Title 28 Education

Table of Contents
Title 28
EDUCATION
Chapter 1. Introduction...............................................................................................................................1
§101. Introduction...................................................................................................................................1
Chapter 3. Kindergarten..............................................................................................................................1
§301. Reading Literature........................................................................................................................1
§303. Reading Informational Text..........................................................................................................1
§305. Reading Foundations....................................................................................................................1
§307. Writing..........................................................................................................................................2
§309. Speaking and Listening.................................................................................................................2
§311. Language.......................................................................................................................................2
Chapter 5. Grade 1......................................................................................................................................3
§507. Writing..........................................................................................................................................4
§511. Language.......................................................................................................................................4
Chapter 7. Grade 2......................................................................................................................................5
§707. Writing..........................................................................................................................................6
§711. Language.......................................................................................................................................7
Chapter 9. Grade 3......................................................................................................................................7
§907. Writing..........................................................................................................................................8
§911. Language.......................................................................................................................................9
Chapter 11. Grade 4................................................................................................................................10
§1101. Reading Literature...................................................................................................................10
§1103. Reading Informational Text.....................................................................................................10
§1105. Reading Foundations...............................................................................................................11
§1107. Writing.....................................................................................................................................11
§1109. Speaking and Listening...........................................................................................................11
§1111. Language.................................................................................................................................12
Chapter 13. Grade 5................................................................................................................................13
§1305. Reading Foundations...............................................................................................................13
§1307. Writing.....................................................................................................................................13
§1311. Language.................................................................................................................................15
Table of Contents
Chapter 15. Grade 6................................................................................................................................15

§1505. Writing.....................................................................................................................................16
§1509. Language.................................................................................................................................17
Chapter 17. Grade 7................................................................................................................................18
§1705. Writing.....................................................................................................................................18
§1709. Language.................................................................................................................................20
Chapter 19. Grade 8................................................................................................................................20
§1905. Writing.....................................................................................................................................21
§1909. Language.................................................................................................................................22
Chapter 21. Grades 9 and 10...................................................................................................................23
§2105. Writing.....................................................................................................................................24
§2109. Language.................................................................................................................................25
Chapter 23. Grades 11 and 12.................................................................................................................26
§2305. Writing Standards....................................................................................................................27
§2309. Language.................................................................................................................................29
Title 28
EDUCATION
Part CLXIX. Bulletin 141—Louisiana Student Standards for English Language Arts
HISTORICAL NOTE: Promulgated by the Board of

Chapter 1.Introduction Elementary and Secondary Education, LR 42:1020 (July 2016).
§101. Introduction §303. Reading Informational Text
A. The Louisiana student standards define what a public A. With prompting and support, ask and answer
school student should know or be able to accomplish at the questions about key details in a text.
end of a specific time period or grade level or at the
completion of a course. They represent the knowledge and B. With prompting and support, identify the main topic
skills needed for students to successfully transition from and retell key details of a text.
each grade and ultimately to postsecondary education and C. With prompting and support, describe the connection
the workplace, as determined by content experts, elementary between two individuals, events, ideas, or pieces of
and secondary educators and school leaders, postsecondary information in a text.
education leaders, and business and industry leaders. The
standards set forth what learning should be taught; local D. With prompting and support, ask and answer
education agencies, their school leaders and classroom questions about unknown words in a text.
educators should determine how the standards should be E. Identify the front cover, back cover, and title page of a
taught, including the curricula and instructional materials book.
that should be used to meet students’ individual needs in
mastering the standards. F. With prompting and support, define the role of the
author and the illustrator of a text and present the ideas or
AUTHORITY NOTE: Promulgated in accordance with R.S. information in a text.
17:6, R.S. 17: 24.4, and R.S. 17:154.
HISTORICAL NOTE: Promulgated by the Board of G. With prompting and support, make connections
Elementary and Secondary Education, LR 42:1019 (July 2016). between the illustrations and the text.
Chapter 3.Kindergarten H. With prompting and support, identify the reason(s) an
author gives to support point(s) in a text.
§301. Reading Literature
I. With prompting and support, identify similarities and
A. With prompting and support, ask and answer
differences between two texts on the same topic.
questions about key details in a text.
J. Actively engage in group reading activities with
B. With prompting and support, retell familiar stories,
purpose and understanding.
including key details.
AUTHORITY NOTE: Promulgated in accordance with R.S.
C. With prompting and support, identify characters, 17:6, R.S. 17: 24.4, and R.S. 17:154.
settings, and major events in a story. HISTORICAL NOTE: Promulgated by the Board of
Elementary and Secondary Education, LR 42:1020 (July 2016).
D. Ask and answer questions about unknown words in a
text. §305. Reading Foundations
E. Recognize common types of texts (e.g., storybooks, A. Demonstrate understanding of the organization and
poems). basic features of print.
F. With prompting and support, define the role of the 1. Follow words from left to right, top to bottom, and
author and the illustrator of a story in telling the story. page by page.
G. With prompting and support, make connections 2. Recognize that spoken words are represented in
between the illustrations in the story and the text. written language by specific sequences of letters.
H. With prompting and support, compare and contrast 3. Understand that words are separated by spaces in
the adventures and experiences of characters in familiar print.
stories. 4. Recognize and name all upper- and lowercase
I. Actively engage in group reading activities with letters of the alphabet.
purpose and understanding. B. Demonstrate understanding of spoken words,
AUTHORITY NOTE: Promulgated in accordance with R.S. syllables, and sounds (phonemes).
17:6, R.S. 17: 24.4, and R.S. 17:154.
1. Recognize and produce rhyming words.
1 Louisiana Administrative Code July 2016

2. Count, pronounce, blend, and segment syllables in G. With guidance and support from adults, recall
spoken words. information from experiences or gather information from
provided sources to answer a question.
3. Blend and segment onsets and rimes of single-
syllable spoken words. AUTHORITY NOTE: Promulgated in accordance with R.S.
17:6, R.S. 17: 24.4, and R.S. 17:154.
4. Isolate and pronounce the initial, medial vowel, and HISTORICAL NOTE: Promulgated by the Board of
final sounds (phonemes) in three-phoneme (consonant- Elementary and Secondary Education, LR 42:1020 (July 2016).
vowel-consonant, or CVC) words. (This does not include §309. Speaking and Listening
CVCs ending with /l/, /r/, or /x/.)
A. Participate in collaborative conversations with diverse
5. Add or substitute individual sounds (phonemes) in partners about kindergarten topics and texts with peers and
simple, one-syllable words to make new words. adults in small and larger groups.
C. Know and apply grade-level phonics and word 1. Follow agreed-upon rules for discussions (e.g.,
analysis skills in decoding words. listening to others and taking turns speaking about the topics
1. Demonstrate basic knowledge of one-to-one letter- and texts under discussion).
sound correspondences by producing the primary or many of 2. Continue a conversation through multiple
the most frequent sounds for each consonant. exchanges.
2. Associate the long and short sounds with common B. Confirm understanding of a text read aloud or
spellings (graphemes) for the five major vowels. information presented orally or through other media by
3. Read common high-frequency words by sight (e.g., asking and answering questions about key details and
the, of, to, you, she, my, is, are, do, does). requesting clarification if something is not understood.
4. Distinguish between similarly spelled words by C. Ask and answer questions in order to seek help, get
identifying the sounds of the letters that differ. information, or clarify something that is not understood.
D. Read emergent-reader texts with purpose and D. Describe familiar people, places, things, and events
understanding. and, with prompting and support, provide additional detail.
AUTHORITY NOTE: Promulgated in accordance with R.S. E. Add drawings or other visual displays to descriptions
17:6, R.S. 17: 24.4, and R.S. 17:154. as desired to provide additional detail.
Elementary and Secondary Education, LR 42:1020 (July 2016). F. Speak audibly and express thoughts, feelings, and
ideas clearly.
§307. Writing
A. Use a combination of drawing, dictating, and writing 17:6, R.S. 17: 24.4, and R.S. 17:154.
to compose opinion pieces in which they tell a reader the HISTORICAL NOTE: Promulgated by the Board of
topic or the name of the book they are writing about and Elementary and Secondary Education, LR 42:1021 (July 2016).
state an opinion or preference about the topic or book (e.g., §311. Language
My favorite book is ...).
A. Demonstrate command of the conventions of standard
B. Use a combination of drawing, dictating, and writing English grammar and usage when writing or speaking.
to compose informative/explanatory texts in which they
name what they are writing about and supply some 1. Print many upper and lowercase letters.
information about the topic. 2. Use frequently occurring nouns and verbs.
C. Use a combination of drawing, dictating, and writing 3. Form regular plural nouns orally by adding /s/ or
to narrate a single event or several loosely linked events, tell /es/ (e.g., dog, dogs; wish, wishes).
about the events in the order in which they occurred, and
provide a reaction to what happened. 4. Understand and use question words (interrogatives)
(e.g., who, what, where, when, why, how).
D. With guidance and support, orally respond to
questions and suggestions from adults and peers and add 5. Use the most frequently occurring prepositions
details to strengthen writing as needed. (e.g., to, from, in, out, on, off, for, of, by, with).
E. With guidance and support from adults and peers, 6. Produce and expand complete sentences in shared
explore a variety of digital tools by participating in the language activities.
production of a published writing.
B. Demonstrate command of the conventions of standard
F. With guidance and support from adults, participate in English capitalization, punctuation, and spelling when
shared research and writing projects (e.g., explore a number writing.
of books by a favorite author and express opinions about
1. Capitalize the first word in a sentence and the
them).
pronoun I.
Louisiana Administrative Code July 2016 2

2. Recognize and name end punctuation. G. Identify who is telling the story at various points in a
text.
3. Write a letter or letters for most consonant and
short-vowel sounds (phonemes). H. Use illustrations and details in a story to describe its
characters, setting, or events.
4. Spell simple words phonetically, drawing on
knowledge of sound-letter relationships. I. Compare and contrast the adventures and experiences
of characters in stories.
C. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on kindergarten J. With prompting and support, read prose and poetry of
reading and content. appropriate complexity for grade 1.
1. With guidance and support, identify new meanings AUTHORITY NOTE: Promulgated in accordance with R.S.
for familiar words and apply them accurately (e.g., knowing 17:6, R.S. 17: 24.4, and R.S. 17:154.
a duck is a bird and learning the verb to duck). HISTORICAL NOTE: Promulgated by the Board of
2. With guidance and support, use the most frequently §503. Reading Informational Text
occurring inflections and affixes as a clue to the meaning of
an unknown word (e.g., /-ed/, /-s/, /re-/, /un-/, /pre-/, /-ful/, A. Ask and answer questions about key details in a text.
/-less/). B. Identify the main topic and retell key details of a text.
D. With guidance and support from adults, explore word C. Describe the connection between two individuals,
relationships and nuances in word meanings. events, ideas, or pieces of information in a text.
1. Sort common objects into categories (e.g., shapes, D. Ask and answer questions to help determine or clarify
foods) to gain a sense of the concepts the categories the meaning of words and phrases in a text.
represent.
E. Know and use various text features (e.g., headings,
2. Demonstrate understanding of frequently occurring tables of contents, glossaries, electronic menus, icons) to
verbs and adjectives by relating them to their opposites locate key facts or information in a text.
(antonyms).
F. Distinguish between information provided by pictures
3. Identify real-life connections between words and or other illustrations and information provided by the words
their use (e.g., note places at school that are colorful). in a text.
4. Distinguish shades of meaning among verbs G. Use the illustrations and details in a text to describe
describing the same general action (e.g., walk, march, strut, its key ideas.
prance) by acting out the meanings.
H. Identify the reasons an author gives to support points
E. Use words and phrases acquired through in a text.
conversations, reading and being read to, and responding to
texts. I. Identify basic similarities in and differences between
two texts on the same topic (e.g., in illustrations,
17:6, R.S. 17: 24.4, and R.S. 17:154.
descriptions, or procedures).
HISTORICAL NOTE: Promulgated by the Board of J. With prompting and support, read informational texts
Elementary and Secondary Education, LR 42:1021 (July 2016). appropriately complex for grade 1.
Chapter 5.Grade 1 AUTHORITY NOTE: Promulgated in accordance with R.S.
17:6, R.S. 17: 24.4, and R.S. 17:154.
§501. Reading Literature HISTORICAL NOTE: Promulgated by the Board of
A. Ask and answer questions about key details in a text. Elementary and Secondary Education, LR 42:1021 (July 2016).
§505. Reading Foundations
B. Retell stories, including key details.
A. Demonstrate understanding of the organization and
C. Recognize and understand the central message or
basic features of print.
lesson.
1. Recognize the distinguishing features of a sentence
D. Describe characters, settings, and major events in a
(e.g., first word, capitalization, ending punctuation).
story, using key details.
B. Demonstrate understanding of spoken words,
E. Identify words and phrases in stories or poems that
syllables, and sounds (phonemes).
suggest feelings or appeal to the senses.
1. Distinguish long from short vowel sounds in
F. Explain major differences between books that tell
spoken single-syllable words.
stories and books that give information, drawing on a wide
reading of a range of text types. 2. Orally produce single-syllable words by blending
sounds (phonemes), including consonant blends.

