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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NOTE TO PUBLISHERS

• No grammar, usage, mechanics, vocabulary,
  spelling GLEs per seembedded in Reading and
  Responding, Writing, Writing/Proofreading, and
  Speaking and Listening standards
• Many reading GLEs will overlap the content in the
  texts being adopted for ELA grammar,
  spelling/vocabulary, and composition

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FOURTH GRADE Writing

• Benchmark
• ELA-2-E1
• Drawing, dictating, and writing compositions
  that clearly state or imply a central idea with
  supporting details in a logical, sequential order
  (beginning, middle, end)
• 20a. Write compositions of at least three
  paragraphs organized with a clearly stated
  central idea
• 20b. Write compositions of at least three
  paragraphs with an introduction and a conclusion
• 20c. Write compositions of at least three
  paragraphs with a middle developed with
  supporting details
• 20d. Write compositions of at least three
  paragraphs with a logical, sequential order
• 20e. Write compositions of at least three
  paragraphs with transitional words and phrases
  that unify points and ideas

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THIRD GRADE Writing/Proofreading

• GLE 31
• Write using standard English structure and usage,
  including
• avoiding run-on sentences
• using verbs in the future tense
• making subjects and verbs agree in sentences
  with simple and compound subjects and predicates
  (ELA-3-E3)

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THIRD GRADE Writing/Proofreading

• GLE 31
• 31a. Write using standard English structure and
  usage, avoiding run-on sentences
• 31b. Write using standard English structure and
  usage, using verbs in the future tense
• 31c. Write using standard English structure and
  usage, making subjects and verbs agree in
  sentences with simple and compound subjects and
  predicates (ELA-3-E3)

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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

• 15c. Write complex, multi-paragraph compositions
  on student-or-teacher selected topics organized
  with the following organizational patterns
  (e.g., comparison/contrast, order of importance,
  chronological order) appropriate to the topic
  (ELA-2-M1)
• ELA content associated with the GLE must be
  present in text material
• Text material should provide information on
  multi-paragraph compositions and organizational
  patterns
• Actual skill to be known by student may not be
  part of text. For example, students will need to
  know parts of a paragraph (topic and supporting
  sentences) and parts of an essay (introduction,
  body, and conclusion).

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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 5 Writing

• GLE
• 24. Develop writing/compositions using a variety
  of literary and sound devices, including similes,
  metaphors, and onomatopoeia (ELA-2-E5)
• Cite page for definition of figurative language,
  including similes, metaphors, and onomatopoeia
• Information about figurative language and sound
  devices
• Possibly cite pages on which there are examples
  of similes, metaphors, and onomatopoeia and other
  types of figurative language and sound devices

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EIGHTH GRADE Information Resources

• 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
• 39a. Locate and select information using
  organizational features of grade-appropriate
  resources, including complex reference sources
  (e.g., almanacs, atlases, newspapers, magazines,
  brochures, map legends, prefaces, appendices)
  (ELA-5-M1)
• 39b. Locate and select information using
  organizational features of 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 Writing

• Benchmark
• ELA-2-H5 Applying literary devices and various
  stylistic elements (e.g., diction, sentence
  structure, voice, and tone)
• GLE
• 22. Develop writing using a variety of complex
  literary and rhetorical devices, including
  imagery and the rhetorical question (ELA-2-H5)

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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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