| GLE 1 |
Develop vocabulary using a variety of strategies, including: use of connotative and denotative meanings and use of Greek, Latin, and Anglo-Saxon roots and word parts
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| GLE 2 |
Interpret story elements, including: stated and implied themes, development of character types (e.g., flat, round, dynamic, static), effectiveness of plot sequence and/or subplots, the relationship of conflicts and multiple conflicts (e.g., man vs. man, nature, society, self) to plot, difference in third-person limited and omniscient points of view, and how a theme is developed
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| GLE 3 |
Interpret literary devices, including: allusions, understatement (meiosis), how word choice and images appeal to the senses and suggest mood and tone, the use of foreshadowing and flashback to direct plot development, and the effects of hyperbole and symbolism
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| GLE 4 |
Draw conclusions and make inferences in print and nonprint responses about ideas and information in grade-appropriate texts, including: epics, consumer materials, and public documents |
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| GLE 5 |
Interpret ideas and information in a variety of texts (e.g., scientific reports, technical guidelines, business memos) and make connections to real-life situations and other texts |
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| GLE 6 |
Analyze universal themes found in a variety of world and multicultural texts in oral and written responses |
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| GLE 7 |
Compare and contrast elements (e.g., plot, setting, character, theme) in multiple genres |
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| GLE 8 |
Use knowledge of the distinctive characteristics to classify and explain the significance of various genres, including: fiction (e.g., mystery, novel), nonfiction (e.g., workplace documents, editorials), poetry (e.g., lyric, narrative), and drama (e.g., plays)
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| GLE 9 |
Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including: sequencing events to examine and evaluate information, summarizing and paraphrasing to examine and evaluate information, interpreting stated or implied main ideas, comparing and contrasting literary elements and ideas within and across texts, making inferences and drawing conclusions, predicting the outcome of a story or situation, and identifying literary devices
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| GLE 10 |
| Explain the relationship between life experiences and texts to generate solutions to problems |
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| GLE 11 |
Use technical information and other available resources (e.g., Web sites, interviews) to solve problems |
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| GLE 12 |
Evaluate the effectiveness of an author's purpose |
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| GLE 13 |
| Analyze an author's viewpoint by assessing appropriateness of evidence and persuasive techniques (e.g., appeal to authority, social disapproval) |
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| GLE 14 |
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 15 |
Write complex, multiparagraph compositions on student- or teacher-selected topics organized with the following: a clearly stated focus or central idea, important ideas or events stated in a selected order, organizational patterns (e.g., comparison/contrast, order of importance, chronological order) appropriate to the topic, elaboration (anecdotes, relevant facts, examples, and/or specific details), transitional words and phrases that unify ideas and points, and an overall structure (e.g., introduction, body/middle, and concluding paragraph that summarizes important ideas and details)
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| GLE 16 |
Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences |
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| GLE 17 |
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 18 |
Develop grade-appropriate compositions by identifying and 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 and 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 19 |
Develop grade-appropriate paragraphs and multiparagraph compositions using the various modes of writing (e.g., description, narration, exposition, and persuasion), emphasizing narration and exposition |
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| GLE 20 |
Use the various modes to write compositions, including: short stories developed with literary devices, problem/solution essays, and essays defending a stated position |
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| GLE 21 |
Develop writing using a variety of literary devices, including understatements and allusions
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| GLE 22 |
Write for a wide variety purposes, including: persuasive letters that include appropriate wording and tone and that state an opinion, evaluations of advertisements, political cartoons, and speeches, and text-supported interpretations of elements of grade-appropriate stories, poems, plays, and novels
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| GLE 23 |
Use standard English capitalization and punctuation consistently |
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| GLE 24 |
Write paragraphs and compositions following standard English structure and usage, including: varied sentence structures and patterns, including complex sentences and phrases and clauses used correctly as modifiers
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| GLE 25 |
Apply knowledge of parts of speech in writing, including: infinitives, participles, and gerunds, superlative and comparative degrees of adjectives, and adverbs
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| GLE 26 |
| Spell high-frequency, commonly confused, frequently misspelled words and derivatives (e.g., roots and affixes) correctly |
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| GLE 27 |
Use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell check) to find correct spellings |
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| GLE 28 |
Adjust diction and enunciation to suit the purpose for speaking
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| GLE 29 |
Adjust diction and enunciation to suit the purpose for speaking |
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| GLE 30 |
Follow procedures (e.g., read, question, write a response, form groups) from detailed oral instructions |
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| GLE 31 |
State oral directions/procedures for tasks |
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| GLE 32 |
Adjust volume and inflection to suit the audience and purpose of presentations |
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| GLE 33 |
Organize oral presentations with a thesis, an introduction, a body/middle developed with relevant details, and a conclusion |
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| GLE 34 |
| Determine the credibility of the speaker (e.g., hidden agenda, slanted or biased materials) |
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| GLE 35 |
Deliver grade-appropriate persuasive presentations |
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| GLE 36 |
Summarize a speaker's purpose and point of view |
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| GLE 37 |
Compare, contrast, and evaluate information found in a wide variety of text/electronic media, (e.g., microprint, public speeches, art form) |
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| GLE 38 |
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 39 |
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 information (e.g., Web resources including online sources and remote sites)
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| GLE 40 |
Locate and integrate information from a variety of 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 41 |
Explain the usefulness and accuracy of sources by determining their validity (e.g., authority, accuracy, objectivity, publication date, coverage) |
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| GLE 42 |
Gather and select information using data-gathering strategies/tools, including: surveying, interviewing, and paraphrasing
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| GLE 43 |
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 works cited lists and/or bibliographies |
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| GLE 44 |
Use word processing and/or other technology to draft, revise, and publish a variety of works, including documented research reports with bibliographies |
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| GLE 45 |
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 46 |
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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