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-329 - Ninth-Twelfth Grade Span

Grades 9-12

English Language Arts

Benchmarks

Grade-Level Expectations

Extended Standards

Complexity Levels

ELA-1-H1: using knowledge of word meaning and extending basic and technical vocabulary, employing a variety of strategies (e.g., contexts, connotations and denotations, word derivations, relationships, inferences)

1. Extend basic and technical vocabulary using a variety of strategies, including:

· use of context clues

· use of knowledge of Greek and Latin roots and affixes

· use of denotative and connotative meanings

· tracing etymology (ELA-1-H1)

1. Extend basic and technical vocabulary using a variety of strategies, including:

· use of context clues

· use of knowledge of Greek and Latin roots and affixes

· use of denotative and connotative meanings

· tracing etymology (ELA-1-H1)

ES-1/1: Determine the meaning of base/root words with affixes that indicate negation and comparative/superlative, i.e.:

· dis-

· -er

· -est

3. Given a word that indicates negation or comparative/superlative, determine its meaning from its root/base

2. Identify a second word with the same affix that indicates negation or comparative/ superlative

1. Identify a word that indicates negation or comparative/ superlative

ELA-1-H2: analyzing and evaluating the effects of complex elements and complex literary devices (e.g., irony, sarcasm, ambiguity) on the meaning and purpose of a selection

2. Identify and explain story elements, including:

· the author's use of direct and indirect characterization

· the author's pacing of action and use of plot development, subplots, parallel episodes, and climax to impact the reader

· the revelation of character through dialect, dialogue, dramatic monologues, and soliloquies (ELA-1-H2)

2. Analyze the development of story elements, including:

· characterization

· plot and subplot(s)

· theme

· mood/atmosphere (ELA-1-H2)

ES-2/2: Identify story elements, including:

· character

· character trait

· setting

· main idea

3. Identify the main idea in a selection

2. Identify details/event/idea in a selection

1. Describe the setting of a selection

Grades 9-12

English Language Arts

Benchmarks

Grade-Level Expectations

Extended Standards

Complexity Levels

ELA-7-H1: using comprehension strategies (e.g., synthesizing, critiquing) to evaluate oral, written, and visual texts

11. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:

· summarizing and paraphrasing information and story elements

· comparing and contrasting information in texts, including televised news, news magazines, documentaries, and online information

· comparing and contrasting complex literary elements, devices, and ideas within and across texts

· examining the sequence of information and procedures in order to critique the logic or development of ideas in texts

· making inferences and drawing conclusions

· making predictions and generalizations (ELA-7-H1)

11. Demonstrate understanding of information in grade-appropriate texts using a variety of reasoning strategies, including:

· summarizing and paraphrasing information and story elements

· comparing and contrasting information in various texts, (e.g., televised news, news magazines, documentaries, online information)

· comparing and contrasting complex literary elements, devices, and ideas within and across texts

· examining the sequence of information and procedures in order to critique the logic or development of ideas in texts

· making inferences and drawing conclusions

· making predictions and generalizations (ELA-7-H1)

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

· summarizing information

· comparing and contrasting literary elements and ideas within and among texts

· sequencing events or procedures

· making inferences

· drawing conclusions

· making predictions about a story

3. Compare or contrast literary elements (e.g., character, character traits, setting) or ideas either within or among texts

2. Draw a conclusion from information in texts

1. Make an inference from texts

ELA-7-H4: using analytical reasoning skills in a variety of complex oral, written, and visual texts

14. Analyze information within and across grade-appropriate texts using various reasoning skills, including:

· identifying cause-effect relationships

· raising questions

· reasoning inductively and deductively

· generating a theory or hypothesis

· distinguishing facts from opinions and probability (ELA-7-H4)

15. Analyze information within and across grade-appropriate texts using various reasoning skills, including:

· identifying cause-effect relationships

· raising questions

· reasoning inductively and deductively

· generating a theory or hypothesis

· distinguishing facts from opinions and probability (ELA-7-H4)

ES-14/15: Demonstrate understanding of texts by using reasoning skills, including:

· skimming and scanning

· generating a theory or hypothesis

· distinguishing fact from opinion

· cause and effect

3. Differentiate fact from opinion in texts

2. Identify an opinion in texts

1. Locate a fact in texts

Grades 9-12

English Language Arts

Benchmarks

Grade-Level Expectations

Extended Standards

Complexity Levels

ELA-2-H1: writing compositions (250300 words) that employ specific organizational elements (e.g., spatial order, order of importance, ascending/descending order, chronological order) and clearly imply a central idea with supporting details in a logical, sequential order