3. Isolate and pronounce initial, medial vowel, and F. Participate in shared research and writing projects
final sounds (phonemes) in spoken single-syllable words. (e.g., explore a number of how-to books on a given topic and
use them to write a sequence of instructions).
4. Segment spoken single-syllable words into their
complete sequence of individual sounds (phonemes). G. With guidance and support from adults, recall
information from experiences or gather information from
C. Know and apply grade-level phonics and word
provided sources to answer a question.
analysis skills in decoding words.
1. Know the spelling-sound correspondences for 17:6, R.S. 17: 24.4, and R.S. 17:154.
common consonant digraphs. HISTORICAL NOTE: Promulgated by the Board of
2. Decode regularly spelled one-syllable words.
§509. Speaking and Listening
3. Know final /-e/ and common vowel team
conventions for representing long vowel sounds. A. Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and adults
4. Use knowledge that every syllable must have a in small and larger groups.
vowel sound to determine the number of syllables in a
printed word. 1. Follow agreed-upon rules for discussions (e.g.,
listening to others with care, speaking one at a time about
5. Decode two-syllable words following basic patterns the topics and texts under discussion).
by breaking the words into syllables.
2. Build on others’ talk in conversations by
6. Read words with inflectional endings. responding to the comments of others through multiple
7. Recognize and read grade-appropriate irregularly exchanges.
spelled words. 3. Ask questions to clear up any confusion about the
D. Read with sufficient accuracy and fluency to support topics and texts under discussion.
comprehension. B. Ask and answer questions about key details in a text
1. Read on-level text with purpose and understanding. read aloud or information presented orally or through other
media.
2. Read on-level text orally with accuracy, appropriate
rate, and expression on successive readings. C. Ask and answer questions about what a speaker says
in order to gather additional information or clarify
3. Use context to confirm or self-correct word something that is not understood.
recognition and understanding, rereading as necessary.
D. Describe people, places, things, and events with
AUTHORITY NOTE: Promulgated in accordance with R.S. relevant details, expressing ideas and feelings clearly.
17:6, R.S. 17: 24.4, and R.S. 17:154.
HISTORICAL NOTE: Promulgated by the Board of E. Add drawings or other visual displays to descriptions
Elementary and Secondary Education, LR 42:1022 (July 2016). when appropriate to clarify ideas, thoughts, and feelings.
§507. Writing
F. Produce complete sentences when appropriate to task,
A. Write opinion pieces in which they introduce the topic audience, and situation.
or name the book they are writing about, state an opinion, AUTHORITY NOTE: Promulgated in accordance with R.S.
supply a reason for the opinion, and provide some sense of 17:6, R.S. 17: 24.4, and R.S. 17:154.
closure. HISTORICAL NOTE: Promulgated by the Board of
B. Write informative/explanatory texts in which they
name a topic, supply some facts about the topic, and provide §511. Language
some sense of closure. A. Demonstrate command of the conventions of standard
C. Write narratives in which they recount two or more English grammar and usage when writing or speaking.
appropriately sequenced events, include some details 1. Legibly print all upper- and lowercase letters.
regarding what happened, use temporal words to signal
event order, and provide some sense of closure. 2. Use common, proper, and possessive nouns.
D. With guidance and support from adults, focus on a 3. Use singular and plural nouns with matching verbs
topic, respond to questions and suggestions from peers, and in basic sentences (e.g., He hops; We hop).
add details to strengthen writing as needed. 4. Use personal and possessive pronouns (e.g., I, me,
E. With guidance and support from adults, use a variety my; they, them, their).
of digital tools to produce and publish writing, including in 5. Use verbs to convey a sense of past, present, and
collaboration with peers. future (e.g., Yesterday I walked home; Today I walk home;
Tomorrow I will walk home).

6. Use frequently occurring adjectives. texts, including using frequently occurring conjunctions to
signal simple relationships (e.g., because).
7. Use frequently occurring conjunctions (e.g., and,
but, or, so, because). AUTHORITY NOTE: Promulgated in accordance with R.S.
17:6, R.S. 17: 24.4, and R.S. 17:154.
8. Use determiners (e.g., articles, demonstratives). HISTORICAL NOTE: Promulgated by the Board of
9. Use frequently occurring prepositions (e.g., during,
beyond, toward). Chapter 7.Grade 2
10. Produce and expand complete simple and §701. Reading Literature
compound declarative, interrogative, imperative, and
exclamatory sentences in response to prompts. A. Ask and answer such questions as who, what, where,
when, why, and how to demonstrate understanding of key
B. Demonstrate command of the conventions of standard details in a text.
English capitalization, punctuation, and spelling when
writing. B. Recount stories, including fables and folktales from
diverse culture; determine their central message, lesson, or
1. Capitalize dates and names of people. more.
2. Use end punctuation for sentences. C. Describe how characters in a story respond to major
3. Use commas in dates and to separate single words events and challenges.
in a series. D. Describe how words and phrases supply rhythm and
4. Use conventional spelling for words with common rhyme in a poem or song; determine the meaning of words
spelling patterns and for frequently occurring irregular and phrases as they are used in text.
words. E. Describe the overall structure of a story, including
5. Spell untaught words phonetically, drawing on describing how the beginning introduces the story and the
phonemic awareness and spelling conventions. ending concludes the action.
C. Determine or clarify the meaning of unknown and F. Acknowledge differences in the points of view of
multiple-meaning words and phrases based on grade 1 characters, including by speaking in a different voice for
reading and content, choosing flexibly from an array of each character when reading dialogue aloud.
strategies. G. Use information gained from the illustrations and
1. Use sentence-level context as a clue to the meaning words in a print or digital text to demonstrate understanding
of a word or phrase. of its characters, setting, or plot.
2. Use knowledge of frequently occurring affixes H. Compare and contrast two or more versions of the
(prefixes and suffixes) to interpret meaning of a word. same story (e.g., Cinderella stories) by different authors or
from different cultures.
3. Identify frequently occurring root words (e.g., look)
and their inflectional forms (e.g., looks, looked, looking). I. By the end of the year, read and comprehend
literature, including stories and poetry, in the grades 2-3 text
D. With guidance and support from adults, demonstrate complexity band proficiently, with scaffolding as needed at
understanding of word relationships and nuances in word the high end of the range.
meanings.
1. Sort words into categories (e.g., colors, clothing) to 17:6, R.S. 17: 24.4, and R.S. 17:154.
gain a sense of the concepts the categories represent. HISTORICAL NOTE: Promulgated by the Board of
2. Define words by category and by one or more key
§703. Reading Informational Text
attributes (e.g., a duck is a bird that swims; a tiger is a large
cat with stripes). A. Ask and answer such questions as who, what, where,
when, why, and how to demonstrate understanding of key
3. Identify real-life connections between words and
details in a text.
their use (e.g., note places at home that are cozy).
B. Identify the main topic of a multi-paragraph text as
4. Distinguish shades of meaning among verbs
well as the focus of specific paragraphs within the text.
differing in manner (e.g., look, peek, glance, stare, glare,
scowl) and adjectives differing in intensity (e.g., large, C. Describe the connection between a series of historical
gigantic) by defining or choosing them or by acting out the events, scientific ideas or concepts, or steps in technical
meanings. procedures in a text.
E. Use words and phrases acquired through D. Determine the meaning of words and phrases in a text
conversations, reading and being read to, and responding to relevant to a grade 2 topic or subject area.

E. Know and use various text features (e.g., captions, because, and, also) to connect opinion and reasons, and
bold print, subheadings, glossaries, indexes, electronic provide a concluding statement or section.
menus, icons) to locate key facts or information in a text
B. Write informative/explanatory texts in which they
efficiently.
introduce a topic, use facts and definitions to develop points,
F. Identify the main purpose of a text, including what the and provide a concluding statement or section.
author wants to answer, explain, or describe.
C. Write narratives in which they recount a well-
G. Explain how specific images (e.g., a diagram showing elaborated event or short sequence of events, include details
how a machine works) contribute to and clarify a text. to describe actions, thoughts, and feelings, use temporal
words to signal event order, and provide a sense of closure.
H. Describe how reasons or evidence support specific
points the author makes in a text. D. With guidance and support from adults and peers,
focus on a topic and strengthen writing as needed by
I. Compare and contrast the most important points
revising and editing.
presented by two texts on the same topic.
E. With guidance and support from adults, use a variety
J. By the end of year, read and comprehend
of digital tools to produce and publish writing, including in
informational texts, including history/social studies, science,
collaboration with peers.
and technical texts, in the grades 2-3 text complexity band
proficiently, with scaffolding as needed at the high end of F. Participate in shared research and writing projects
the range. (e.g., read a number of books on a single topic to produce a
report; record science observations).
17:6, R.S. 17: 24.4, and R.S. 17:154. G. Recall information from experiences or gather
HISTORICAL NOTE: Promulgated by the Board of information from provided sources to answer a question.
17:6, R.S. 17: 24.4, and R.S. 17:154.
A. Know and apply grade-level phonics and word HISTORICAL NOTE: Promulgated by the Board of
analysis skills in decoding words. Elementary and Secondary Education, LR 42:1024 (July 2016).
§709. Speaking and Listening
1. Distinguish long and short vowels when reading
regularly spelled one-syllable words. A. Participate in collaborative conversations with diverse
partners about grade 2 topics and texts with peers and adults
2. Know spelling-sound correspondences for
in small and larger groups.
additional common vowel teams.
1. Follow agreed-upon rules for discussions (e.g.,
3. Decode regularly spelled two-syllable words with
gaining the floor in respectful ways, listening to others with
long vowels.
care, speaking one at a time about the topics and texts under
4. Decode words with common prefixes and suffixes. discussion).
5. Identify words with inconsistent but common 2. Build on others’ talk in conversations by linking
spelling-sound correspondences. their comments to the remarks of others.
6. Recognize and read grade-appropriate irregularly 3. Ask for clarification and further explanation as
spelled words. needed about the topics and texts under discussion.
B. Read with sufficient accuracy and fluency to support B. Recount or describe key ideas or details from a text
comprehension. read aloud or information presented orally or through other
media.
1. Read on-level text with purpose and understanding.
C. Ask and answer questions about what a speaker says
2. Read on-level text orally with accuracy, appropriate
in order to clarify comprehension, gather additional
rate, and expression on successive readings.
information, or deepen understanding of a topic or issue.
3. Use context to confirm or self-correct word
D. Tell a story or recount an experience with appropriate
recognition and understanding, rereading as necessary.
facts and relevant, descriptive details, speaking audibly in
AUTHORITY NOTE: Promulgated in accordance with R.S. coherent sentences.
17:6, R.S. 17: 24.4, and R.S. 17:154.
HISTORICAL NOTE: Promulgated by the Board of E. Create audio recordings of stories or poems with
Elementary and Secondary Education, LR 42:1023 (July 2016). guidance and support from adults and/or peers; add drawings
§707. Writing or other visual displays to stories or recounts of experiences
when appropriate to clarify ideas, thoughts, and feelings.
A. Write opinion pieces in which they introduce the topic
or book they are writing about, state an opinion, supply
reasons that support the opinion, use linking words (e.g.,

F. Produce complete sentences when appropriate to task, 3. Use a known root word as a clue to the meaning of
audience, and situation in order to provide requested detail an unknown word with the same root (e.g., addition,
or clarification. additional).
AUTHORITY NOTE: Promulgated in accordance with R.S. 4. Use knowledge of the meaning of individual words
17:6, R.S. 17: 24.4, and R.S. 17:154. to predict the meaning of compound words (e.g., birdhouse,
HISTORICAL NOTE: Promulgated by the Board of lighthouse, housefly; bookshelf, notebook, bookmark).
§711. Language 5. Use glossaries and beginning dictionaries, both
print and digital, to determine or clarify the meaning of
A. Demonstrate command of the conventions of standard words and phrases.
English grammar and usage when writing or speaking.
E. Demonstrate understanding of word relationships and
1. Use collective nouns (e.g., group). nuances in word meanings.
2. Form and use frequently occurring irregular plural 1. Identify real-life connections between words and
nouns (e.g., feet, children, teeth, mice, fish). their use (e.g., describe foods that are spicy or juicy).
3. Use reflexive pronouns (e.g., myself, ourselves) and 2. Distinguish shades of meaning among closely
indefinite pronouns (e.g., anyone, everything). related verbs (e.g., toss, throw, hurl) and closely related
4. Form and use the past tense of frequently occurring adjectives (e.g., thin, slender, skinny, scrawny).
irregular verbs (e.g., sat, hid, told). F. Use words and phrases acquired through
5. Use adjectives and adverbs, and choose between conversations, reading and being read to, and responding to
them depending on what is to be modified. texts, including using adjectives and adverbs to describe
(e.g., When other kids are happy that makes me happy).
6. Produce, expand, and rearrange complete simple
and compound sentences (e.g., The boy watched the movie; 17:6, R.S. 17: 24.4, and R.S. 17:154.
The little boy watched the movie; The action movie was HISTORICAL NOTE: Promulgated by the Board of
watched by the little boy). Elementary and Secondary Education, LR 42:1024 (July 2016).
B. Demonstrate command of the conventions of standard Chapter 9.Grade 3
writing. §901. Reading Literature
1. Capitalize holidays, product names, and geographic A. Ask and answer questions to demonstrate
names. understanding of a text, referring explicitly to the text as the
basis for the answers.
2. Use commas in greetings and closings of letters.
B. Recount stories, including fables, folktales, and myths
3. Use an apostrophe to form contractions and from diverse cultures; determine the central message, lesson,
frequently occurring possessives. or moral and explain how it is conveyed through key details
4. Generalize learned spelling patterns when writing in the text.
words (e.g., cage → badge; boy → boil). C. Describe characters in a story (e.g., their traits,
5. Consult reference materials, including beginning motivations, or feelings) and explain how their actions
dictionaries, as needed to check and correct spellings. contribute to the sequence of events.
C. Use knowledge of language and its conventions when D. Determine the meaning of words and phrases as they
writing, speaking, reading, or listening. are used in a text, distinguishing literal from nonliteral
language.
1. Compare formal and informal uses of English.
E. Refer to parts of stories, dramas, and poems when
D. Determine or clarify the meaning of unknown and writing or speaking about a text, using terms such as chapter,
multiple-meaning words and phrases based on grade 2 scene, and stanza; describe how each successive part builds
reading and content, choosing flexibly from an array of on earlier sections.
strategies.
F. Distinguish the student’s point of view from that of
1. Use sentence-level context as a clue to the meaning the narrator or those of the characters.
of a word or phrase.
G. Explain how specific aspects of a text’s illustrations
2. Determine the meaning of the new word formed contribute to what is conveyed by the words in a story (e.g.,
when a known prefix is added to a known word (e.g., create mood, emphasize aspects of a character or setting).
happy/unhappy, tell/retell).
H. Compare and contrast the themes, settings, and plots
of stories written by the same author about the same or
similar characters (e.g., in books from a series).

