Reading Anchor Standard 1 Level E

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)

Leveled Standard C
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.I/RL.9-10.1)

  • Application: cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. (RH.9-10.1)
  • Application: cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.(RST.9-10.1)

GED® Assessment Targets (RLA)
R.2.1 Comprehend explicit details and main ideas in text.
R.2.7 Make evidence based generalizations or hypotheses based on details in text, including clarifications, extensions, or applications of main ideas to new situations.
R.2.8 Draw conclusions or make generalizations that require synthesis of multiple main ideas in text.
R.3.4 Infer relationships between ideas in a text (e.g., an implicit cause and effect, parallel, or contrasting relationship).
R.3.5 Analyze the roles that details play in complex literary or informational texts.
R.8.2 Identify specific pieces of evidence an author uses in support of claims or conclusions.
R.8.3 Evaluate the relevance and sufficiency of evidence offered in support of a claim.
R.8.5 Assess whether the reasoning is valid; identify fallacious reasoning in an argument and evaluate its impact.

ELA Activities for Level E
Before It’s Too Late
Students will read and summarize an 8-page chapter from a book on the subject of raising children to be responsible. Read More Before It’s Too Late
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
Confessions of Nat Turner
Students work in teams to integrate and evaluate information from slavery-era primary documents. Read More Confessions of Nat Turner
Listening and Responding Across Subject Areas
Students listen to and discuss informational audio presentations. Read More Listening and Responding Across Subject Areas
Confederate Flag Controversy Discussion
After reading an article on a controversy at a Virginia high school regarding the Confederate flag and viewing primary sources related to the flag’s role in history, learners discuss the flag’s symbolism and how the high school should have responded to the incident. Read More Confederate Flag Controversy Discussion
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