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.

Resources
opens in a new window Dictionary.com
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
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
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
“How To” Speeches
Teacher models a simple “how to” speech. Then, students prepare and deliver their own speeches. Read More “How To” Speeches
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
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
More Activities