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
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
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
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
In Memory of Dr. King
Students learn about and practice making inferences; they read and/or listen to a passage about the national Martin Luther King, Jr. Memorial. Read More In Memory of Dr. King
Understanding the Dyslexic Mind
In Part 1, students listen to a radio interview with a dyslexic journalist and answer questions about the details. In Part 2, students listen and read along to a radio piece about successful dyslexics. Students answer questions found in the reading. In Part 3, students analyze a graph showing the divergence of IQ and reading ability in dyslexics. Read More Understanding the Dyslexic Mind
More Activities