Language Anchor Standard 6 Level C/D

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 C
Acquire and use accurately level-appropriate general academic and domain-specific words and phrases, including those that:

  1. signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered)
  2. are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation)
  3. signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). (L.4.6 and 5.6 merge)

Leveled Standard D
Acquire and use accurately level-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression (L.8.6)

Teacher Notes

Focus on level-specific vocabulary in subjects like science, social studies, or reading informational texts. Utilize vocabulary specific to science, social studies, or information texts.

Focus on relational words in writing and reading.

Examples / Activities
America’s Skilled Workers: Vocabulary

Students read opens in a new window “Filling America’s Need for Skilled Workers” Newsela articleat 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 Quizletto 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.
R.4.2/L.4.2 Analyze how meaning or tone is affected when one word is replaced with another.
R.5.3 Analyze transitional language or signal words (words that indicate structural relationships, such as consequently, nevertheless, otherwise) and determine how they refine meaning, emphasize certain ideas, or reinforce an author’s purpose.
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 C / D
Summarizing Pro/Con Videos
Have students work in groups to find a persuasive speech online, use a graphic organizer to analyze the speaker’s claims, and write a summary in five sentences or less. Read More Summarizing Pro/Con Videos
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
Listening and Responding Across Subject Areas
Students listen to and discuss informational audio presentations. Read More Listening and Responding Across Subject Areas
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
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
More Activities