La. Admin. Code tit. 28:CLXIX — Bulletin 169: Louisiana English Language Arts Student Standards

Part CLXIX Bulletin 169—Louisiana English Language Arts Student Standards

Chapter 1 Introduction

La. Admin. Code tit. 28, pt. CLXIX, § 101 Introduction

A. The Louisiana student standards define what a public school student should know or be able to accomplish at the end of a specific time period or grade level or at the completion of a course. The standards represent the knowledge and skills needed for students to successfully transition from each grade and ultimately to postsecondary education and the workplace.

History

• 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 Elementary and Secondary Education, LR 42:1019 (July 2016), amended LR 52:1171 (July 2026).

Chapter 3 Kindergarten

La. Admin. Code tit. 28, pt. CLXIX, § 301 Reading Literature

A. With prompting and support, ask and respond to questions about key details in a text.

B. With prompting and support, retell familiar stories, including key details.

C. With prompting and support, identify characters, settings, and major events in a story.

D. With prompting and support, ask and respond to questions about unknown words in a text.

E. Recognize common types of texts (e.g., storybooks, poems).

F. With prompting and support, define the role of the author and the illustrator in presenting a story.

G. With prompting and support, make connections between the illustrations in the story and the text.

H. With prompting and support, compare and contrast the experiences of characters in familiar stories.

I. Actively engage in group reading activities with purpose and understanding.

History

• 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 Elementary and Secondary Education, LR 42:1020 (July 2016), amended LR 52:1171 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 303 Reading Informational Text

A. With prompting and support, ask and respond to questions about key details in a text.

B. With prompting and support, identify the main topic and retell key details of a text.

C. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

D. With prompting and support, ask and respond to questions about unknown words in a text.

E. Identify various text features of the front and back cover of a book.

F. With prompting and support, define the role of the author and the illustrator in presenting the ideas or information in a text.

G. With prompting and support, make connections between the illustrations and the text.

H. With prompting and support, identify the reason(s) an author gives to support point(s) in a text.

I. With prompting and support, identify similarities and differences between two texts on the same topic.

J. Actively engage in group reading activities with purpose and understanding.

History

• 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 Elementary and Secondary Education, LR 42:1020 (July 2016), amended LR 52:1171 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 305 Reading Foundations

A. Demonstrate understanding of the organization and basic features of print.

1. Track words from left to right, top to bottom, and page by page.

2. Recognize that spoken words are represented in written language by specific sequences of letters.

3. Understand that words are separated by spaces in print.

4. Identify and name all upper- and lowercase letters of the alphabet.

5. Locate a word on a page.

6. Distinguish between letters and words.

7. Recognize features of a sentence, including capitalization, words separated by spaces, and ending punctuation.

8. Accurately form all uppercase and lowercase letters using appropriate directionality as it relates to the routine and steps involved in letter formation.

B. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

1. Recognize and produce rhyming words.

2. Count, pronounce, blend, and segment syllables in spoken words.

3. Blend and segment onsets and rimes of single-syllable spoken words.

4. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

5. Add, delete, or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

6. Segment and blend phonemes in single-syllable spoken words.

C. Know and apply grade-appropriate phonics and word analysis skills in decoding words.

1. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.

2. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

3. Read grade-appropriate, regular and irregular words with known spellings or spelling patterns with automaticity.

4. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

5. Encode CVC words.

D. Read grade-level decodable texts with accuracy, automaticity, and understanding.

History

• 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 Elementary and Secondary Education, LR 42:1020 (July 2016), amended LR 52:1171 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 307 Writing

A. Use a combination of drawing, dictating, and writing to express opinions about a topic or text with at least one supporting reason.

B. Use a combination of drawing, dictating, and/or writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

C. Use a combination of drawing, dictating, and/or writing to create narratives with the events in chronological order.

D. With guidance and support, orally respond to questions and suggestions from adults and peers and add details to strengthen drawings, dictations, and/or written expression as needed.

E. With guidance and support from adults explore a variety of digital tools by participating in the production of a published work.

F. With guidance and support from adults, participate in shared research and writing projects.

G. With guidance and support from adults, use information from experiences and gather additional information from provided sources to answer a question.

History

• 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 Elementary and Secondary Education, LR 42:1020 (July 2016), amended LR 52:1171 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 309 Speaking and Listening

A. Engage in collaborative discussions about grade-level topics and texts with peers and adults in a variety of group settings.

1. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

2. Continue a conversation through at least two relevant exchanges.

B. Confirm understanding of a text read aloud or information presented orally or through other media by asking and responding to questions about key details and requesting clarification if something is not understood.

C. Ask and respond to questions about what a speaker says to seek help, information, or clarification.

D. With prompting and support, provide additional details when describing familiar people, places, things, and events.

E. Provide additional details of given descriptions by adding drawings or other visual displays.

F. Speak clearly and at an understandable pace to express thoughts, feelings, and ideas effectively.

History

• 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 Elementary and Secondary Education, LR 42:1021 (July 2016), amended LR 52:1171 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 311 Language

A. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1. Print many upper and lowercase letters.

2. Use frequently occurring nouns, verbs, and prepositions.

3. Form regular plural nouns orally by adding /s/ or /es/.

4. Understand and use question words (interrogatives).

5. Produce and expand complete sentences in shared language activities.

B. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

1. Capitalize the first word in a sentence and the pronoun I.

2. Recognize and name end punctuation.

3. Write a letter or letters (graphemes) for most consonant and short-vowel sounds (phonemes).

4. Encode simple words phonetically, drawing on knowledge of sound-letter relationships.

C. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content.

1. With guidance and support, identify new meanings for familiar words and apply them accurately.

2. With guidance and support, use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word.

D. With guidance and support from adults, explore word relationships and nuances in word meanings.

1. Sort common objects into categories to gain a sense of the concepts the categories represent.

2. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their synonyms and antonyms.

3. Identify real-life connections between words and their use.

E. Use words and phrases acquired through conversations, reading and read-alouds, when communicating about texts.

History

• 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 Elementary and Secondary Education, LR 42:1021 (July 2016), amended LR 52:1172 (July 2026).

Chapter 5 Grade 1

La. Admin. Code tit. 28, pt. CLXIX, § 501 Reading Literature

A. Ask and respond to questions about key details in a text.

B. Retell stories, including key details, and determine the central message or lesson.

C. Describe characters, settings, and major events in a story, using key details.

D. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

E. Explain the differences between books that tell stories and books that give information.

F. Identify who is telling the story at various points in a text.

G. Use illustrations and details in a story to describe its characters, setting, or events.

H. Compare and contrast the experiences of characters in stories.

I. With prompting and support, read grade-level prose and poetry.

History

• 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 Elementary and Secondary Education, LR 42:1021 (July 2016), amended LR 52:1172 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 503 Reading Informational Text

A. Ask and respond to questions about key details in a text.

B. Identify the main topic and retell key details of a text.

C. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

D. Ask and respond to questions to help determine or clarify the meaning of words and phrases in a text.

E. Know and use various text features (e.g., headings, tables of contents, glossaries) to locate key facts or information in a text.

F. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

G. Use the illustrations and details in a text to describe its key ideas.

H. Identify the reasons an author gives to support points in a text.

I. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

J. With prompting and support, read grade-level informational texts.

History

• 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 Elementary and Secondary Education, LR 42:1021 (July 2016), amended LR 52:1172 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 505 Reading Foundations

A. Demonstrate understanding of the organization and basic features of print.

1. Compose sentences utilizing the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

2. Print letters, words, and sentences legibly, leaving appropriate spaces between words.

B. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

1. Distinguish long from short vowel sounds in spoken single-syllable words.

2. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

3. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

4. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

C. Know and apply grade-appropriate phonics and word analysis skills in decoding words.

1. Decode words using knowledge of spelling-sound correspondences for common consonant digraphs.

2. Decode and encode regularly spelled one-syllable words with known phonetic patterns.

3. Know final /-e/ and common vowel team conventions for representing long vowel sounds.

4. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

5. Decode two-syllable words following basic patterns by breaking the words into syllables.

6. Read grade-appropriate words with inflectional endings.

7. Read grade-appropriate irregularly spelled words, utilizing known spelling patterns.

8. Decode and encode simple words with r-controlled vowels.

D. Read grade-level decodable texts with sufficient accuracy and fluency to support comprehension.

1. Read with automaticity and appropriate prosody or expression.

2. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

History

• 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 Elementary and Secondary Education, LR 42:1022 (July 2016), amended LR 52:1172 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 507 Writing

A. Write opinion pieces about a topic or text, including a reason for the opinion and provide a concluding statement.

B. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide a concluding statement.

C. Write narratives in which they recount two or more appropriately sequenced events, include relevant details, temporal words (e.g., first, next, last) to signal event order, and provide some sense of closure.

D. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

E. With guidance and support from adults and in collaboration with peers, use a variety of digital tools to produce and publish writing.

F. Participate in shared research and writing projects.

G. With guidance and support from adults, use information from experiences and gather information from provided sources to answer a question.

History

• 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 Elementary and Secondary Education, LR 42:1022 (July 2016), amended LR 52:1172 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 509 Speaking and Listening

A. Engage in collaborative discussions about grade-level topics and texts with peers and adults in a variety of group settings.

1. Follow agreed-upon rules for discussions (e.g., actively listening to others and taking turns, speaking about the topics and texts under discussion).

2. Build on others’ ideas during conversations by responding to the comments of others through at least two relevant exchanges.

3. Ask questions to clear up any confusion about the topics and texts under discussion.

B. Ask and respond to questions about key details in a text read aloud or information presented orally or through other media.

C. Ask and respond to questions about what a speaker says to gather additional information or seek clarification.

D. Describe people, places, things, and events with relevant details, expressing ideas and feelings effectively, speaking clearly at an understandable pace.

E. Clarify ideas, thoughts, and feelings included in descriptions by adding drawings or other visual displays.

F. Produce complete sentences when appropriate to task, audience, and situation.

History

• 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 Elementary and Secondary Education, LR 42:1022 (July 2016), amended LR 52:1173 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 511 Language

A. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1. Legibly print all upper- and lowercase letters.

2. Use common, proper, and possessive nouns.

3. Use singular and plural nouns with matching verbs in basic sentences.

4. Use personal and possessive pronouns.

5. Use verbs to convey a sense of past, present, and future.

6. Use frequently occurring adjectives.

7. Use frequently occurring conjunctions.

8. Use determiners (e.g., articles, demonstratives).

9. Use frequently occurring prepositions.

10. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

B. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

1. Capitalize dates and names of people.

2. Use appropriate punctuation for each sentence type.

3. Use commas in dates and to separate single words in a series.

4. Apply known spelling patterns to encode both commonly spelled words and frequently occurring irregular words.

5. Utilize known spelling patterns to encode untaught words.

C. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from an array of strategies.

1. Use sentence-level context as a clue to the meaning of a word or phrase.

2. Use knowledge of frequently occurring affixes to interpret meaning of a word.

3. Identify frequently occurring root words and their inflectional forms.

D. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

1. Sort words into categories to gain a better understanding of the concepts the categories represent.

2. Categorize words by describing one or more of their key distinguishing attributes.

3. Identify real-life connections between words and their distinguishing characteristics.

4. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

E. Use words and phrases acquired through conversations, reading and read-alouds, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.

History

• 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 Elementary and Secondary Education, LR 42:1022 (July 2016), amended LR 52:1173 (July 2026).

Chapter 7 Grade 2

La. Admin. Code tit. 28, pt. CLXIX, § 701 Reading Literature

A. Demonstrate understanding of key details of a text by asking and responding to who, what, where, when, why, and how questions.

B. Recount stories, including fables and folktales from a variety of traditions; determine their central message, lesson, or moral.

C. Describe how characters in a story respond to major events and challenges.

D. Describe how words and phrases supply rhythm and rhyme in a poem or song; determine the meaning of words and phrases as they are used in text.

E. Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action.

F. Identify differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

G. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

H. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different traditions.

I. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

History

• 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 Elementary and Secondary Education, LR 42:1023 (July 2016), amended LR 52:1173 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 703 Reading Informational Text

A. Demonstrate understanding of key details of a text by asking and responding to who, what, where, when, why, and how questions.

B. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

C. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

D. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

E. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes) to locate key facts or information in a text efficiently.

F. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

G. Explain how specific images contribute to and clarify a text.

H. Describe how reasons or evidence support specific points the author makes in a text.

I. Compare and contrast the most important points presented by two texts on the same topic.

J. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

History

• 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 Elementary and Secondary Education, LR 42:1023 (July 2016), amended LR 52:1173 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 705 Reading Foundations

A. Use knowledge of grade-appropriate phonics and word analysis skills to decode words.

1. Decode and encode words with variable vowel teams and vowel diphthongs.

2. Decode and encode words with open and closed syllables and consonants.

3. Decode and encode regularly spelled two-syllable words with long vowels.

4. Decode and encode words with common prefixes and suffixes.

5. Read grade-appropriate irregularly spelled words, including silent letter combinations, utilizing known spelling patterns.

B. Read grade-level decodable texts with sufficient accuracy and fluency to support comprehension.

1. Read with automaticity and appropriate prosody or expression.

2. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

C. Print letters, words, and sentences legibly utilizing accurate conventions of print.

D. Develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.

History

• 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 Elementary and Secondary Education, LR 42:1023 (July 2016), amended LR 52:1174 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 707 Writing

A. Write opinion pieces about a topic or text. 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., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

1. State an opinion.

2. Supply reasons that support the opinion.

3. Use linking words to connect opinion and reasons.

4. Provide a concluding statement or section.

B. Write informative/explanatory texts.

1. Introduce a topic.

2. Use facts and definitions to develop points.

3. Provide a concluding statement or section.

C. Write narratives in which they recount a well-elaborated event or short sequence of events, include relevant details to describe actions, thoughts, and feelings, use temporal and/or transitional words to signal event order, and provide a conclusion.

D. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

E. With guidance and support from adults and in collaboration with peers, use a variety of digital tools to produce and publish writing.

F. Participate in shared research and writing projects.

G. Use information from experiences and gather additional information from provided sources to answer a question.

H. With guidance and support from adults, produce writing in which the development is appropriate to the task and purpose.

History

• 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 Elementary and Secondary Education, LR 42:1024 (July 2016), amended LR 52:1174 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 709 Speaking and Listening

A. Engage in collaborative discussions about grade-level topics and texts with peers and adults in a variety of group settings.

1. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, actively listening, speaking one at a time about the topics and texts under discussion).

2. Build on others’ talk in conversations by linking their comments to the remarks of others.

3. Ask for clarification and further explanation as needed about the topics and texts under discussion.

B. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

C. Ask and respond to questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

D. Tell a story or recount an experience effectively, including appropriate facts and relevant details, speaking clearly at an understandable pace.

E. With guidance and support from adults and/or peers, present stories or poems while using drawings or other visual displays to support ideas, thoughts, and feelings accurately.

F. Produce complete sentences when appropriate to task, audience, and situation in order to provide requested detail or clarification.

History

• 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 Elementary and Secondary Education, LR 42:1024 (July 2016), amended LR 52:1174 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 711 Language

A. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1. Use collective nouns.

2. Use frequently occurring irregular plural nouns.

3. Use reflexive pronouns and indefinite pronouns.

4. Use the past tense of frequently occurring irregular verbs.

5. Effectively use adjectives and adverbs.

6. Produce, expand, and rearrange complete simple and compound sentences.

B. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

1. Capitalize holidays, product names, and geographic names.

2. Use commas in greetings and closings of letters.

3. Use an apostrophe to form contractions and frequently occurring possessives.

4. Generalize learned spelling patterns when writing words.

5. Consult reference materials, when appropriate, to confirm or correct spellings.

C. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

1. Compare formal and informal uses of English.

D. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content.

1. Use sentence-level context to determine the meaning of a word or phrase.

2. Use knowledge of root words and affixes to determine the meaning of unfamiliar words in grade-level content.

3. Use a known root word to determine the meaning of an unknown word with the same root.

4. Use knowledge of the meaning of individual words to predict the meaning of compound words.

5. Consult reference materials, both print and digital, to determine or clarify the meaning of words and phrases.

E. Demonstrate understanding of word relationships and nuances in word meanings.

1. Use appropriate descriptive language to connect words to real-life experiences.

2. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

F. Use words and phrases acquired through conversations, reading, read-alouds, and responding to texts, including using adjectives and adverbs to provide descriptions.

History

• 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 Elementary and Secondary Education, LR 42:1024 (July 2016). amended LR 52:1174 (July 2026).

Chapter 9 Grade 3

La. Admin. Code tit. 28, pt. CLXIX, § 901 Reading Literature

A. Refer explicitly to details and examples from a text by asking and responding to questions.

B. Recount stories, including fables, folktales, and myths from a variety of traditions; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

C. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

D. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

E. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

F. Distinguish the student’s point of view from that of the narrator or those of the characters.

G. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

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 literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

History

• 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 Elementary and Secondary Education, LR 42:1025 (July 2016), amended LR 52:1175 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 903 Reading Informational Text

A. Refer explicitly to details and examples from a text by asking and responding to questions.

B. Determine the main idea of a text; recount the key details and explain how they support the main idea.

C. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

D. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

E. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to efficiently locate information relevant to a given topic.

F. Distinguish the student’s point of view from that of the author of a text.

G. Use information gained from illustrations (e.g., maps, photographs) and the words in a text, both print and cursive, to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

H. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

I. Compare and contrast the most important points and key details presented in two texts on the same topic.

J. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

History

• 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 Elementary and Secondary Education, LR 42:1025 (July 2016).

La. Admin. Code tit. 28, pt. CLXIX, § 905 Reading Foundations

A. Know and apply grade-appropriate phonics and word analysis skills in decoding words.

1. Identify and know the meaning of the most common prefixes and derivational suffixes.

2. Decode and encode words with common Greek and Latin roots and affixes.

3. Decode and encode multisyllabic words with stressed and unstressed syllables.

4. Read grade-appropriate irregularly spelled words.

B. Read grade-level texts with sufficient accuracy and fluency to support comprehension.

1. Read with automaticity and appropriate prosody or expression.

2. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

C. Demonstrate and apply handwriting skills.

1. Write words and sentences legibly using correctly-formed manuscript letters with appropriate size and spacing.

2. Write complete words, thoughts, and sentences legibly in cursive leaving appropriate spaces between words.

History

• 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 Elementary and Secondary Education, LR 42:1025 (July 2016), amended LR 52:1175 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 907 Writing

A. Write multi-paragraph opinion pieces on topics or texts, supporting a point of view with reasons.

1. Introduce the topic or text they are writing about, state an opinion, and organize related reasons together in paragraphs.

2. Provide reasons that support the opinion.

3. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

4. Provide a concluding statement or section.

B. Write multi-paragraph informative/explanatory texts to examine a topic and convey ideas and information clearly.

1. Introduce a topic and group related information together in paragraphs; include illustrations when useful to aiding comprehension.

2. Develop the topic with facts, definitions, and details.

3. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

4. Provide a concluding statement or section.

C. Write multi-paragraph narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

1. Establish a situation and introduce a narrator and/or characters; organize the sequence of events logically.

2. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

3. Use temporal and/or transitional words and phrases to signal event order.

4. Provide a clear conclusion.

D. Produce writing in which the development and organization are appropriate to the task and purpose.

E. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

F. With guidance and support from adults, produce and publish grade-appropriate writing using technology, either independently or in collaboration with others.

G. Conduct research that builds knowledge about a topic.

H. Use information from experiences and gather information from print and digital sources.

1. Take brief notes on sources.

2. Sort evidence into provided categories.

I. Develop flexibility in writing by routinely engaging in the production of shorter and longer pieces for a range of tasks, purposes, and audiences.

History

• 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 Elementary and Secondary Education, LR 42:1025 (July 2016), amended LR 52:1175 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 909 Speaking and Listening

A. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-level topics and texts, building on others’ ideas and expressing their own clearly.

1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

2. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, actively listening, speaking one at a time about the topics and texts under discussion).

3. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

4. Explain their own ideas and understanding, considering the discussion.

B. Determine the main ideas and supporting details of a text read aloud or information presented in various media and formats.

C. Ask and respond to questions about information from a speaker, offering appropriate elaboration and detail.

D. Present on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

E. Create engaging multimedia recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays to emphasize or enhance certain facts or details.

F. Speak in complete sentences when appropriate to the task, audience, and situation in order to provide requested detail or clarification.