I. By the end of the year, read and comprehend B. Read with sufficient accuracy and fluency to support
literature, including stories, dramas, and poetry, at the high comprehension.
end of the grades 2-3 text complexity band independently
1. Read on-level text with purpose and understanding.
and proficiently.
2. Decode words with common Latin suffixes.
17:6, R.S. 17: 24.4, and R.S. 17:154. 3. Decode multisyllable words.
Elementary and Secondary Education, LR 42:1025 (July 2016). 4. Read grade-appropriate irregularly spelled words.
§903. Reading Informational Text C. Read with sufficient accuracy and fluency to support
A. Ask and answer questions to demonstrate comprehension.
understanding of a text, referring explicitly to the text as the 1. Read on-level text with purpose and understanding.
basis for the answers.
2. Read on-level prose and poetry orally with
B. Determine the main idea of a text; recount the key accuracy, appropriate rate, and expression on successive
details and explain how they support the main idea. readings.
C. Describe the relationship between a series of 3. Use context to confirm or self-correct word
historical events, scientific ideas or concepts, or steps in recognition and understanding, rereading as necessary.
technical procedures in a text, using language that pertains to
time, sequence, and cause/effect. AUTHORITY NOTE: Promulgated in accordance with R.S.
17:6, R.S. 17: 24.4, and R.S. 17:154.
D. Determine the meaning of general academic and HISTORICAL NOTE: Promulgated by the Board of
domain-specific words and phrases in a text relevant to a Elementary and Secondary Education, LR 42:1025 (July 2016).
grade 3 topic or subject area. §907. Writing
E. Use text features and search tools (e.g., key words, A. Write opinion pieces on topics or texts, supporting a
sidebars, hyperlinks) to efficiently locate information point of view with reasons.
relevant to a given topic.
1. Introduce the topic or text they are writing about,
F. Distinguish the student’s point of view from that of state an opinion, and create an organizational structure that
the author of a text. lists reasons.
G. Use information gained from illustrations (e.g., maps, 2. Provide reasons that support the opinion.
photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how 3. Use linking words and phrases (e.g., because,
key events occur). therefore, since, for example) to connect opinion and
reasons.
H. Describe the logical connection between particular
sentences and paragraphs in a text (e.g., comparison, 4. Provide a concluding statement or section.
cause/effect, first/second/third in a sequence). B. Write informative/explanatory texts to examine a
I. Compare and contrast the most important points and topic and convey ideas and information clearly.
key details presented in two texts on the same topic. 1. Introduce a topic and group related information
J. By the end of the year, read and comprehend together; include illustrations when useful to aiding
informational texts, including history/social studies, science, comprehension.
and technical texts, at the high end of the grades 2-3 text 2. Develop the topic with facts, definitions, and
complexity band independently and proficiently. details.
AUTHORITY NOTE: Promulgated in accordance with R.S. 3. Use linking words and phrases (e.g., also, another,
17:6, R.S. 17: 24.4, and R.S. 17:154. and, more, but) to connect ideas within categories of
information.
§905. Reading Foundations 4. Provide a concluding statement or section.
A. Know and apply grade-level phonics and word C. Write narratives to develop real or imagined
analysis skills in decoding words. experiences or events using effective technique, descriptive
details, and clear event sequences.
1. Identify and know the meaning of the most
common prefixes and derivational suffixes. 1. Establish a situation and introduce a narrator and/or
characters; organize an event sequence that unfolds
2. Decode words with common Latin suffixes. naturally.
3. Decode multisyllable words.
4. Read grade-appropriate irregularly spelled words.

2. Use dialogue and descriptions of actions, thoughts, D. Report on a topic or text, tell a story, or recount an
and feelings to develop experiences and events or show the experience with appropriate facts and relevant, descriptive
response of characters to situations. details, speaking clearly at an understandable pace.
3. Use temporal words and phrases to signal event E. Create engaging audio recordings of stories or poems
order. that demonstrate fluid reading at an understandable pace;
add visual displays when appropriate to emphasize or
4. Provide a sense of closure.
enhance certain facts or details.
D. With guidance and support from adults, produce
F. Speak in complete sentences when appropriate to
writing in which the development and organization are
task, audience, and situation in order to provide requested
appropriate to task and purpose.
detail or clarification.
E. With guidance and support from peers and adults, AUTHORITY NOTE: Promulgated in accordance with R.S.
develop and strengthen writing as needed by planning, 17:6, R.S. 17: 24.4, and R.S. 17:154.
revising, and editing. HISTORICAL NOTE: Promulgated by the Board of
F. With guidance and support from adults, produce and
publish grade-appropriate writing using technology, either §911. Language
independently or in collaboration with others. A. Demonstrate command of the conventions of standard
G. Conduct short research projects that build knowledge English grammar and usage when writing or speaking.
about a topic. 1. Explain the function of nouns, pronouns, verbs,
H. Recall information from experiences or gather adjectives, and adverbs in general and their functions in
information from print and digital sources; take brief notes particular sentences.
on sources and sort evidence into provided categories. 2. Form and use regular and irregular plural nouns.
I. Write routinely over extended time frames (time for 3. Use abstract nouns (e.g., childhood).
research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline- 4. Form and use regular and irregular verbs.
specific tasks, purposes, and audiences. 5. Form and use the simple verb tenses (e.g., I walked;
AUTHORITY NOTE: Promulgated in accordance with R.S. I walk; I will walk).
17:6, R.S. 17: 24.4, and R.S. 17:154.
HISTORICAL NOTE: Promulgated by the Board of 6. Ensure subject-verb and pronoun-antecedent
Elementary and Secondary Education, LR 42:1025 (July 2016). agreement.
§909. Speaking and Listening 7. Form and use comparative and superlative
adjectives and adverbs, and choose between them depending
A. Engage effectively in a range of collaborative
on what is to be modified.
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on 8. Use coordinating and subordinating conjunctions.
others’ ideas and expressing their own clearly.
9. Produce simple, compound, and complex
1. Come to discussions prepared, having read or sentences.
studied required material; explicitly draw on that preparation
B. Demonstrate command of the conventions of standard
and other information known about the topic to explore ideas
under discussion.
writing.
2. Follow agreed-upon rules for discussions (e.g.,
1. Capitalize appropriate words in titles.
gaining the floor in respectful ways, listening to others with
care, speaking one at a time about the topics and texts under 2. Use commas in addresses.
discussion).
3. Use commas and quotation marks in dialogue.
3. Ask questions to check understanding of
information presented, stay on topic, and link their 4. Form and use possessives.
comments to the remarks of others. 5. Use conventional spelling for high-frequency and
4. Explain their own ideas and understanding in light other studied words and for adding suffixes to base words
of the discussion. (e.g., sitting, smiled, cries, happiness).
B. Determine the main ideas and supporting details of a 6. Use spelling patterns and generalizations (e.g.,
text read aloud or information presented in diverse media word families, position-based spellings, syllable patterns,
and formats, including visually, quantitatively, and orally. ending rules, meaningful word parts) in writing words.
C. Ask and answer questions about information from a 7. Consult reference materials, including beginning
speaker, offering appropriate elaboration and detail. dictionaries, as needed to check and correct spellings.

C. Use knowledge of language and its conventions when D. Determine the meaning of words and phrases as they
writing, speaking, reading, or listening. are used in a text, including figurative language such as
metaphors and similes.
1. Choose words and phrases for effect.
E. Explain major differences between poems, drama, and
2. Recognize and observe differences between the
prose, and refer to the structural elements of poems (e.g.,
conventions of spoken and written standard English.
verse, rhythm, meter) and drama (e.g., casts of characters,
D. Determine or clarify the meaning of unknown and settings, descriptions, dialogue, stage directions) when
multiple-meaning word and phrases based on grade 3 writing or speaking about a text.
reading and content, choosing flexibly from a range of
F. Compare and contrast the point of view from which
strategies.
different stories are narrated, including the difference
1. Use sentence-level context as a clue to the meaning between first- and third-person narrations.
of a word or phrase.
G. Make connections between the text of a story or
2. Determine the meaning of the new word formed drama and a visual or oral presentation of the text.
when a known affix is added to a known word (e.g.,
H. Compare and contrast the treatment of similar themes
agreeable/disagreeable, comfortable/uncomfortable,
and topics (e.g., opposition of good and evil) and patterns of
care/careless, heat/preheat).
events (e.g., the quest) in stories, myths, and traditional
3. Use a known root word as a clue to the meaning of literature from different cultures.
an unknown word with the same root (e.g., company,
I. By the end of the year, read and comprehend
companion).
literature, including stories, dramas, and poetry, in the grades
4. Use glossaries or beginning dictionaries, both print 4-5 text complexity band proficiently, with scaffolding as
and digital, to determine or clarify the precise meaning of needed at the high end of the range.
key words and phrases. AUTHORITY NOTE: Promulgated in accordance with R.S.
E. Demonstrate understanding of word relationships and 17:6, R.S. 17: 24.4, and R.S. 17:154.
nuances in word meanings. HISTORICAL NOTE: Promulgated by the Board of
1. Distinguish the literal and nonliteral meanings of §1103. Reading Informational Text
words and phrases in context (e.g., take steps).
A. Refer to details and examples in a text when
2. Identify real-life connections between words and explaining what the text says explicitly and when drawing
their use (e.g., describe people who are friendly or helpful). inferences from the text.
3. Distinguish shades of meaning among related B. Determine the main idea of a text and explain how it
words that describe states of mind or degrees of certainty is supported by key details; summarize the text.
(e.g., knew, believed, suspected, heard, wondered).
C. Explain events, procedures, ideas, or concepts in a
F. Acquire and use accurately grade-appropriate historical, scientific, or technical text, including what
conversational, general academic, and domain-specific happened and why, based on specific information in the text.
words and phrases, including those that signal spatial and
temporal relationships (e.g., After dinner that night we went D. Determine the meaning of general academic and
looking for them). domain-specific words or phrases in a text relevant to a
grade 4 topic or subject area.
17:6, R.S. 17: 24.4, and R.S. 17:154. E. Describe the overall structure (e.g., chronology,
HISTORICAL NOTE: Promulgated by the Board of comparison, cause/effect, problem/solution) of events, ideas,
Elementary and Secondary Education, LR 42:1026 (July 2016). concepts, or information in a text or part of a text.
Chapter 11. Grade 4 F. Compare and contrast a firsthand and secondhand
§1101. Reading Literature account of the same event or topic; describe the differences
in focus and the information provided.
A. Refer to details and examples in a text when
G. Interpret information presented visually, orally, or
explaining what the text says explicitly and when drawing
quantitatively (e.g., in charts, graphs, diagrams, timelines,
inferences from the text.
animations, or interactive elements on Web pages) and
B. Determine a theme of a story, drama, or poem from explain how the information contributes to an understanding
details in the text; summarize the text. of the text in which it appears.
C. Describe in-depth a character, setting, or event in a H. Explain how an author uses reasons and evidence to
story or drama, drawing on specific details in the text (e.g., a support particular points in a text.
character’s thoughts, words, or actions).

I. Integrate information from two texts on the same 2. Develop the topic with facts, definitions, concrete
topic in order to write or speak about the subject details, quotations, or other information and examples
knowledgeably. related to the topic.
J. By the end of year, read and comprehend 3. Link ideas within categories of information using
informational texts, including history/social studies, science, words and phrases (e.g., another, for example, also,
and technical texts, in the grades 4-5 text complexity band because).
proficiently, with scaffolding as needed at the high end of
4. Use precise language and domain-specific
the range.
vocabulary to inform about or explain the topic.
17:6, R.S. 17: 24.4, and R.S. 17:154. 5. Provide a concluding statement or section related to
HISTORICAL NOTE: Promulgated by the Board of the information or explanation presented.
C. Write narratives to develop real or imagined
§1105. Reading Foundations experiences or events using effective technique, descriptive
A. Know and apply grade-level phonics and word details, and clear event sequences.
analysis skills in decoding words. 1. Orient the reader by establishing a situation and
1. Use combined knowledge of letter-sound introducing a narrator and/or characters; organize an event
correspondences, syllabication patterns, and morphology sequence that unfolds naturally.
(e.g., roots and affixes) to read accurately unfamiliar 2. Use dialogue and description to develop
multisyllabic words in context and out of context. experiences and events or show the responses of characters
B. Read with sufficient accuracy and fluency to support to situations.
comprehension. 3. Use a variety of transitional words and phrases to
1. Read on-level text with purpose and understanding. manage the sequence of events.
2. Read on-level prose and poetry orally with 4. Use concrete words and phrases and sensory details
accuracy, appropriate rate, and expression on successive to convey experiences and events precisely.
readings. 5. Provide a conclusion that follows from the narrated
3. Use context to confirm or self-correct word experiences or events.
recognition and understanding, rereading as necessary. D. Produce clear and coherent writing in which the
AUTHORITY NOTE: Promulgated in accordance with R.S. development and organization are appropriate to task,
17:6, R.S. 17: 24.4, and R.S. 17:154. purpose, and audience.
E. With guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
§1107. Writing revising, and editing.
A. Write opinion pieces on topics or texts, supporting a F. With guidance and support from adults, produce and
point of view with reasons and information. publish grade-appropriate writing using technology, either
1. Introduce a topic or text clearly, state an opinion, independently or in collaboration with others.
and create an organizational structure in which related ideas G. Conduct short research projects that build knowledge
are grouped to support the writer’s purpose. through investigation of different aspects of a topic.
2. Provide reasons that are supported by facts and H. Recall relevant information from experiences or
details. gather relevant information from print and digital sources;
3. Link opinion and reasons using words and phrases take notes and categorize information, and provide a list of
(e.g., for instance, in order to, in addition). sources.
4. Provide a concluding statement or section related to I. Draw relevant evidence from grade-appropriate
the opinion presented. literary or informational texts to support analysis, reflection,
and research.
B. Write informative/explanatory texts to examine a
topic and convey ideas and information clearly. 1. Apply grade 4 reading standards to literature (e.g.,
“Describe in-depth a character, setting, or event in a story or
1. Introduce a topic clearly and group related drama, drawing on specific details in the text [e.g., a
information in paragraphs and sections; include formatting character’s thoughts, words, or actions]”).
(e.g., headings), illustrations, and multimedia when useful to
aiding comprehension. 2. Apply grade 4 reading standards to informational
texts (e.g., “Explain how an author uses reasons and
evidence to support particular points in a text”).

