| GLE 1 |
Extend basic and technical vocabulary using a variety of strategies, including: analysis of an author's word choice, use of related forms of words, and analysis of analogous statements
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| GLE 2 |
Analyze the significance of complex literary and rhetorical devices in American, British, or world texts, including: apostrophes, rhetorical questions, metaphysical conceits, and implicit metaphors (metonymy and synecdoche)
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| GLE 3 |
Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including: fiction/nonfiction, drama/poetry, public documents, film/visual texts, and debates/speeches
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| GLE 4 |
Evaluate ways in which the main idea, rationale or thesis, and information in complex texts, including consumer, workplace, public, and historical documents, represent a view or comment on life |
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| GLE 5 |
Analyze and critique the impact of historical periods, diverse ethnic groups, and major influences (e.g., philosophical, political, religious, ethical, social) on American, British, or world literature in oral and written responses |
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| GLE 6 |
Analyze and explain the significance of literary forms, techniques, characteristics, and recurrent themes of major literary periods in ancient, American, British, or world literature |
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| GLE 7 |
Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of a variety of literary forms and types, including: essays and memoirs by early and modern essay writers, epic poetry such as Beowulf, forms of lyric and narrative poetry such as the ballad, sonnets, pastorals, elegies, and the dramatic monologue, drama, including ancient, Renaissance, and modern comedies and tragedies, short stories, novellas, and novels, biographies and autobiographies, and speeches
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| GLE 8 |
Analyze in oral and written responses the ways in which works of ancient, American, British, or world literature represent views or comments on life, for example: an autobiography/diary gives insight into a particular time and place, the pastoral idealizes life in the country, the parody mocks people and institutions, and an allegory uses fictional figures to express truths about human experiences
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| GLE 9 |
Demonstrate understanding of information in American, British, and world literature using a variety of strategies, for example: interpreting and evaluating presentation of events and information, evaluating the credibility of arguments in nonfiction works, making inferences and drawing conclusions, evaluating the author's use of complex literary elements, (e.g., symbolism, themes, characterization, ideas), comparing and contrasting major periods, themes, styles, and trends within and across texts, making predictions and generalizations about ideas and information, critiquing the strengths and weaknesses of ideas and information, and synthesizing
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| GLE 10 |
Identify, gather, and evaluate appropriate sources and relevant information to solve problems using multiple sources, including: school library catalogs, online databases, electronic resources, and Internet-based resources |
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| GLE 11 |
Analyze and evaluate the philosophical arguments presented in literary works, including American, British, or world literature |
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| GLE 12 |
Analyze and evaluate works of American, British, or world literature in terms of an author's life, culture, and philosophical assumptions |
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| GLE 13 |
Analyze information within and across grade-appropriate print and nonprint texts using various reasoning skills, including: identifying cause-effect relationships, raising questions, reasoning inductively and deductively, generating a theory or hypothesis, skimming/scanning, and distinguishing facts from opinions and probability |
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| GLE 14 |
Develop complex compositions, essays, and reports that include the following: a clearly stated central idea/thesis statement, a clear, overall structure (e.g., introduction, body, appropriate conclusion), supporting paragraphs organized in a logical sequence (e.g., spatial order, order of importance, ascending/descending order, chronological order, parallel construction), and transitional words, phrases, and devices that unify throughout
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| GLE 15 |
Develop complex compositions on student- or teacher-selected topics that are suited to an identified audience and purpose and that include the following: word choices appropriate to the identified audience and/or purpose, vocabulary selected to clarify meaning, create images, and set a tone, information/ideas selected to engage the interest of the reader, and clear voice (individual personality)
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| GLE 16 |
Develop complex compositions using writing processes such as the following: selecting topic and form (e.g., determining a purpose and audience), prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements), drafting, conferencing with peers and teachers, revising for content and structure based on feedback, proofreading/editing to improve conventions of language, and publishing using available technology
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| GLE 17 |
Use the various modes to write complex compositions, including: definition essay, problem/solution essay, a research project, literary analyses that incorporate research, cause-effect essay, process analyses, and persuasive essays
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| GLE 18 |
Develop writing/compositions using a variety of complex literary and rhetorical devices |
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| GLE 19 |
Extend development of individual style to include the following: avoidance of overused words, clichés, and jargon, a variety of sentence structures and patterns, diction that sets tone and mood, and vocabulary and phrasing that reflect the character and temperament (voice) of the writer
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| GLE 20 |
Write for various purposes, including: interpretations/explanations that connect life experiences to works of American, British, and world literature and functional documents (e.g., resumes, memos, proposals) |
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| GLE 21 |