History

• 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 Elementary and Secondary Education, LR 42:1026 (July 2016), amended LR 52:1175 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 911 Language

A. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

2. Use regular and irregular plural nouns.

3. Use abstract nouns.

4. Use regular and irregular verbs.

5. Use the simple verb tenses.

6. Ensure subject-verb and pronoun-antecedent agreement.

7. Use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

8. Use coordinating and subordinating conjunctions.

9. Produce simple, compound, and complex sentences.

B. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

1. Capitalize appropriate words in titles.

2. Use commas in addresses.

3. Use commas and quotation marks in dialogue.

4. Form and use possessives.

5. Apply learned conventions when spelling words with regular and irregular spelling patterns and when adding suffixes to root words.

6. Consult reference materials, when appropriate, to confirm or correct spellings.

C. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

1. Choose words and phrases for effect.

2. Recognize and observe differences between the conventions of spoken and written standard English.

D. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade-level texts.

1. Use sentence-level context to determine the meaning of a word or phrase.

2. Use knowledge of root words and affixes to determine the meaning of unfamiliar words in grade-level content.

3. Use a known root word to determine the meaning of an unknown word with the same root.

4. Consult reference materials, both print and digital, to determine or clarify the precise meaning of key words and phrases.

E. Demonstrate understanding of word relationships and nuances in word meanings.

1. Distinguish the literal and nonliteral meanings of words and phrases in context.

2. Use appropriate vocabulary to connect words to real-life applications.

3. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

F. Acquire and accurately use grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

History

• 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 Elementary and Secondary Education, LR 42:1026 (July 2016), amended LR 52:1176 (July 2026).

Chapter 11 Grade 4

La. Admin. Code tit. 28, pt. CLXIX, § 1101 Reading Literature

A. Refer to details and examples from a text when explaining what the text says and when drawing inferences.

B. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

C. Describe in-depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

D. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

E. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

F. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

G. Make connections between the text of a story or drama and a visual or oral presentation of the text.

H. Compare and contrast how similar themes and topics are addressed (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different traditions.

I. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

History

• 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 Elementary and Secondary Education, LR 42:1027 (July 2016), amended LR 52:1176 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1103 Reading Informational Text

A. Refer to details and examples from a text when explaining what the text says and when drawing inferences.

B. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

C. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

D. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

E. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

F. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

G. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, or timelines) and explain how the information contributes to an understanding of the text in which it appears.

H. Explain how an author uses reasons and evidence to support particular points in a text.

I. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

J. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

History

• 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 Elementary and Secondary Education, LR 42:1027 (July 2016), amended LR 52:1176 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1105 Reading Foundations

A. Know and apply grade-appropriate phonics and word analysis skills in decoding and encoding words.

1. Use combined knowledge of letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read, decode, and encode accurately unfamiliar multisyllabic words in context and out of context.

B. Read grade-level texts with sufficient accuracy and fluency to support comprehension.

1. Read with automaticity and appropriate prosody or expression.

2. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

C. Demonstrate and apply handwriting skills.

1. Write words and sentences legibly using correctly-formed manuscript letters with appropriate size and spacing.

2. Write complete words, thoughts, and sentences legibly in cursive leaving appropriate spaces between words.

History

• 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 Elementary and Secondary Education, LR 42:1027 (July 2016), amended LR 52:1176 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1107 Writing

A. Write multi-paragraph opinion pieces on topics or texts, supporting a point of view with reasons and information.

1. Introduce a topic or text clearly, state an opinion, and organize related reasons together in paragraphs.

2. Provide reasons that are supported by facts and details.

3. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

4. Provide a concluding statement or section related to the opinion presented.

B. Write multi-paragraph informative/explanatory texts to examine a topic and convey ideas and information clearly.

1. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

2. Develop the topic with facts and definitions including concrete details, quotations, or other information and examples related to the topic.

3. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

4. Use precise language and domain-specific vocabulary to inform about or explain the topic.

5. Provide a concluding statement or section related to the information or explanation presented.

C. Write multi-paragraph narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize the sequence of events logically.

2. Use dialogue and description to develop experiences and events or show the responses of characters to situations.

3. Use a variety of transitional words and phrases to manage the sequence of events.

4. Use concrete words and phrases and sensory details to convey experiences and events precisely.

5. Provide a conclusion that follows from the narrated experiences or events.

D. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

E. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

F. With guidance and support from adults, produce and publish grade-appropriate writing using technology, either independently or in collaboration with others.

G. Conduct research that builds knowledge through investigation of different aspects of a topic.

H. Use relevant information from experiences and gather relevant information from print and digital sources.

1. Take notes and categorize information.

2. Provide a list of sources.

I. Draw relevant evidence from grade-appropriate literary or informational texts to support analysis, reflection, and research based on grade-level reading standards.

J. Develop flexibility in writing by routinely engaging in the production of shorter and longer pieces for a range of tasks, purposes, and audiences.

History

• 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 Elementary and Secondary Education, LR 42:1028 (July 2016), amended LR 52:1176 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1109 Speaking and Listening

A. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-level topics and texts, building on others’ ideas and expressing their own clearly.

1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

2. Follow agreed-upon rules for discussions and carry out assigned roles.

3. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

4. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

B. Paraphrase portions of a text read aloud or information presented in various media and formats.

C. Identify the reasons and evidence a speaker provides to support particular points.

D. Present on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

E. Enhance the development of main ideas or themes of presentations by incorporating multimedia elements, including recordings and visual displays.

F. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to the task, audience, and situation.

History

• 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 Elementary and Secondary Education, LR 42:1028 (July 2016), amended LR 52:1177 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1111 Language

A. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1. Use relative pronouns and relative adverbs.

2. Use the progressive verb tenses.

3. Use modal auxiliary verbs to convey various conditions.

4. Order adjectives within sentences according to conventional patterns.

5. Use prepositional phrases.

6. Use complete sentences, avoiding the use of fragments and run-ons.

7. Use frequently confused words correctly (e.g., to, too, two; there, their).

B. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

1. Use correct capitalization.

2. Use commas and quotation marks to mark direct speech and quotations from a text.

3. Use a comma before a coordinating conjunction in a compound sentence.

4. Spell grade-appropriate words correctly, consulting references as needed.

C. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

1. Choose words and phrases to convey ideas precisely.

2. Choose punctuation for effect.

3. Differentiate between contexts that call for formal English and situations where informal discourse is appropriate.

D. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level texts and content, choosing flexibly from a range of strategies.

1. Use context to determine the meaning of a word or phrase.

2. Use common, grade-appropriate Greek and Latin affixes and roots to determine the meaning of a word.

3. Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

E. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

1. Explain the meaning of simple similes and metaphors in context.

2. Identify and explain the meaning of common idioms, adages, and proverbs.

3. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

F. Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and relate to a particular topic

History

• 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 Elementary and Secondary Education, LR 42:1028 (July 2016), amended LR 52:1177 (July 2026).

Chapter 13 Grade 5

La. Admin. Code tit. 28, pt. CLXIX, § 1301 Reading Literature

A. Cite relevant evidence from a text when explaining what the text says explicitly and when drawing inferences.

B. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

C. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.

D. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

E. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

F. Describe how a narrator’s or speaker’s point of view influences how events are described.

G. Analyze how visual and multimedia elements contribute to the meaning, tone, or aesthetics of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

H. Compare and contrast stories in the same genre on their approaches to similar themes and topics.

I. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

History

• 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 Elementary and Secondary Education, LR 42:1029 (July 2016), amended LR 52:1177 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1303 Reading Informational Text

A. Cite relevant evidence from a text when explaining what the text says explicitly and when drawing inferences from the text.

B. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

C. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

D. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

E. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two texts.

F. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

G. Utilize information from multiple print or digital sources, demonstrating the ability to locate an answer to a question or to solve a problem efficiently.

H. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

I. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

J. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

History

• 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 Elementary and Secondary Education, LR 42:1029 (July 2016), amended LR 52:1177 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1305 Reading Foundations

A. Know and apply grade-appropriate phonics and word analysis skills in decoding and encoding words.

B. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read, decode, and encode unfamiliar multisyllabic words in context and out of context.

C. Read grade-level texts with sufficient accuracy and fluency to support comprehension.

1. Read with automaticity and appropriate prosody or expression.

2. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

D. Demonstrate and apply both manuscript and cursive handwriting skills.

History

• 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 Elementary and Secondary Education, LR 42:1030 (July 2016), amended LR 52:1178 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1307 Writing

A. Write multi-paragraph opinion pieces on topics or texts, supporting a point of view or claim with reasons and information.

1. Provide a thesis statement that introduces a topic or text clearly, states an opinion, and introduces an organizational structure that logically groups related ideas and information.

2. Provide logically ordered reasons that are supported by facts and details.

3. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

4. Provide a concluding statement or section related to the opinion presented.

B. Write multi-paragraph informative/explanatory texts to examine a topic and convey ideas and information clearly.

1. Provide a thesis statement that introduces a topic clearly, provide a general observation and focus, and group related information logically.

2. Develop the topic with facts and definition, concrete details, quotations, or other information and/or examples related to the topic.

3. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

4. Use precise language and domain-specific vocabulary to inform about or explain the topic.

5. Provide a concluding statement or section related to the information or explanation presented.

6. Include formatting (e.g., headings, illustration, and multimedia when useful to aiding comprehension).

C. Write multi-paragraph narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize the sequence of events logically.

2. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

3. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

4. Use concrete words and phrases and sensory details to convey experiences and events precisely.

5. Provide an appropriate conclusion that follows from the narrated experiences or events.

D. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

E. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a different approach.

F. With guidance and support from adults, produce and publish grade-appropriate writing using technology, either independently or in collaboration with others.

G. Conduct research that uses several sources to build knowledge through investigation of different aspects of a topic.

H. Use relevant information from experiences and gather relevant information from print and digital sources.

1. Summarize or paraphrase information in notes and finished work.

2. Provide a list of sources.

I. Draw relevant evidence from grade-appropriate literary or informational texts to support analysis, reflection, and research based on grade-level standards

J. Develop flexibility in writing by routinely engaging in the production of shorter and longer pieces for a range of tasks, purposes, and audiences.

History

• 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 Elementary and Secondary Education, LR 42:1030 (July 2016), amended LR 52:1178 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1309 Speaking and Listening

A. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-level topics and texts, building on others’ ideas and expressing their own clearly.

1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

2. Follow agreed-upon rules for discussions and carry out assigned roles.

3. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

4. Review the key ideas expressed and draw conclusions considering the information and knowledge gained from the discussions.

B. Summarize a written text read aloud or information presented in various media and formats.

C. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

D. Present on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

E. Enhance the development of main ideas or themes of presentations by including multimedia components.

F. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to the task, audience, and situation.

History

• 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 Elementary and Secondary Education, LR 42:1030 (July 2016), amended LR 52:1178 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1311 Language

A. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1. Explain the function of conjunctions, prepositions, and interjections and their function in particular sentences.

2. Use the perfect verb tenses.

3. Use verb tense to convey various times, sequences, states, and conditions.

4. Maintain consistent and logical verb choices, avoiding improper shifts in verb tense.

5. Use correlative conjunctions.

B. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

1. Use punctuation to separate items in a series.

2. Use a comma to separate an introductory element from the rest of the sentence.

3. Use a comma to set off the words yes and no, to set off a tag question from the rest of the sentence, and to indicate direct address.

4. Use underlining, quotation marks, or italics to indicate titles of works.

5. Spell grade-appropriate words correctly, consulting references as needed.

C. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

1. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

2. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

D. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level texts and content, choosing flexibly from a range of strategies.

1. Use context to determine the meaning of a word or phrase.

2. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

3. Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

E. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

1. Interpret figurative language, including similes and metaphors, in context.

2. Identify and interpret the meaning of common idioms, adages, and proverbs.

3. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the meanings.

F. Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

History

• 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 Elementary and Secondary Education, LR 42:1031 (July 2016), amended LR 52:1178 (July 2026).

Chapter 15 Grade 6

La. Admin. Code tit. 28, pt. CLXIX, § 1501 Reading Literature

A. Cite relevant textual evidence that strongly supports analysis of what the text says explicitly as well as inferences drawn from the text; quote from texts accurately.

B. Determine a theme or central idea of a text and how it is conveyed through particular details; provide an objective summary.

C. Describe how a particular story or drama’s plot unfolds in a series.

D. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

E. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

F. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

G. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

H. Explain how an author develops the point of view of the narrator or speaker in a text.

I. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

History

• 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 Elementary and Secondary Education, LR 42:1031 (July 2016), amended LR 52:1179 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1503 Reading Informational Text

A. Cite relevant textual evidence that strongly supports analysis of what the text says explicitly as well as inferences drawn from the text; quote from texts accurately.

B. Determine a central idea of a text and how it is conveyed through particular details; provide an objective summary of the text.

C. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

D. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

E. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

F. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

G. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

H. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

I. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

J. By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

History

• 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 Elementary and Secondary Education, LR 42:1032 (July 2016), amended LR 52:1179 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1505 Writing

A. Write multi-paragraph arguments to support claims with clear reasons and relevant evidence.

1. Provide a thesis statement that introduces a claim(s) and establishes a structure that clearly organizes the supporting reasons and evidence.

2. Support claim(s) with clear reasons and relevant evidence from credible sources, demonstrating an understanding of the topic or text.

3. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

4. Establish and maintain a formal style.

5. Provide a concluding statement or section that follows from the argument presented.

B. Write multi-paragraph informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

1. Provide a thesis statement that introduces a topic clearly, provides a general observation and focus, and groups related information logically.

2. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

3. Use appropriate transitions to clarify the relationships among ideas and concepts.

4. Use precise language and domain-specific vocabulary to inform about or explain the topic.

5. Establish and maintain a formal style.

6. Provide a concluding section that follows from the information or explanation presented.

7. Organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aid comprehension.

C. Write multi-paragraph narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

1. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize the sequence of events logically.

