Louisiana Administrative Code
Title 28 - EDUCATION
Part LXXXV - Bulletin 112-Louisiana Connectors for English Language Learners
Chapter 3 - Modalities
Section LXXXV-301 - Receptive Modalities
Universal Citation: LA Admin Code LXXXV-301
Current through Register Vol. 50, No. 9, September 20, 2024
A. Receptive modalities refer to the learner as a reader or listener/viewer working with "text" whose author or deliverer is not present or accessible. It presumes that the interactions with authentic written or oral documents where language input is meaningful and content-laden. The learner brings background knowledge, experience, and appropriate interpretive strategies to the task to promote understanding of language and content in order to develop a personal reaction.
B. ELL connectors one (listening) and eight (reading) are the two domains of the receptive modality.
1. ELL Connector One. Construct meaning from
oral presentations through grade-appropriate listening.
a. Level 1-Beginning
i. Kindergarten. By the end of kindergarten,
English language learners should be able to use a very limited set of
strategies to identify a few key words from read-alouds and oral presentations
of information or stories.
ii.
Grade One. By the end of first grade, English language learners should be able
to use, with prompting and support (including context and visual aids), a very
limited set of strategies to identify a few key words from read-alouds, picture
books, and oral presentations.
iii.
Grades Two and Three. By the end of second and third grade, English language
learners should be able to use a very limited set of strategies to identify a
few key words and phrases from read-alouds, simple written texts, and oral
presentations.
iv Grades Four and
Five. By the end of fourth and fifth grade, English language learners should be
able to use a very limited set of strategies to identify a few key words and
phrases in oral communications and simple written texts.
v. Grades Six through Eight. By the end of
sixth, seventh, and eighth grade, English language learners should be able to
use a very limited set of strategies to identify a few key words and phrases in
oral communications and simple written texts.
vi. Grades Nine through Twelve. By the end of
ninth, tenth, eleventh, and twelfth grade, English language learners should be
able to use a very limited set of strategies to identify a few key words and
phrases in oral communications and simple oral and written texts.
b. Level 2-Early Intermediate
i. Kindergarten. By the end of kindergarten,
English language learners should be able to use an emerging set of strategies
to identify some key words and phrases from read-alouds, simple written texts,
and oral presentations.
ii. Grade
One. By the end of first grade, English language learners should be able to use
an emerging set of strategies to identify key words and phrases from
read-alouds, simple written texts, and oral presentations.
iii. Grades Two and Three. By the end of
second and third grade, English language learners should be able to use an
emerging set of strategies to identify some key words and phrases from
read-alouds, simple written texts, and oral presentations; and identify the
main topic or message/lesson from read-alouds, simple written texts, and oral
presentations.
iv. Grades Four and
Five. By the end of fourth and fifth grade, English language learners should be
able to use an emerging set of strategies to identify the main topic from
read-alouds, simple written texts, and oral presentations; and retell a few key
details from read-alouds, simple written texts, and oral
presentations.
v. Grades Six
through Eight. By the end of sixth, seventh, and eighth grade, English language
learners should be able to use an emerging set of strategies to identify the
main topic in oral communications and simple written texts; and retell a few
key details.
vi. Grades Nine
through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade,
English language learners should be able to use an emerging set of strategies
to identify the main topic; and retell a few key details in oral presentations
and simple oral and written texts.
c. Level 3-Intermediate
i. Kindergarten. By the end of kindergarten,
English language learners should be able to, with prompting and support
(including context and visual aids), use a developing set of strategies to
identify main topics from read-alouds and oral presentations; and ask and
answer questions about key details from read-alouds, simple written texts, and
oral presentations.
ii. Grade One.
By the end of first grade, English language learners should be able to use a
developing set of strategies to identify main topics from read-alouds, simple
written texts, and oral presentations; answer questions about key details from
read-alouds, simple written texts, and oral presentations, and retell some key
details from read-alouds, simple written texts, and oral
presentations.
iii. Grades Two and
Three. By the end of second and third grade, English language learners should
be able to use a developing set of strategies to identify the main topic or
message from read-alouds, simple written texts, and oral presentations; answer
questions from read-alouds, simple written texts, and oral presentations; and
retell some key details from read-alouds, simple written texts, and oral
presentations.
iv. Grades Four and
Five. By the end of fourth and fifth grade, English language learners should be
able to use a developing set of strategies to determine the main idea or theme,
and retell a few key details from read-alouds, simple written texts, and oral
presentations; and retell familiar stories.
v. Grades Six through Eight. By the end of
sixth, seventh, and eighth grade, English language learners should be able to
use a developing set of strategies to determine the central idea or theme in
simple oral presentations or written texts and explain how the theme is
supported by specific details.
vi.
Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth
grade, English language learners should be able to use a developing set of
strategies to determine the central idea or theme in oral presentations and
written texts; explain how the theme is developed by specific details in the
texts; and summarize part of the text.
d. Level 4-Early Advanced
i. Kindergarten. By the end of kindergarten,
English language learners should be able to, with prompting and support
(including context and visual aids), use an increasing range of strategies to
identify main topics from read-alouds, picture books, and oral presentations;
answer questions about key details or parts of stories from read-alouds,
picture books, and oral presentations; and retell events from read-alouds,
picture books, and oral presentations.
ii. Grade One. By the end of first grade,
English language learners should be able to use an increasing range of
strategies to identify main topics from read-alouds, written texts, and oral
presentations; ask and answer questions about an increasing number of key
details from read-alouds, written texts, and oral presentations; and retell
familiar stories or episodes of stories from read-alouds, written texts, and
oral presentations.
iii. Grades Two
and Three. By the end of second and third grade, English language learners
should be able to use an increasing range of strategies to determine the main
idea or message from read-alouds, written texts, and oral presentations;
identify or answer questions about some key details that support the main
idea/message from read-alouds, written texts, and oral presentations; and
retell a variety of stories.
iv.
Grades Four and Five. By the end of fourth and fifth grade, English language
learners should be able to use use an increasing range of strategies to
determine the main idea or theme; explain how some details support the main
idea or theme from read-alouds, written texts, and oral presentations; and
summarize part of a text.
v. Grades
Six through Eight. By the end of sixth, seventh, and eighth grade, English
language learners should be able to use an increasing range of strategies to
determine two or more central ideas or themes in oral presentations or written
texts; explain how the central ideas/themes are supported by specific textual
details; and summarize a simple text.
vi. Grades Nine through Twelve. By the end of
ninth, tenth, eleventh, and twelfth grade, English language learners should be
able to use an increasing range of strategies to determine two central ideas or
themes in oral presentations and written texts; analyze the development of the
themes/ideas; cite specific details and evidence from the texts to support the
analysis; and summarize a simple text.
e. Level 5-Advanced
i. Kindergarten. By the end of kindergarten,
English language learners should be able to, with prompting and support
(including context and visual aids), use a wide range of strategies to identify
main topics from read-alouds, picture books, and oral presentations; answer
questions about key details; and retell familiar stories.
ii. Grade One. By the end of first grade,
English language learners should be able to use a wide range of strategies to
identify main topics from read-alouds, written texts, and oral presentations;
ask and answer questions about key details from read-alouds, written texts, and
oral presentations; and retell stories, including key details from read-alouds,
written texts, and oral presentations.
iii. Grades Two and Three. By the end of
second and third grade, English language learners should be able to use a wide
range of strategies to determine the main idea or message from read-alouds,
written texts, and oral communications; tell how key details support the main
idea from read-alouds, written texts, and oral communications; and retell a
variety of stories.
iv. Grades Four
and Five. By the end of fourth and fifth grade, English language learners
should be able to use a wide range of strategies to determine two or more main
ideas or themes from read-alouds, written texts, and oral presentations;
explain how key details support the main ideas or themes from read-alouds,
written texts, and oral presentations; and summarize a text.
v. Grades Six through Eight. By the end of
sixth, seventh, and eighth grade, English language learners should be able to
use a wide range of strategies to determine central ideas or themes in oral
presentations or written texts; explain how the central ideas/themes are
developed by supporting ideas or evidence; and summarize a text.
vi. Grades Nine through Twelve. By the end of
ninth, tenth, eleventh, and twelfth grade, English language learners should be
able to use a wide range of strategies to determine central ideas or themes in
presentations and written texts; analyze the development of the themes/ideas;
cite specific details and evidence from the texts to support the analysis; and
summarize a text.
2. ELL Connector Eight. An ELL can determine
the meaning of words and phrases in oral presentation and literacy and
informational text.
a. Level 1-Beginning
i. Kindergarten. By the end of kindergarten,
English language learners should be able to, with prompting and support
(including context and visual aids), recognize the meaning of a few frequently
occurring words in simple oral presentations and read-alouds about familiar
topics, experiences, or events.
ii.
Grade One. By the end of first grade, English language learners should be able
to, with prompting and support (including context and visual aids), recognize
the meaning of a few frequently occurring words and phrases in simple oral
presentations and read-alouds about familiar topics, experiences, or
events.
iii. Grades Two and Three.