Apply standard rules of sentence formation, including parallel structure
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| GLE 22 |
Apply standard rules of usage, for example: avoid splitting infinitives and use the subjunctive mood appropriately
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| GLE 23 |
Apply standard rules of mechanics and punctuation, including: parentheses, brackets, dashes, commas after introductory adverb clauses and long introductory phrases, quotation marks for secondary quotations, internal capitalization, and manuscript form
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| GLE 24 |
Use a variety of resources (e.g., dictionaries, thesauruses, glossaries, technology) and textual features, (e.g., definitional footnotes, sidebars) to verify word spellings |
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| GLE 25 |
Use standard English grammar, diction, and syntax when speaking in formal presentations and informal group discussions
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| GLE 26 |
Select language appropriate to specific purposes and audiences for speaking, including: delivering informational/book reports in class, conducting interviews/surveys of classmates or the general public, and participating in class discussions |
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| GLE 27 |
Listen to detailed oral instructions and presentations and carry out complex procedures, including: reading and questioning, writing responses, forming groups, and taking accurate, detailed notes
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| GLE 28 |
Organize and use precise language to deliver complex oral directions or instructions about general, technical, or scientific topics
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| GLE 29 |
Deliver presentations that include the following: language, diction, and syntax selected to suit a purpose and impact an audience, delivery techniques including repetition, eye contact, and appeal to emotion suited to a purpose and audience, and an organization that includes an introduction, relevant examples, and/or anecdotes, and a conclusion arranged to impact an audience
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| GLE 30 |
Use active listening strategies, including: monitoring messages for clarity, selecting and organizing information, and noting cues such as changes in pace
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| GLE 31 |
Deliver oral presentations, including: speeches that use appropriate rhetorical strategies, responses that analyze information in texts and media, and persuasive arguments that clarify or defend positions
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| GLE 32 |
Give oral and written analyses of media information, including: identifying logical fallacies (e.g., attack ad hominem, false causality, overgeneralization, bandwagon effect) used in oral addresses, analyzing the techniques used in media messages for a particular audience, critiquing a speaker's diction and syntax in relation to the purpose of an oral presentation, and critiquing strategies (e.g., advertisements, propaganda techniques, visual representations, special effects) used by the media to inform, persuade, entertain, and transmit culture
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| GLE 33 |
Participate in group and panel discussions, including: identifying the strengths and talents of other participants, acting as facilitator, recorder, leader, listener, or mediator, and evaluating the effectiveness of participants' performance
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| GLE 34 |
Select and critique relevant information for a research project using the organizational features of a variety of resources, including: print texts (e.g., prefaces, appendices, annotations, citations, bibliographic references), and electronic texts (e.g., database keyword searches, search engines, e-mail addresses) |
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| GLE 35 |
Locate, analyze, and synthesize information from a variety of complex resources, including: multiple print texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias, and periodicals), electronic sources (e.g., Web sites or databases), and other media (e.g., community and government data, television and radio resources, and audio and visual materials)
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| GLE 36 |
Analyze the usefulness and accuracy of sources by determining their validity (e.g., authority, accuracy, objectivity, publication date, coverage) |
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| GLE 37 |
Access information and conduct research using various grade-appropriate data-gathering strategies/tools, including: formulating clear research questions, evaluating the validity and/or reliability of primary and/or secondary sources, using graphic organizers (e.g., outlining, charts, timelines, webs), compiling and organizing information to support the central ideas, concepts, and themes of a formal paper or presentation, and preparing annotated bibliographies and anecdotal scripts
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| GLE 38 |
Write extended research reports (e.g., historical investigations, reports about high interest and library subjects) which include the following: researched information that supports main ideas, facts, details, examples, and explanations from sources, graphics when appropriate, and complete documentation (e.g., endnotes or parenthetical citations, works cited lists or bibliographies) consistent with a specified style guide |
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| GLE 39 |
Use word processing and/or technology to draft, revise, and publish various works, including: functional documents (e.g., requests for information, resumes, letters of complaint, memos, proposals), using formatting techniques that make the document user friendly, analytical reports that include databases, graphics, and spreadsheets, and research reports on high-interest and literary topics
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| GLE 40 |
Use selected style guides to produce complex reports that include the following: credit for sources (e.g., appropriate parenthetical documentation and notes) and standard formatting for source acknowledgment
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| GLE 41 |
Analyze and synthesize information found in various complex graphic organizers, including detailed maps, comparative charts, extended tables, graphs, diagrams, cutaways, overlays, and sidebars |
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The links above provide resources for PreKindergarten teachers of the Bogalusa City School System to help incorportate the GLEs and technology into their daily caasdfasdf
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