J. Write routinely over extended time frames (time for 3. Use modal auxiliaries (e.g., can, may, must) to
research, reflection, and revision) and shorter time frames (a convey various conditions.
single sitting or a day or two) for a range of discipline-
4. Order adjectives within sentences according to
specific tasks, purposes, and audiences.
conventional patterns (e.g., a small red bag rather than a red
AUTHORITY NOTE: Promulgated in accordance with R.S. small bag).
17:6, R.S. 17: 24.4, and R.S. 17:154.
HISTORICAL NOTE: Promulgated by the Board of 5. Form and use prepositional phrases.
6. Produce complete sentences, recognizing and
§1109. Speaking and Listening correcting inappropriate fragments and run-ons.
A. Engage effectively in a range of collaborative 7. Correctly use frequently confused words (e.g., to,
discussions (one-on-one, in groups, and teacher-led) with too, two; there, their).
diverse partners on grade 4 topics and texts, building on
others’ ideas and expressing their own clearly. B. Demonstrate command of the conventions of standard
1. Come to discussions prepared, having read or writing.
studied required material; explicitly draw on that preparation
and other information known about the topic to explore ideas 1. Use correct capitalization.
under discussion. 2. Use commas and quotation marks to mark direct
2. Follow agreed-upon rules for discussions and carry speech and quotations from a text.
out assigned roles. 3. Use a comma before a coordinating conjunction in
3. Pose and respond to specific questions to clarify or a compound sentence.
follow up on information, and make comments that 4. Spell grade-appropriate words correctly, consulting
contribute to the discussion and link to the remarks of others. references as needed.
4. Review the key ideas expressed and explain their C. Use knowledge of language and its conventions when
own ideas and understanding in light of the discussion. writing, speaking, reading, or listening.
B. Paraphrase portions of a text read aloud or 1. Choose words and phrases to convey ideas
information presented in diverse media and formats, precisely.
including visually, quantitatively, and orally.
2. Choose punctuation for effect.
C. Identify the reasons and evidence a speaker provides
to support particular points. 3. Differentiate between contexts that call for formal
English (e.g., presenting ideas) and situations where
D. Report on a topic or text, tell a story, or recount an informal discourse is appropriate (e.g., small-group
experience in an organized manner, using appropriate facts discussions).
and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace. D. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 4
E. Add audio recordings and visual displays to reading and content, choosing flexibly from a range of
presentations when appropriate to enhance the development strategies.
of main ideas or themes.
1. Use context (e.g., definitions, examples, or
F. Differentiate between contexts that call for formal restatements in text) as a clue to the meaning of a word or
English (e.g., presenting ideas) and situations where phrase.
informal discourse is appropriate (e.g., small-group
discussion); use formal English when appropriate to task, 2. Use common, grade-appropriate Greek and Latin
audience, and situation. affixes and roots as clues to the meaning of a word (e.g.,
telegraph, photograph, autograph).
17:6, R.S. 17: 24.4, and R.S. 17:154. 3. Consult reference materials (e.g., dictionaries,
HISTORICAL NOTE: Promulgated by the Board of glossaries, thesauruses), both print and digital, to find the
Elementary and Secondary Education, LR 42:1028 (July 2016). pronunciation and determine or clarify the precise meaning
§1111. Language of key words and phrases.
A. Demonstrate command of the conventions of standard E. Demonstrate understanding of figurative language,
English grammar and usage when writing or speaking. word relationships, and nuances in word meanings.
1. Use relative pronouns (who, whose, whom, which, 1. Explain the meaning of simple similes and
that) and relative adverbs (where, when, why). metaphors (e.g., as pretty as a picture) in context.
2. Form and use the progressive verb tenses (e.g., I 2. Recognize and explain the meaning of common
was walking; I am walking; I will be walking). idioms, adages, and proverbs.

3. Demonstrate understanding of words by relating B. Determine two or more main ideas of a text and
them to their opposites (antonyms) and to words with similar explain how they are supported by key details; summarize
but not identical meanings (synonyms). the text.
F. Acquire and use accurately grade-appropriate general C. Explain the relationships or interactions between two
academic and domain-specific words and phrases, including or more individuals, events, ideas, or concepts in a historical,
those that signal precise actions, emotions, or states of being scientific, or technical text based on specific information in
(e.g., quizzed, whined, stammered) and that are basic to a the text.
particular topic (e.g., wildlife, conservation, and endangered
D. Determine the meaning of general academic and
when discussing animal preservation).
domain-specific words and phrases in a text relevant to a
AUTHORITY NOTE: Promulgated in accordance with R.S. grade 5 topic or subject area.
17:6, R.S. 17: 24.4, and R.S. 17:154.
HISTORICAL NOTE: Promulgated by the Board of E. Compare and contrast the overall structure (e.g.,
Elementary and Secondary Education, LR 42:1028 (July 2016). chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in two texts.
Chapter 13. Grade 5
F. Analyze multiple accounts of the same event or topic,
§1301. Reading Literature noting important similarities and differences in the point of
A. Quote accurately from a text when explaining what view they represent.
the text says explicitly and when drawing inferences from G. Utilize information from multiple print or digital
the text. sources, demonstrating the ability to locate an answer to a
B. Determine a theme of a story, drama, or poem from question or to solve a problem efficiently.
details in the text, including how characters in a story or H. Explain how an author uses reasons and evidence to
drama respond to challenges or how the speaker in a poem support particular points in a text, identifying which reasons
reflects upon a topic; summarize the text. and evidence support which point(s).
C. Compare and contrast two or more characters, I. Integrate information from several texts on the same
settings, or events in a story or drama, drawing on specific topic in order to write or speak about the subject
details in the text (e.g., how characters interact). knowledgeably.
D. Determine the meaning of words and phrases as they J. By the end of the year, read and comprehend
are used in a text, including figurative and connotative informational texts, including history/social studies, science,
meanings. and technical texts, at the high end of the grades 4-5 text
E. Explain how a series of chapters, scenes, or stanzas complexity band independently and proficiently.
fits together to provide the overall structure of a particular AUTHORITY NOTE: Promulgated in accordance with R.S.
story, drama, or poem. 17:6, R.S. 17: 24.4, and R.S. 17:154.
F. Describe how a narrator’s or speaker’s point of view Elementary and Secondary Education, LR 42:1029 (July 2016).
influences how events are described.
G. Analyze how visual and multimedia elements
contribute to the meaning, tone, or aesthetics of a text (e.g., A. Know and apply grade-level phonics and word
graphic novel, multimedia presentation of fiction, folktale, analysis skills in decoding words.
myth, poem). B. Use combined knowledge of letter-sound
H. Compare and contrast stories in the same genre (e.g., correspondences, syllabication patterns, and morphology
mysteries and adventure stories) on their approaches to (e.g., roots and affixes) to read accurately unfamiliar
similar themes and topics. multisyllabic words in context and out of context.
I. By the end of the year, read and comprehend C. Read with sufficient accuracy and fluency to support
literature, including stories, dramas, and poetry, at the high comprehension.
end of the grades 4-5 text complexity band independently 1. Read on-level text with purpose and understanding.
and proficiently.
2. Read on-level prose and poetry orally with
AUTHORITY NOTE: Promulgated in accordance with R.S. accuracy, appropriate rate, and expression on successive
17:6, R.S. 17: 24.4, and R.S. 17:154. readings.
Elementary and Secondary Education, LR 42:1029 (July 2016). 3. Use context to confirm or self-correct word
§1303. Reading Informational Text recognition and understanding, rereading as necessary.
A. Quote accurately from a text when explaining what AUTHORITY NOTE: Promulgated in accordance with R.S.
17:6, R.S. 17: 24.4, and R.S. 17:154.
the text says explicitly and when drawing inferences from
the text. Elementary and Secondary Education, LR 42:1030 (July 2016).

§1307. Writing F. With guidance and support from adults, produce and
publish grade-appropriate writing using technology, either
A. Write opinion pieces on topics or texts, supporting a
independently or in collaboration with others.
point of view with reasons and information.
G. Conduct short research projects that use several
1. Introduce a topic or text clearly, state an opinion,
sources to build knowledge through investigation of
and create an organizational structure in which ideas are
different aspects of a topic.
logically grouped to support the writer’s purpose.
H. Recall relevant information from experiences or
2. Provide logically ordered reasons that are supported
gather relevant information from print and digital sources;
by facts and details.
summarize or paraphrase information in notes and finished
3. Link opinion and reasons using words, phrases, and work, and provide a list of sources.
clauses (e.g., consequently, specifically).
I. Draw relevant evidence from grade-appropriate
4. Provide a concluding statement or section related to literary or informational texts to support analysis, reflection,
the opinion presented. and research.
B. Write informative/explanatory texts to examine a 1. Apply grade 5 reading standards to literature (e.g.,
topic and convey ideas and information clearly. “Compare and contrast two or more characters, settings, or
events in a story or a drama, drawing on specific details in
1. Introduce a topic clearly, provide a general the text [e.g., how characters interact]”).
observation and focus, and group related information
logically; include formatting (e.g., headings), illustrations, 2. Apply grade 5 reading standards to informational
and multimedia when useful to aiding comprehension. texts (e.g., “Explain how an author uses reasons and
evidence to support particular points in a text, identifying
2. Develop the topic with facts, definitions, concrete which reasons and evidence support which point[s]”).
details, quotations, or other information and examples
related to the topic. J. Write routinely over extended time frames (time for
3. Link ideas within and across categories of single sitting or a day or two) for a range of discipline-
information using words, phrases, and clauses (e.g., in specific tasks, purposes, and audiences.
contrast, especially).
4. Use precise language and domain-specific 17:6, R.S. 17: 24.4, and R.S. 17:154.
vocabulary to inform about or explain the topic. HISTORICAL NOTE: Promulgated by the Board of
5. Provide a concluding statement or section related to
the information or explanation presented. §1309. Speaking and Listening
C. Write narratives to develop real or imagined A. Engage effectively in a range of collaborative

experiences or events using effective technique, descriptive discussions (one-on-one, in groups, and teacher-led) with
details, and clear event sequences. diverse partners on grade 5 topics and texts, building on
others’ ideas and expressing their own clearly.
1. Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize an event 1. Come to discussions prepared, having read or
sequence that unfolds naturally. studied required material; explicitly draw on that preparation
and other information known about the topic to explore ideas
2. Use narrative techniques, such as dialogue, under discussion.
description, and pacing, to develop experiences and events
or show the responses of characters to situations. 2. Follow agreed-upon rules for discussions and carry
out assigned roles.
3. Use a variety of transitional words, phrases, and
clauses to manage the sequence of events. 3. Pose and respond to specific questions by making
comments that contribute to the discussion and elaborate on
4. Use concrete words and phrases and sensory details the remarks of others.
to convey experiences and events precisely.
4. Review the key ideas expressed and draw
5. Provide a conclusion that follows from the narrated conclusions in light of information and knowledge gained
experiences or events. from the discussions.
D. Produce clear and coherent writing in which the B. Summarize a written text read aloud or information
development and organization are appropriate to task, presented in diverse media and formats, including visually,
purpose, and audience. quantitatively, and orally.
E. With guidance and support from peers and adults, C. Summarize the points a speaker makes and explain
develop and strengthen writing as needed by planning, how each claim is supported by reasons and evidence.
revising, editing, rewriting, or trying a different approach.

