Chapter XI

A. With prompting and support, answer questions about key details in a text. B. Discuss key details and main topic of a preferred text. C. With prompting and support identify the main topic. D. With prompting and support, retell/identify key details in a text. E. With prompting a…

A. During shared reading activities, point to text from top to bottom of page and left to right. B. During shared reading activities, indicate need to turn the page for continued reading. C. Distinguish individual letters from words. D. Identify familiar written words when spoken…

A. Write, draw, or dictate the topic being communicated about. B. Write, draw, or dictate the name of a book of interest. C. Produce a statement which states an opinion or preference about the topic or book of interest. D. With prompting and support, create an informative/explana…

A. Produce an opinion statement about a topic or book of interest and provide accurate information as a reason. B. Organize an opinion piece starting with an opinion statement followed by a reason. C. Use a description of or detail about familiar people, places, things, and event…

A. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). B. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. C. Ask questions to…

A. Produce uppercase and lowercase letters. B. Use singular and plural nouns with matching verbs in basic sentences. C. Use frequently occurring nouns when communicating. D. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything)…

A. Answer who, what, where, when, why, and how questions from stories. B. Use details to recount stories, including fables and folktales from diverse cultures. C. Retell a favorite text, including key details. D. Describe or select a description of a major event or problem in a s…

A. Answer who, what, where, when, why, and how questions from informational text. B. Identify the main topic of a multi-paragraph informational text. C. Identify the focus of a paragraph and the details that support the focus in an informational text. D. Identify the sequence of …

A. Produce an opinion statement about a topic or book of interest, supply reasons that support the opinion, and provide a concluding statement. B. Connect reasons to the opinion using linking words. C. Organize an opinion piece starting with an opinion statement followed by relat…

A. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and text under discussion). B. Build on others' talk in conversations by linking their comments to the remarks of others…

A. Use collective and irregular plural nouns when communicating. B. Use past tense irregular verbs when communicating. C. Use reflexive pronouns (e.g., myself, ourselves) when communicating. D. Use adjectives and adverbs when communicating. E. Produce and expand upon simple or co…

A. Answer questions related to the relationship between characters, setting, events, or conflicts (e.g., characters and events, characters and conflicts, setting and conflicts). B. Answer questions (literal and inferential) and refer to text to support your answer. C. Support inf…

A. Recognize a rotation, reflection, or translation of a figure. B. Recognize that lengths of line segments and measures of angles do not change when rotated, reflected or translated. C. Recognize that lines are taken to lines and parallel lines are taken to parallel lines when r…

A. Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. B. Identify supporting details of an informational text read, read aloud or information presented in diverse media and formats, including visually, quantitat…

A. Identify the meaning of most common prefixes. B. Identify the meaning of most common suffixes. C. Decode regularly spelled one-syllable words with long vowels. D. Decode regularly spelled two-syllable words with long vowels. E. Decode multi-syllable words. F. Recognize and/or …

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. Link personal ideas and comments to the ideas shared b…

A. Identify nouns (regular, irregular, abstract), verbs (regular, irregular, simple tenses), adjectives, and/or adverbs within sentences. B. Use nouns (regular, irregular, abstract), verbs (regular, irregular, simple tenses), and adjectives and/or adverbs when communicating. C. U…

A. Refer to details and examples in a text when explaining what the text says explicitly. B. Refer to details and examples in a text when drawing basic inferences about a story, poem, or drama. C. Use details and examples in a text when explaining the author's purpose (e.g., what…

A. Refer to details and examples in a text when explaining what the text says explicitly. B. Refer to details and examples in a text when drawing basic inferences from an informational text. C. Determine the main idea of an informational text. D. Identify supporting details of an…

A. Use letter-sound correspondences, syllabication patterns, and morphology (e.g., affixes) to identify and/or read multisyllabic words. B. Identify grade level words with accuracy and on successive attempts. C. Recognize and/or read grade appropriate irregularly spelled words. D…

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. 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. 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. 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. 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. 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…