Language Anchor Standard 3 Level A/B

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Leveled Standard A

Note: This standard begins in grade 2.

Leveled Standard B
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Choose words and phrases for effect.
Recognize and observe differences between the conventions of spoken and written standard English. (L.3.3)

GED® Assessment Targets (RLA)
L.1.4 Edit to eliminate non-standard or informal usage (e.g., correctly use try to win the game instead of try and win the game).
R.4.2/L.4.2 Analyze how meaning or tone is affected when one word is replaced with another.
R.4.3/L.4.3 Analyze the impact of specific words, phrases, or figurative language in text, with a focus on an author’s intent to convey information or construct an argument.
W.3 Write clearly and demonstrate sufficient command of standard English conventions.

ELA Activities for Level A / B

Categorizing Activity

Teacher models identifying key words in a nonfiction reading and sorting them into categories; students read another short passage and apply their categorization skills. Read More Categorizing Activity

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

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

Guest Speaker

Invite an informative guest speaker to class (or ask a student to speak to classmates about an area of expertise). Before the visit, have students plan the questions they will ask; during the visit, encourage students to ask follow-up questions. Read More Guest Speaker

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