D. Report on a topic or text or present an opinion, reading and content, choosing flexibly from a range of
sequencing ideas logically and using appropriate facts and strategies.
relevant, descriptive details to support main ideas or themes;
1. Use context (e.g., cause/effect relationships and
speak clearly at an understandable pace.
comparisons in text) as a clue to the meaning of a word or
E. Include multimedia components (e.g., graphics, phrase.
sound) and visual displays in presentations when appropriate
2. Use common, grade-appropriate Greek and Latin
to enhance the development of main ideas or themes.
affixes and roots as clues to the meaning of a word (e.g.,
F. Adapt speech to a variety of contexts and tasks, using photograph, photosynthesis).
formal English when appropriate to task, audience, and
3. Consult reference materials (e.g., dictionaries,
situation.
glossaries, thesauruses), both print and digital, to find the
AUTHORITY NOTE: Promulgated in accordance with R.S. pronunciation and determine or clarify the precise meaning
17:6, R.S. 17: 24.4, and R.S. 17:154. of key words and phrases.
Elementary and Secondary Education, LR 42:1030 (July 2016). E. Demonstrate understanding of figurative language,
§1311. Language word relationships, and nuances in word meanings.
A. Demonstrate command of the conventions of standard 1. Interpret figurative language, including similes and
English grammar and usage when writing or speaking. metaphors, in context.
1. Explain the function of conjunctions, prepositions, 2. Recognize and explain the meaning of common
and interjections in general and their function in particular idioms, adages, and proverbs.
sentences. 3. Use the relationship between particular words (e.g.,
2. Form and use the perfect verb tenses (e.g., I had synonyms, antonyms, homographs) to better understand
walked; I have walked; I will have walked). each of the words.
3. Use verb tense to convey various times, sequences, 4. Acquire and use accurately grade-appropriate
states, and conditions. general academic and domain-specific words and phrases,
including those that signal contrast, addition, and other
4. Recognize and correct inappropriate shifts in verb logical relationships (e.g., however, although, nevertheless,
tense. similarly, moreover, in addition).
5. Use correlative conjunctions (e.g., either/or, AUTHORITY NOTE: Promulgated in accordance with R.S.
neither/nor). 17:6, R.S. 17: 24.4, and R.S. 17:154.
B. Demonstrate command of the conventions of standard Elementary and Secondary Education, LR 42:1031 (July 2016).
writing. Chapter 15. Grade 6
1. Use punctuation to separate items in a series. §1501. Reading Literature
2. Use a comma to separate an introductory element A. Cite relevant textual evidence to support analysis of
from the rest of the sentence. what the text says explicitly as well as inferences drawn
from the text.
3. Use a comma to set off the words yes and no (e.g.,
Yes, thank you), to set off a tag question from the rest of the B. Determine a theme or central idea of a text and how it
sentence (e.g., It’s true, isn’t it?), and to indicate direct is conveyed through particular details; provide a summary of
address (e.g., Is that you, Steve?). the text distinct from personal opinions or judgments.
4. Use underlining, quotation marks, or italics to C. Describe how a particular story or drama’s plot
indicate titles of works. unfolds in a series of episodes as well as how the characters
respond or change as the plot moves toward a resolution.
5. Spell grade-appropriate words correctly, consulting
references as needed. D. Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative
C. Use knowledge of language and its conventions when meanings; analyze the impact of a specific word choice on
writing, speaking, reading, or listening. meaning and tone.
1. Expand, combine, and reduce sentences for E. Analyze how a particular sentence, chapter, scene, or
meaning, reader/listener interest, and style. stanza fits into the overall structure of a text and contributes
2. Compare and contrast the varieties of English (e.g., to the development of the theme, setting, or plot.
dialects, registers) used in stories, dramas, or poems. F. Compare and contrast the experience of reading a
D. Determine or clarify the meaning of unknown and story, drama, or poem to listening to or viewing an audio,
multiple-meaning words and phrases based on grade 5 video, or live version of the text, including contrasting what

they “see” and “hear” when reading the text to what they 1. Introduce claim(s) and organize the reasons and
perceive when they listen or watch. evidence clearly.
G. Compare and contrast texts in different forms or 2. Support claim(s) with clear reasons and relevant
genres (e.g., stories and poems; historical novels and fantasy evidence, using credible sources and demonstrating an
stories) in terms of their approaches to similar themes and understanding of the topic or text.
topics.
3. Use words, phrases, and clauses to clarify the
H. By the end of the year, read and comprehend relationships among claim(s) and reasons.
literature, including stories, dramas, and poems, in the
4. Establish and maintain a formal style.
grades 6-8 text complexity band proficiently, with
scaffolding as needed at the high end of the range. 5. Provide a concluding statement or section that
follows from the argument presented.
17:6, R.S. 17: 24.4, and R.S. 17:154. B. Write informative/explanatory texts to examine a
HISTORICAL NOTE: Promulgated by the Board of topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
1. Introduce a topic; organize ideas, concepts, and
A. Cite relevant textual evidence to support analysis of information, using strategies such as definition,
what the text says explicitly as well as inferences drawn classification, comparison/contrast, and cause/effect; include
from the text. formatting (e.g., headings), graphics (e.g., charts, tables),
B. Determine a central idea of a text and how it is and multimedia when useful to aiding comprehension.
conveyed through particular details; provide a summary of 2. Develop the topic with relevant facts, definitions,
the text distinct from personal opinions or judgments. concrete details, quotations, or other information and
C. Analyze in detail how a key individual, event, or idea examples.
is introduced, illustrated, and elaborated in a text (e.g., 3. Use appropriate transitions to clarify the
through examples or anecdotes). relationships among ideas and concepts.
D. Determine the meaning of words and phrases as they 4. Use precise language and domain-specific
are used in a text, including figurative, connotative, and vocabulary to inform about or explain the topic.
technical meanings.
E. Analyze how a particular sentence, paragraph,
chapter, or section fits into the overall structure of a text and 6. Provide a concluding statement or section that
contributes to the development of the ideas. follows from the information or explanation presented.
F. Determine an author’s point of view or purpose in a C. Write narratives to develop real or imagined
text and explain how it is conveyed in the text. experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
G. Integrate information presented in different media or
formats (e.g., visually, quantitatively) as well as in words to 1. Engage and orient the reader by establishing a
develop a coherent understanding of a topic or issue. context and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally and
H. Trace and evaluate the argument and specific claims logically.
in a text, distinguishing claims that are supported by reasons
and evidence from claims that are not. 2. Use narrative techniques, such as dialogue, pacing,
and description, to develop experiences, events, and/or
I. Compare and contrast one author’s presentation of characters.
events with that of another (e.g., a memoir written by and a
biography on the same person). 3. Use a variety of transition words, phrases, and
clauses to convey sequence and signal shifts from one time
J.By the end of the year, read and comprehend literary frame or setting to another.
nonfiction in the grades 6-8 text complexity band
proficiently, with scaffolding as needed at the high end of 4. Use precise words and phrases, relevant descriptive
the range. details, and sensory language to convey experiences and
events.
17:6, R.S. 17: 24.4, and R.S. 17:154. 5. Provide a conclusion that follows from the narrated
HISTORICAL NOTE: Promulgated by the Board of experiences or events.
D. Produce clear and coherent writing in which the
§1505. Writing development, organization, and style are appropriate to task,
A. Write arguments to support claims with clear reasons purpose, and audience.
and relevant evidence.

E. With some guidance and support from peers and B. Interpret information presented in diverse media and
adults, develop and strengthen writing as needed by formats (e.g., visually, quantitatively, orally) and explain
planning, revising, editing, rewriting, or trying a different how it contributes to a topic, text, or issue under study.
approach.
C. Delineate a speaker’s argument and specific claims,
F. Produce and publish grade-appropriate writing using distinguishing claims that are supported by reasons and
technology, either independently or in collaboration with evidence from claims that are not.
others.
D. Present claims and findings, sequencing ideas
G. Conduct short research projects to answer a question, logically and using pertinent descriptions, facts, and details
drawing on several sources and refocusing the inquiry when to accentuate
appropriate.
E. Include multimedia components (e.g., graphics,
H. Gather relevant information from multiple print and images, music, sound) and visual displays in presentations to
digital sources; assess the credibility of each source; and clarify information.
quote or paraphrase the data and conclusions of others while
F. Adapt speech to a variety of contexts, audiences, and
avoiding plagiarism and providing basic bibliographic
tasks, demonstrating command of formal English when
information for sources.
indicated or appropriate.
I. Draw relevant evidence from grade-appropriate
literary or informational texts to support analysis, reflection, 17:6, R.S. 17: 24.4, and R.S. 17:154.
and research. HISTORICAL NOTE: Promulgated by the Board of
1. Apply grade 6 reading standards to literature (e.g.,
“Compare and contrast texts in different forms or genres §1509. Language
[e.g., stories and poems; historical novels and fantasy A. Demonstrate command of the conventions of standard
stories] in terms of their approaches to similar themes and English grammar and usage when writing or speaking.
topics”).
1. Ensure that pronouns are in the proper case
2. Apply grade 6 reading standards to literary (subjective, objective, possessive).
nonfiction (e.g., “Trace and evaluate the argument and
specific claims in a text, distinguishing claims that are 2. Use intensive pronouns (e.g., myself, ourselves).
supported by reasons and evidence from claims that are
3. Recognize and correct inappropriate shifts in
not”).
pronoun number and person.
J. Write routinely over extended time frames (time for
4. Recognize and correct vague pronouns (i.e., ones
with unclear or ambiguous antecedents).
specific tasks, purposes, and audiences. 5. Recognize variations from standard English in their
own and others’ writing and speaking, and identify and use
17:6, R.S. 17: 24.4, and R.S. 17:154. strategies to improve expression in conventional language.
HISTORICAL NOTE: Promulgated by the Board of B. Demonstrate command of the conventions of standard
Elementary and Secondary Education, LR 42:1032 (July 2016). English capitalization, punctuation, and spelling when
§1507. Speaking and Listening writing.
A. Engage effectively in a range of collaborative 1. Use punctuation (commas, parentheses, dashes) to
discussions (one-on-one, in groups, and teacher-led) with set off nonrestrictive/parenthetical elements.
diverse partners on grade 6 topics, texts, and issues, building
on others’ ideas and expressing their own clearly. 2. Spell correctly.
1. Come to discussions prepared, having read or C. Use knowledge of language and its conventions when
studied required material; explicitly draw on that preparation writing, speaking, reading, or listening.
by referring to evidence on the topic, text, or issue to probe 1. Vary sentence patterns for meaning, reader/listener
and reflect on ideas under discussion. interest, and style.
2. Follow rules for collegial discussions, set specific 2. Maintain consistency in style and tone.
goals and deadlines, and define individual roles as needed.
D. Determine or clarify the meaning of unknown and
3. Pose and respond to specific questions with multiple-meaning words and phrases based on grade 6
elaboration and detail by making comments that contribute reading and content, choosing flexibly from a range of
to the topic, text, or issue under discussion. strategies.
4. Review the key ideas expressed and demonstrate 1. Use context (e.g., the overall meaning of a sentence
understanding of multiple perspectives through reflection or paragraph; a word’s position or function in a sentence) as
and paraphrasing. a clue to the meaning of a word or phrase.

2. Use common, grade-appropriate Greek or Latin the effects of techniques unique to each medium (e.g.,
affixes and roots as clues to the meaning of a word (e.g., lighting, sound, color, or camera focus and angles in a film).
audience, auditory, audible).
H. Compare and contrast a fictional portrayal of a time,
3. Consult reference materials (e.g., dictionaries, place, or character and a historical account of the same
glossaries, thesauruses), both print and digital, to find the period as a means of understanding how authors of fiction
pronunciation of a word or determine or clarify its precise use or alter history.
meaning or its part of speech.
I. By the end of the year, read and comprehend
4. Verify the preliminary determination of the literature, including stories, dramas, and poems, in the
meaning of a word or phrase (e.g., by checking the inferred grades 6-8 text complexity band proficiently, with
meaning in context or in a dictionary). scaffolding as needed at the high end of the range.
E. Demonstrate understanding of figurative language, AUTHORITY NOTE: Promulgated in accordance with R.S.
word relationships, and nuances in word meanings. 17:6, R.S. 17: 24.4, and R.S. 17:154.
1. Interpret figures of speech (e.g., personification) in Elementary and Secondary Education, LR 42:1033 (July 2016).
context. §1703. Reading Informational Text
2. Use the relationship between particular words (e.g., A. Cite several pieces of relevant textual evidence to
cause/effect, part/whole, item/category) to better understand support analysis of what the text says explicitly as well as
each of the words. inferences drawn from the text.
3. Distinguish among the connotations (associations) B. Determine two or more central ideas in a text and
of words with similar denotations (definitions) (e.g., stingy, analyze their development over the course of the text;
scrimping, economical, unwasteful, thrifty). provide an objective summary of the text.
F. Acquire and use accurately grade-appropriate general C. Analyze the interactions between individuals, events,
academic and domain-specific words and phrases; gather and ideas in a text (e.g., how ideas influence individuals or
vocabulary knowledge when considering a word or phrase events, or how individuals influence ideas or events).
important to comprehension or expression.
D. Determine the meaning of words and phrases as they
are used in a text, including figurative, connotative, and
17:6, R.S. 17: 24.4, and R.S. 17:154.
HISTORICAL NOTE: Promulgated by the Board of technical meanings; analyze the impact of a specific word
Elementary and Secondary Education, LR 42:1033 (July 2016). choice on meaning and tone.
Chapter 17. Grade 7 E. Analyze the structure an author uses to organize a

text, including how the major sections contribute to the
§1701. Reading Literature whole and to the development of the ideas.
A. Cite several pieces of relevant textual evidence to F. Determine an author’s point of view or purpose in a
support analysis of what the text says explicitly as well as text and analyze how the author distinguishes his or her
inferences drawn from the text. position from that of others.
B. Determine a theme or central idea of a text and G. Compare and contrast a text to an audio, video, or
analyze its development over the course of the text; provide multimedia version of the text, analyzing each medium’s
an objective summary of the text. portrayal of the subject (e.g., how the delivery of a speech
affects the impact of the words).
C. Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or plot). H. Trace and evaluate the argument and specific claims
in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims.
are used in a text, including figurative and connotative
meanings; analyze the impact of rhymes and other I. Analyze how two or more authors writing about the
repetitions of sounds (e.g., alliteration) on a specific verse or same topic shape their presentations of key information by
stanza of a poem or section of a story or drama. emphasizing different evidence or advancing different
interpretations of facts.
E. Analyze how the overall form or structure of a text
(e.g., drama, poetry, narrative, short story) contributes to its J. By the end of the year, read and comprehend literary
meaning. nonfiction in the grades 6-8 text complexity band
F. Analyze how an author develops and contrasts the
the range.
points of view of different characters or narrators in a text.
G. Compare and contrast a written story, drama, or poem 17:6, R.S. 17: 24.4, and R.S. 17:154.
to its audio, filmed, staged, or multimedia version, analyzing HISTORICAL NOTE: Promulgated by the Board of