By the end of second and third grade, English language learners should be able
to, relying heavily on visual aids, context, and knowledge of morphology in his
or her native language, recognize the meaning of a few frequently occurring
words, simple phrases, and formulaic expressions, in simple oral discourse,
read-alouds, and written texts about familiar topics, experiences, or
events.
iv. Grades Four and Five.
By the end of fourth and fifth grade, English language learners should be able
to, relying heavily on visual aids, context, and knowledge of morphology in his
or her native language recognize the meaning of a few frequently occurring
words, phrases, and formulaic expressions in simple discourse, read-alouds, and
written texts about topics, experiences, or events.
v. Grades Six through Eight. By the end of
sixth, seventh, and eighth grade, English language learners should be able to,
relying heavily on visual aids, context, and knowledge of morphology in his or
her native language, recognize the meaning of a few frequently occurring words
and simple phrases in texts about familiar.
vi. Grades Nine through Twelve. By the end of
ninth, tenth, eleventh, and twelfth grade, English language learners should be
able to, relying heavily on visual aids, context, and knowledge of morphology
in his or her native language, recognize the meaning of a few frequently
occurring words, simple phrases, and formulaic expressions.
b. Level 2-Early Intermediate
i. Kindergarten. By the end of kindergarten,
English language learners should be able to, with prompting and support
(including context and visual aids), recognize the meaning of some frequently
occurring words and phrases in simple oral presentations and read-alouds about
familiar topics, experiences, or events.
ii. Grade One. By the end of first grade,
English language learners should be able to, with prompting and support
(including context and visual aids), answer and sometimes ask simple questions
to help determine the meaning of frequently occurring words and phrases in
simple oral presentations and read-alouds about familiar topics, experiences,
or events.
iii. Grades Two and
Three. By the end of second and third grade, English language learners should
be able to, using context, visual aids, and knowledge of morphology in his or
her native language, ask and answer questions about the meaning of frequently
occurring words, phrases, and expressions in simple oral discourse,
read-alouds, and written texts about familiar topics, experiences, or
events.
iv. Grades Four and Five.
By the end of fourth and fifth grade, English language learners should be able
to, using context, some visual aids, reference materials, and knowledge of
morphology in his or her native language, determine the meaning of some
frequently occurring words, phrases, and expressions in simple discourse,
read-alouds, and written texts about familiar topics, experiences, or
events.
v. Grades Six through
Eight. By the end of sixth, seventh, and eighth grade, English language
learners should be able to, using context, visual aids, reference materials,
and knowledge of morphology in his or her native language determine the meaning
of frequently occurring words, phrases, and expressions in texts about familiar
topics, experiences or events.
vi.
Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth
grade, English language learners should be able to, using context, visual aids,
reference materials, and knowledge of morphology in his or her native language,
determine the meaning of frequently occurring words, phrases, and expressions
in texts about familiar topics, experiences, or events.
c. Level 3-Intermediate
i. Kindergarten. By the end of kindergarten,
English language learners should be able to, with prompting and support
(including context and visual aids), answer questions to help determine the
meaning of some words and phrases in simple oral presentations and read-alouds
about familiar topics, experiences, or events.
ii. Grade One. By the end of first grade,
English language learners should be able to, using sentence-level context and
visual aids, answer and sometimes ask questions to help determine the meaning
of some less frequently occurring words and phrases in oral presentations,
read-alouds, and simple texts about familiar topics, experiences, or
events.
iii. Grades Two and Three.
By the end of second and third grade, English language learners should be able
to, using context, some visual aids, reference materials, and a developing
knowledge of English morphology, determine the meaning of less-frequently
occurring words and phrases, content-specific words, and some idiomatic
expressions in oral discourse, read-alouds, and written texts about familiar
topics, experiences, or events.
iv
Grades Four and Five. By the end of fourth and fifth grade, English language
learners should be able to, using context, visual aids, reference materials,
and a developing knowledge of English morphology, determine the meaning of
frequently occurring words and phrases in texts about familiar topics,
experiences, or events; and determine the meanings of some idiomatic
expressions in texts about familiar topics, experiences, or events.
v. Grades Six through Eight. By the end of
sixth, seventh, and eighth grade, English language learners should be able to,
using context, visual aids, reference materials, and a developing knowledge of
English morphology (e.g. affixes and root words), determine the meaning of
general academic and content-specific words and phrases and frequently
occurring expressions in texts about familiar topics, experiences, or
events.
