La. Admin. Code tit. 28 § LXXXV-303

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

Section LXXXV-303 - Productive Modalities

A. Productive modalities place the learner as speaker and writer for a "distant" audience, one with whom interaction is not possible or limited. The communication is set for a specified audience, has purpose, and generally abides by rules of genre or style. It is a planned or formalized speech act or written document, and the learner has an opportunity to draft, get feedback, and revise, before publication or broadcast.

B. ELL connectors three, four, and seven are the domains of the productive (speaking and writing) modality.

1. ELL Connector Three. 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 communicate simple information or feelings about familiar topics or experiences.

ii. Grade One. By the end of first grade, English language learners should be able to communicate simple information or feelings about familiar topics or experiences.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to communicate simple information about familiar texts, topics, experiences, or events.

iv Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to communicate simple information about familiar texts, topics, events, or objects in the environment.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to, communicate simple information about familiar texts, topics, and experiences.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to, with support (including modeled sentences), communicate information about familiar texts, topics, and experiences.

b. Level 2-Early Intermediate

i. Kindergarten. By the end of kindergarten, English language learners should be able to communicate simple information or feelings about familiar topics, experiences, or events.

ii. Grade One. By the end of first grade, English language learners should be able to communicate simple messages 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 deliver simple oral presentations about familiar texts, topics, experiences, or events; and compose written texts about familiar texts, topics, experiences, or events.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to deliver short oral presentations about familiar texts, topics, and experiences; compose written texts about familiar texts, topics, and experiences.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to deliver short oral presentations about familiar texts, topics, experiences, or events; and compose written narratives or informational texts about familiar texts, 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, with support (including modeled sentences), deliver short oral presentations about familiar texts, topics, experiences, or events; and compose written narratives or informational texts about familiar texts, topics, experiences, or events.

c. Level 3-Intermediate

i. Kindergarten. By the end of kindergarten, English language learners should be able to communicate information or feelings about familiar topics, experiences, or events.

ii. Grade One. By the end of first grade, English language learners should be able to deliver short simple oral presentations about familiar topics, stories, experiences, or events.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to deliver short oral presentations about familiar texts, topics, experiences, or events; compose written narratives about familiar texts, topics, experiences, or events; and compose informational texts about familiar texts, topics, experiences, or events.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to, including a few details, deliver short oral presentations about familiar texts, topics, and experiences; and compose written narratives or informational texts about familiar texts, topics, and experiences.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to deliver short oral presentations about familiar texts, topics, and experiences; compose written narratives or informational texts about familiar texts, topics, and experiences; and deliver texts with some details about familiar texts, topics, and experiences.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to, with support (including modeled sentences), deliver short oral presentations about familiar texts, topics, or events; compose written informational texts about familiar texts, topics, or events; and develop the topic with a few details.

d. Level 4-Early Advanced

i. Kindergarten. By the end of kindergarten, English language learners should be able to tell or dictate simple messages 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 simple sentences and drawings or illustrations, deliver short simple oral presentations about a variety of texts, topics, experiences, or events; and compose written texts about a variety of texts, topics, experiences, or events.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to deliver short oral presentations about a variety of texts, topics, experiences, or events; compose written narratives about a variety of texts, topics, experiences, or events; and compose informational texts about a variety of texts, topics, experiences, or events.

iv Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to, including some details, deliver short oral presentations about a variety of texts, topics, and experiences; and compose written narratives or informational texts about a variety of texts, topics, and experiences.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to deliver oral presentations about a variety of texts, topics, and experiences; compose written narratives or informational texts about a variety of texts, topics, or experiences; and develop texts with some specific details about a variety of texts, topics, and experiences.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to deliver oral presentations about a variety of texts, topics, or events; compose written informational texts about a variety of texts, topics, or events; develop the topic with some relevant details, concepts, examples, and information; and integrate graphics or multimedia when useful.

e. Level 5-Advanced

i. Kindergarten. By the end of kindergarten, English language learners should be able to make simple oral presentations about a variety of topics, experiences, or events; and compose short written texts about a variety of topics, experiences, or events.

ii. Grade One. By the end of first grade, English language learners should be able to, including a few descriptive details, deliver oral presentations about a variety of texts, topics, experiences, or events; and compose written texts.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to, with some details, deliver oral presentations about a variety of texts, topics, experiences, or events; compose written narratives about a variety of texts, topics, experiences, or events; and compose informational texts.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to, including details and examples to develop a topic, deliver oral presentations about a variety of texts, topics, and experiences; and compose written narrative or informational texts.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to deliver oral presentations about a variety of texts, topics, and experiences; compose written narratives or informational texts about a variety of texts, topics, and experiences; and develop texts with relevant details, ideas, or information about a variety of texts, topics, or experiences.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to recount a complex and detailed sequence of events or steps in a process, with an effective sequential or chronological order; introduce and effectively develop an informational topic with fact, details, and evidence; use complex and varied transitions to link the major sections of text and speech and to clarify relationships among events and ideas; and provide a concluding section or statement.