2. Use narrative techniques appropriate to the task, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

3. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

4. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

5. Provide an appropriate conclusion that follows from the narrated experiences or events.

D. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

E. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a different approach.

F. Produce and publish grade-appropriate writing using technology, either independently or in collaboration with others.

G. Conduct research to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

H. Gather relevant information from multiple print and digital sources.

1. Use search terms effectively.

2. Assess the credibility and accuracy of each source.

3. Quote or paraphrase the data and conclusions of others while avoiding plagiarism.

4. Follow a standard format for citation.

I. Draw relevant evidence from grade-appropriate literary or informational texts to support analysis, reflection, and research based on grade-level reading standards.

J. Develop flexibility in writing by routinely engaging in the production of shorter and longer pieces for a range of tasks, purposes, and audiences.

History

• 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 Elementary and Secondary Education, LR 42:1032 (July 2016), amended LR 52:1179 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1507 Speaking and Listening

A. Engage effectively in a range of collaborative on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly.

1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to relevant evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

2. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

3. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

4. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

B. Interpret information presented in various media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

C. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

D. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate directionality, adequate volume, and clear pronunciation.

E. Include multimedia components and visual displays in presentations to clarify information.

F. Adapt speech to a variety of contexts, audiences, and tasks, demonstrating command of formal English when indicated or appropriate.

History

• 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 Elementary and Secondary Education, LR 42:1033 (July 2016), amended LR 52:1179 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1509 Language

A. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1. Ensure that pronouns are in the proper case (subjective, objective, possessive).

2. Use intensive pronouns.

3. Maintain appropriate shifts in pronoun number and person.

4. Use pronouns that clearly and logically connect to antecedents.

5. Use strategies to improve expression in conventional language when variations from standard English exist in their own and others’ writing and speaking.

B. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

1. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

2. Spell correctly, consulting references as needed.

C. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

1. Vary sentence patterns for meaning, reader/listener interest, and style.

2. Maintain consistency in style and tone.

D. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level texts and content, choosing flexibly from a range of strategies.

1. Use context to determine the meaning of a word or phrase.

2. Use common, grade-appropriate Greek or Latin affixes and roots to determine the meaning of a word.

3. Consult various reference materials to determine or verify the pronunciation, part of speech, and meaning of a word.

E. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

1. Interpret figures of speech, including personification, in context and analyze their role in the text.

2. Use the relationship between particular words to better understand each of the words.

3. Distinguish among the connotations of words with similar denotations.

F. Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

History

• 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 Elementary and Secondary Education, LR 42:1033 (July 2016), amended LR 52:1180 (July 2026).

Chapter 17 Grade 7

La. Admin. Code tit. 28, pt. CLXIX, § 1701 Reading Literature

A. Cite several pieces of relevant textual evidence that strongly supports analysis of what the text says explicitly as well as inferences drawn from the text; quote and paraphrase from texts accurately.

B. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

C. Analyze how particular elements of a story or drama interact.

D. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of sound devices within poetry and prose; analyze the impact of specific word choice on meaning and tone.

E. Analyze how the overall form or structure of a text (e.g., drama, poetry, narrative, short story) contributes to its meaning.

F. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

G. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

H. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction portray the past.

I. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

History

• 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 Elementary and Secondary Education, LR 42:1033 (July 2016), amended LR 52:1180 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1703 Reading Informational Text

A. Cite several pieces of relevant textual evidence that strongly supports analysis of what the text says explicitly as well as inferences drawn from the text; quote and paraphrase from texts accurately.

B. Determine a central idea in a text and analyze its development over the course of the text; provide an objective summary of the text.

C. Analyze the interactions between individuals, events, and ideas in a text.

D. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

E. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

F. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

G. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

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.

I. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or promoting different interpretations of facts.

J. By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

History

• 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 Elementary and Secondary Education, LR 42:1034 (July 2016), amended LR 52:1180 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1705 Writing

A. Write multi-paragraph arguments to support claims with clear reasons and relevant evidence.

1. Provide a thesis statement that introduces a claim(s), acknowledge alternate or opposing claims, and establishes a structure that logically organizes the reasons and evidence.

2. Support claim(s) with logical reasoning and relevant evidence, from accurate and credible sources, demonstrating an understanding of the topic or text.

3. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

4. Establish and maintain a formal style.

5. Provide a concluding section that follows from and supports the argument presented.

B. Write multi-paragraph informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

1. Provide a thesis statement that introduces a topic clearly, previewing what is to follow, provides a general observation and focus, and groups related information logically.

2. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

3. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

4. Use precise language and domain-specific vocabulary to inform about or explain the topic.

5. Establish and maintain a formal style.

6. Provide a concluding section that follows from and supports the information or explanation presented.

7. Organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

C. Write multi-paragraph narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

1. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize the sequence of events logically.

2. Use narrative techniques appropriate to the task, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

3. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

4. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

5. Provide an appropriate conclusion that follows from and reflects on the narrated experiences or events.

D. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

E. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a different approach, focusing on how well purpose and audience have been addressed.

F. Use technology to produce and publish writing linking to and citing sources, either independently or in collaboration with others.

G. Conduct research to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

H. Gather relevant information from multiple print and digital sources.

1. Use search terms effectively.

2. Assess the credibility and accuracy of each source.

3. Quote or paraphrase the data and conclusions of others while avoiding plagiarism.

4. Follow a standard format for citation.

I. Draw relevant evidence from grade-appropriate literary or informational texts to support analysis, reflection, and research based on grade-level reading standards.

J. Develop flexibility in writing by routinely engaging in the production of shorter and longer pieces for a range of tasks, purposes, and audiences.

History

• 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 Elementary and Secondary Education, LR 42:1034 (July 2016), amended LR 52:1180 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1707 Speaking and Listening

A. Engage effectively in a range of collaborative discussions about grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

1. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to relevant evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

2. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

3. Pose questions that elicit elaboration, and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

4. Acknowledge new information expressed by others and, when warranted, modify their own views.

B. Analyze the main ideas and supporting details presented in various media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

C. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

D. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate directionality, adequate volume, and clear pronunciation.

E. Include multimedia components in presentations to clarify information, claims, and findings and emphasize salient points.

F. Adapt speech to a variety of contexts, audiences, and tasks, demonstrating command of formal English when indicated or appropriate.

History

• 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 Elementary and Secondary Education, LR 42:1035 (July 2016), amended LR 52:1181 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1709 Language

A. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1. Explain the function of phrases and clauses in general and their function in specific sentences.

2. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

3. Use phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

B. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

1. Use a comma to separate coordinate adjectives.

2. Spell correctly, consulting references as needed.

C. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

1. Choose language that expresses ideas precisely and concisely, without wordiness and redundancy.

2. Maintain consistency in style and tone.

D. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level texts and content.

