues (e.g., definition, restatement, example, contrast)

* using structural analysis (e.g., base words, roots, affixes)

* determining word origins (etymology)

* using electronic and print dictionaries, thesauruses, glossaries (ELA-1-M1)

1. Identify word meanings using a variety of strategies, including:

* using context clues (e.g., definition, restatement, example, contrast)

* using structural analysis (e.g., roots, affixes)

* determining word origins (etymology)

· explaining word analogies (ELA-1-M1)

ES-1/1: Identify word meanings using context clues

Will not be assessed on the state assessment

3. Use a homophone correctly

2. Identify the correct meaning of a homophone in a sentence or phrase

1. Identify a multiple-meaning word or a homophone used in text (e.g., fall; sail/sale)

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)

4. Develop specific vocabulary (e.g., for reading scientific, geographical, historical, and mathematical texts, as well as news and current events) for various purposes (ELA-1-M1)

3. Develop specific vocabulary (e.g., scientific, content specific, current events) for various purposes (ELA-1-M1)

ES-4/3: Develop a vocabulary of common content-specific words

3. Select the correct content word to complete a simple sentence or phrase

2. Categorize four content-specific words from two content areas

1. Identify a content-specific word

ELA-1-M2: interpreting story elements (e.g., mood, tone, style) and literary devices (e.g., flashback, metaphor, foreshadowing, symbolism) within a selection

5. Identify and explain story elements, including:

* theme development

* character development

* relationship of word choice and mood

* plot sequence (e.g., exposition, rising action, climax, falling action, resolution) (ELA-1-M2)

4. Identify and explain story elements, including:

* theme development

* character development

* relationship of word choice and mood

* plot sequence (e.g., exposition, rising action, climax, falling action, resolution) (ELA-1-M2)

ES-5/4: Identify story elements, including:

* character

* character trait

3. Identify a character trait of the main character in a story

2. Identify the main character and a secondary character in a story

1. Identify the main character in a story

Grades 5-6

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

12. 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 and implied main ideas and supporting details for each

* comparing and contrasting literary elements and ideas

* making simple inferences and drawing conclusions

* predicting the outcome of a story or situation with reasonable justification

* identifying literary devices (ELA-7-M1)

11. 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 supporting details

* comparing and contrasting literary elements and ideas

* making simple inferences and drawing conclusions

* predicting the outcome of a story or situation

* identifying literary devices (ELA-7-M1)

ES-12/11: Demonstrate understanding of information in texts, including:

* sequencing events

* identifying main idea

* making predictions

A. Sequence of events

3. Identify the beginning, middle, and end of a text

2. Identify the middle of a text

1. Identify the beginning and end of a text

B. Make predictions

3. Identify what happened last and predict what will happen next in a text

2. Predict what will happen next in a text

1. Predict what will happen last in a text

ELA-7-M4: using inductive and deductive reasoning skills across oral, written, and visual texts

17. Analyze grade-appropriate print and nonprint texts using various reasoning skills, including:

* identifying cause-effect relationships

* raising questions

* thinking inductively and deductively

* generating a theory or hypothesis

* skimming/scanning

* distinguishing facts from opinions and probability (ELA-7-M4)

16. 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-17/16: Demonstrate understanding of text by using reasoning skills, including:

* skimming and scanning

* cause and effect

3. Identify a cause and an effect in text

2. Identify a cause or effect in text

1. Skim or scan text to locate specific information

Grades 5-6

English Language Arts

Benchmarks

Grade Level Expectations

Extended Standards

Complexity Levels

ELA-2-M1: writing multi-paragraph compositions (150200 words) that clearly imply a central idea with supporting details in a logical, sequential order

18. Write multiparagraph compositions on student- or teacher-selected topics organized with the following:

* an established central idea

* important ideas or events stated in sequential or chronological order

* elaboration (e.g., fact, examples, specific details)

* transitional words and phrases that unify points and ideas

* an overall structure including an introduction, a body/middle, and a concluding paragraph that summarizes important ideas (ELA-2-M1)

17. Write multiparagraph compositions on student- or teacher-selected topics organized with the following:

* an 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

* an overall structure including an introduction, a body/middle, and a concluding paragraph that summarizes important ideas (ELA-2-M1)

ES-18/17: Write a composition that is organized with:

* central idea

* organization patterns (e.g., logical, sequential, or chronological order)

* elaboration (e.g., facts, examples, and/or supporting details)

Note that "write" may include drawing and dictating.