§1705. Writing 4. Use precise words and phrases, relevant descriptive
details, and sensory language to capture the action and
A. Write arguments to support claims with clear reasons
convey experiences and events.
and relevant evidence.
5. Provide a conclusion that follows from and reflects
1. Introduce claim(s), acknowledge alternate or
on the narrated experiences or events.
opposing claims, and organize the reasons and evidence
logically. D. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
2. Support claim(s) with logical reasoning and
purpose, and audience.
relevant evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text. E. With some guidance and support from peers and
adults, develop and strengthen writing as needed by
3. Use words, phrases, and clauses to create cohesion
planning, revising, editing, rewriting, or trying a different
and clarify the relationships among claim(s), reasons, and
approach, focusing on how well purpose and audience have
evidence.
been addressed.
F. Use technology, including the Internet, to produce and
5. Provide a concluding statement or section that publish writing and link to and cite sources as well as to
follows from and supports the argument presented. interact and collaborate with others, including linking to and
citing sources.
topic and convey ideas, concepts, and information through G. Conduct short research projects to answer a question,
the selection, organization, and analysis of relevant content. drawing on several sources and generating additional
related, focused questions for further research and
1. Introduce a topic clearly, previewing what is to investigation.
follow; organize ideas, concepts, and information, using
strategies such as definition, classification, H. Gather relevant information from multiple print and
comparison/contrast, and cause/effect; include formatting digital sources, using search terms effectively; assess the
(e.g., headings), graphics (e.g., charts, tables), and credibility and accuracy of each source; and quote or
multimedia when useful to aiding comprehension. paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
2. Develop the topic with relevant facts, definitions,
concrete details, quotations, or other information and I. Draw relevant evidence from grade-appropriate
examples. literary or informational texts to support analysis, reflection,
and research.
3. Use appropriate transitions to create cohesion and
clarify the relationships among ideas and concepts. 1. Apply grade 7 reading standards to literature (e.g.,
“Compare and contrast a fictional portrayal of a time, place,
4. Use precise language and domain-specific or character and a historical account of the same period as a
vocabulary to inform about or explain the topic. means of understanding how authors of fiction use or alter
5. Establish and maintain a formal style. history”).
6. Provide a concluding statement or section that 2. Apply grade 7 reading standards to literary
follows from and supports the information or explanation nonfiction (e.g., “Trace and evaluate the argument and
presented. specific claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient to support
C. Write narratives to develop real or imagined the claims”).
experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences. 3. Write routinely over extended time frames (time for
1. Engage and orient the reader by establishing a single sitting or a day or two) for a range of discipline-
context and point of view and introducing a narrator and/or specific tasks, purposes, and audiences.
characters; organize an event sequence that unfolds naturally
and logically. AUTHORITY NOTE: Promulgated in accordance with R.S.
17:6, R.S. 17: 24.4, and R.S. 17:154.
2. Use narrative techniques, such as dialogue, pacing, HISTORICAL NOTE: Promulgated by the Board of
and description, to develop experiences, events, and/or Elementary and Secondary Education, LR 42:1034 (July 2016).
characters. §1707. Speaking and Listening
3. Use a variety of transition words, phrases, and A. Engage effectively in a range of collaborative
clauses to convey sequence and signal shifts from one time discussions (one-on-one, in groups, and teacher-led) with
frame or setting to another. diverse partners on grade 7 topics, texts, and issues, building
on others’ ideas and expressing their own clearly.

1. Come to discussions prepared, having read or 2. Spell correctly.
researched material under study; explicitly draw on that
C. Use knowledge of language and its conventions when
preparation by referring to evidence on the topic, text, or
writing, speaking, reading, or listening.
issue to probe and reflect on ideas under discussion.
1. Choose language that expresses ideas precisely and
2. Follow rules for collegial discussions, track
concisely, recognizing and eliminating wordiness and
progress toward specific goals and deadlines, and define
redundancy.
individual roles as needed.
D. Determine or clarify the meaning of unknown and
3. Pose questions that elicit elaboration, and respond
multiple-meaning words and phrases based on grade 7
to others’ questions and comments with relevant
reading and content, choosing flexibly from a range of
observations and ideas that bring the discussion back on
strategies.
topic as needed.
1. Use context (e.g., the overall meaning of a sentence
4. Acknowledge new information expressed by others
or paragraph; a word’s position or function in a sentence) as
and, when warranted, modify their own views.
a clue to the meaning of a word or phrase.
B. Analyze the main ideas and supporting details
2. Use common, grade-appropriate Greek or Latin
presented in diverse media and formats (e.g., visually,
affixes and roots as clues to the meaning of a word (e.g.,
quantitatively, orally) and explain how the ideas clarify a
belligerent, bellicose, rebel).
topic, text, or issue under study.
3. Consult general and specialized reference materials
C. Delineate a speaker’s argument and specific claims,
(e.g., dictionaries, glossaries, thesauruses), both print and
evaluating the soundness of the reasoning and the relevance
digital, to find the pronunciation of a word or determine or
and sufficiency of the evidence.
clarify its precise meaning or its part of speech.
D. Present claims and findings, emphasizing salient
4. Verify the preliminary determination of the
points in a focused, coherent manner with pertinent
meaning of a word or phrase (e.g., by checking the inferred
descriptions, facts, details, and examples; use appropriate
meaning in context or in a dictionary).
eye contact, adequate volume, and clear pronunciation.
E. Demonstrate understanding of figurative language,
E. Include multimedia components and visual displays in
word relationships, and nuances in word meanings.
presentations to clarify claims and findings and emphasize
salient points. 1. Interpret figures of speech (e.g., literary, biblical,
and mythological allusions) in context.
F. Adapt speech to a variety of contexts, audiences, and
tasks, demonstrating command of formal English when 2. Use the relationship between particular words (e.g.,
indicated or appropriate. synonym/antonym, analogy) to better understand each of the
words.
17:6, R.S. 17: 24.4, and R.S. 17:154. 3. Distinguish among the connotations (associations)
HISTORICAL NOTE: Promulgated by the Board of of words with similar denotations (definitions) (e.g., refined,
respectful, polite, diplomatic, condescending).
§1709. Language
F. Acquire and use accurately grade-appropriate general
A. Demonstrate command of the conventions of standard academic and domain-specific words and phrases; gather
English grammar and usage when writing or speaking. vocabulary knowledge when considering a word or phrase
1. Explain the function of phrases and clauses in important to comprehension or expression.
general and their function in specific sentences. AUTHORITY NOTE: Promulgated in accordance with R.S.
17:6, R.S. 17: 24.4, and R.S. 17:154.
2. Choose among simple, compound, complex, and HISTORICAL NOTE: Promulgated by the Board of
compound-complex sentences to signal differing Elementary and Secondary Education, LR 42:1035 (July 2016).
relationships among ideas.
Chapter 19. Grade 8
3. Place phrases and clauses within a sentence,
recognizing and correcting misplaced and dangling §1901. Reading Literature
modifiers. A. Cite the relevant textual evidence that most strongly
B. Demonstrate command of the conventions of standard supports an analysis of what the text says explicitly as well
English capitalization, punctuation, and spelling when as inferences drawn from the text.
writing. B. Determine a theme or central idea of a text and
1. Use a comma to separate coordinate adjectives analyze its development over the course of the text,
(e.g., “It was a fascinating, enjoyable movie”, but not “He including its relationship to the characters, setting, and plot;
wore an old[,] green shirt”.). provide an objective summary of the text.

C. Analyze how particular lines of dialogue or incidents G. Evaluate the advantages and disadvantages of using
in a story or drama propel the action, reveal aspects of a different mediums (e.g., print or digital text, video,
character, or provoke a decision. multimedia) to present a particular topic or idea.
D. Determine the meaning of words and phrases as they H. Delineate and evaluate the argument and specific
are used in a text, including figurative and connotative claims in a text, assessing whether the reasoning is sound
meanings; analyze the impact of specific word choices on and the evidence is relevant and sufficient; recognize when
meaning and tone, including analogies or allusions to other irrelevant evidence is introduced.
texts.
I. Analyze a case in which two or more texts provide
E. Compare and contrast the structure of two or more conflicting information on the same topic, and identify
texts and analyze how the differing structure of each text where the texts disagree on matters of fact or interpretation.
contributes to its meaning and style.
J. By the end of the year, read and comprehend literary
F. Analyze how differences in the points of view of the nonfiction at the high end of the grades 6-8 text complexity
characters and the audience or reader (e.g., created through band independently and proficiently.
the use of dramatic irony) create such effects as suspense or
humor. 17:6, R.S. 17: 24.4, and R.S. 17:154.
G. Analyze the extent to which non-print media (e.g., HISTORICAL NOTE: Promulgated by the Board of
film, drama, live production, art) connects to or departs from
the text or script, evaluating artistic choices. §1905. Writing
H. Analyze how a modern work of fiction draws on A. Write arguments to support claims with clear reasons
themes, patterns of events, or character types from myths, and relevant evidence.
traditional stories, or foundational religious works; describe 1. Introduce claim(s), acknowledge and distinguish
how the material is rendered new. the claim(s) from alternate or opposing claims, and organize
I. By the end of the year, read and comprehend the reasons and evidence logically.
literature, including stories, dramas, and poems, at the high 2. Support claim(s) with logical reasoning and
end of grades 6-8 text complexity band independently and relevant evidence, using accurate, credible sources and
proficiently. demonstrating an understanding of the topic or text.
17:6, R.S. 17: 24.4, and R.S. 17:154.
3. Use words, phrases, and clauses to create cohesion
HISTORICAL NOTE: Promulgated by the Board of and clarify the relationships among claim(s), counterclaims,
Elementary and Secondary Education, LR 42:1035 (July 2016). reasons, and evidence.
§1903. Reading Informational Text 4. Establish and maintain a formal style.
A. Cite the relevant textual evidence that most strongly 5. Provide a concluding statement or section that
supports an analysis of what the text says explicitly as well follows from and supports the argument presented.
as inferences drawn from the text.
B. Determine a central idea of a text and analyze its topic and convey ideas, concepts, and information through
development over the course of the text, including its the selection, organization, and analysis of relevant content.
relationship to supporting ideas; provide an objective
1. Introduce a topic clearly, previewing what is to
summary of the text.
follow; organize ideas, concepts, and information into
C. Analyze how a text makes connections among and broader categories; include formatting (e.g., headings),
distinctions between individuals, ideas, or events (e.g., graphics (e.g., charts, tables), and multimedia when useful to
through comparisons, analogies, or categories). aiding comprehension.
D. Determine the meaning of words and phrases as they 2. Develop the topic with relevant, well-chosen facts,
are used in a text, including figurative, connotative, and definitions, concrete details, quotations, or other information
technical meanings; analyze the impact of specific word and examples.
choices on meaning and tone, including analogies or
3. Use appropriate and varied transitions to create
allusions to other texts.
cohesion and clarify the relationships among ideas and
E. Analyze in detail the structure of a specific paragraph concepts.
in a text, including the role of particular sentences in
4. Use precise language and domain-specific
developing and refining a key concept.
vocabulary to inform about or explain the topic.
F. Determine an author’s point of view or purpose in a
text and analyze how the author acknowledges and responds
to conflicting evidence or viewpoints.

6. Provide a concluding statement or section that 2. Apply grade 8 reading standards to literary
follows from and supports the information or explanation nonfiction (e.g., “Delineate and evaluate the argument and
presented. specific claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient; recognize
C. Write narratives to develop real or imagined
when irrelevant evidence is introduced”).
experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences. J. Write routinely over extended time frames (time for
1. Engage and orient the reader by establishing a
context and point of view and introducing a narrator and/or
specific tasks, purposes, and audiences.
characters; organize an event sequence that unfolds naturally
and logically. AUTHORITY NOTE: Promulgated in accordance with R.S.
17:6, R.S. 17: 24.4, and R.S. 17:154.
2. Use narrative techniques, such as dialogue, pacing, HISTORICAL NOTE: Promulgated by the Board of
description, and reflection, to develop experiences, events, Elementary and Secondary Education, LR 42:1036 (July 2016).
and/or characters. §1907. Speaking and Listening
3. Use a variety of transition words, phrases, and A. Engage effectively in a range of collaborative
clauses to convey sequence, signal shifts from one time discussions (one-on-one, in groups, and teacher-led) with
frame or setting to another, and show the relationships diverse partners on grade 8 topics, texts, and issues, building
among experiences and events. on others’ ideas and expressing their own clearly.
4. Use precise words and phrases, relevant descriptive 1. Come to discussions prepared, having read or
details, and sensory language to capture the action and researched material under study; explicitly draw on that
convey experiences and events. preparation by referring to evidence on the topic, text, or
5. Provide a conclusion that follows from and reflects issue to probe and reflect on ideas under discussion.
on the narrated experiences or events. 2. Follow rules for collegial discussions and decision-
D. Produce clear and coherent writing in which the making, track progress toward specific goals and deadlines,
development, organization, and style are appropriate to task, and define individual roles as needed.
purpose, and audience. 3. Pose questions that connect the ideas of several
E. With some guidance and support from peers and speakers and respond to others’ questions and comments
adults, develop and strengthen writing as needed by with relevant evidence, observations, and ideas.
planning, revising, editing, rewriting, or trying a different 4. Acknowledge new information expressed by others,
approach, focusing on how well purpose and audience have and, when warranted, qualify or justify their own views in
been addressed. light of the evidence presented.
F. Use technology, including the Internet, to produce and B. Analyze the purpose of information presented in
publish writing and present the relationships between diverse media and formats (e.g., visually, quantitatively,
information and ideas efficiently as well as to interact and orally) and evaluate the motives (e.g., social, commercial,
collaborate with others. political) behind its presentation.
G. Conduct short research projects to answer a question C. Delineate a speaker’s argument and specific claims,
(including a self-generated question), drawing on several evaluating the soundness of the reasoning and relevance and
sources and generating additional related, focused questions sufficiency of the evidence and identifying when irrelevant
that allow for multiple avenues of exploration. evidence is introduced.
H. Gather relevant information from multiple print and D. Present claims and findings, emphasizing salient
digital sources, using search terms effectively; assess the points in a focused, coherent manner with relevant evidence,
credibility and accuracy of each source; and quote or sound valid reasoning, and well-chosen details; use
paraphrase the data and conclusions of others while avoiding appropriate eye contact, adequate volume, and clear
plagiarism and following a standard format for citation. pronunciation.
I. Draw relevant evidence from grade-appropriate E. Integrate multimedia and visual displays into
literary or informational texts to support analysis, reflection, presentations to clarify information, strengthen claims and
and research. evidence, and add interest.
1. Apply grade 8 reading standards to literature (e.g., F. Adapt speech to a variety of contexts, audiences, and
“Analyze how a modern work of fiction draws on themes, tasks, demonstrating command of formal English when
patterns of events, or character types from myths, traditional indicated or appropriate.
stories, historical fiction, or foundational religious works,
including describing how the material is rendered new”). AUTHORITY NOTE: Promulgated in accordance with R.S.
17:6, R.S. 17: 24.4, and R.S. 17:154.

