Louisiana Administrative Code
Title 28 - EDUCATION
Part LXXXV - Bulletin 112-Louisiana Connectors for English Language Learners
Chapter 3 - Modalities
Section LXXXV-305 - Interactive Modalities

i. Kindergarten. By the end of kindergarten, English language learners should be able to listen with limited participation in short conversations; and respond to simple yes/no and some wh- questions about familiar topics.

ii. Grade One. By the end of first grade, English language learners should be able to listen to short conversations; and respond to simple yes/no and some WH questions about familiar topics.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to listen to and occasionally participate in short conversations; and respond to simple yes/no and some wh- questions about familiar topics.

iv Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to participate in short conversations; participate in short written exchanges; actively listen to others; and respond to simple questions and some wh- questions about familiar topics.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to participate in short conversational and written exchanges on familiar topics; present simple information; and respond to simple questions and some wh- questions.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to participate in short conversational and written exchanges on familiar topics; present information; and respond to simple yes/no questions and some wh- questions.

i. Kindergarten. By the end of kindergarten, English language learners should be able to participate in short conversations; and respond to simple yes/no and wh- questions about familiar topics.

ii. Grade One. By the end of first grade, English language learners should be able to participate in short conversations; take turns; and respond to simple yes/no and wh- questions about familiar topics.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to participate in short conversations, discussions, and written exchanges; take turns; and respond to simple yes/no and wh- questions about familiar topics.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to participate in short conversations; participate in short written exchanges; actively listen to others; and respond to simple questions and some wh- questions.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to participate in short conversational and written exchanges on familiar topics and texts; present information and ideas; respond to simple questions and wh- questions.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to participate in short conversational and written exchanges on familiar topics and texts; present information and ideas; and respond to simple questions and wh- questions.

i. Kindergarten. By the end of kindergarten, English language learners should be able to participate in short conversations; follow some rules for discussion; and respond to simple yes/no and wh- questions about familiar topics.

ii. Grade One. By the end of first grade, English language learners should be able to participate in short discussions, conversations, and short written exchanges; follow rules for discussion; and ask and answer simple questions about familiar topics.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to participate in short discussions and written exchanges; follow the rules for discussion; ask questions to gain information or clarify understanding; respond to the comments of others; and contribute his or her own comments about familiar topics and texts.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to participate in short conversations and discussions; participate in short written exchanges; respond to others comments; add some comments of his or her own; and ask and answer questions about familiar topics and texts.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to participate in conversations, discussions, and written exchanges on familiar topics and texts; build on the ideas of others; express his or her own ideas; ask and answer relevant questions; and add relevant information.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to participate in conversations, discussions, and written exchanges on familiar topics, texts, and issues; build on the ideas of others; express his or her own ideas; ask and answer relevant questions; add relevant information and evidence; and restate some of the key ideas expressed.

i. Kindergarten. By the end of kindergarten, English language learners should be able to participate in conversations and discussions; ask and answer simple questions; and follow increasing number of rules for discussion about a variety of topics.

ii. Grade One. By the end of first grade, English language learners should be able to participate in discussions, conversations, and written exchanges; follow rules for discussion; ask and answer questions; respond to the comments of others; and make comments of his or her own about a variety of topics and texts.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to participate in discussions, conversations, and written exchanges; follow the rules for discussion; ask and answer questions; build on the ideas of others; and contribute his or her own ideas about a variety of topics and texts.

iv Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to participate in conversations and discussions; participate in written exchanges; build on the ideas of others; express his or her own ideas; ask and answer relevant questions; and add relevant information and evidence about a variety of topics and texts.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to participate in conversations, discussions, and written exchanges on a variety of topics, texts, and issues; build on the ideas of others; express his or her own ideas; ask and answer relevant questions; add relevant information and evidence; and paraphrase the key ideas expressed.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to participate in conversations, discussions, and written exchanges on a range of topics, texts, and issues; build on the ideas of others; express his or her own ideas clearly; support points with specific and relevant evidence; ask and answer questions to clarify ideas and conclusions; and summarize the key points expressed.

i. Kindergarten. By the end of kindergarten, English language learners should be able to participate in conversations and discussions; ask and answer questions; and follow rules for discussion about a variety of topics.