1. Use context to determine the meaning of a word or phrase.

2. Use common, grade-appropriate Greek or Latin affixes and roots to determine the meaning of a word.

3. Consult various reference materials to determine or verify the pronunciation, part of speech, and meaning of a word.

E. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

1. Interpret figures of speech, including allusions, in context and analyze their role in the text.

2. Use the relationship between particular words to better understand each of the words.

3. Distinguish among the connotations of words with similar denotations.

F. Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

History

• 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 Elementary and Secondary Education, LR 42:1035 (July 2016), amended LR 52:1181 (July 2026).

Chapter 19 Grade 8

La. Admin. Code tit. 28, pt. CLXIX, § 1901 Reading Literature

A. Cite and paraphrase the relevant textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text.

B. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

C. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

D. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

E. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

F. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

G. Analyze the extent to which non-print media (e.g., film, drama, live production, art) connects to or departs from the text or script, evaluating artistic choices.

H. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from traditional texts, stories, or foundational religious works; describe how the material is rendered new.

I. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

History

• 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 Elementary and Secondary Education, LR 42:1035 (July 2016), amended LR 52:1181 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1903 Reading Informational Text

A. Cite and paraphrase the relevant textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text.

B. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

C. Analyze how a text makes connections among and distinctions between individuals, ideas, or events.

D. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

E. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

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.

G. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

H. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

I. Analyze a case in which two or more texts provide conflicting information on the same topic, and identify where the texts disagree on matters of fact or interpretation.

J. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

History

• 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 Elementary and Secondary Education, LR 42:1036 (July 2016), amended LR 52:1182 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1905 Writing

A. Write multi-paragraph arguments to support claims with clear reasons and relevant evidence.

1. Provide a thesis statement that introduces a claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and establishes a structure that logically organizes the reasons and evidence.

2. Support claim(s) with logical reasoning and relevant evidence from accurate and credible sources, demonstrating an understanding of the topic or text.

3. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

4. Establish and maintain a formal style.

5. Provide a concluding section that follows from and supports the argument presented.

B. Write multi-paragraph informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

1. Provide a thesis statement that introduces a topic clearly, previewing what is to follow, provides a general observation and focus, and groups related information logically.

2. Develop the topic with well-chosen, relevant facts, definitions, concrete details, quotations, or other information and examples.

3. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

4. Use precise language and domain-specific vocabulary to inform about or explain the topic.

5. Establish and maintain a formal style.

6. Provide a concluding section that follows from and supports the information or explanation presented.

7. Organize ideas, concepts, and information into broader connected categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

C. Write multi-paragraph narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

1. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize the sequence of events logically.

2. Use narrative techniques appropriate to the task, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

3. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

4. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

5. Provide an appropriate conclusion that follows from and reflects on the narrated experiences or events.

D. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

E. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a different approach, focusing on how well purpose and audience have been addressed.

F. Use technology to produce and publish writing and present the relationships between information and ideas efficiently, either independently or in collaboration with others.

G. Conduct research to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

H. Gather relevant information from multiple print and digital sources.

1. Use search terms effectively.

2. Assess the credibility and accuracy of each source.

3. Quote or paraphrase the data and conclusions of others while avoiding plagiarism.

4. Follow a standard format for citation.

I. Draw relevant evidence from grade-appropriate literary or informational texts to support analysis, reflection, and research based on grade-level reading standards.

J. Develop flexibility in writing by routinely engaging in the production of shorter and longer pieces for a range of tasks, purposes, and audiences.

History

• 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 Elementary and Secondary Education, LR 42:1036 (July 2016), amended LR 52:1182 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1907 Speaking and Listening

A. Engage effectively in a range of collaborative discussions about grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

1. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to relevant evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

2. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

3. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

4. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

B. Analyze the purpose of information presented in various media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

C. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

D. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate directionality, adequate volume, and clear pronunciation.

E. Integrate multimedia into presentations to clarify information, strengthen claims and evidence, and add interest.

F. Adapt speech to a variety of contexts, audiences, and tasks, demonstrating command of formal English when indicated or appropriate.

History

• 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 Elementary and Secondary Education, LR 42:1037 (July 2016), amended LR 52:1182 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 1909 Language

A. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

2. Use verbs in the active and passive voice.

3. Use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

4. Maintain consistent and logical verb voice and mood.

B. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

1. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

2. Use an ellipsis to indicate an omission.

3. Spell correctly, consulting references as needed.

C. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

1. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular.

2. Maintain consistency in style and tone.

D. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade-level texts and content, choosing flexibly from a range of strategies.

1. Use context to determine the meaning of a word or phrase.

2. Use common, grade-appropriate Greek or Latin affixes and roots to determine the meaning of a word (e.g., precede, recede, secede).

3. Consult various reference materials to determine or verify the pronunciation, part of speech, and meaning of a word.

E. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

1. Interpret figures of speech, including verbal irony and puns, in context and analyze their role in text.

2. Use the relationship between particular words to better understand each of the words.

3. Distinguish among the connotations of words with similar denotations.

F. Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

History

• 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 Elementary and Secondary Education, LR 42:1037 (July 2016), amended LR 52:1182 (July 2026).

Chapter 21 Grades 9 and 10

La. Admin. Code tit. 28, pt. CLXIX, § 2101 Reading Literature

A. Cite and paraphrase relevant and thorough textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text.

B. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

C. Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

D. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone

E. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

F. Analyze a particular point of view or traditional experience reflected in works of literature, drawing on a wide reading of world literature.

G. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

H. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

I. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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 and proficiently.

History

• 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 Elementary and Secondary Education, LR 42:1038 (July 2016), amended LR 52:1183 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 2103 Reading Informational Text

A. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

B. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

C. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.

D. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

E. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

F. Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.

G. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

H. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, Lincoln’s Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

I. Cite and paraphrase relevant and thorough textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text.

J. By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

K. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.

History

• 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 Elementary and Secondary Education, LR 42:1038 (July 2016), amended LR 52:1183 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 2105 Writing

A. Write multi-paragraph arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1. Provide a thesis statement that introduces a precise claim(s), distinguish the claim(s) from alternate or opposing claims, and creates an organizational structure for establishing clear relationships among claim(s), counterclaims, reasons, and evidence.

2. Develop claim(s) and counterclaims, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

3. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

5. Provide a concluding section that follows from and supports the argument presented.

B. Write multi-paragraph informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

1. Provide a thesis statement that introduces a topic clearly, provides a general observation and focus, and groups related information logically.

2. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

3. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

4. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

6. Provide a concluding section that follows from and supports the information or explanation presented, articulating implications or the significance of the topic.

C. Write multi-paragraph narratives to develop real or imagined 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 events.

2. Use narrative techniques appropriate to the task, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, mood, tone, events, and/or characters.

3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

5. Provide an appropriate conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

D. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

E. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a different approach, focusing on addressing what is most significant for a specific purpose and audience.

F. Use technology to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

G. Conduct research to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

H. Gather relevant information from multiple authoritative sources.

1. Use searches terms effectively.

2. Assess the credibility and accuracy of each source.

3. Assess the strengths and limitations of each source in terms of the task, purpose, and audience.

4. Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism.

