Chapter XI

A. Provide evidence of being prepared for discussions on a topic or text through appropriate statements made during discussion. B. Ask questions to check understanding of information presented in collaborative discussions. C. Make appropriate comments that contribute to a collabo…

A. Use relative pronouns and relative adverbs when communicating. B. Use prepositional phrases when communicating. C. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. D. Use correct capitalization when communicating. E. Use commas and qu…

A. Refer to details and examples in a text when explaining what the text says explicitly. B. Refer to specific text evidence to support inferences, interpretations, or conclusions. C. Summarize a portion of text such as a paragraph or a chapter. D. Summarize a text from beginning…

A. Quote accurately from a text when explaining what the text says explicitly. B. Quote accurately from a text to support inferences. C. Determine the main idea, and identify key details to support the main idea. D. Summarize the text or a portion of the text read, read aloud, or…

A. Use morphemes (e.g., roots and affixes) to decode unfamiliar multisyllabic words in and out of context. B. Use context to confirm or self-correct word recognition. Notes La. Admin. Code tit. 28 , § XI-9332 Promulgated by the Board of Elementary and Secondary Education, LR 43 9…

A. Produce an opinion piece which has an introduction that states an opinion and has an organizational structure in which ideas are logically grouped to support the writer's opinion. B. Provide relevant facts to support the reasons and stated opinion. C. Link opinion and reasons …

A. Make appropriate comments that contribute to a collaborative discussion. B. Review the key ideas expressed within a collaborative discussion. C. Determine the narrative point of view of a text read, read aloud, or viewed. D. Summarize the text or a portion of the text read, re…

A. Use appropriate verb tense to convey times, sequence, state, and condition. B. Recognize and correct inappropriate shifts in verb tense. C. Identify and use conjunctions, prepositions, and interjections when communicating. D. Produce simple, compound, and complex sentences in …

A. Refer to details and examples in a text when explaining what the text says explicitly. B. Use specific details from the text (e.g., words, interactions, thoughts, motivations) to support inferences or conclusions about characters including how they change during the course of …

A. Use textual evidence to support inferences. B. Provide a summary of the text distinct from personal opinions or judgments. C. Identify key individuals, events, or ideas in a text. D. Determine how key individuals, events, or ideas are introduced in a text. E. Determine how key…

A. Produce a persuasive permanent product which has an introduction that introduces a claim. B. Create an organizational structure in which ideas are logically grouped to support the claim. C. Support the claim with clear reasons and relevant evidence from credible sources. D. Us…

A. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally). B. Explain how information gained via media and formats contributes to the understanding of a topic, text, or issue under study. C. Summarize the points a speaker makes. D. S…

A. Use strategies (e.g., clarify language and grammar, vary sentence patterns, maintain consistent tone and style) to improve written expression in conventional language. B. Use commas, parentheses, and/or dashes to set off nonrestrictive/parenthetical elements. C. Spell words co…

A. Refer to details and examples in a text when explaining what the text says explicitly. B. Use two or more pieces of textual evidence to support conclusions, or summaries of text. C. Determine the theme or central idea of a text. D. Analyze the development of the theme or centr…

A. Use two or more pieces of evidence to support inferences, conclusions, or summaries of text. B. Determine the central idea of a text. C. Analyze the development of the central idea over the course of the text. D. Create an objective summary of a text. E. Analyze the interactio…

A. Produce a persuasive permanent product which has an introduction that introduces a claim and acknowledges alternate or opposing claims. B. Create an organizational structure in which ideas are logically grouped to support the claim. C. Support the claim with logical reasoning …

A. Describe how the claims within a speaker's argument match own argument. B. Discuss how own view or opinion changes using new information provided by others. C. Use information and feedback to refine understanding or products. D. Use information and feedback to refine own think…

A. Use phrases and clauses accurately within a sentence. B. When appropriate, use simple, compound, complex, and compound-complex sentences when communicating. C. Use commas to separate coordinate adjectives. D. Spell words correctly. E. Use words, phrases, or gathered informatio…

A. Refer to details and examples in a text when explaining what the text says explicitly. B. Use two or more pieces of evidence to support inferences, conclusions, or summaries or text. C. Determine which piece(s) of evidence provide the strongest support for inferences, conclusi…

A. Use two or more pieces of evidence to support inferences, conclusions, or summaries of text. B. Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries or text. C. Determine two or more central ideas in a text. D. Analyze th…

A. Produce a persuasive permanent product which has an introduction that introduces a claim and distinguishes it from alternate or opposing claims. B. Create an organizational structure in which ideas are logically grouped to support the claim. C. Support the claim with logical r…

A. Use information and feedback to refine understanding. B. Use information and feedback to clarify meaning for readers. C. Discuss how own view or opinion changes using new information provided by others. D. Analyze the purpose of information presented in diverse media (e.g., vi…

A. Use active and passive verbs when communicating. B. Use verbs in indicative, imperative, interrogative, conditional, and/or subjunctive mood when communicating. C. Use punctuation (e.g., comma, ellipsis, dash) to indicate a pause or break. D. Spell words correctly. E. Use acti…

A. Use two or more pieces of evidence to support inferences, conclusions, or summaries of the plot, purpose, or theme within a text. B. Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries of text. C. Determine the theme or …

A. Use two or more pieces of evidence to support inferences, conclusions, or summaries. B. Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries in a text. C. Determine the central idea of a text. D. Determine how the central…

A. Introduce claim(s) for an argument that reflects knowledge of the topic. B. Identify claim(s) from alternate or opposing claims(s) in writing. C. Create an organizational structure which develops relationships among claim(s), reasons, and evidence (e.g., introduce claims, dist…

