Louisiana Administrative Code
Title 28 - EDUCATION
Part LXXXV - Bulletin 112-Louisiana Connectors for English Language Learners
Chapter 3 - Modalities
Section LXXXV-303 - Productive Modalities
Universal Citation: LA Admin Code LXXXV-303
Current through Register Vol. 50, No. 9, September 20, 2024
A. Productive modalities place the learner as speaker and writer for a "distant" audience, one with whom interaction is not possible or limited. The communication is set for a specified audience, has purpose, and generally abides by rules of genre or style. It is a planned or formalized speech act or written document, and the learner has an opportunity to draft, get feedback, and revise, before publication or broadcast.
B. ELL connectors three, four, and seven are the domains of the productive (speaking and writing) modality.
1. ELL Connector Three. 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 communicate simple information or
feelings about familiar topics or experiences.
ii. Grade One. By the end of first grade,
English language learners should be able to communicate simple information or
feelings about familiar topics or experiences.
iii. Grades Two and Three. By the end of
second and third grade, English language learners should be able to communicate
simple information about familiar texts, topics, experiences, or events.
iv Grades Four and Five. By the
end of fourth and fifth grade, English language learners should be able to
communicate simple information about familiar texts, topics, events, or objects
in the environment.
v. Grades Six
through Eight. By the end of sixth, seventh, and eighth grade, English language
learners should be able to, communicate simple information about familiar
texts, topics, and experiences.
vi.
Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth
grade, English language learners should be able to, with support (including
modeled sentences), communicate information about familiar texts, topics, and
experiences.
b. Level
2-Early Intermediate
i. Kindergarten. By the
end of kindergarten, English language learners should be able to communicate
simple information or feelings about familiar topics, experiences, or
events.
ii. Grade One. By the end
of first grade, English language learners should be able to communicate simple
messages 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 deliver
simple oral presentations about familiar texts, topics, experiences, or events;
and compose written texts about familiar texts, topics, experiences, or events.
iv. Grades Four and Five. By the
end of fourth and fifth grade, English language learners should be able to
deliver short oral presentations about familiar texts, topics, and experiences;
compose written texts about familiar texts, topics, and experiences.
v. Grades Six through Eight. By the end of
sixth, seventh, and eighth grade, English language learners should be able to
deliver short oral presentations about familiar texts, topics, experiences, or
events; and compose written narratives or informational texts about familiar
texts, 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, with support (including modeled sentences), deliver short oral
presentations about familiar texts, topics, experiences, or events; and compose
written narratives or informational texts about familiar texts, topics,
experiences, or events.
c. Level 3-Intermediate
i. Kindergarten. By the end of kindergarten,
English language learners should be able to communicate information or feelings
about familiar topics, experiences, or events.
ii. Grade One. By the end of first grade,
English language learners should be able to deliver short simple oral
presentations about familiar topics, stories, experiences, or events.
iii. Grades Two and Three. By the end of
second and third grade, English language learners should be able to deliver
short oral presentations about familiar texts, topics, experiences, or events;
compose written narratives about familiar texts, topics, experiences, or
events; and compose informational texts about familiar texts, topics,
experiences, or events.
iv. Grades
Four and Five. By the end of fourth and fifth grade, English language learners
should be able to, including a few details, deliver short oral presentations
about familiar texts, topics, and experiences; and compose written narratives
or informational texts about familiar texts, topics, and experiences.
v. Grades Six through Eight. By the end of
sixth, seventh, and eighth grade, English language learners should be able to
deliver short oral presentations about familiar texts, topics, and experiences;
compose written narratives or informational texts about familiar texts, topics,
and experiences; and deliver texts with some details about familiar texts,
topics, and experiences.
vi. Grades
Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade,
English language learners should be able to, with support (including modeled
sentences), deliver short oral presentations about familiar texts, topics, or
events; compose written informational texts about familiar texts, topics, or
events; and develop the topic with a few details.
d. Level 4-Early Advanced
i. Kindergarten. By the end of kindergarten,
English language learners should be able to tell or dictate simple messages
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 simple sentences and
drawings or illustrations, deliver short simple oral presentations about a
variety of texts, topics, experiences, or events; and compose written texts
about a variety of texts, topics, experiences, or events.
iii. Grades Two and Three. By the end of
second and third grade, English language learners should be able to deliver
short oral presentations about a variety of texts, topics, experiences, or
events; compose written narratives about a variety of texts, topics,
experiences, or events; and compose informational texts about a variety of
texts, topics, experiences, or events.
