English Language Arts

2. English Language Arts Grade-Level Expectations and Textbook Alignment

3. 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

4. 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 composition

5. 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

6. 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)

7. 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)

8. 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

9. 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?

10. 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 onmulti-paragraph compositions andorganizational 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).

11. 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)

12. 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.

13. 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

14. EIGHTH GRADEInformation 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)

15. 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)

16. 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)

17. 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)

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

19. 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