| GLE 1 |
Identify word meanings using a variety of strategies, including: using context clues (e.g., definition, restatement, example, contrast), using structural analysis (e.g., roots, affixes), determining word origins (etymology), using knowledge of idioms, and explaining word analogies
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| GLE 2 |
Identify common abbreviations, symbols, acronyms, and multiple-meaning words |
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| GLE 3 |
Develop specific vocabulary (e.g., scientific, content-specific, current events) for various purposes |
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| GLE 4 |
Identify and explain story elements, including: theme development, character development, relationship of word choice and mood, and plot sequence (e.g., exposition, rising action, climax, falling action, resolution) |
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| GLE 5 |
Identify and explain literary and sound devices, including: foreshadowing, flashback, imagery, and onomatopoeia
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| GLE 6 |
Answer literal and inferential questions in oral and written responses about ideas and information in grade-appropriate texts, including: comic strips, editorial cartoons, and speeches
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| GLE 7 |
Explain the connections between ideas and information in a variety of texts (e.g., journals, technical specifications, advertisements) and real-life situations and other texts |
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| GLE 8 |
Compare and contrast cultural characteristics (e.g., customs, traditions, viewpoints) found in national, world, and multicultural literature |
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| GLE 9 |
Compare and contrast elements (e.g., plot, setting, characters, theme) in a variety of genres |
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| GLE 10 |
Use knowledge of the distinctive characteristics to classify and interpret elements of various genres, including: fiction (e.g., myths, historical fiction), nonfiction (e.g., newspaper articles, magazine articles), poetry (e.g., lyric, narrative), and drama (e.g., short plays) |
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| GLE 11 |
Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including: sequencing events and steps in a process, summarizing and paraphrasing information, identifying stated or implied main ideas and supporting details, comparing and contrasting literary elements and ideas, making simple inferences and drawing conclusions, predicting the outcome of a story or situation, and identifying literary devices
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| GLE 12 |
Examine and explain the relationship between life experiences and texts to generate solutions to problems |
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| GLE 13 |
Use technical information and other available resources (e.g., software programs, manuals) to solve problems |
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| GLE 14 |
Analyze an author's stated or implied purpose for writing (e.g., to explain, to entertain, to persuade, to inform, to express personal attitudes or beliefs) |
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| GLE 15 |
Identify persuasive techniques (e.g., unsupported inferences, faulty reasoning, generalizations) that reflect an author's viewpoint (perspective) in texts |
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| GLE 16 |
Analyze 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 17 |
Write multiparagraph compositions on student- or teacher-selected topics organized with the following: an established central idea, organizational patterns (e.g., comparison/contrast, order of importance, chronological order) appropriate to the topic, elaboration (e.g., fact, examples, and/or specific details), transitional words and phrases that unify ideas and points, and an overall structure including an introduction, a body/middle, and a concluding paragraph that summarizes important ideas
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| GLE 18 |
Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences |
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| GLE 19 |
Develop grade-appropriate compositions on student- or teacher-selected topics that include the following: word choices (diction) 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, clear voice (individual personality), and variety in sentence structure
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| GLE 20 |
Develop grade-appropriate compositions applying writing processes such as the following: selecting topic and form, prewriting (e.g., brainstorming, researching, raising questions, generating graphic organizers), drafting, conferencing (e.g., peer, teacher), revising based on feedback and use of various tools (e.g., LEAP21 Writer's Checklist, rubrics), proofreading/editing, and publishing using technology |
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| GLE 21 |
Develop grade-appropriate paragraphs and multiparagraph compositions using the various modes of writing (e.g., description, narration, exposition, persuasion), emphasizing narration and exposition
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| GLE 22 |
Use the various modes to write compositions, including: comparison/contrast and essays based on a stated opinion
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| GLE 23 |
Develop writing using a variety of literary devices, including foreshadowing, flashback, and imagery |
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| GLE 24 |
Write for various purposes, including: business letters that include a heading, inside address, salutation, body, and signature, evaluations, supported with facts and opinions, of newspaper/magazine articles and editorial cartoons, and text-supported interpretations of elements of novels, stories, poems, and plays
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| GLE 25 |
Use standard English punctuation, including: hyphens to separate syllables of words and compound adjectives, commas and coordinating conjunctions to separate independent clauses in compound sentences, and colons after salutation in business letters
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| GLE 26 |
| Capitalize names of companies, buildings, monuments, and geographical names |
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| GLE 27 |
Write paragraphs and compositions following standard English structure and usage, including: possessive forms of singular and plural nouns and pronouns, regular and irregular verb tenses, and homophones
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| GLE 28 |
Apply knowledge of parts of speech in writing, including: prepositional phrases, interjections for emphasis, and conjunctions and transitions to connect ideas
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| GLE 29 |
Spell high-frequency, commonly confused, frequently misspelled words and derivatives (e.g., roots and affixes) correctly |
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| GLE 30 |
Use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell check) to find correct spellings |
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| GLE 31 |
Adjust diction and enunciation to suit the purpose for speaking |
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| GLE 32 |
Use standard English grammar, diction, syntax, and pronunciation when speaking |
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| GLE 33 |
Follow procedures (e.g., read, question, write a response, form groups) from detailed oral instructions |
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| GLE 34 |
| State oral directions/procedures for tasks |
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| GLE 35 |
Adjust volume and inflection to suit the audience and purpose of presentations |
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| GLE 36 |
Organize oral presentations with a thesis, an introduction, a body developed with relevant details, and a conclusion |
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| GLE 37 |
Demonstrate active listening strategies for various purposes, including: viewing a video to interpret the meaning of the story, to determine the speaker's/character's attitude using verbal and nonverbal cues, and to draw conclusions about the presentation and summarizing the main points of a speaker's message, including supporting details and their significance
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| GLE 38 |
Deliver oral presentations and responses, including: a research-based presentation and formal and informal descriptive presentations that convey relevant information and descriptive details |
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| GLE 39 |
Evaluate media for various purposes, including: text structure, images/sensory details, support for main position, background information, opinions vs. facts, and sequence of ideas and organization
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| GLE 40 |
Participate in group and panel discussions, including: explaining the effectiveness and dynamics of group process, applying agreed-upon rules for formal and informal discussions, and assuming a variety of roles (e.g., facilitator, recorder, leader, listener)
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| GLE 41 |
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), electronic storage devices (e.g., CD-ROMs, diskettes, software, drives), frequently accessed and bookmarked Web addresses, and organizational features of electronic texts (e.g., bulletin boards, databases, keyword searches, e-mail addresses)
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| GLE 42 |
Locate and integrate information from grade-appropriate resources, including: multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias), electronic sources (e.g., Web sites, databases), and other media sources (e.g., audio and video tapes, films, documentaries, television, radio)
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| GLE 43 |
| Identify sources as primary and secondary to determine credibility of information |
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| GLE 44 |
Locate, gather, and select information using data-gathering strategies, including: surveying, interviewing, and paraphrasing |
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| GLE 45 |
Generate grade-appropriate research reports that include information presented in a variety of forms, including: visual representations of data/information, graphic organizers (e.g., outlines, timelines, charts, webs), and bibliographies |
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| GLE 46 |
Use word processing and/or other technology to draft, revise, and publish a variety of works, including compositions, investigative reports, and business letters |
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| GLE 47 |
Give credit for borrowed information following acceptable-use policy, including: integrating quotations and citations, using endnotes, and creating bibliographies and/or works cited lists |
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| GLE 48 |
Interpret information from a variety of graphic organizers, including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources |
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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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