Reading Anchor Standard 3 Level A/B

Analyze how and why individuals, events, and ideas develop and interact over the course of a text. (Apply this standard to texts of appropriate complexity as outlines by Standard 10.)

Leveled Standard A
Describe the connection between two individuals, events, ideas, or pieces of information in a text. (RI.1.3)

Leveled Standard B
Describe the relationship between a series of historical events, scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time, sequence, and cause/effect. (RI.3.3)

GED® Assessment Targets (RLA)
R.3.1 Order sequences of events 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.

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
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
“How To” Speeches
Teacher models a simple “how to” speech. Then, students prepare and deliver their own speeches. Read More “How To” Speeches
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
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
More Activities