Reading Anchor Standard 10 Level A/B

Read and comprehend complex literary and informational texts independently and proficiently.

Leveled Standard A/B
Text levels:
Lexile: 420-820
Flesch-Kincaid: 1.98-5.34
Reading Maturity: 3.53-6.13
ATOS: 2.75-5.14
Degrees of Reading Power: 42-54
SourceRater: 0.05-2.48

GED® Assessment Targets (RLA)
R.2.1 Comprehend explicit details and main ideas in text.
R.2.8 Draw conclusions or make generalizations that require synthesis of multiple main ideas in text.
R.3.1 Order sequences of events in texts.
R.3.2 Make inferences about plot/sequence of events, characters/people, settings, or ideas in texts.
R.3.3 Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning.
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.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.

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
“How To” Speeches
Teacher models a simple “how to” speech. Then, students prepare and deliver their own speeches. Read More “How To” Speeches
Conversational Fishbowl
Students choose a question (from a list such as opens in a new window this one ) to discuss in order to become more comfortable talking in a discussion format. Instructional focus should be on learners speaking one at a time and listening to respond or add to the topic. Read More Conversational Fishbowl
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
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
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