iv Grades Four and Five. By the end of fourth
and fifth grade, English language learners should be able to, including some
details, deliver short oral presentations about a variety of texts, topics, and
experiences; and compose written narratives or informational texts about a
variety of texts, topics, and experiences.
v. Grades Six through Eight. By the end of
sixth, seventh, and eighth grade, English language learners should be able to
deliver oral presentations about a variety of texts, topics, and experiences;
compose written narratives or informational texts about a variety of texts,
topics, or experiences; and develop texts with some specific details about a
variety of texts, topics, and experiences.
vi. Grades Nine through Twelve. By the end of
ninth, tenth, eleventh, and twelfth grade, English language learners should be
able to deliver oral presentations about a variety of texts, topics, or events;
compose written informational texts about a variety of texts, topics, or
events; develop the topic with some relevant details, concepts, examples, and
information; and integrate graphics or multimedia when useful.
e. Level 5-Advanced
i. Kindergarten. By the end of kindergarten,
English language learners should be able to make simple oral presentations
about a variety of topics, experiences, or events; and compose short written
texts about a variety of topics, experiences, or events.
ii. Grade One. By the end of first grade,
English language learners should be able to, including a few descriptive
details, deliver oral presentations about a variety of texts, topics,
experiences, or events; and compose written texts.
iii. Grades Two and Three. By the end of
second and third grade, English language learners should be able to, with some
details, deliver oral presentations about a variety of texts, topics,
experiences, or events; compose written narratives about a variety of texts,
topics, experiences, or events; and compose informational texts.
iv. Grades Four and Five. By the end of
fourth and fifth grade, English language learners should be able to, including
details and examples to develop a topic, deliver oral presentations about a
variety of texts, topics, and experiences; and compose written narrative or
informational texts.
v. Grades Six
through Eight. By the end of sixth, seventh, and eighth grade, English language
learners should be able to deliver oral presentations about a variety of texts,
topics, and experiences; compose written narratives or informational texts
about a variety of texts, topics, and experiences; and develop texts with
relevant details, ideas, or information about a variety of texts, topics, or
experiences.
vi. Grades Nine
through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade,
English language learners should be able to recount a complex and detailed
sequence of events or steps in a process, with an effective sequential or
chronological order; introduce and effectively develop an informational topic
with fact, details, and evidence; use complex and varied transitions to link
the major sections of text and speech and to clarify relationships among events
and ideas; and provide a concluding section or statement.
2. ELL Connector Four. Construct
grade-appropriate complex oral and written claims and support them with
reasoning and evidence.
a. Level 1-Beginning
i. Kindergarten. By the end of kindergarten,
English language learners should be able to express a feeling or opinion about
a familiar topic showing limited control.
ii. Grade One. By the end of first grade,
English language learners should be able to express a preference or opinion
about familiar topics or experiences.
iii. Grades Two and Three. By the end of
second and third grade, English language learners should be able to express an
opinion about a familiar topic.
iv.
Grades Four and Five. By the end of fourth and fifth grade, English language
learners should be able to express an opinion about a familiar topic.
v. Grades Six through Eight. By the end of
sixth, seventh, and eighth grade, English language learners should be able to
express an opinion about a familiar topic.
vi. Grades Nine through Twelve. By the end of
ninth, tenth, eleventh, and twelfth grade, English language learners should be
able to express an opinion about a familiar topic.
b. Level 2-Early Intermediate
i. Kindergarten. By the end of kindergarten,
English language learners should be able to express an opinion or preference
about a familiar topic showing emerging control.
ii. Grade One. By the end of first grade,
English language learners should be able to express an opinion 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 express an
opinion about a familiar topic or story.
iv. Grades Four and Five. By the end of
fourth and fifth grade, English language learners should be able to construct a
simple claim about a familiar topic; and give a reason to support the
claim.
v. Grades Six through Eight.
By the end of sixth, seventh, and eighth grade, English language learners
should be able to construct a simple claim about a familiar topic; and give a
reason to support the claim.
vi.
Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth
grade, English language learners should be able to construct a claim about
familiar topics; introduce the topic; give a reason to support the claim; and
provide a concluding statement.
c. Level 3-Intermediate
i. Kindergarten. By the end of kindergarten,
English language learners should be able to express an opinion or preference
about a familiar topic showing developing control.
ii. Grade One. By the end of first grade,
English language learners should be able to express an opinion about familiar
topics, experiences, or events; and give a reason for the opinion.
iii. Grades Two and Three. By the end of
second and third grade, English language learners should be able to express an
opinion about a familiar topic or story; and give one or more reasons for the
opinion.
iv Grades Four and Five.