HISTORICAL NOTE: Promulgated by the Board of 3. Distinguish among the connotations (associations)
Elementary and Secondary Education, LR 42:1037 (July 2016). of words with similar denotations (definitions) (e.g.,
§1909. Language bullheaded, willful, firm, persistent, resolute).
A. Demonstrate command of the conventions of standard F. Acquire and use accurately grade-appropriate general
English grammar and usage when writing or speaking. academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
1. Explain the function of verbals (gerunds, important to comprehension or expression.
participles, infinitives) in general and their function in
particular sentences. AUTHORITY NOTE: Promulgated in accordance with R.S.
17:6, R.S. 17: 24.4, and R.S. 17:154.
2. Form and use verbs in the active and passive voice. HISTORICAL NOTE: Promulgated by the Board of
3. Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood. Chapter 21. Grades 9 and 10
4. Recognize and correct inappropriate shifts in verb §2101. Reading Literature
voice and mood.
A. Cite relevant and thorough textual evidence to support
B. Demonstrate command of the conventions of standard analysis of what the text says explicitly as well as inferences
English capitalization, punctuation, and spelling when drawn from the text.
writing.
B. Determine a theme or central idea of a text and
1. Use punctuation (comma, ellipsis, dash) to indicate analyze in detail its development over the course of the text,
a pause or break. including how it emerges and is shaped and refined by
2. Use an ellipsis to indicate an omission. specific details; provide an objective summary of the text.
3. Spell correctly. C. Analyze how complex characters (e.g., those with

multiple or conflicting motivations) develop over the course
C. Use knowledge of language and its conventions when of a text, interact with other characters, and advance the plot
writing, speaking, reading, or listening. or develop the theme.
1. Use verbs in the active and passive voice and in the D. Determine the meaning of words and phrases as they
conditional and subjunctive mood to achieve particular are used in the text, including figurative and connotative
effects (e.g., emphasizing the actor or the action; expressing meanings; analyze the cumulative impact of specific word
uncertainty or describing a state contrary to fact). choices on meaning and tone (e.g., how the language evokes
D. Determine or clarify the meaning of unknown and a sense of time and place; how it sets a formal or informal
multiple-meaning words or phrases based on grade 8 reading tone).
and content, choosing flexibly from a range of strategies. E. Analyze how an author’s choices concerning how to
1. Use context (e.g., the overall meaning of a sentence structure a text, order events within it (e.g., parallel plots),
or paragraph; a word’s position or function in a sentence) as and manipulate time (e.g., pacing, flashbacks) create such
a clue to the meaning of a word or phrase. effects as mystery, tension, or surprise.
2. Use common, grade-appropriate Greek or Latin F. Analyze a particular point of view or cultural
affixes and roots as clues to the meaning of a word (e.g., experience reflected in works of literature, drawing on a
precede, recede, secede). wide reading of world literature.
3. Consult general and specialized reference materials G. Analyze the representation of a subject or a key scene
(e.g., dictionaries, glossaries, thesauruses), both print and in two different artistic mediums, including what is
digital, to find the pronunciation of a word or determine or emphasized or absent in each treatment (e.g., Auden’s poem
clarify its precise meaning or its part of speech. “Musée des Beaux Arts” and Breughel’s painting
“Landscape with the Fall of Icarus”).
4. Verify the preliminary determination of the
meaning of a word or phrase (e.g., by checking the inferred H. Analyze how an author draws on and transforms
meaning in context or in a dictionary). source material in a specific work (e.g., how Shakespeare
treats a theme or topic from Ovid or the Bible or how a later
E. Demonstrate understanding of figurative language, author draws on a play by Shakespeare).
word relationships, and nuances in word meanings.
I. By the end of grade 9, read and comprehend
1. Interpret figures of speech (e.g., verbal irony, puns) literature, including stories, dramas, and poems, in the
in context. grades 9-10 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
2. Use the relationship between particular words to
better understand each of the words. J. By the end of grade 10, read and comprehend
literature, including stories, dramas, and poems, at the high

end of the grades 9-10 text complexity band independently §2105. Writing
and proficiently.
A. Write arguments to support claims in an analysis of
AUTHORITY NOTE: Promulgated in accordance with R.S. substantive topics or texts, using valid reasoning and
17:6, R.S. 17: 24.4, and R.S. 17:154. relevant and sufficient evidence.
Elementary and Secondary Education, LR 42:1038 (July 2016). 1. Introduce precise claim(s), distinguish the claim(s)
§2103. Reading Informational Text from alternate or opposing claims, and create an
organization that establishes clear relationships among
A. Determine a central idea of a text and analyze its claim(s), counterclaims, reasons, and evidence.
development over the course of the text, including how it
emerges and is shaped and refined by specific details; 2. Develop claim(s) and counterclaims fairly,
provide an objective summary of the text. supplying evidence for each while pointing out the strengths
and limitations of both in a manner that anticipates the
B. Analyze how the author unfolds an analysis or series audience’s knowledge level and concerns.
of ideas or events, including the order in which the points
are made, how they are introduced and developed, and the 3. Use words, phrases, and clauses to link the major
connections that are drawn between them. sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons
C. Determine the meaning of words and phrases as they and evidence, and between claim(s) and counterclaims.
technical meanings; analyze the cumulative impact of 4. Establish and maintain a formal style and objective
specific word choices on meaning and tone (e.g., how the tone while attending to the norms and conventions of the
language of a court opinion differs from that of a discipline in which they are writing.
newspaper). 5. Provide a concluding statement or section that
D. Analyze in detail how an author’s ideas or claims are follows from and supports the argument presented.
developed and refined by particular sentences, paragraphs, B. Write informative/explanatory texts to examine and
or larger portions of a text (e.g., a section or chapter). convey complex ideas, concepts, and information clearly and
E. Determine an author’s point of view or purpose in a accurately through the effective selection, organization, and
text and analyze how an author uses rhetoric to advance that analysis of content.
point of view or purpose. 1. Introduce a topic; organize complex ideas,
F. Analyze various accounts of a subject told in different concepts, and information to make important connections
mediums (e.g., a person’s life story in both print and and distinctions; include formatting (e.g., headings),
multimedia), determining which details are emphasized in graphics (e.g., figures, tables), and multimedia when useful
each account. to aiding comprehension.
G. Delineate and evaluate the argument and specific 2. Develop the topic with well-chosen, relevant, and
claims in a text, assessing whether the reasoning is valid and sufficient facts, extended definitions, concrete details,
the evidence is relevant and sufficient; identify false quotations, or other information and examples appropriate to
statements and fallacious reasoning. the audience’s knowledge of the topic.
H. Analyze seminal U.S. documents of historical and 3. Use appropriate and varied transitions to link the
literary significance (e.g., Washington’s Farewell Address, major sections of the text, create cohesion, and clarify the
the Gettysburg Address, Roosevelt’s Four Freedoms speech, relationships among complex ideas and concepts.
King’s “Letter from Birmingham Jail”), including how they 4. Use precise language and domain-specific
address related themes and concepts. vocabulary to manage the complexity of the topic.
I. By the end of grade 9, read and comprehend literary 5. Establish and maintain a formal style and objective
nonfiction in the grades 9-10 text complexity band tone while attending to the norms and conventions of the
proficiently, with scaffolding as needed at the high end of discipline in which they are writing.
the range.
6. Provide a concluding statement or section that
J. By the end of grade 10, read and comprehend literary follows from and supports the information or explanation
nonfiction at the high end of the grades 9-10 text complexity presented (e.g., articulating implications or the significance
band independently and proficiently. of the topic).
AUTHORITY NOTE: Promulgated in accordance with R.S. C. Write narratives to develop real or imagined
17:6, R.S. 17: 24.4, and R.S. 17:154. experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
1. Engage and orient the reader by setting out a
problem, situation, or observation, establishing one or
multiple point(s) of view, and introducing a narrator and/or

characters; create a smooth progression of experiences or single sitting or a day or two) for a range of tasks, purposes,
events. and audiences.
2. Use narrative techniques, such as dialogue, pacing, AUTHORITY NOTE: Promulgated in accordance with R.S.
description, reflection, and multiple plot lines, to develop 17:6, R.S. 17: 24.4, and R.S. 17:154.
experiences, mood, tone, events, and/or characters. HISTORICAL NOTE: Promulgated by the Board of
3. Use a variety of techniques to sequence events so §2107. Speaking and Listening
that they build on one another to create a coherent whole.
A. Initiate and participate effectively in a range of
4. Use precise words and phrases, telling details, and collaborative discussions (one-on-one, in groups, and
sensory language to convey a vivid picture of the teacher-led) with diverse partners on grades 9-10 topics,
experiences, events, setting, and/or characters. texts, and issues, building on others’ ideas and expressing
5. Provide a conclusion (when appropriate to the their own clearly and persuasively.
genre) that follows from and reflects on what is experienced, 1. Come to discussions prepared, having read and
observed, or resolved over the course of the narrative. researched material under study; explicitly draw on that
D. Produce clear and coherent writing in which the preparation by referring to evidence from texts and other
development, organization, and style are appropriate to task, research on the topic or issue to stimulate a thoughtful, well-
purpose, and audience. reasoned exchange of ideas.
E. Develop and strengthen writing as needed by 2. Work with peers to set rules for collegial
planning, revising, editing, rewriting, or trying a different discussions and decision-making (e.g., informal consensus,
approach, focusing on addressing what is most significant taking votes on key issues, presentation of alternate views),
for a specific purpose and audience. clear goals and deadlines, and individual roles as needed.
F. Use technology, including the Internet, to produce, 3. Propel conversations by posing and responding to
publish, and update individual or shared writing products, questions that relate the current discussion to broader themes
taking advantage of technology’s capacity to link to other or larger ideas; actively incorporate others into the
information and to display information flexibly and discussion; and clarify, verify, or challenge ideas and
dynamically. conclusions.
G. Conduct short as well as more sustained research 4. Respond thoughtfully to diverse perspectives,
projects to answer a question (including a self-generated summarize points of agreement and disagreement, and, when
question) or solve a problem; narrow or broaden the inquiry warranted, qualify or justify their own views and
when appropriate; synthesize multiple sources on the understanding and make new connections in light of the
subject, demonstrating understanding of the subject under evidence and reasoning presented.
investigation. B. Integrate multiple sources of information presented in
H. Gather relevant information from multiple diverse media or formats (e.g., visually, quantitatively,
authoritative sources, using advanced searches effectively; orally) evaluating the credibility and accuracy of each
assess the strengths and limitations of each source in terms source.
of the task, purpose, and audience; integrate information into C. Evaluate a speaker’s point of view, reasoning, and use
the text selectively to maintain the flow of ideas, avoiding of evidence and rhetoric, identifying any fallacious
plagiarism and overreliance on any one source and following reasoning or exaggerated or distorted evidence.
a standard format for citation.
D. Present information, findings, and supporting
I. Draw relevant evidence from grade-appropriate evidence clearly, concisely, and logically such that listeners
literary or informational texts to support analysis, reflection, can follow the line of reasoning, and the organization,
and research. development, substance, and style are appropriate to
1. Apply grades 9-10 reading standards to literature purpose, audience, and task.
(e.g., “Analyze how an author draws on and transforms E. Make strategic use of digital media (e.g., textual,
source material in a specific work [e.g., how Shakespeare graphical, audio, visual, and interactive elements) in
treats a theme or topic from Ovid or the Bible or how a later presentations to enhance understanding of findings,
author draws on a play by Shakespeare]”). reasoning, and evidence and to add interest.
2. Apply grades 9-10 reading standards to literary F. Adapt speech to a variety of contexts, audiences, and
nonfiction (e.g., “Delineate and evaluate the argument and tasks, demonstrating command of formal English when
specific claims in a text, assessing whether the reasoning is indicated or appropriate.
valid and the evidence is relevant and sufficient; identify
false statements and fallacious reasoning”). AUTHORITY NOTE: Promulgated in accordance with R.S.
17:6, R.S. 17: 24.4, and R.S. 17:154.
J. Write routinely over extended time frames (time for HISTORICAL NOTE: Promulgated by the Board of
research, reflection, and revision) and shorter time frames (a Elementary and Secondary Education, LR 42:1039 (July 2016).

