Language Anchor Standard 3 Level C/D

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 C
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

  1. Choose words and phrases to convey ideas precisely.
  2. Choose punctuation for effect.
  3. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
  4. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
  5. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. (L.4.3 and 5.3 merge)

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

  1. Vary sentence patterns for meaning, reader/listener interest, and style.
  2. Maintain consistency in style and tone.
  3. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. (L.6.3 and 7.3 merge)

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).
L.1.8 Edit to eliminate wordiness or awkward sentence construction.
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.
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 the ideas.
W.3 Write clearly and demonstrate sufficient command of standard English conventions.

ELA Activities for Level C / D
The Soup Nazi and Customer Service
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 The Soup Nazi and Customer Service
Using Multimedia Strategically
Students discuss good and bad presentations and read tips for avoiding multimedia mistakes. Then, they revise one of their own presentations by adding or changing a multimedia element. Read More Using Multimedia Strategically
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
Too Broke to Learn
Students will read a three-part blog series to gain a new perspective on student poverty and the stereotypes surrounding people who experience poverty through no choice of their own. Read More Too Broke to Learn
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
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