B | Frameworks

Reading Anchor Standard 10 Level A/B

Read and comprehend complex literary and informational texts independently and proficiently.

Leveled Standard A/B
Text levels:
Lexile: 420-820
Flesch-Kincaid: 1.98-5.34
Reading Maturity: 3.53-6.13
ATOS: 2.75-5.14
Degrees of Reading Power: 42-54
SourceRater: 0.05-2.48

GED® Assessment Targets (RLA)
R.2.1 Comprehend explicit details and main ideas in text.
R.2.8 Draw conclusions or make generalizations that require synthesis of multiple main ideas in text.
R.3.1 Order sequences of events in texts.
R.3.2 Make inferences about plot/sequence of events, characters/people, settings, or ideas in texts.
R.3.3 Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning.
R.3.4 Infer relationships between ideas in a text (e.g., an implicit cause and effect, parallel, or contrasting relationship).
R.3.5 Analyze the roles that details play in complex literary or informational texts.
R.4.1/L.4.1 Determine the meaning of words and phrases as they are used in a text, including determining connotative and figurative meanings from context.

Reading Anchor Standard 9 Level A/B

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Leveled Standard A
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (RI.1.9)

Leveled Standard B
Compare and contrast the most important points and key details presented in two texts on the same topic. (RI.3.9)

GED® Assessment Targets (RLA)
R.3.5 Analyze the roles that details play in complex literary or informational texts.
R.6.2 Analyze how the author distinguishes his or her position from that of others or how an author acknowledges and responds to conflicting evidence or viewpoints.
R.9.1/R.7.1 Draw specific comparisons between two texts that address similar themes or topics or between information presented in different formats (e.g., between information presented in text and information or data summarized in a table or timeline).
R.9.2 Compare two passages in similar or closely related genre that share ideas or themes, focusing on similarities and/or differences in perspective, tone, style, structure, purpose, or overall impact.

Reading Anchor Standard 8 Level A/B

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Leveled Standard A
Identify the reasons an author gives to support points in a text. (RI.1.8)

Leveled Standard B
Describe how reasons support specific points the author makes in a text. (RI.2.8)

GED® Assessment Targets (RLA)
R.2.5 Determine which detail(s) support(s) a main idea.
R.5.1 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of ideas.
R.7.2 Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts information in text, or determine how data supports an author’s point of view.
R.8.1 Delineate the specific steps of an argument the author puts forward, including how the argument’s claims build on one another.
R.8.2 Identify specific pieces of evidence an author uses in support of claims or conclusions.

Reading Anchor Standard 7 Level A/B

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Leveled Standard A
Use the illustrations and details in a text to describe its key ideas (e.g. maps, charts, photographs, political cartoons, etc.). (RI.1.7)

Leveled Standard B
Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key event occur). (RI.3.7)

Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g. create a mood, emphasize aspects of a character or setting). (RL.3.7)

GED® Assessment Targets (RLA)
R.7.2 Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts information in text, or determine how data supports an author’s point of view.

Writing Anchor Standard 9 Level A/B

Draw evidence from literary or informational texts to support analysis, reflection, and research. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)

Leveled Standard A/B
Note: This standard does not begin until grade 4.

Writing Anchor Standard 8 Level A/B

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Leveled Standard A
With guidance and support, recall information from experiences or gather information from provided sources to answer a question. (W.1.8)

Leveled Standard B
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (W.3.8)

GED® Assessment Targets (RLA)
R.2.1 Comprehend explicit details and main ideas in text.
R.2.7 Make evidence based generalizations or hypotheses based on details in text, including clarifications, extensions, or applications of main ideas to new situations.
R.3.3 Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning.
W.1 Determine the details of what is explicitly stated and make logical inferences or valid claims that square with textual evidence.
W.2 Produce an extended analytic response in which the writer introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent focus.
W.3 Write clearly and demonstrate sufficient command of standard English conventions.

Writing Anchor Standard 7 Level A/B

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Leveled Standard A
Participate in shared research and writing projects (e.g. explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

Leveled Standard B
Conduct short research projects that build knowledge about a topic.

