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Students scoring at this level generally exhibit the ability to

1.

determine the meaning of a word that has a prefix or a suffix;

2.

identify the main character in a story;

3.

identify the main idea in texts;

4.

identify the sequence of events (i.e., beginning and end) of texts;

5.

locate specific information in texts when given more than five choices;

6.

identify the central idea and logical sequence of a written composition;

7.

identify the parts of an informal letter;

8.

identify a step in a given set of familiar two-step directions;

9.

respond to a question using two or more words; and

10.

determine the sequence of events on a daily schedule.

Meets Standard

Students scoring at this level generally exhibit the ability to

1.

identify two words that use the same prefix or suffix;

2.

identify two characters in a story;

3.

identify two ideas in texts;

4.

identify the beginning of a sequence of events in a text;

5.

locate specific information in texts when given five choices;

6.

construct a simple sentence or phrase with a central idea;

7.

identify an item in a list;

8.

identify a step in a set of familiar one-step directions;

9.

respond to a question with a one-word answer other than yes or no; and

10.

locate “Which comes next?” on a daily schedule.

Working Toward Standard

Students scoring at this level may exhibit the ability to

1.identify a word with a prefix or a suffix;

2.identify one character in a story;

3.identify one idea in texts;

4.identify the end of a sequence of events in a text;

5.locate specific information in texts when given three choices;

6.identify the central idea in a simple sentence or phrase;

7.identify the location for a signature;

8.respond to a simple one-word command;

9.respond to a simple yes or no question; and

10.locate a single event on a daily schedule.

B.Grade Span 3-4 Mathematics Alternate Achievement Level Descriptors

Exceeds Standard

Students scoring at this level generally exhibit the ability to

1.

read and/or write numbers to a specific place value;

2.

order sets of objects by less than, more than, most, or least;

3.

solve real-world problems using addition or subtraction;

4.

calculate the amount of money needed for a purchase or activity;

5.

use visual representations or objects to represent a problem;

6.

measure lengths of objects and select appropriate measurement units and/or tools for a given situation;

7.

tell time to the hour and use a clock to match times with activities;

8.

recognize and apply positional concepts;

9.

construct simple two-dimensional shapes;

10.

identify events as possible or impossible and/or likely or unlikely;

11.

make predictions about outcomes of daily events; and

12.

extend a simple pattern.

Meets Standard

Students scoring at this level generally exhibit the ability to

1.

identify numbers to a specific place value;

2.

show that equal means the same as;

3.

identify a set of objects with “more”;

4.

identify simple addition and subtraction concepts in daily living;

5.

sort and/or identify coins and dollars;

6.

identify a picture sequence that completes a routine task;

7.

identify the difference between long and short;

8.

use measurement tools for a specific activity;

9.

associate activities with various times of day;

10.

follow simple spatial directions;

11.

sort two-dimensional shapes and/or objects by common and/or different attributes;

12.

identify the next event in a routine; and

13.

identify a simple pattern.

Working Toward Standard

Students scoring at this level may exhibit the ability to

1.

count objects to a given number;

2.

count to solve simple problems;

3.

identify the exchange of money as a means to make a purchase;

4.

select pictures or symbols that show a pattern;

5.

select objects of the same length;

6.

recognize basic measurement tools;

7.

identify simple directional concepts;

8.

recognize two-dimensional shapes; and

9.

match a simple pattern to another pattern.

Authority NOTE:Promulgated in accordance with R.S. 17:391.4(B).

HISTORICAL NOTE:Promulgated by the Department of Education, Board of Elementary and Secondary Education, Office of Student and School Performance, LR 33:426 (March 2007), amended LR 35:

§1919.Grade Span 5-6 Alternate Achievement Level Descriptors

A.Grade Span 5-6 English Language Arts Alternate Achievement Level Descriptors

Exceeds Standard

Students scoring at this level generally exhibit the ability to

1.

identify a content-specific vocabulary word that best completes a simple sentence or phrase;

2.

identify a character trait of the main character in a story;

3.

identify the beginning, middle, and end of a text;

4.

identify what happened last and predict what will happen next in a text;

5.

identify a cause and an effect in a text;

6.

use an appropriate transition word (first, then, next, or last) to sequence events in a written composition;

7.

identify an evaluation of media (e.g., film, performance, field trip);

8.

identify a step in a set of three-step directions;

9.

respond to a question using three or more words; and

10.

answer a question about information on a calendar.

Meets Standard

Students scoring at this level may exhibit the ability to

1.

identify content-specific vocabulary words;

2.

identify the main character and another character in a story;

3.

identify the middle of a text;

4.

predict what will happen next in a text;

5.

identify a cause or an effect in a text;

6.

use an appropriate transition word (first, then, next) in a short composition (one or two sentences);

7.

identify parts of an informal letter;

8.

identify a step in an unfamiliar set of two-step directions;

9.

respond to a question using two words; and

10.

locate information on a calendar.

Working Toward Standard

Students scoring at this level may exhibit the ability to

1.

identify a content-specific vocabulary word;

2.

identify the main character in a story;

3.

identify the beginning and end of a text;

4.

predict what will happen last in a text;

5.

skim or scan a text to locate specific information;

6.

use the transition word first to correctly sequence two events in a composition;

7.

identify the item that best completes a list of two items;

8.

identify a step in a familiar set of two-step directions;

9.

respond to a question with a one-word answer and;

10.

identify a calendar from among similar items.

B.Grade Span 5-6 Mathematics Alternate Achievement Level Descriptors

Exceeds Standard

Students scoring at this level generally exhibit the ability to

1.

identify the fraction associated with a given model;

2.

solve real-life problems using addition or subtraction;

3.

order numbers or fractions by less than, more than, most, and/or least;

Louisiana Register   Vol. 34, No. 10   October 20, 2008

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