1

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 Benchmark ELA-5-M1 Identifying and using organizational features of printed text, other media, and electronic information (e.g., microprint, CD- ROM, ) 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) FIFTH GRADE Reading and Responding

5 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) SEVENTH GRADE Reading and Responding

6 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) SEVENTH GRADE Reading and Responding

7 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

8  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?

9  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. Example 1

10 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

11 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.

12 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

13 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, ) 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)

14 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)

15 English Language Arts Grade 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)

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

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

19