Understanding the Communication and Writing Grade Level Expectations GLEs

1
Understanding the Communication and Writing Grade
Level Expectations (GLEs)
2
GLE Document Structure

• Introduction
• Pages 2 12 (Writing Communication)
• Core
• Pages 14 47 (Writing)
• Pages 14 33 (Communications)
• Appendices
• Pages 48 56 (Writing)
• Pages 34 40 (Communications)

3
Appendix Writing and Communication

• Glossary
• Cognitive Demand (Taxonomy) Chart
• Bibliography
• Acknowledgements

4
Introduction and Appendix

• On the next slide, find Writing/Communication
  Document Scavenger Hunt
  
• In pairs or small groups, find the answers to the
  questions using only the Introduction and
  Appendix in the Writing/Communication GLE
  document.

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Scavenger HuntDirections Answer the following
questions using the Introduction and/or Appendix
of the Communication (C) or Writing (W) GLE
Document. Record the page(s) on which the answer
is found.

• Name one of the foundational documents used to
  develop the Communication or Writing GLEs.
  
• What are the common learning goals established
  for all Washington students by the Basic
  Education Act of 1993?
  
• What model helps explain the complexity of
  Intercultural Communication?
  
• What three processes are involved in the Writing
  Process?
  
• On which page would you find information about
  the source
  
• Speaking Culturally Explorations in
  Social Communication (C)
  
• NCTE Beliefs About the Teaching of
  Writing (W)
  
• What are the three areas that must be aligned for
  student achievement?
  
• What page outlines cognitive demand?
• What will the new GLEs clarify for teachers?
• Name one of the features of the On-line Grade
  Level Resources.
  
• What is culturally responsive teaching?
• On which page can we find an overview of learning
  competencies for grades 9/10?

6
4 Communication EALRs

• EALR 1 The student uses listening and
  observation skills and strategies to focus
  attention and interpret information.
  
• EALR 2 The student uses communication skills
  and strategies to interact/work effectively with
  others.
  
• EALR 3 The student uses communication skills and
  strategies to effectively present ideas and ones
  self in a variety of situations.
  
• EALR 4 The student analyzes and evaluates the
  effectiveness of communication.

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4 Writing EALRs

• EALR 1 The student understands and uses a
  writing process.
  
• EALR 2 The student writes in a variety of forms
  for different audiences and purposes.
  
• EALR 3 The student writes clearly and
  effectively.
  
• EALR 4 The student analyzes and evaluates the
  effectiveness of written work.
  

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A Taxonomy for Learning, Teaching and Assessing
A Revision of Blooms Taxonomy

• Revised Blooms Blooms Taxonomy
• Remembers Knows
• Understands Understands
• Applies Applies
• Analyzes Analyzes
• Evaluates Synthesizes
• Creates Evaluates
• Understanding is necessary for application and
  analysis.

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EALR Structure with GLEs

• K-10 EALR Statement
• K-10 Component
• Benchmark Indicators

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Grade Level Expectations explain what students
should know and be able to do

• Each GLE contains
• A statement of cognitive demand and the essential
  content or process to be learned
  
• Evidence of Learning is a bulleted list of
  student demonstrations that provides educators
  with common illustrations of the learning
  

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Writing GLE Example
EALR 1 The student understands and uses a
writing process. Component 1.1 Prewrites to gen
erate ideas and plan writing. W

Grade Level Expectation
Evidence of Learning
12
Communication GLE Example

• EALR 1 The student uses listening and
  observation skills to gain understanding.
  
• Component 1.1 Uses listening and observation
  skills and strategies to focus attention and
  interpret information.
  

Grade Level Expectation
Evidence of Learning
13
Communication GLE Example

• EALR 2 The student uses communication skills
  and strategies to interact/work effectively with
  others
  
• Component 2.3 Uses skills and strategies to
  communicate interculturally.

Grade Level Expectation
Evidence of Learning
14
Independent Practice

• Using your GLE document, open to any GLE and
  identify
  
• The GLE statement with the cognitive demand and
  the content and
  
• The Evidence of Learning
• Compare your findings with the another person or
  two.

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Example of Numbering System -Communication
Example
Grade Level X
4.1.2
Note The grade level is NOT represented by one
of the digits