2. ELL Connector Four. Construct grade-appropriate complex oral and written claims and support them with reasoning and evidence.

a. Level 1-Beginning

i. Kindergarten. By the end of kindergarten, English language learners should be able to express a feeling or opinion about a familiar topic showing limited control.

ii. Grade One. By the end of first grade, English language learners should be able to express a preference or opinion about familiar topics or experiences.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to express an opinion about a familiar topic.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to express an opinion about a familiar topic.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to express an opinion about a familiar topic.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to express an opinion about a familiar topic.

b. Level 2-Early Intermediate

i. Kindergarten. By the end of kindergarten, English language learners should be able to express an opinion or preference about a familiar topic showing emerging control.

ii. Grade One. By the end of first grade, English language learners should be able to express an opinion 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 express an opinion about a familiar topic or story.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to construct a simple claim about a familiar topic; and give a reason to support the claim.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to construct a simple claim about a familiar topic; and give a reason to support the claim.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to construct a claim about familiar topics; introduce the topic; give a reason to support the claim; and provide a concluding statement.

c. Level 3-Intermediate

i. Kindergarten. By the end of kindergarten, English language learners should be able to express an opinion or preference about a familiar topic showing developing control.

ii. Grade One. By the end of first grade, English language learners should be able to express an opinion about familiar topics, experiences, or events; and give a reason for the opinion.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to express an opinion about a familiar topic or story; and give one or more reasons for the opinion.

iv Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to construct a claim about familiar topics; introduce the topic; and provide a few reasons or facts to support the claim.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to construct a claim about a familiar topic; introduce the topic; provide several supporting reasons or facts in a logical order; and provide a concluding statement.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to construct a claim about familiar topics; introduce the topic; provide sufficient reasons or facts to support the claim; and provide a concluding statement.

d. Level 4-Early Advanced

i. Kindergarten. By the end of kindergarten, English language learners should be able to express an opinion or preference about a variety of topics or stories showing increasing control.

ii. Grade One. By the end of first grade, English language learners should be able to express opinions about a variety of texts, topics, experiences, and events; and give a reason for the opinion.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to introduce a topic about a variety of topics; express opinions about a variety of topics; and give several reasons for the opinions.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to construct a claim about a variety of topics; introduce the topic; provide several reasons or facts to support the claim; and provide a concluding statement.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to construct a claim about a variety of topics; introduce the topic; provide sufficient reasons or facts to support the claim; and provide a concluding statement.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to construct a claim about a variety of topics; introduce the topic; provide logically ordered reasons or facts that effectively support the claim; and provide a concluding statement.

e. Level 5-Advanced

i. Kindergarten. By the end of kindergarten, English language learners should be able to express an opinion or preference about a variety of topics or stories showing increasing control.

ii. Grade One. By the end of first grade, English language learners should be able to express opinions about a variety of texts, topics, experiences, or events; introduce the topic; give a reason for the opinion; and provide a sense of closure.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to introduce a topic about a variety of topics; express opinions about a variety of topics; give several reasons for the opinions; and provide a concluding statement.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to construct a claim about a variety of topics; introduce the topic; provide logically ordered reasons or facts to support the claim; and provide a concluding statement.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to construct a claim about a variety of topics; introduce the topic; provide compelling and logically ordered reasons or facts that effectively support the claim; and provide a concluding statement.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to construct a substantive claim about a variety of topics; introduce the claim; distinguish it from a counter-claim; provide logically ordered and relevant reasons and evidence to support the claim and to refute the counter-claim; and provide a conclusion that summarizes the argument presented.

