- Language Standards title after
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- Anchor 1 Reading Standards
- Anchor 2 Reading Standards
- Anchor 3 Reading Standards
- Anchor 4 Reading Standards
- Anchor 5 Reading Standards
- Anchor 6 Reading Standards
- Anchor 7 Reading Standards
- Anchor 8 Reading Standards
- Anchor 9 Reading Standards
- Anchor 10 Reading Standards
- Anchor RF2 Reading Standards
- Anchor RF3 Reading Standards
- Anchor RF4 Reading Standards
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- Writing Standards title after
Reading Anchor Standard 1 Level A/B
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 A
Ask and answer questions about key details in a text.
(RI/RL.1.1)
Leveled Standard B
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (RI/RL.2.1)
Examples / Activities
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.
opens in a new window Workforce Readiness Skills:
- 9
Reading and Writing: read and interpret a variety of passages
- 10
Critical Thinking and Problem Solving: analyze clues and use background knowledge (schema) to make inferences
- 20
Internet Use and Security: read (and/or listen to) an online passage
GED® Assessment Targets (RLA)
R.2.1 Comprehend explicit details and main ideas in text.
R.3.5 Analyze the roles that details play in complex literary or informational texts.
ELA Activities for Level A / B
More Activities
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
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 underline 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. Read More America’s Skilled Workers: Vocabulary
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