ii. Grade One. By the end of first grade, English language learners should be able to participate in extended discussions, conversations, and written exchanges; follow rules for discussion; ask and answer questions; build on the comments of others; and contribute his or her own comments about a variety of topics and texts.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to participate in extended discussions, conversations, and written exchanges; follow the rules for discussion; ask and answer questions; build on the ideas of others; and express his or her own ideas about a variety of topics and texts.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to participate in extended conversations and discussions; participate in extended written exchanges; build on the ideas of others; express his or her own ideas clearly; pose and respond to relevant questions; add relevant and detailed information using evidence; and summarize the key ideas expressed about a variety of topics and texts.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues build on the ideas of others; express his or her own ideas clearly; pose and respond to relevant questions; add relevant and specific evidence; summarize the key ideas; and reflect on the key ideas expressed.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to participate in extended conversations, discussions, and written exchanges on a range of substantive topics, texts, and issues; build on the ideas of others; express his or her own ideas clearly and persuasively; refer to specific and relevant evidence from texts or research to support his or her ideas; ask and answer questions that probe reasoning and claims; and summarize the key points and evidence discussed.

i. Kindergarten. By the end of kindergarten, English language learners should be able to, with prompting and support from adults, recall information from experience or from a provided source.

ii. Grade One. By the end of first grade, English language learners should be able to, with prompting and support from adults, participate in shared research projects; gather information; and label information from provided sources showing limited control.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to, with prompting and support, carry out short individual or shared research projects; and gather information from provided sources; and label information.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to recall information from experience; gather information from a few provided sources; and label some key information.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to gather information from a few provided sources; and label collected information.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to gather information from a few provided print and digital sources; and label collected information, experiences, or events.

i. Kindergarten. By the end of kindergarten, English language learners should be able to, with prompting and support from adults, recall information from experience or use information from a provided source to answer a question.

ii. Grade One. By the end of first grade, English language learners should be able to, with prompting and support from adults, participate in shared research projects; gather information; and summarize some key information from provided sources showing emerging control.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to, with prompting and support, carry out short individual or shared research projects; recall information from experience; gather information from provided sources; and record some information/observations in simple notes.

iv Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to recall information from experience; gather information from provided sources; and record some information.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to gather information from provided sources; and record some data and information.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to gather information from provided print and digital sources; and summarize data and information.

i. Kindergarten. By the end of kindergarten, English language learners should be able to, with prompting and support from adults, recall information from experience or use information from provided sources to answer a question showing developing control.

ii. Grade One. By the end of first grade, English language learners should be able to, with prompting and support from adults, participate in shared research projects; gather information; and summarize information from provided sources showing developing control.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to, with prompting and support, carry out short individual or shared research projects; recall information from experience; gather information from provided sources; and record information/ observations in orderly notes.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to recall information from experience; gather information from print and digital sources to answer a question; and identify key information in orderly notes.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to gather information from multiple provided print and digital sources; summarize or paraphrase observations, ideas, and information, with labeled illustrations, diagrams, or other graphics, as appropriate; and cite sources.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to carry out short research projects to answer a question; gather information from multiple provided print and digital sources; evaluate the reliability of each source; paraphrase key information in a short written or oral report; include illustrations, diagrams, or other graphics; and provide a list of sources.

i. Kindergarten. By the end of kindergarten, English language learners should be able to, with prompting and support from adults, recall information from experience or use information from provided sources to answer a question showing increasing control.

ii. Grade One. By the end of first grade, English language learners should be able to, with prompting and support from adults, participate in shared research projects; gather information; summarize information; and answer a question from provided sources showing increasingly independent control.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to, with prompting and support, carry out short individual or shared research projects; recall information from experience; gather information from multiple sources; and sort evidence into provided categories.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to recall information from experience; gather information from print and digital sources to answer a question; record information in organized notes, with charts, tables, or other graphics, as appropriate; and provide a list of sources.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to gather information from multiple print and digital sources; use search terms effectively; quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as appropriate; cite sources; and use a standard format for citations.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to carry out both short and more sustained research projects to answer a question; gather and synthesize information from multiple print and digital sources; use search terms effectively; evaluate the reliability of each source; integrate information into an organized oral or written report; and cite sources appropriately.

