Language Anchor Standard 6 Level A/B

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.

Leveled Standard A
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because) (L.1.6)

Leveled Standard B
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including adjectives and adverbs to describe (e.g., When other people are happy that makes me happy). (L.2.6)

Acquire and use accurately level-appropriate conversational, general academic, and domain-specific words and phrases, including those signal spatial and temporal relationships (e.g., After dinner that night we went looking for them.) (L.3.6)

Teacher Notes

Utilize conversational words specific to particular situations (i.e., workplace situations, math problems, community situations, social studies and science contexts).

Stress transitional words (define transition words and give examples) in writing. Point out conjunctions and transitions in reading and writing (provide students with examples and practice opportunities).

Examples / Activities
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 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.

opens in a new window Workforce Readiness Skills:

GED® Assessment Targets (RLA)
L.1.9 Edit to ensure effective use of transitional words, conjunctive adverbs, and other words and phrases that support logic and clarity.
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.
W.3 Write clearly and demonstrate sufficient command of standard English conventions.

opens in a new window
opens in a new window English in Action: Transition Words
opens in a new window LearnEnglish-Online Transitional Words Test
opens in a new window Newsela
opens in a new window Quizlet

ELA Activities for Level A / B
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
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
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
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
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