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

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

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

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)

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)

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