3. Given a topic, use "first," "then" or "next," and "last" to sequence the events in writing a composition

2. Given a topic, use "first" and "then" or "next" to write one or two sentences

1. Given a topic, use "first" to write a sequence of two events

ELA-2-M6: writing as a response to texts and life experiences (e.g., personal and business letters)

25. Write for various purposes, including:

* formal and informal letters that state a purpose, make requests, or give compliments

* evaluations of media, such as films, performances, or field trips

* explanations of stories and poems using retellings, examples, and text-based evidence (ELA-2-M6)

24. Write for various purposes, including:

* business letters that include a heading, inside address, salutation, body, and signature

* evaluations, supported with facts and opinions, of newspaper/magazine articles and editorial cartoons

* text-supported interpretations of elements of novels, stories, poems, and plays (ELA-2-M6)

ES-25/24: Write for various purposes, including:

* informal letter

* list

* evaluation of media

Note that "write" may include drawing and dictating.

3. Given a topic, evaluate a medium (e.g., film, performance, field trip)

2. Given a topic, write an informal letter (e.g., thank you)

1. Given a topic, write a list of two items

Grades 5-6

English Language Arts

Benchmarks

Grade Level Expectations

Extended Standards

Complexity Levels

ELA-4-M2: giving and following directions/procedures

34. Follow procedures (e.g., read, question, write a response, form groups) from detailed oral instructions (ELA-4-M2)

33. Follow procedures (e.g., read, question, write a response, form groups) from detailed oral instructions (ELA-4-M2)

ES-34/33: Follow multi-step directions

3. Follow a three-step direction

2. Follow an unfamiliar two-step direction

1. Follow a familiar two-step direction

ELA-4-M4: speaking and listening for a variety of audiences (e.g., classroom, real-life, workplace) and purposes (e.g., awareness, concentration, enjoyment, information, problem solving)

38. Demonstrate active listening strategies (e.g., asking focused questions, responding to questions, making visual contact) (ELA-4-M4)

37. Demonstrate active listening strategies for various purposes, including:

* viewing a video to interpret the meaning of the story, to determine the speaker's/character's attitude using verbal and nonverbal cues, and to draw conclusions about the presentation

* summarizing the main points of a speaker's message, including supporting details and their significance (ELA-4-M4)

ES-38/37: Demonstrate active listening strategies

3. Respond with three or more words to a question about a multiple-sentence statement (e.g., large black dog)

2. Respond with two words to a question about a multiple-sentence statement (e.g., large dog)

1. Respond with one word to a question about a multiple-sentence statement (e.g., dog)

ELA-4-M6: participating in a variety of roles in group discussions (e.g., facilitator, recorder)

41. 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)

40. 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-41/40: Participate in a group discussion

Will not be on the state assessment

3. Act as a facilitator in a group discussion (e.g., point to person who has the next turn to speak)

2. Act as a time keeper in a group discussion (e.g., tell para to start clock, stop clock)

1. Participate in a group discussion as a listener (e.g., turn toward or make eye-contact with each speaker, encourage speaker with nod of head)

Grades 5-6

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)

48. Interpret information from a variety of grade-appropriate sources, including timelines, charts, schedules, tables, diagrams, and maps (ELA-5-M6)

48. Interpret information from a variety of graphic organizers, including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources (ELA-5-M6)

ES-48/48: Locate information, including:

* daily schedule

* calendar

3. Respond to a question regarding information on a calendar

2. Locate information on a calendar

1. Identify a calendar from other similar items (e.g., a list, a diagram)