i. Kindergarten. By the end of kindergarten, English language learners should be able to, with prompting and support from adults, recall information from experience or use information from provided sources to answer a question showing increasing control.

ii. Grade One. By the end of first grade, English language learners should be able to, with prompting and support from adults, participate in shared research projects; gather information; summarize information; and answer a question from provided sources showing independent control.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to carry out short individual or shared research projects; recall information from experience; gather information from multiple sources; and sort evidence into categories.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to recall information from experience; gather information from print and digital sources; summarize key ideas and information in detailed and orderly notes, with graphics as appropriate; and provide a list of sources.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to gather information from multiple print and digital sources; use search terms effectively; at Grade Eight, evaluate the credibility of each source; quote or paraphrase the data and conclusions of others using charts, diagrams, or other graphics, as appropriate; cite sources; and use a standard format for citations.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to carry out both short and more sustained research projects to answer a question or solve a problem; gather and synthesize information from multiple print and digital sources; use advanced search terms effectively; evaluate the reliability of each source; analyze and integrate information into a clearly organized oral or written text; and cite sources appropriately.

i. Kindergarten. Standard introduced at level 4-advanced.

ii. Grade One. Standard introduced at level 2-Slower intermediate.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to, with prompting and support, use a few frequently occurring words and phrases to identify a point made by an author or a speaker

iv Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to identify a point made by an author or a speaker.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to identify a point made by an author or a speaker

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to identify a point made by an author or a speaker

i. Kindergarten. Standard introduced at level 4-advanced.

ii. Grade One. By the end of first grade, English language learners should be able to, with prompting and support, identify a reason an author or a speaker gives to support a point.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to, with prompting and support, identify a reason an author or a speaker gives to support the main point.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to identify a reason an author or speaker gives to support a main point; and agree or disagree with the author or speaker.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to identify the main argument made by an author or a speaker; and identify one reason an author or a speaker gives to support the argument.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to identify the main argument made by an author or a speaker; and identify one reason an author or a speaker gives to support the argument.

i. Kindergarten. Standard introduced at level 4-advanced.

ii. Grade One. By the end of first grade, English language learners should be able to identify one or two reasons an author or a speaker gives to support the main point.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to tell how one or two reasons support the main point an author or a speaker makes.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to tell how one or two reasons support the specific points an author or speaker makes or fails to make.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to explain the argument an author or a speaker makes; and distinguish between claims that are supported by reasons and evidence from those that are not.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to explain the reasons an author or a speaker gives to support a claim; and cite textual evidence to support the analysis.

i. Kindergarten. By the end of kindergarten, English language learners should be able to, with prompting and support, identify a reason an author or speaker gives to support a point.

ii. Grade One. By the end of first grade, English language learners should be able to identify reasons an author or a speaker gives to support the main point.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to tell how one or two reasons support the specific points an author or a speaker makes.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to describe how reasons support the specific points an author or speaker makes or fails to make.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to analyze the argument and specific claims made in texts or speech; determine whether the evidence is sufficient to support the claims; cite textual evidence to support the analysis.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to analyze the reasoning and use of rhetoric in persuasive texts or speeches, including documents of historical and literary significance; determine whether the evidence is sufficient to support the claim; and cite textual evidence to support the analysis.

i. Kindergarten. By the end of kindergarten, English language learners should be able to, with prompting and support, identify appropriate reasons an author or speaker gives to support main points.

ii. Grade One. By the end of first grade, English language learners should be able to identify appropriate reasons an author or a speaker gives to support the main point.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to describe how reasons support the specific points an author or a speaker makes.

iv Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to explain how an author or speaker uses reasons and evidence to support or fail to support particular points; and, at grade 5, identify which reasons and evidence support which points.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to analyze and evaluate the argument and specific claims made in texts or speech/ presentations; determine whether the reasoning is sound and the evidence is relevant and sufficient to support the claims; and cite textual evidence to support the analysis.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to analyze and evaluate the reasoning and use of rhetoric in persuasive texts, including documents of historical and literary significance; determine whether the evidence is sufficient to support the claim; and cite specific textual evidence to thoroughly support the analysis.