English Language Arts

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• English Language Arts

Grade-Level Expectations and Textbook Alignment
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Grade-Level Expectations (GLEs)

• NOT curriculum
• Content-specific statements of what a student
  should know and be able to do at the end of a
  given grade
• Refinements of the state Content Standards

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FIFTH GRADE Reading and Responding

• Benchmark
• ELA-5-M1
• Identifying and using organizational features of
  printed text, other media, and electronic
  information (e.g., microprint, CD-ROM, e-mail)
• 42a. Locate and select information using a
  variety of organizational features in
  grade-appropriate resources, including complex
  reference sources (e.g., almanacs, atlases,
  newspapers, magazines, brochures, map legends,
  prefaces, appendices) (ELA-5-M1)
• 42b. Locate and select information using a
  variety of organizational features in
  grade-appropriate resources, including electronic
  storage devices (e.g., CD-ROMs, diskettes,
  software, drives) (ELA-5-M1)

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SEVENTH GRADE Reading and Responding

• GLE 2
• Explain story elements, including
• the revelation of character motivation through
  thoughts, words, and actions
• plot sequence (e.g., exposition, rising action,
  climax, falling action, resolution)
• conflicts (e.g., man vs. man, nature, society,
  self) and their effect on plot
• effects of first- and third-person points of view
• theme development (ELA-1-M2)

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SEVENTH GRADE Reading and Responding

• GLE
• 02a. Explain story elements, including the
  revelation of character motivation through
  thoughts, words, and actions (ELA-1-M2)
• 02b. Explain story elements, including plot
  sequence (e.g., exposition, rising action,
  climax, falling action, resolution) (ELA-1-M2)
• 02c. Explain story elements, including conflicts
  (e.g., man vs. man, nature, society, self) and
  their effect on plot (ELA-1-M2)
• 02d. Explain story elements, including effects
  of first- and third-person points of view
  (ELA-1-M2)
• 02e. Explain story elements, including theme
  development (ELA-1-M2)

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GLEs and Textbook Alignment Resources

• Grade-Level Expectations (GLEs) Lists - primary
• Key Concepts in Assessment Guides
• http//www.louisianaschools.net/lde/saa/2273.html
• GEE right side drop down
• LEAP, iLEAP left side, drop down menu
• Caution used for assessment purposes do not
  cover all that is taught
• Comprehensive Curriculum
• Examples of types of content as it applies to GLEs

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What does it mean to align textbook content
with Grade-Level Expectations?

• What criteria will committee members use to
  determine if they agree with a publishers
  alignment with a GLE?

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Example 1

• 8c. Use knowledge of the distinctive
  characteristics to classify and explain the
  significance of various genres, including poetry
  (e.g., lyric, narrative) (ELA-6-M3)
• ELA content associated with the GLE must be
  present in text material
• Text material should provide information on
  distinctive characteristics and the significance
  of various genres (poetry)
• Actual skill to be shown by student may not be
  part of text. For example, students will need to
  know how to recognize and classify various
  genres, and explain the significance of each.

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Example 2

• GLE
• 02b. Demonstrate understanding of phonics by
  reading one- and two-syllable words with short
  and long vowel sounds spelled with common
  spelling patterns (ELA-1-E1)

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• Use of a term and/or its definition does not
  constitute alignment with a GLE unless the only
  student understanding is to know the definition.

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Grade 4 English Language Arts

• GLE
• 6. Identify literary devices, including metaphor
  and hyperbole (ELA-1-E4)
• Cite page for definition of figurative language,
  including metaphor and hyperbole
• Information about figurative language
• Possibly cite pages on which there are
• examples of metaphors and hyperboles and
• other types of figurative language

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FIFTH GRADE Reading and Responding

• Benchmark
• ELA-5-M1
• Identifying and using organizational features of
  printed text, other media, and electronic
  information (e.g., microprint, CE-ROM, e-mail)
• GLE
• 42a. Locate and select information using a
  variety of organizational features in
  grade-appropriate resources, including complex
  reference sources (e.g., almanacs, atlases,
  newspapers, magazines, brochures, map legends,
  prefaces, appendices) (ELA-5-M1)
• 42b. Locate and select information using a
  variety of organizational features in
  grade-appropriate resources, including electronic
  storage devices (e.g., CD-ROMs, diskettes,
  software, drives) (ELA-5-M1)

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Grade 1 English Language Arts

• Benchmark
• ELA-4-E2
• Giving and following directions/procedures
• GLE
• 48. Ask questions to clarify directions and/or
  classroom routines (ELA-4-E2)

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English Language ArtsGrade 10 Reading and
Responding

• Benchmark
• ELA-1-H2
• Analyzing and evaluating the effects of complex
  elements and complex literary devices (e.g.,
  irony, sarcasm, ambiguity) on the meaning and
  purpose of a selection
• GLE
• 3e. Analyze the significance within a context of
  literary
• devices, including irony, ambiguity,
  contradiction
• (ELA-1-H2)

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English Language ArtsGrade 11/12 Information
Resources

• Benchmark
• ELA-5-H3
• Accessing information and conducting research
  using a variety of primary and secondary sources
  to produce formal papers.
• GLE
• 37b. Access information and conduct research
  using various grade-appropriate, data-gathering
  strategies/tools, including evaluating the
  validity and/or reliability of primary and/or
  secondary sources (ELA-5-H3)

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Textbooks should

• Serve as a resource to teachers and students
• Provide accurate and adequate information
• Correlate well with the content of the GLEs

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Contact Information

• Jan Freeland
• Middle and Secondary ELA Curriculum
  Coordinator
• Jan.Freeland_at_la.gov
• 1-877-453-2721
• Carolyn Sessions
• GLE and Comprehensive Curriculum Coordinator
• Carolyn.Sessions_at_la.gov
• 1-877-453-2721

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