La. Admin. Code tit. 28 § LXXXV-301

Current through Register Vol. 50, No. 11, November 20, 2024

Section LXXXV-301 - Receptive Modalities

A. Receptive modalities refer to the learner as a reader or listener/viewer working with "text" whose author or deliverer is not present or accessible. It presumes that the interactions with authentic written or oral documents where language input is meaningful and content-laden. The learner brings background knowledge, experience, and appropriate interpretive strategies to the task to promote understanding of language and content in order to develop a personal reaction.

B. ELL connectors one (listening) and eight (reading) are the two domains of the receptive modality.

1. ELL Connector One. Construct meaning from oral presentations through grade-appropriate listening.

a. Level 1-Beginning

i. Kindergarten. By the end of kindergarten, English language learners should be able to use a very limited set of strategies to identify a few key words from read-alouds and oral presentations of information or stories.

ii. Grade One. By the end of first grade, English language learners should be able to use, with prompting and support (including context and visual aids), a very limited set of strategies to identify a few key words from read-alouds, picture books, and oral presentations.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to use a very limited set of strategies to identify a few key words and phrases from read-alouds, simple written texts, and oral presentations.

iv Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to use a very limited set of strategies to identify a few key words and phrases in oral communications and simple written texts.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to use a very limited set of strategies to identify a few key words and phrases in oral communications and simple written texts.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to use a very limited set of strategies to identify a few key words and phrases in oral communications and simple oral and written texts.

b. Level 2-Early Intermediate

i. Kindergarten. By the end of kindergarten, English language learners should be able to use an emerging set of strategies to identify some key words and phrases from read-alouds, simple written texts, and oral presentations.

ii. Grade One. By the end of first grade, English language learners should be able to use an emerging set of strategies to identify key words and phrases from read-alouds, simple written texts, and oral presentations.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to use an emerging set of strategies to identify some key words and phrases from read-alouds, simple written texts, and oral presentations; and identify the main topic or message/lesson from read-alouds, simple written texts, and oral presentations.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to use an emerging set of strategies to identify the main topic from read-alouds, simple written texts, and oral presentations; and retell a few key details from read-alouds, simple written texts, and oral presentations.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to use an emerging set of strategies to identify the main topic in oral communications and simple written texts; and retell a few key details.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to use an emerging set of strategies to identify the main topic; and retell a few key details in oral presentations and simple oral and written texts.

c. Level 3-Intermediate

i. Kindergarten. By the end of kindergarten, English language learners should be able to, with prompting and support (including context and visual aids), use a developing set of strategies to identify main topics from read-alouds and oral presentations; and ask and answer questions about key details from read-alouds, simple written texts, and oral presentations.

ii. Grade One. By the end of first grade, English language learners should be able to use a developing set of strategies to identify main topics from read-alouds, simple written texts, and oral presentations; answer questions about key details from read-alouds, simple written texts, and oral presentations, and retell some key details from read-alouds, simple written texts, and oral presentations.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to use a developing set of strategies to identify the main topic or message from read-alouds, simple written texts, and oral presentations; answer questions from read-alouds, simple written texts, and oral presentations; and retell some key details from read-alouds, simple written texts, and oral presentations.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to use a developing set of strategies to determine the main idea or theme, and retell a few key details from read-alouds, simple written texts, and oral presentations; and retell familiar stories.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to use a developing set of strategies to determine the central idea or theme in simple oral presentations or written texts and explain how the theme is supported by specific details.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to use a developing set of strategies to determine the central idea or theme in oral presentations and written texts; explain how the theme is developed by specific details in the texts; and summarize part of the text.

d. Level 4-Early Advanced

i. Kindergarten. By the end of kindergarten, English language learners should be able to, with prompting and support (including context and visual aids), use an increasing range of strategies to identify main topics from read-alouds, picture books, and oral presentations; answer questions about key details or parts of stories from read-alouds, picture books, and oral presentations; and retell events from read-alouds, picture books, and oral presentations.