GED® Assessment Targets (RLA)
R.2.1 Comprehend explicit details and main ideas in text.
R.2.2 Summarize details and ideas in text.
R.2.7 Make evidence based generalizations or hypotheses based on details in text, including clarifications, extensions, or applications of main ideas to new situations.
R.3.3 Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning.
W.3 Write clearly and demonstrate sufficient command of standard English conventions.

Reading Anchor Standard RF4 Level A/B

Read with sufficient accuracy and fluency to support comprehension. (Fluency)

Leveled Standard A

Read with sufficient accuracy and fluency to support comprehension.

Read grade-level text with purpose and understanding.
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.K.4 and 1.4 merge)

Leveled Standard B

Read with sufficient accuracy and fluency to support comprehension.

Read grade-level text with purpose and understanding.
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.2.4 and 3.4 merge)

Reading Anchor Standard RF3 Level A/B

Know and apply grade-level phonics and word analysis skills in decoding words. (Phonics and Word Recognition)

Leveled Standard A

Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
Know the spelling-sound correspondences for common consonant digraphs.
Decode regularly spelled one-syllable words.
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Know final -e and common vowel team conventions for representing long vowel sounds.
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
Decode two-syllable words following basic patterns by breaking the words into syllables.
Read words with inflectional endings.
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Recognize and read grade-appropriate irregularly spelled words. (FR.K.3 and 1.3 merge)

Leveled Standard B

Distinguish long and short vowels when reading regularly spelled one-syllable words.
Know spelling-sound correspondences for additional common vowel teams.
Identify and know the meaning of the most common prefixes and derivational suffixes.
Identify words with inconsistent but common spelling-sound correspondences.
Identify words with inconsistent but common spelling-sound correspondences.
Decode words with common Latin suffixes.
Decode multisyllable words.
Recognize and read grade-appropriate irregularly spelled words. (RF.2.3 and 3.3 merge)

Speaking & Listening Anchor Standard 6 Level A/B

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Leveled Standard A

Speak audibly and express thoughts, feelings, and ideas clearly. (SL.K.6)

Produce complete sentences when appropriate to task and situation. (See Language standards 1 and 3.) (SL.1.6)

Leveled Standard B

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language standards 1 and 3.) (SL.3.6)

Teacher Notes
Teacher Notes
Informal discourse includes class discussions, paired, and small-group discussions.

Formal discourse includes presenting speeches (how to, persuasive, informational, expository) and debate.

Role plays, where students act out or perform the part of a person or character in a particular setting, can be used for training and to practice formal and informal discourse. Mock job interviews are one type of (formal) role play.

opens in a new window Talk moves can help guide student and teacher discussion. The mnemonic TAP introduces three considerations that help determine how one should speak, formal or informal: task (topic/subject; genre expectations),
audience (peers, administrators, etc.), and purpose (to inform, persuade, or entertain). Adding an S for style helps students think about how they should change their speech and presentation to fit the task, audience, and purpose.

Brief but regular practice with prompts and speaking games can help students build their comfort level with public speaking.

Examples / Activities
“How To” Speeches [r6abActivity]
Teacher models a simple “how to” speech. Then, students prepare and deliver their own speeches.

Workforce Readiness Skills

4
Self-representation: dress appropriately and use language and manners suitable for the workplace
7
Creativity and Resourcefulness: prepare presentation in a timely manner
8
Speaking and Listening: deliver presentation and listen to classmates’ presentations
15
Time, Task, and Resource Management: preparing presentation in a timely manner; gather materials
19
Information Technology: use computers, file management techniques, and software programs effectively
20
Internet Use and Security: use the Internet appropriately for work

GED® Assessment Targets (RLA)
See Language standards 1 and 3 and related GED® RLA assessment targets.

Resources
opens in a new window Speaking and Listening Rubric from Manchester High School Central

In Memory of Dr. King [r1abActivity]
opens in a new window Talk Moves for Productive Discussion
opens in a new window Write-Out-Loud.com
opens in a new window Write-Out-Loud.com Public Speaking Activities