5. Follow a standard format for citation.

I. Draw relevant evidence from grade-appropriate literary or informational texts to support analysis, reflection, and research based on grade-level reading standards.

J. Develop flexibility in writing by routinely engaging in the production of shorter and longer pieces for a range of tasks, purposes, and audiences.

History

• 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 Elementary and Secondary Education, LR 42:1038 (July 2016), amended LR 52:1183 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 2107 Speaking and Listening

A. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) about grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to relevant evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

2. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

3. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

4. Respond thoughtfully to varied viewpoints, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

B. Integrate multiple sources of information presented in various media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

C. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

D. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning, and the organization, development, substance, and style are appropriate to purpose, audience, and task.

E. Make strategic use of multimedia components in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

F. Adapt speech to a variety of contexts, audiences, and tasks, demonstrating command of formal English when indicated or appropriate.

History

• 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 Elementary and Secondary Education, LR 42:1039 (July 2016), amended LR 52:1184 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 2109 Language

A. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1. Use parallel structure.

2. Use various types of phrases to convey specific meanings and add variety and interest to writing or presentations.

B. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

1. Use a semicolon with or without a conjunctive adverb to link two or more closely related independent clauses.

2. Use a colon to introduce a list, quotation, example, or elaboration.

3. Spell correctly, consulting references as needed.

C. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

1. Compose and edit work to conform to the guidelines in a style manual appropriate for the discipline and writing type.

D. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level texts and content, choosing flexibly from a range of strategies.

1. Use context to determine the meaning of a word or phrase.

2. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech.

3. Consult various reference materials to determine or verify the pronunciation, part of speech, etymology, and meaning of a word.

E. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

1. Interpret figures of speech, including euphemism and oxymoron, in context and analyze their role in the text.

2. Analyze nuances in the meaning of words with similar denotations.

F. Acquire and accurately use general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness (CCR) level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

History

• 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 Elementary and Secondary Education, LR 42:1040 (July 2016), amended LR 52:1184 (July 2026).

Chapter 23 Grades 11 and 12

La. Admin. Code tit. 28, pt. CLXIX, § 2301 Reading Literature

A. Cite and paraphrase relevant and thorough textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

B. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

C. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama, including how the author develops characters and setting, builds the plot and subplots, creates themes, and develops mood/atmosphere.

D. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful, including authors of classic texts (e.g., Shakespeare).

E. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

F. Analyze a case in which understanding point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

G. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

H. Demonstrate knowledge of foundational works of U.S. and world literature, including how two or more texts from the same period treat similar themes or topics.

I. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

J. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.

History

• 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 Elementary and Secondary Education, LR 42:1040 (July 2016), amended LR 52:1184 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 2303 Reading Informational Text

A. Cite relevant and thorough relevant textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

B. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

C. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

D. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.

E. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

F. Determine an author’s point of view or purpose in a text in which the rhetoric is considered particularly effective, analyzing how style and content contribute to the student interpretation of power, persuasiveness, or beauty of the text.

G. Integrate, evaluate, and synthesize multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

H. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in public works (e.g., The Federalist Papers, presidential addresses).

I. Analyze foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features.

J. By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

K. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.

History

• 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 Elementary and Secondary Education, LR 42:1041 (July 2016), amended LR 52:1185 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 2305 Writing Standards

A. Write multi-paragraph arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1. Provide a thesis statement that introduces precise, knowledgeable claim(s), establishes the significance of the claim(s), distinguishes the claim(s) from alternate or opposing claims, and establishes an organizational structure that logically sequences claim(s), counterclaims, reasons, and evidence.

2. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible presumptions.

3. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

5. Provide a concluding section that follows from and supports the argument presented and connects the argument to larger themes or topics.

B. Write multi-paragraph informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

1. Provide a thesis statement that introduces a topic clearly, provides a general observation and focus, and groups related information logically.

2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

3. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

4. Use precise language, domain-specific vocabulary, and literary or rhetorical techniques, as appropriate to the task and audience, to maintain clarity of complex topics.

5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

6. Provide a concluding section that follows from and supports the information or explanation presented, articulating implications or the significance of the topic.

7. Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole, including formatting, graphics, and multimedia when useful in aiding comprehension.

C. Write multi-paragraph narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences, well-chosen details, and well-structured event sequences.

1. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

2. Use narrative techniques appropriate to the task, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, mood, tone, events, and/or characters.

3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

4. Use precise words and phrases, telling details, and figurative and sensory language to convey a vivid picture of the experiences, events, setting, mood, tone and/or characters.

5. Provide an appropriate conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

D. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

E. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

F. Use technology to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

G. Conduct research to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

H. Gather relevant information from multiple authoritative sources.

1. Use search terms effectively.

2. Assess the credibility and accuracy of each source.

3. Assess the strengths and limitations of each source in terms of the task, purpose, and audience.

4. Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism.

5. Follow a standard format for citation.

I. Draw relevant evidence from grade-appropriate literary or informational texts to support analysis, reflection, and research based on grade-level reading standards.

J. Develop flexibility in writing by routinely engaging in the production of shorter and longer pieces for a range of tasks, purposes, and audiences.

History

• 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 Elementary and Secondary Education, LR 42:1041 (July 2016), amended LR 52:1185 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 2307 Speaking and Listening

A. Initiate and participate effectively in a range of collaborative discussions about grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to relevant evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas

2. Work with peers to promote civil discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

3. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

4. Respond thoughtfully to varied viewpoints; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

B. Integrate multiple sources of information presented in various formats and media to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

C. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

D. Present information, findings, and supporting evidence, while respecting intellectual property; convey a clear and distinct perspective, such that listeners can follow the line of reasoning; address alternative or opposing perspectives; and use organization, development, substance, and style that are appropriate to purpose, audience, and a range of formal and informal tasks.

E. Make strategic use of multimedia components in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

F. Adapt speech to a variety of contexts, audiences, and tasks, demonstrating a command of formal English when indicated or appropriate.

History

• 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 Elementary and Secondary Education, LR 42:1042 (July 2016), amended LR 52:1185 (July 2026).

La. Admin. Code tit. 28, pt. CLXIX, § 2309 Language

A. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested; use references to confirm understanding as needed.

B. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

1. Apply appropriate hyphenation conventions.

2. Spell correctly; consulting references as needed.

C. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

1. Vary syntax for effect, consulting references for guidance as needed.

2. Apply an understanding of syntax to the study of complex texts when reading.

D. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level texts and content, choosing flexibly from a range of strategies.

1. Use context to determine the meaning of a word or phrase.

2. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech.

3. Consult various reference materials to determine or verify the pronunciation, part of speech, etymology, standard usage, and meaning of a word.

E. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

1. Interpret figures of speech including hyperbole and paradox, in context and analyze the role in the text.

2. Analyze nuances in the meaning of words with similar denotations.

F. Acquire and accurately use general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

History

• 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 Elementary and Secondary Education, LR 42:1042 (July 2016), amended LR 52:1186 (July 2026).