Reading Anchor Standard 7 Level C/D

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Leveled Standard C

Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (RI.4.7)

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (RI.5.7)

Leveled Standard D

Integrate information presented in different media or formats (e.g. in charts, graphs, photographs, videos, or maps) as well as in words to develop a coherent understanding of a topic or issue. (RI.6.7)

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g. in a flowchart, diagram, model, graph, or table). (RST.6-8.7)

GED® Assessment Targets (RLA)

R.7.2 Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts information in text, or determine how data supports an author’s point of view.
R.7.3 Compare two passages that present related ideas or themes in different genre or formats (e.g., a feature article and an online FAQ or fact sheet) in order to evaluate the differences in scope, purpose, emphasis, intended audience, or overall impact when comparing.

ELA Activities for Level C / D
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
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
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
Teen Driving Pro/Con Discussion
Following opens in a new window a lesson plan from the Teaching Channel, students read two articles on teen driving and the minimum driving age. After marking the readings and working collaboratively to make notes, learners use a jury-style philosophical chairs format to engage in productive student-led discussions. Read More Teen Driving Pro/Con Discussion
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