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1. 2 English Language Arts Grade-Level Expectations and Textbook Alignment.

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Presentation on theme: "1. 2 English Language Arts Grade-Level Expectations and Textbook Alignment."— Presentation transcript:

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

3 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 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 5 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 FOURTH GRADE Writing

6 6 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) THIRD GRADE Writing/Proofreading

7 7 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 8 Grade-Level Expectations (GLEs) Lists - primary Key Concepts in Assessment Guides 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 GLEs and Textbook Alignment Resources

9 9  What criteria will committee members use to determine if they agree with a publisher’s alignment with a GLE? What does it mean to align textbook content with Grade-Level Expectations?

10 10  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). Example 1

11 11 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) Example 2

12 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 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 14 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, 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 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 16 English Language Arts Grade 10: Writing Benchmark ELA-2-H5Applying 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 17 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)

18 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 19 Contact Information  Jan Freeland Middle and Secondary ELA Curriculum Coordinator  Carolyn Sessions GLE and Comprehensive Curriculum Coordinator

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