By the end of fourth and fifth grade, English language learners should be able
to construct a claim about familiar topics; introduce the topic; and provide a
few reasons or facts to support the claim.
v. Grades Six through Eight. By the end of
sixth, seventh, and eighth grade, English language learners should be able to
construct a claim about a familiar topic; introduce the topic; provide several
supporting reasons or facts in a logical order; and provide a concluding
statement.
vi. Grades Nine through
Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English
language learners should be able to construct a claim about familiar topics;
introduce the topic; provide sufficient reasons or facts to support the claim;
and provide a concluding statement.
d. Level 4-Early Advanced
i. Kindergarten. By the end of kindergarten,
English language learners should be able to express an opinion or preference
about a variety of topics or stories showing increasing control.
ii. Grade One. By the end of first grade,
English language learners should be able to express opinions about a variety of
texts, topics, experiences, and events; and give a reason for the
opinion.
iii. Grades Two and Three.
By the end of second and third grade, English language learners should be able
to introduce a topic about a variety of topics; express opinions about a
variety of topics; and give several reasons for the opinions.
iv. Grades Four and Five. By the end of
fourth and fifth grade, English language learners should be able to construct a
claim about a variety of topics; introduce the topic; provide several reasons
or facts to support the claim; and provide a concluding statement.
v. Grades Six through Eight. By the end of
sixth, seventh, and eighth grade, English language learners should be able to
construct a claim about a variety of topics; introduce the topic; provide
sufficient reasons or facts to support the claim; and provide a concluding
statement.
vi. Grades Nine through
Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English
language learners should be able to construct a claim about a variety of
topics; introduce the topic; provide logically ordered reasons or facts that
effectively support the claim; and provide a concluding statement.
e. Level 5-Advanced
i. Kindergarten. By the end of kindergarten,
English language learners should be able to express an opinion or preference
about a variety of topics or stories showing increasing control.
ii. Grade One. By the end of first grade,
English language learners should be able to express opinions about a variety of
texts, topics, experiences, or events; introduce the topic; give a reason for
the opinion; and provide a sense of closure.
iii. Grades Two and Three. By the end of
second and third grade, English language learners should be able to introduce a
topic about a variety of topics; express opinions about a variety of topics;
give several reasons for the opinions; and provide a concluding
statement.
iv. Grades Four and
Five. By the end of fourth and fifth grade, English language learners should be
able to construct a claim about a variety of topics; introduce the topic;
provide logically ordered reasons or facts to support the claim; and provide a
concluding statement.
v. Grades Six
through Eight. By the end of sixth, seventh, and eighth grade, English language
learners should be able to construct a claim about a variety of topics;
introduce the topic; provide compelling and logically ordered reasons or facts
that effectively support the claim; and provide a concluding
statement.
vi. Grades Nine through
Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English
language learners should be able to construct a substantive claim about a
variety of topics; introduce the claim; distinguish it from a counter-claim;
provide logically ordered and relevant reasons and evidence to support the
claim and to refute the counter-claim; and provide a conclusion that summarizes
the argument presented.
3. ELL Connector Seven. Adapt language
choices to purpose, task, and audience when speaking and writing.
a. Level 1-Beginning
i. Kindergarten. Standard introduced at level
4-advanced.
ii. Grade One. Standard
introduced at level 3-upper intermediate.
iii. Grades Two and Three. By the end of
second and third grade, English language learners should be able to recognize
the meaning of some words learned through conversations, reading, and being
read to.
iv. Grades Four and Five.
By the end of fourth and fifth grade, English language learners should be able
to recognize the meaning of some words learned through conversations, reading,
and being read to.
v. Grades Six
through Eight. By the end of sixth, seventh, and eighth grade, English language
learners should be able to recognize the meaning of some words learned through
conversations, reading, and being read to.
vi. Grades Nine through Twelve. By the end of
ninth, tenth, eleventh, and twelfth grade, English language learners should be
able to recognize the meaning of some words learned through conversations,
reading, and being read to.
b. Level 2-Early Intermediate
i. Kindergarten. Standard introduced at level
4-advanced.
ii. Grade One. Standard
introduced at level 3-upper intermediate.
iii. Grades Two and Three. By the end of
second and third grade, English language learners should be able to show
increasing awareness of differences between informal "playground speech" and
language appropriate to the classroom; and use some words learned through
conversations, reading, and being read to.
iv. Grades Four and Five. By the end of
fourth and fifth grade, English language learners should be able to, with
emerging control adapt language choices to different social and academic
contents; and use some words through conversations, reading, and being read
to.
v. Grades Six through Eight. By
the end of sixth, seventh, and eighth grade, English language learners should
be able to, with emerging control, adapt language choices according to task and
audience; begin to use frequently occurring general academic and
content-specific words and phrases in conversations and discussions.
vi. Grades Nine through Twelve. By the end of
ninth, tenth, eleventh, and twelfth grade, English language learners should be
able to adapt language choices to task and audience with emerging control; use
come frequently occurring general academic and content-specific words in
conversations and discussion.
c. Level 3-Intermediate
i. Kindergarten. Standard introduced at level
4-advanced.
ii. Grade One. By the
end of first grade, English language learners should be able to show a
developing awareness between appropriate language for the playground and
language for the classroom.
iii.