ii. Grade One. By the end of first grade, English language learners should be able to use an increasing range of strategies to identify main topics from read-alouds, written texts, and oral presentations; ask and answer questions about an increasing number of key details from read-alouds, written texts, and oral presentations; and retell familiar stories or episodes of stories from read-alouds, written texts, and oral presentations.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to use an increasing range of strategies to determine the main idea or message from read-alouds, written texts, and oral presentations; identify or answer questions about some key details that support the main idea/message from read-alouds, written texts, and oral presentations; and retell a variety of stories.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to use use an increasing range of strategies to determine the main idea or theme; explain how some details support the main idea or theme from read-alouds, written texts, and oral presentations; and summarize part of a text.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to use an increasing range of strategies to determine two or more central ideas or themes in oral presentations or written texts; explain how the central ideas/themes are supported by specific textual details; and summarize a simple text.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to use an increasing range of strategies to determine two central ideas or themes in oral presentations and written texts; analyze the development of the themes/ideas; cite specific details and evidence from the texts to support the analysis; and summarize a simple text.

e. Level 5-Advanced

i. Kindergarten. By the end of kindergarten, English language learners should be able to, with prompting and support (including context and visual aids), use a wide range of strategies to identify main topics from read-alouds, picture books, and oral presentations; answer questions about key details; and retell familiar stories.

ii. Grade One. By the end of first grade, English language learners should be able to use a wide range of strategies to identify main topics from read-alouds, written texts, and oral presentations; ask and answer questions about key details from read-alouds, written texts, and oral presentations; and retell stories, including key details from read-alouds, written texts, and oral presentations.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to use a wide range of strategies to determine the main idea or message from read-alouds, written texts, and oral communications; tell how key details support the main idea from read-alouds, written texts, and oral communications; and retell a variety of stories.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to use a wide range of strategies to determine two or more main ideas or themes from read-alouds, written texts, and oral presentations; explain how key details support the main ideas or themes from read-alouds, written texts, and oral presentations; and summarize a text.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to use a wide range of strategies to determine central ideas or themes in oral presentations or written texts; explain how the central ideas/themes are developed by supporting ideas or evidence; and summarize a text.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to use a wide range of strategies to determine central ideas or themes in presentations and written texts; analyze the development of the themes/ideas; cite specific details and evidence from the texts to support the analysis; and summarize a text.

2. ELL Connector Eight. An ELL can determine the meaning of words and phrases in oral presentation and literacy and informational text.

a. Level 1-Beginning

i. Kindergarten. By the end of kindergarten, English language learners should be able to, with prompting and support (including context and visual aids), recognize the meaning of a few frequently occurring words in simple oral presentations and read-alouds about familiar topics, experiences, or events.

ii. Grade One. By the end of first grade, English language learners should be able to, with prompting and support (including context and visual aids), recognize the meaning of a few frequently occurring words and phrases in simple oral presentations and read-alouds about familiar topics, experiences, or events.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to, relying heavily on visual aids, context, and knowledge of morphology in his or her native language, recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions, in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to, relying heavily on visual aids, context, and knowledge of morphology in his or her native language recognize the meaning of a few frequently occurring words, phrases, and formulaic expressions in simple discourse, read-alouds, and written texts about topics, experiences, or events.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to, relying heavily on visual aids, context, and knowledge of morphology in his or her native language, recognize the meaning of a few frequently occurring words and simple phrases in texts about familiar.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to, relying heavily on visual aids, context, and knowledge of morphology in his or her native language, recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions.

b. Level 2-Early Intermediate

i. Kindergarten. By the end of kindergarten, English language learners should be able to, with prompting and support (including context and visual aids), recognize the meaning of some frequently occurring words and phrases in simple oral presentations and read-alouds about familiar topics, experiences, or events.

ii. Grade One. By the end of first grade, English language learners should be able to, with prompting and support (including context and visual aids), answer and sometimes ask simple questions to help determine the meaning of frequently occurring words and phrases in simple oral presentations and read-alouds about familiar topics, experiences, or events.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to, using context, visual aids, and knowledge of morphology in his or her native language, ask and answer questions about the meaning of frequently occurring words, phrases, and expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to, using context, some visual aids, reference materials, and knowledge of morphology in his or her native language, determine the meaning of some frequently occurring words, phrases, and expressions in simple discourse, read-alouds, and written texts about familiar topics, experiences, or events.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to, using context, visual aids, reference materials, and knowledge of morphology in his or her native language determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences or events.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to, using context, visual aids, reference materials, and knowledge of morphology in his or her native language, determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events.