3. ELL Connector Seven. Adapt language choices to purpose, task, and audience when speaking and writing.

a. Level 1-Beginning

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

ii. Grade One. Standard introduced at level 3-upper intermediate.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to recognize the meaning of some words learned through conversations, reading, and being read to.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to recognize the meaning of some words learned through conversations, reading, and being read to.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to recognize the meaning of some words learned through conversations, reading, and being read to.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to recognize the meaning of some words learned through conversations, reading, and being read to.

b. Level 2-Early Intermediate

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

ii. Grade One. Standard introduced at level 3-upper intermediate.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to show increasing awareness of differences between informal "playground speech" and language appropriate to the classroom; and use some words learned through conversations, reading, and being read to.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to, with emerging control adapt language choices to different social and academic contents; and use some words through conversations, reading, and being read to.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to, with emerging control, adapt language choices according to task and audience; begin to use frequently occurring general academic and content-specific words and phrases in conversations and discussions.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to adapt language choices to task and audience with emerging control; use come frequently occurring general academic and content-specific words in conversations and discussion.

c. Level 3-Intermediate

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

ii. Grade One. By the end of first grade, English language learners should be able to show a developing awareness between appropriate language for the playground and language for the classroom.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to compare examples of the formal and informal use of English at grade 3, use an increasing number of general academic and content-specific words in conversations and discussions.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to, with developing control, adapt language choices according to purpose, task, and audience in conversations, discussions, and short written texts; and use an increasing number of general academic and content-specific words, phrases, and expressions in conversation, discussions, and shorten written text.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to, with developing ease, adapt language choices and style according to purpose, task, and audience; use an increasing number of general academic and content-specific words and phrases in speech and short written texts; and show developing control of style and tone in oral or written text.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to adapt language choices and style according to purpose, task, and audience with developing ease; use an increasing number of general academic and content-specific words and expressions in speech and written text; and show developing control of style and tone in oral or written text.

d. Level 4-Early Advanced

i. Kindergarten. By the end of kindergarten, English language learners should be able to show a developing awareness of the difference between appropriate language for the playground and language for the classroom.

ii. Grade One. By the end of first grade, English language learners should be able to show awareness of differences between informal "playground speech" and language appropriate to the classroom; and use some words learned through conversations, reading, and being read to.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to adapt language choices, as appropriate, to formal and informal contexts; and at grade 3, use a wider range of general academic and content-specific words in conversations and discussions.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to, with increasing ease, adapt language choices and style (includes register) according to purpose, task, and audience in speech and writing; and use a wider range of general academic and content-specific words and phrases in speech and writing.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to, with developing ease, adapt language choices and style according to purpose, task, and audience; use a wider range of general academic and content-specific academic words and phrases; and maintain consistency to style and tone throughout most of oral or written text.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to adapt language choices and style according to purpose, task, and audience; use a wider range of complex general academic and content-specific words and phrases; and adapt and maintain a formal style in speech and writing as appropriate.

e. Level 5-Advanced

i. Kindergarten. By the end of kindergarten, English language learners should be able to show awareness of differences between informal ("playground speech") and language appropriate to the classroom; and cite some words learned through conversations, reading, and being read to.

ii. Grade One. By the end of first grade, English language learners should be able to shift appropriately between informal "playground speech" and language appropriate to the classroom most of the time; and use words learned through conversations, reading, and being read to.

iii. Grades Two and Three. By the end of second and third grade, English language learners should be able to adapt language choices, as appropriate, to formal and informal contexts; and at grade 3, use a wide variety of general and content-specific academic words and phrases in conversations or in short written texts.

iv. Grades Four and Five. By the end of fourth and fifth grade, English language learners should be able to adapt language choices and style according to purpose, task, and audience in speech in speech and writing; and use a wide variety of general academic and content-specific words and phrases in speech and writing.

v. Grades Six through Eight. By the end of sixth, seventh, and eighth grade, English language learners should be able to, with ease, adapt language choices and style according to purpose, task, and audience; use a wide variety of complex general academic and content-specific academic words to precisely express ideas; and maintain an appropriate and consistent style and tone throughout an oral or written text.

vi. Grades Nine through Twelve. By the end of ninth, tenth, eleventh, and twelfth grade, English language learners should be able to adapt language choices and style according to purpose, task, and audience with ease; use a wide variety of complex general academic and content-specific words and phrases; and employ both formal and more informal styles effectively as appropriate.

La. Admin. Code tit. 28, § LXXXV-303

Promulgated by the Board of Elementary and Secondary Education, LR 30:769 (April 2004), Promulgated by the Board of Elementary and Secondary Education, LR 43880 (5/1/2017).

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