vi. Grades Nine through
Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English
language learners should be able to, using context, some visual aids, reference
materials, and a developing knowledge of English morphology (e.g., affixes and
root words), determine the meaning of general academic and content-specific
words and phrases and frequently occurring expressions in texts about familiar
topics, experiences, or events.
d. Level 4-Early Advanced
i. Kindergarten. By the end of kindergarten,
English language learners should be able to, with prompting and support
(including context and visual aids), answer and sometimes ask questions about
the meaning of words and phrases in simple oral presentation and read-alouds
about a variety of topics, experiences, or events.
ii. Grade One. By the end of first grade,
English language learners should be able to, using sentence context, visual
aids, and some knowledge of frequently occurring root words and their
inflectional forms, answer and ask questions to help determine the meaning of
less common words, phrases, and simple idiomatic expressions in oral
presentations and written texts about a variety of topics, experiences, or
events.
iii. Grades Two and Three.
By the end of second and third grade, English language learners should be able
to, using context, some visual aids, reference materials, and an increasing
knowledge of morphology (root words, some prefixes) determine the meaning of
less-frequently occurring words and phrases and some idiomatic expressions in
oral discourse, read-alouds, and written texts about a variety of topics,
experiences, or events, and, at Grade 3, some general academic and
content-specific vocabulary.
iv.
Grades Four and Five. By the end of fourth and fifth grade, English language
learners should be able to, using context, reference materials, and an
increasing knowledge of English morphology determine the meaning of general
academic and content-specific words and phrases in texts about a variety of
topics, experiences, or events; and determine the meaning of a growing number
of idiomatic expressions in texts about a variety of topics, experiences, or
events.
v. Grades Six through
Eight. By the end of sixth, seventh, and eighth grade, English language
learners should be able to, using context, reference materials, and an
increasing knowledge of English morphology, determine the meaning of general
academic and content-specific words and phrases, and a growing number of
idiomatic expressions in texts about a variety of topics, experiences, or
events.
vi. Grades Nine through
Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English
language learners should be able to, using context, increasingly complex visual
aids, reference materials, and an increasing knowledge of English morphology,
determine the meaning of general academic and content-specific words and
phrases, figurative and connotative language, and a growing number of idiomatic
expressions in texts about a variety of topics, experiences, or
events.
e. Level
5-Advanced
i. Kindergarten. By the end of
kindergarten, English language learners should be able to, with prompting and
support (including context and visual aids), ask and answer questions about the
meaning of words and phrases in simple oral presentations and read- alouds
about a variety of topics, experiences, or events.
ii. Grade One. By the end of first grade,
English language learners should be able to, using context, some visual aids,
and knowledge of morphology (e.g., simple inflectional endings such as -ed,
-ing, and some common prefixes), answer and ask questions to help determine or
clarify the meaning of words, phrases, and idiomatic expressions in oral
presentations and written texts about a variety of topics, experiences, or
events.
iii. Grades Two and Three.
By the end of second and third grade, English language learners should be able
to, using context, reference materials, and morphology (e.g., root words,
simple inflectional endings such as -ed, -ing, and some common prefixes),
determine the meaning of less-frequently occurring words, phrases, and some
idiomatic expressions in oral presentations and written texts about a variety
of topics, experiences, or events; and, at grade 3, some general academic and
content-specific vocabulary.
iv.
Grades Four and Five. By the end of fourth and fifth grade, English language
learners should be able to, using context, reference materials, and knowledge
of English morphology, determine the meaning of general academic and
content-specific words and phrases in texts about a variety of topics,
experiences, or events; and determine the meaning of figurative language (e.g.,
metaphors, similes, adages, and proverbs) in topics, experiences, or
events.
v. Grades Six through
Eight. By the end of sixth, seventh, and eighth grade, English language
learners should be able to, using context, reference materials, and knowledge
of English morphology, determine the meanings of general academic and
content-specific words and phrases, idiomatic expressions, and figurative and
connotative language (e.g., metaphor, personification) in texts about a variety
of topics, experiences, or events.
vi. Grades Nine through Twelve. By the end of
ninth, tenth, eleventh, and twelfth grade, English language learners should be
able to, using context, complex visual aids, reference materials, and
consistent knowledge of English morphology, determine the meaning of general
academic and content-specific words and phrases, figurative and connotative
language (e.g., irony, hyperbole), and idiomatic expressions in texts about a
variety of topics, experiences, or events.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17.6.
Disclaimer: These regulations may not be the most recent version. Louisiana may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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