A. Work with peers to set rules for collegial discussions and decision-making. B. Actively seek the ideas or opinions of others in a discussion on a given topic or text. C. Engage appropriately in discussion with others who have a diverse or divergent perspective. D. Clarify, ver…

A. Use parallel structure (e.g., when using gerunds [-ing], infinitives, or voice [active or passive]) within writing. B. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, ad…

A. Use two or more pieces of evidence to support inferences, conclusions, or summaries of the plot, purpose, or theme within a text. B. Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries or text. C. Use evidence to support…

A. Use two or more pieces of evidence to support inferences, conclusions, or summaries or text. B. Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries in a text. C. Determine two or more central ideas of a text. D. Determin…

A. Introduce claim(s) for an argument that reflects knowledge of the topic. B. Use context or related text to establish the significance of the claim(s). C. Identify claim(s) from alternate or opposing claims(s) in writing. D. Create an organizational structure for a permanent pr…

A. Work with peers to promote democratic discussions. B. Actively seek the ideas or opinions of others in a discussion on a given topic or text. C. Consider a full range of ideas or positions on a given topic or text when presented in a discussion. D. Engage appropriately in disc…

A. Use hyphenation conventions. B. Spell correctly. C. Create and edit permanent products to conform to guidelines in a style manual. D. Vary syntax within writing for effect. E. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position in a sent…

A. Count up to 10 objects in a line, rectangle, or array. B. Identify the set that has more. C. Identify the smaller or larger number given 2 numbers between 0-10. Notes La. Admin. Code tit. 28 , § XI-9501 HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Educ…

A. Use objects or pictures to respond appropriately to "add __" and "take away ___." B. Communicate answer after adding or taking away. C. Solve one step addition and subtraction word problems, and add and subtract within 10 using objects, drawings, pictures. D. Solve word proble…

A. Build representations of numbers up to 19 by creating a group of 10 and some 1s (e.g., 13 = one 10 and three 1s). Notes La. Admin. Code tit. 28 , § XI-9505 Promulgated by the Board of Elementary and Secondary Education, LR 34:2364 (November 2008), Promulgated by the Board of E…

A. Describe objects in terms of measurable attributes (longer, shorter, heavier, lighter...). B. Compare 2 objects with a measurable attribute in common to see which object has more/less of the attribute (length, height, weight). C. Sort objects by characteristics (e.g., big/litt…

A. Use spatial language (e.g., above, below, etc.) to describe two-dimensional shapes. B. Recognize two- dimensional shapes (e.g., circle, square, triangle, rectangle) regardless of orientation or size. C. Recognize two-dimensional shapes in environment regardless of orientation …

A. Understand the relationship between numbers and quantities. 1. Use a number line to count up to 31 objects by matching 1 object per number. B. Write numbers from 0-31 and represent a number of objects with a written numeral. 1. Identify numerals 0-31. 2. Identify the numeral u…

A. Use manipulatives or representations to write simple addition or subtraction equations within 20 based upon a word problem. B. Solve word problems within 20. C. Using objects or pictures respond appropriately to "add __" and "take away ___." D. Solve one step addition and subt…

A. Rote count up to 31. B. Rote count up to 100. C. Build representations of numbers up to 19 by creating a group of 10 and some 1s (e.g., 13 = one 10 and three 1s). D. Identify the value of the numbers in the tens and ones place within a given number up to 31. E. Compare two dig…

A. Order three objects by length; compare the lengths of two objects indirectly by using a third object. B. Measure using copies of one object to measure another. C. Express length of an object as a whole number of lengths unit by laying multiple copies of a shorter object end to…

A. Distinguish two-dimensional shapes based upon their defining attributes (i.e., size, corners, and points). B. Compose two- and three-dimensional shapes. C. Partition circles and rectangles into 2 and 4 equal parts. Notes La. Admin. Code tit. 28 , § XI-9519 HISTORICAL NOTE: Pro…

A. Represent addition of two sets when shown the + symbol. B. Solve word problems within 20. C. Solve word problems within 100. D. Solve one- or two-step addition and subtraction problems, and add and subtract within 100, using objects, drawings, pictures. E. Use pictures, drawin…

A. Build representations of two digit numbers using tens and ones. B. Build representations of three digit numbers using hundreds, tens and ones. C. Build representations of numbers using hundreds, tens and ones. D. Skip count by 5s. E. Skip count by 10s. F. Skip count by 100s. G…

A. Select appropriate tool and unit of measurement to measure an object (ruler or yard stick; inches or feet). B. Select appropriate tools and demonstrate or identify appropriate measuring techniques. C. Measure the length of an object using two different size units. D. Recognize…

A. Identify two-dimensional shapes such as rhombus, pentagons, hexagons, octagon, ovals, equilateral, isosceles, and scalene triangles. B. Distinguish two- or three-dimensional shapes based upon their attributes (i.e., # of sides, equal or different lengths of sides, # of faces, …

A. Describe a context in which a total number of objects can be expressed as product of two one-digit numbers. B. Describe a context in which a number of shares or a number of groups can be expressed as a division problem. C. Use objects to model multiplication and division situa…

A. Use place value to round to the nearest 10 or 100. B. Use the relationships between addition and subtraction to solve problems. C. Solve multi-step addition and subtraction problems up to 100. D. Solve multi-digit addition and subtraction problems up to 1000. E. Multiply a mul…

A. Identify the number of highlighted parts (numerator) of a given representation (rectangles and circles). B. Identify the total number of parts (denominator) of a given representation (rectangles and circles). C. Identify the fraction that matches the representation (rectangles…