Language Anchor Standard 1 Level A/B

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Leveled Standard A
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  1. Print all upper- and lowercase letters.
  2. Use common, proper, and possessive nouns.
  3. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
  4. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
  5. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I will walk home; Tomorrow I will walk home).
  6. Use frequently occurring adjectives.
  7. Use frequently occurring nouns and verbs.
  8. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
  9. Use determiners (e.g., articles, demonstratives).
  10. Use frequently occurring prepositions (e.g., during, beyond, toward).
  11. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
  12. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. (L.K.1 and 1.1 merge)

Leveled Standard B
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  1. Use collective nouns (e.g., group).
  2. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
  3. Form and use regular and irregular plural nouns.
  4. Use reflexive pronouns (e.g., myself, ourselves).
  5. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
  6. Use abstract nouns (e.g., childhood).
  7. Form and use regular and irregular verbs.
  8. Form and use the simple verb tenses (e., I walked; I walk; I will walk).
  9. Ensure subject-verb and pronoun antecedent agreement.
  10. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
  11. Use coordinating and subordinating conjunctions.
  12. Produce simple, compound, and complex sentences.
  13. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The action movie was watched by the little boy). (L.2.1 and 3.1 merge)

GED® Assessment Targets (RLA)
L.1.2 Edit to correct errors in straightforward subject-verb agreement.
L.1.3 Edit to correct errors in pronoun usage, including pronoun-antecedent agreement, unclear pronoun references, and pronoun case.
L.1.6 Edit to ensure parallelism and proper subordination and coordination.
L.1.9 Edit to ensure effective use of transitional words, conjunctive adverbs, and other words and phrases that support logic and clarity.
W.3 Write clearly and demonstrate sufficient command of standard English conventions.

ELA Activities for Level A / B
America’s Skilled Workers: Vocabulary
Students read opens in a new window “Filling America’s Need for Skilled Workers” Newsela article at an appropriate Lexile level and underline unknown words or new vocabulary, transitional words, and specific vocabulary words related to jobs and economics. Students then use opens in a new window Quizlet to create online vocabulary cards. Finally, students create individual resumés for Virginia job/job markets that they are interested in. Read More America’s Skilled Workers: Vocabulary
Conversational Fishbowl
Students choose a question (from a list such as opens in a new window this one ) to discuss in order to become more comfortable talking in a discussion format. Instructional focus should be on learners speaking one at a time and listening to respond or add to the topic. Read More Conversational Fishbowl
The Affix Garden
Students manipulate shapes (flower=prefix, stem=root word, suffix=leaf) to learn about affixes and create words. Read More The Affix Garden
Finding the Main Idea, Getting to Work on Time
Students at A level will be introduced to finding a main idea through pictures, and students with reading levels as low as first-grade equivalent will read a passage, retell it, and determine the main idea. Extension activities include practicing time management skills, including filling out a timesheet Read More Finding the Main Idea, Getting to Work on Time
Workplace Safety Presentations
Students read and listen to texts related to workplace safety. Then, students create their own multimedia presentations synthesizing the workplace safety lessons learned. Read More Workplace Safety Presentations
More Activities