§2109. Language F. Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for reading,
A. Demonstrate command of the conventions of standard
writing, speaking, and listening at the college- and career-
English grammar and usage when writing or speaking.
readiness (CCR) level; demonstrate independence in
1. Use parallel structure. gathering vocabulary knowledge when considering a word
or phrase important to comprehension or expression.
2. Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional, absolute) and AUTHORITY NOTE: Promulgated in accordance with R.S.
clauses (independent, dependent; noun, relative, adverbial) 17:6, R.S. 17: 24.4, and R.S. 17:154.
to convey specific meanings and add variety and interest to HISTORICAL NOTE: Promulgated by the Board of
writing or presentations.
B. Demonstrate command of the conventions of standard Chapter 23. Grades 11 and 12
English capitalization, punctuation, and spelling when §2301. Reading Literature
writing.
A. Cite strong, thorough, and relevant textual evidence to
1. Use a semicolon (and perhaps a conjunctive support analysis of what the text says explicitly as well as
adverb) to link two or more closely related independent inferences drawn from the text, including determining where
clauses. the text leaves matters uncertain.
2. Use a colon to introduce a list or quotation. B. Determine two or more themes or central ideas of a
3. Spell correctly. text and analyze their development over the course of the
text, including how they interact and build on one another to
C. Apply knowledge of language to understand how produce a complex account; provide an objective summary
language functions in different contexts, to make effective of the text.
choices for meaning or style, and to comprehend more fully
when reading or listening. C. Analyze the impact of the author’s choices regarding
how to develop and relate elements of a story or drama,
1. Write and edit work so that it conforms to the including how the author develops characters and setting,
guidelines in a style manual (e.g., MLA Handbook, builds the plot and subplots, creates themes, and develops
Publication Manual of the American Psychological mood/atmosphere.
Association (APA), Turabian’s A Manual for Writers)
appropriate for the discipline and writing type. D. Determine the meaning of words and phrases as they
are used in the text, including figurative and connotative
D. Determine or clarify the meaning of unknown and meanings; analyze the impact of specific word choices on
multiple-meaning words and phrases based on grades 9-10 meaning and tone, including words with multiple meanings
reading and content, choosing flexibly from a range of or language that could be considered particularly fresh,
strategies. engaging, or beautiful.
1. Use context (e.g., the overall meaning of a E. Analyze how an author’s choices concerning how to
sentence, paragraph, or text; a word’s position or function in structure specific parts of a text (e.g., the choice of where to
a sentence) as a clue to the meaning of a word or phrase. begin or end a story, the choice to provide a comedic or
2. Identify and correctly use patterns of word changes tragic resolution) contribute to its overall structure and
that indicate different meanings or parts of speech (e.g., meaning as well as its aesthetic impact.
analyze, analysis, analytical; advocate, advocacy). F. Analyze a case in which grasping point of view
3. Consult general and specialized reference materials requires distinguishing what is directly stated in a text from
(e.g., dictionaries, glossaries, thesauruses), both print and what is really meant (e.g., satire, sarcasm, irony, or
digital, to find the pronunciation of a word or determine or understatement).
clarify its precise meaning, its part of speech, or its G. Analyze multiple interpretations of a story, drama, or
etymology. poem (e.g., recorded or live production of a play or recorded
4. Verify the preliminary determination of the novel or poetry), evaluating how each version interprets the
meaning of a word or phrase (e.g., by checking the inferred source text.
meaning in context or in a dictionary). H. Demonstrate knowledge of foundational works of
E. Demonstrate understanding of figurative language, U.S. and world literature, including how two or more texts
word relationships, and nuances in word meanings. from the same period treat similar themes or topics.
1. Interpret figures of speech (e.g., euphemism, I. By the end of grade 11, read and comprehend
oxymoron) in context and analyze their role in the text. literature, including stories, dramas, and poems, in the
grades 11-CCR text complexity band proficiently, with
2. Analyze nuances in the meaning of words with scaffolding as needed at the high end of the range.
similar denotations.

J. By the end of grade 12, read and comprehend AUTHORITY NOTE: Promulgated in accordance with R.S.
literature, including stories, dramas, and poems, at the high 17:6, R.S. 17: 24.4, and R.S. 17:154.
end of the grades 11-CCR text complexity band HISTORICAL NOTE: Promulgated by the Board of
independently and proficiently.
§2305. Writing Standards
17:6, R.S. 17: 24.4, and R.S. 17:154. A. Write arguments to support claims in an analysis of
HISTORICAL NOTE: Promulgated by the Board of substantive topics or texts, using valid reasoning and
Elementary and Secondary Education, LR 42:1040 (July 2016). relevant and sufficient evidence.
1. Introduce precise, knowledgeable claim(s),
A. Cite strong, thorough, and relevant textual evidence to establish the significance of the claim(s), distinguish the
support analysis of what the text says explicitly as well as claim(s) from alternate or opposing claims, and create an
inferences drawn from the text, including determining where organization that logically sequences claim(s),
the text leaves matters uncertain. counterclaims, reasons, and evidence.
B. Determine two or more central ideas of a text and 2. Develop claim(s) and counterclaims fairly and
analyze their development over the course of the text, thoroughly, supplying the most relevant evidence for each
including how they interact and build on one another to while pointing out the strengths and limitations of both in a
provide a complex analysis; provide an objective summary manner that anticipates the audience’s knowledge level,
of the text. concerns, values, and possible biases.
C. Analyze a complex set of ideas or sequence of events 3. Use words, phrases, and clauses as well as varied
and explain how specific individuals, ideas, or events syntax to link the major sections of the text, create cohesion,
interact and develop over the course of the text. and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and
counterclaims.
technical meanings; analyze how an author uses and refines 4. Establish and maintain a formal style and objective
the meaning of a key term or terms over the course of a text tone while attending to the norms and conventions of the
(e.g., how Madison defines faction in “Federalist No. 10”). discipline in which they are writing.
E. Analyze and evaluate the effectiveness of the 5. Provide a concluding statement or section that
structure an author uses in his or her exposition or argument, follows from and supports the argument presented.
including whether the structure makes points clear,
B. Write informative/explanatory texts to examine and
convincing, and engaging.
convey complex ideas, concepts, and information clearly and
F. Determine an author’s point of view or purpose in a accurately through the effective selection, organization, and
text in which the rhetoric is considered particularly effective, analysis of content.
analyzing how style and content contribute to the student
1. Introduce a topic; organize complex ideas,
interpretation of power, persuasiveness, or beauty of the text.
concepts, and information so that each new element builds
G. Integrate and evaluate multiple sources of information on that which precedes it to create a unified whole; include
presented in different media or formats (e.g., visually, formatting (e.g., headings), graphics (e.g., figures, tables),
quantitatively) as well as in words in order to address a and multimedia when useful to aiding comprehension.
question or solve a problem.
2. Develop the topic thoroughly by selecting the most
H. Delineate and evaluate the reasoning in seminal U.S. significant and relevant facts, extended definitions, concrete
texts, including the application of constitutional principles details, quotations, or other information and examples
and use of legal reasoning (e.g., in U.S. Supreme Court appropriate to the audience’s knowledge of the topic.
majority opinions and dissents) and the premises, purposes,
3. Use appropriate and varied transitions and syntax to
and arguments in works of public advocacy (e.g., The
link the major sections of the text, create cohesion, and
Federalist, presidential addresses).
clarify the relationships among complex ideas and concepts.
I. Analyze foundational U.S. and world documents of
4. Use precise language, domain-specific vocabulary,
historical and literary significance for their themes,
and techniques such as metaphor, simile, and analogy to
purposes, and rhetorical features.
manage the complexity of the topic.
J. By the end of grade 11, read and comprehend literary
5. Establish and maintain a formal style and objective
nonfiction in the grades 11-CCR text complexity band
tone while attending to the norms and conventions of the
discipline in which they are writing.
the range.
6. Provide a concluding statement or section that
K. By the end of grade 12, read and comprehend literary
follows from and supports the information or explanation
nonfiction at the high end of the grades 11-CCR text
complexity band independently and proficiently.

presented (e.g., articulating implications or the significance literature, including how two or more texts from the same
of the topic). period treat similar themes or topics”).
C. Write narratives to develop real or imagined 2. Apply grades 11-12 reading standards to literary
experiences or events using effective technique, well-chosen nonfiction (e.g., “Delineate and evaluate the reasoning in
details, and well-structured event sequences. seminal U.S. and world texts, including the application of
constitutional principles and use of legal reasoning and the
1. Engage and orient the reader by setting out a
premises, purposes, and arguments in works of public
problem, situation, or observation and its significance,
advocacy”).
establishing one or multiple point(s) of view, and
introducing a narrator and/or characters; create a smooth J. Write routinely over extended time frames (time for
progression of experiences or events. research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes,
2. Use narrative techniques, such as dialogue, pacing,
and audiences.
description, reflection, and multiple plot lines, to develop
experiences, mood, tone, events, and/or characters. AUTHORITY NOTE: Promulgated in accordance with R.S.
17:6, R.S. 17: 24.4, and R.S. 17:154.
3. Use a variety of techniques to sequence events so HISTORICAL NOTE: Promulgated by the Board of
that they build on one another to create a coherent whole and Elementary and Secondary Education, LR 42:1041 (July 2016).
build toward a particular tone and outcome (e.g., a sense of §2307. Speaking and Listening
mystery, suspense, growth, or resolution).
A. Initiate and participate effectively in a range of
4. Use precise words and phrases, telling details, and collaborative discussions (one-on-one, in groups, and
figurative and sensory language to convey a vivid picture of teacher-led) with diverse partners on grades 11-12 topics,
the experiences, events, setting, mood, tone and/or texts, and issues, building on others’ ideas and expressing
characters. their own clearly and persuasively.
5. Provide a conclusion (when appropriate to the 1. Come to discussions prepared, having read and
genre) that follows from and reflects on what is experienced, researched material under study; explicitly draw on that
observed, or resolved over the course of the narrative. preparation by referring to evidence from texts and other
D. Produce clear and coherent writing in which the research on the topic or issue to stimulate a thoughtful, well-
development, organization, and style are appropriate to task, reasoned exchange of ideas.
purpose, and audience. 2. Work with peers to promote civil, democratic
E. Develop and strengthen writing as needed by discussions and decision-making, set clear goals and
planning, revising, editing, rewriting, or trying a new deadlines, and establish individual roles as needed.
approach, focusing on addressing what is most significant 3. Propel conversations by posing and responding to
for a specific purpose and audience. questions that probe reasoning and evidence; ensure a
F. Use technology, including the Internet, to produce, hearing for a full range of positions on a topic or issue;
publish, and update individual or shared writing products in clarify, verify, or challenge ideas and conclusions; and
response to ongoing feedback, including new arguments or promote divergent and creative perspectives.
information. 4. Respond thoughtfully to diverse perspectives;
G. Conduct short as well as more sustained research synthesize comments, claims, and evidence made on all
projects to answer a question (including a self-generated sides of an issue; resolve contradictions when possible; and
question) or solve a problem; narrow or broaden the inquiry determine what additional information or research is
when appropriate; synthesize multiple sources on the required to deepen the investigation or complete the task.
subject, demonstrating understanding of the subject under B. Integrate multiple sources of information presented in
investigation. diverse formats and media (e.g., visually, quantitatively,
H. Gather relevant information from multiple orally) in order to make informed decisions and solve
authoritative sources, using advanced searches effectively; problems, evaluating the credibility and accuracy of each
assess the strengths and limitations of each source in terms source and noting any discrepancies among the data.
of the task, purpose, and audience; integrate information into C. Evaluate a speaker’s point of view, reasoning, and use
the text selectively to maintain the flow of ideas, avoiding of evidence and rhetoric, assessing the stance, premises,
plagiarism and overreliance on any one source and following links among ideas, word choice, points of emphasis, and
a standard format for citation (e.g., MLA, APA). tone used.
I. Draw relevant evidence from grade-appropriate D. Present information, findings, and supporting
literary or informational texts to support analysis, reflection, evidence, while respecting intellectual property; convey a
and research. clear and distinct perspective, such that listeners can follow
1. Apply grades 11-12 reading standards to literature the line of reasoning; address alternative or opposing
(e.g., “Demonstrate knowledge of foundational works of perspectives; and use organization, development, substance,

and style that are appropriate to purpose, audience, and a understanding of syntax to the study of complex texts when
range of formal and informal tasks. reading.
E. Make strategic use of digital media (e.g., textual, D. Determine or clarify the meaning of unknown and
graphical, audio, visual, and interactive elements) in multiple-meaning words and phrases based on grades 11-12
presentations to enhance understanding of findings, reading and content, choosing flexibly from a range of
reasoning, and evidence and to add interest. strategies.
F. Adapt speech to a variety of contexts, audiences, and 1. Use context (e.g., the overall meaning of a
tasks, demonstrating a command of formal English when sentence, paragraph, or text; a word’s position or function in
indicated or appropriate. a sentence) as a clue to the meaning of a word or phrase.
AUTHORITY NOTE: Promulgated in accordance with R.S. 2. Identify and correctly use patterns of word changes
17:6, R.S. 17: 24.4, and R.S. 17:154. that indicate different meanings or parts of speech (e.g.,
HISTORICAL NOTE: Promulgated by the Board of conceive, conception, conceivable).
§2309. Language 3. Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both print and
A. Demonstrate command of the conventions of standard digital, to find the pronunciation of a word or determine or
English grammar and usage when writing or speaking. clarify its precise meaning, its part of speech, its etymology,
1. Apply the understanding that usage is a matter of or its standard usage.
convention, can change over time, and is sometimes 4. Verify the preliminary determination of the
contested. meaning of a word or phrase (e.g., by checking the inferred
2. Resolve issues of complex or contested usage, meaning in context or in a dictionary).
consulting references (e.g., Merriam-Webster’s Dictionary of E. Demonstrate understanding of figurative language,
English Usage, Garner’s Modern American Usage) as word relationships, and nuances in word meanings.
needed.
1. Interpret figures of speech (e.g., hyperbole,
B. Demonstrate command of the conventions of standard paradox) in context and analyze their role in the text.
writing. 2. Analyze nuances in the meaning of words with
similar denotations.
1. Observe hyphenation conventions.
F. Acquire and use accurately general academic and
2. Spell correctly. domain-specific words and phrases, sufficient for reading,
C. Apply knowledge of language to understand how writing, speaking, and listening at the college and career
language functions in different contexts, to make effective readiness level; demonstrate independence in gathering
choices for meaning or style, and to comprehend more fully vocabulary knowledge when considering a word or phrase
when reading or listening. important to comprehension or expression.
1. Vary syntax for effect, consulting references (e.g., 17:6, R.S. 17: 24.4, and R.S. 17:154.
Tufte’s Artful Sentences) for guidance as needed; apply an HISTORICAL NOTE: Promulgated by the Board of

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Table of Contents

Chapter 15. Grade 6................................................................................................................................15

HISTORICAL NOTE: Promulgated by the Board of

1 Louisiana Administrative Code July 2016

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C. Write narratives to develop real or imagined A. Engage effectively in a range of collaborative

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Chapter 17. Grade 7 E. Analyze the structure an author uses to organize a

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3. Spell correctly. C. Analyze how complex characters (e.g., those with

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