Grades Two and Three. By the end of second and third grade, English language
learners should be able to compare examples of the formal and informal use of
English at grade 3, use an increasing number of general academic and
content-specific words in conversations and discussions.
iv. Grades Four and Five. By the end of
fourth and fifth grade, English language learners should be able to, with
developing control, adapt language choices according to purpose, task, and
audience in conversations, discussions, and short written texts; and use an
increasing number of general academic and content-specific words, phrases, and
expressions in conversation, discussions, and shorten written text.
v. Grades Six through Eight. By the end of
sixth, seventh, and eighth grade, English language learners should be able to,
with developing ease, adapt language choices and style according to purpose,
task, and audience; use an increasing number of general academic and
content-specific words and phrases in speech and short written texts; and show
developing control of style and tone in oral or written text.
vi. Grades Nine through Twelve. By the end of
ninth, tenth, eleventh, and twelfth grade, English language learners should be
able to adapt language choices and style according to purpose, task, and
audience with developing ease; use an increasing number of general academic and
content-specific words and expressions in speech and written text; and show
developing control of style and tone in oral or written text.
d. Level 4-Early Advanced
i. Kindergarten. By the end of kindergarten,
English language learners should be able to show a developing awareness of the
difference between appropriate language for the playground and language for the
classroom.
ii. Grade One. By the
end of first grade, English language learners should be able to show awareness
of differences between informal "playground speech" and language appropriate to
the classroom; and use some words learned through conversations, reading, and
being read to.
iii. Grades Two and
Three. By the end of second and third grade, English language learners should
be able to adapt language choices, as appropriate, to formal and informal
contexts; and at grade 3, use a wider range of general academic and
content-specific words in conversations and discussions.
iv. Grades Four and Five. By the end of
fourth and fifth grade, English language learners should be able to, with
increasing ease, adapt language choices and style (includes register) according
to purpose, task, and audience in speech and writing; and use a wider range of
general academic and content-specific words and phrases in speech and
writing.
v. Grades Six through
Eight. By the end of sixth, seventh, and eighth grade, English language
learners should be able to, with developing ease, adapt language choices and
style according to purpose, task, and audience; use a wider range of general
academic and content-specific academic words and phrases; and maintain
consistency to style and tone throughout most of oral or written
text.
vi. Grades Nine through
Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English
language learners should be able to adapt language choices and style according
to purpose, task, and audience; use a wider range of complex general academic
and content-specific words and phrases; and adapt and maintain a formal style
in speech and writing as appropriate.
e. Level 5-Advanced
i. Kindergarten. By the end of kindergarten,
English language learners should be able to show awareness of differences
between informal ("playground speech") and language appropriate to the
classroom; and cite some words learned through conversations, reading, and
being read to.
ii. Grade One. By
the end of first grade, English language learners should be able to shift
appropriately between informal "playground speech" and language appropriate to
the classroom most of the time; and use words learned through conversations,
reading, and being read to.
iii.
Grades Two and Three. By the end of second and third grade, English language
learners should be able to adapt language choices, as appropriate, to formal
and informal contexts; and at grade 3, use a wide variety of general and
content-specific academic words and phrases in conversations or in short
written texts.
iv. Grades Four and
Five. By the end of fourth and fifth grade, English language learners should be
able to adapt language choices and style according to purpose, task, and
audience in speech in speech and writing; and use a wide variety of general
academic and content-specific words and phrases in speech and
writing.
v. Grades Six through
Eight. By the end of sixth, seventh, and eighth grade, English language
learners should be able to, with ease, adapt language choices and style
according to purpose, task, and audience; use a wide variety of complex general
academic and content-specific academic words to precisely express ideas; and
maintain an appropriate and consistent style and tone throughout an oral or
written text.
vi. Grades Nine
through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade,
English language learners should be able to adapt language choices and style
according to purpose, task, and audience with ease; use a wide variety of
complex general academic and content-specific words and phrases; and employ
both formal and more informal styles effectively as appropriate.
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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