Louisiana

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Skills available for Louisiana pre-K language arts standards

Standards are in black and IXL language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Louisiana Early Learning Standards Louisiana Early Learning Standards
Louisiana Grade Level Expectations: Foundational Reading Skills Louisiana Grade Level Expectations: Foundational Reading Skills
Louisiana Grade Level Expectations: Language Louisiana Grade Level Expectations: Language

Actions

Print standards

L Language

LL 4.2 Comprehend and use increasingly complex and varied vocabulary.
- LL.4.2.1 Demonstrate understanding of a variety of concepts, such as opposites, positions, and comparisons.
- LL.4.2.2 Use new vocabulary acquired through conversations, activities, or listening to texts read aloud.

RL Reading: Literature and Information in Print

LL 4.3 Develop an interest in books and their characteristics.
- LL.4.3.1 Demonstrates how books are read, such as front-to-back and one page at a time.
  - Identify book parts and features (P-I.1)
- LL.4.3.2 With prompting and support, describe the role of the author and illustrator of a text.
LL 4.4 Comprehend stories and information from books and other print materials.
- LL.4.4.1 With prompting and support, ask and answer questions about print that is read aloud.
- LL.4.4.2 With prompting and support, retell parts of a favorite story in sequence (first, next, and last).
  - What will happen next? (P-K.2)
- LL.4.4.3 With prompting and support, identify characters and some events from a story and several pieces of information from a text read aloud.
- LL.4.4.4 With prompting and support, ask and answer questions about unknown words in a text read aloud.
  - Find the picture that matches the action verb (P-N.1)
- LL.4.4.5 Listen to stories or text read aloud and use new vocabulary words in follow-up conversations and activities.
- LL.4.4.6 Recognize that texts can be stories (make-believe) or real (give information).
  - Which could happen in real life? (P-J.1)
- LL.4.4.7 With prompting and support, describe what person, place, thing, or idea in the text an illustration depicts.
  - Which feeling matches the picture? (P-K.1)
- LL.4.4.8 With prompting and support, discuss basic similarities and differences in print read aloud, including characters, settings, events, and ideas.
- LL.4.4.9 Based on the title and/or pictures/ illustrations, predict what might happen in a story before it is read.
  - What will happen next? (P-K.2)

RF Reading: Foundational Skills

LL 4.5 Demonstrate understanding of the organization and basic features of print.
- LL.4.5.1 With prompting and support, demonstrate that print is read left to right and top to bottom.
- LL.4.5.2 With limited guidance, track across a page or along printed words from top to bottom and left to right.
- LL.4.5.3 With prompting and support, identify own first name in print among two to three other names; point to printed name when asked.
- LL.4.5.4 With prompting and support, identify various features in print (e.g., words, spaces, punctuation, and some upper- and lower-case letters).
- LL.4.5.5 Name at least 26 of the 52 upper-and/or lower-case letters of the alphabet.

W Writing

LL 4.6 Demonstrate understanding of different units of sound in language (words, syllables, phonemes).
- LL.4.6.1 With prompting and support, recognize and produce rhyming words.
  - Which two words have the same ending? (P-D.2)
  - Choose the picture that rhymes with the word (P-D.3)
- LL.4.6.2 With prompting and support, count, pronounce, blend, and segment syllables in spoken words using actions.
  - Identify the first sound in a word (P-E.3)
  - Put the sounds in order (P-E.4)
- LL.4.6.3 With prompting and support, orally blend onset and rime in single syllable spoken words.
  - Blend each sound in a word together (P-E.2)
- LL.4.6.4 Repeat alliteration during word play in order to recognize words with a common initial (first) sound.
  - Which two words start with the same sound? (P-F.1)
  - Find the word that begins with a given sound (P-F.2)
LL 4.7 Develop familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters.
- LL.4.7.1 Use a variety of writing tools in an appropriate manner showing increasing muscular control.
- LL.4.7.2 Use a combination of drawing, dictating, and/or writing in response to a text read aloud, or to tell a story about a life experience or event.
- LL.4.7.3 With guidance and support from adults, participate in acts that promote the development skills associated with the use of digital tools (e.g., learning games).

Louisiana

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Actions

L Language

LL 4.2 Comprehend and use increasingly complex and varied vocabulary.

LL.4.2.1 Demonstrate understanding of a variety of concepts, such as opposites, positions, and comparisons.

LL.4.2.2 Use new vocabulary acquired through conversations, activities, or listening to texts read aloud.

RL Reading: Literature and Information in Print

LL 4.3 Develop an interest in books and their characteristics.

LL.4.3.1 Demonstrates how books are read, such as front-to-back and one page at a time.

LL.4.3.2 With prompting and support, describe the role of the author and illustrator of a text.

LL 4.4 Comprehend stories and information from books and other print materials.

LL.4.4.1 With prompting and support, ask and answer questions about print that is read aloud.

LL.4.4.2 With prompting and support, retell parts of a favorite story in sequence (first, next, and last).

LL.4.4.3 With prompting and support, identify characters and some events from a story and several pieces of information from a text read aloud.

LL.4.4.4 With prompting and support, ask and answer questions about unknown words in a text read aloud.

LL.4.4.5 Listen to stories or text read aloud and use new vocabulary words in follow-up conversations and activities.

LL.4.4.6 Recognize that texts can be stories (make-believe) or real (give information).

LL.4.4.7 With prompting and support, describe what person, place, thing, or idea in the text an illustration depicts.

LL.4.4.8 With prompting and support, discuss basic similarities and differences in print read aloud, including characters, settings, events, and ideas.

LL.4.4.9 Based on the title and/or pictures/ illustrations, predict what might happen in a story before it is read.

RF Reading: Foundational Skills

LL 4.5 Demonstrate understanding of the organization and basic features of print.

LL.4.5.1 With prompting and support, demonstrate that print is read left to right and top to bottom.

LL.4.5.2 With limited guidance, track across a page or along printed words from top to bottom and left to right.

LL.4.5.3 With prompting and support, identify own first name in print among two to three other names; point to printed name when asked.

LL.4.5.4 With prompting and support, identify various features in print (e.g., words, spaces, punctuation, and some upper- and lower-case letters).

LL.4.5.5 Name at least 26 of the 52 upper-and/or lower-case letters of the alphabet.

W Writing

LL 4.6 Demonstrate understanding of different units of sound in language (words, syllables, phonemes).

LL.4.6.1 With prompting and support, recognize and produce rhyming words.

LL.4.6.2 With prompting and support, count, pronounce, blend, and segment syllables in spoken words using actions.

LL.4.6.3 With prompting and support, orally blend onset and rime in single syllable spoken words.

LL.4.6.4 Repeat alliteration during word play in order to recognize words with a common initial (first) sound.

LL 4.7 Develop familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters.

LL.4.7.1 Use a variety of writing tools in an appropriate manner showing increasing muscular control.

LL.4.7.2 Use a combination of drawing, dictating, and/or writing in response to a text read aloud, or to tell a story about a life experience or event.

LL.4.7.3 With guidance and support from adults, participate in acts that promote the development skills associated with the use of digital tools (e.g., learning games).