c. Level 3-Intermediate

i. Kindergarten. By the end of kindergarten, English language learners should be able to, with prompting and support (including context and visual aids), answer questions to help determine the meaning of some words and phrases in simple oral presentations and read-alouds about familiar topics, experiences, or events.

ii. Grade One. By the end of first grade, English language learners should be able to, using sentence-level context and visual aids, answer and sometimes ask questions to help determine the meaning of some less frequently occurring words and phrases in oral presentations, read-alouds, and simple texts about familiar topics, experiences, or events.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to, using context, some visual aids, reference materials, and a developing knowledge of English morphology, determine the meaning of less-frequently occurring words and phrases, content-specific words, and some idiomatic expressions in oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.

iv Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to, using context, visual aids, reference materials, and a developing knowledge of English morphology, determine the meaning of frequently occurring words and phrases in texts about familiar topics, experiences, or events; and determine the meanings of some idiomatic expressions in texts about familiar topics, experiences, or events.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to, using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g. affixes and root words), determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to, using context, some visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes and root words), determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events.

d. Level 4-Early Advanced

i. Kindergarten. By the end of kindergarten, English language learners should be able to, with prompting and support (including context and visual aids), answer and sometimes ask questions about the meaning of words and phrases in simple oral presentation and read-alouds about a variety of topics, experiences, or events.

ii. Grade One. By the end of first grade, English language learners should be able to, using sentence context, visual aids, and some knowledge of frequently occurring root words and their inflectional forms, answer and ask questions to help determine the meaning of less common words, phrases, and simple idiomatic expressions in oral presentations and written texts about a variety of topics, experiences, or events.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to, using context, some visual aids, reference materials, and an increasing knowledge of morphology (root words, some prefixes) determine the meaning of less-frequently occurring words and phrases and some idiomatic expressions in oral discourse, read-alouds, and written texts about a variety of topics, experiences, or events, and, at Grade 3, some general academic and content-specific vocabulary.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to, using context, reference materials, and an increasing knowledge of English morphology determine the meaning of general academic and content-specific words and phrases in texts about a variety of topics, experiences, or events; and determine the meaning of a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to, using context, reference materials, and an increasing knowledge of English morphology, determine the meaning of general academic and content-specific words and phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to, using context, increasingly complex visual aids, reference materials, and an increasing knowledge of English morphology, determine the meaning of general academic and content-specific words and phrases, figurative and connotative language, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events.

e. Level 5-Advanced

i. Kindergarten. By the end of kindergarten, English language learners should be able to, with prompting and support (including context and visual aids), ask and answer questions about the meaning of words and phrases in simple oral presentations and read- alouds about a variety of topics, experiences, or events.

ii. Grade One. By the end of first grade, English language learners should be able to, using context, some visual aids, and knowledge of morphology (e.g., simple inflectional endings such as -ed, -ing, and some common prefixes), answer and ask questions to help determine or clarify the meaning of words, phrases, and idiomatic expressions in oral presentations and written texts about a variety of topics, experiences, or events.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to, using context, reference materials, and morphology (e.g., root words, simple inflectional endings such as -ed, -ing, and some common prefixes), determine the meaning of less-frequently occurring words, phrases, and some idiomatic expressions in oral presentations and written texts about a variety of topics, experiences, or events; and, at grade 3, some general academic and content-specific vocabulary.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to, using context, reference materials, and knowledge of English morphology, determine the meaning of general academic and content-specific words and phrases in texts about a variety of topics, experiences, or events; and determine the meaning of figurative language (e.g., metaphors, similes, adages, and proverbs) in topics, experiences, or events.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to, using context, reference materials, and knowledge of English morphology, determine the meanings of general academic and content-specific words and phrases, idiomatic expressions, and figurative and connotative language (e.g., metaphor, personification) in texts about a variety of topics, experiences, or events.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to, using context, complex visual aids, reference materials, and consistent knowledge of English morphology, determine the meaning of general academic and content-specific words and phrases, figurative and connotative language (e.g., irony, hyperbole), and idiomatic expressions in texts about a variety of topics, experiences, or events.

La. Admin. Code tit. 28, § LXXXV-301

Promulgated by the Board of Elementary and Secondary Education, LR 30:769 (April 2004), Promulgated by the Board of Elementary and Secondary Education, LR 43879 (5/1/2017).

AUTHORITY NOTE: Promulgated in accordance with R.S. 17.6.