16. Develop multiparagraph compositions organized with the following:

· a clearly stated central idea or thesis statement

· a clear, overall structure that includes an introduction, a body, and an appropriate conclusion

· supporting paragraphs appropriate to the topic organized in a logical sequence (e.g., spatial order, order of importance, ascending/descending order, chronological order, parallel construction)

· transitional words and phrases that unify throughout (ELA-2-H1)

17. Develop multiparagraph compositions organized with the following:

· a clearly stated central idea/thesis statement

· a clear, overall structure that includes an introduction, a body, and an appropriate conclusion

· supporting paragraphs appropriate to the topic organized in a logical sequence (e.g., spatial order, order of importance, ascending/descending order, chronological order, parallel construction)

· transitional words and phrases that unify throughout (ELA-2-H1)

ES-16/17: Write a composition that is organized with:

· a clearly stated central idea

· a clear, overall structure that includes an introduction, a body with supporting details, and a conclusion

· organizational patterns (e.g., logical spatial order, order of importance, ascending/descending order, chronological order)

· transitional words and phrases that unify throughout

Note that "write" may include drawing and dictating.

3. Write a composition with a clear introduction, a body with supporting details, and a conclusion

2. Write a composition with a central idea and supporting details

1. Write a composition that clearly states a central idea

ELA-2-H6: writing as a response to texts and life experiences (e.g., technical writing, rÉsumÉs)

21. Write for various purposes, including:

· formal and business letters, such as letters of complaint and requests for information

· letters to the editor

· job applications

· text-supported interpretations that connect life experiences to works of literature (ELA-2-H6)

24. Write for various purposes, including:

· formal and business letters, such as letters of complaint and requests for information

· letters to the editor

· job applications

· text supported interpretations that connect life experiences to works of literature (ELA-2-H6)

ES-21/24: Write for various purposes, including:

· informal letter

· list

· evaluation of media

· text-supported interpretation

· business letter

· job application

Note that "write" may include drawing and dictating.

3. Write a business letter including addresses, date, two sentences or phrases around a central idea, and closing (e.g., letter of complaint)

2. Write a letter of request (e.g., to the principal)

1. Complete a job application

Grades 9-12

English Language Arts

Benchmarks

Grade-Level Expectations

Extended Standards

Complexity Levels

ELA-4-H2: giving and following directions/procedures

29. Listen to oral instructions and presentations, speeches, discussions, and carry out procedures, including:

· taking accurate notes

· writing summaries or responses

· forming groups (ELA-4-H2)

32. Listen to detailed oral instructions and presentations and carry out complex procedures, including:

· taking accurate notes

· writing summaries or responses

· forming groups (ELA-4-H2)

ES-29/32: Follow instructions for complex procedures/routines

3. Follow detailed instructions for a complex procedure/routine (e.g., a safety drill)

2. Follow detailed instructions for an unfamiliar procedure/routine

1. Follow detailed instructions for a familiar procedure/routine

ELA-4-H6: participating in a variety of roles in group discussion (e.g., mediator)

35. Participate in group and panel discussions, including:

· identifying the strengths and talents of other participants

· acting as facilitator, recorder, leader, listener, or mediator

· evaluating the effectiveness of participant's performance (ELA-4-H6)

38. Participate in group and panel discussions, including:

· identifying the strengths and talents of other participants

· acting as facilitator, recorder, leader, listener, or mediator

· evaluating the effectiveness of participants' performances (ELA-4-H6)

ES-35/38: Participate in a group discussion, including:

· acting as facilitator, time keeper, leader, listener, or mediator

· evaluating the effectiveness of participant's performance

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., using a watch, tell each student when to start and stop)

1. Participate in a group discussion as a listener (e.g., turning toward or making eye-contact with each speaker)

Grades 9-12

English Language Arts

Benchmarks

Grade-Level Expectations

Extended Standards

Complexity Levels

ELA-5-H6: analyzing and synthesizing graphic organizers (e.g., organizational charts, concept maps, comparative tables)

43. Analyze information found in a variety of complex graphic organizers, including detailed maps, comparative charts, extended tables, graphs, diagrams, cutaways, overlays, and sidebars to determine usefulness for research (ELA-5-H6)

46. Analyze information found in complex graphic organizers, including detailed maps, comparative charts, extended tables, graphs, diagrams, cutaways, overlays, and sidebars to determine usefulness for research (ELA-5-H6)

ES-43/46: Locate and use:

· daily schedule

· calendar

· timeline

3. Choose appropriate graphic organizer (daily schedule, calendar, or timeline) to locate information

2. Respond to a question regarding information found on a timeline

1. Locate specified information on a timeline