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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 se—
  embedded 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           4
  composition
  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
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  and ideas
         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         7
  simple and compound subjects and
      GLEs and Textbook
      Alignment Resources
• Grade-Level Expectations (GLEs) Lists -
 primary

• Key Concepts in Assessment Guides
     http://www.louisianaschools.net/lde/saa/2273.htm
      l
       • 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                                             8
      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 publisher’s 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
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      (introduction, body, and conclusion).
           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
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             onomatopoeia and other types of figurative
  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 Arts
       Grade 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) 16
    English Language Arts
    Grade 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) 17
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@la.gov
    1-877-453-2721

   Carolyn Sessions
    GLE and Comprehensive Curriculum
    Coordinator
     Carolyn.Sessions@la.gov
     1-877-453-2721                       19
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