Reading Anchor Standard 10 Level C/D

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

Leveled Standard C
Text levels:
Lexile: 740-1010
Flesch-Kincaid: 4.51-7.73
Reading Maturity: 5.42-7.92
ATOS: 4.97-7.03
Degrees of Reading Power: 52-60
SourceRater: 0.84-5.75

Leveled Standard D
Text levels:
Lexile: 925-1185
Flesch-Kincaid: 6.51-10.34
Reading Maturity: 7.04-9.57
ATOS: 7.00-9.98
Degrees of Reading Power: 57-67
SourceRater: 4.11-10.66

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 C / D
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
The Soup Nazi and Customer Service
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 The Soup Nazi and Customer Service
Classroom Debate
Students select a debate topic, organize pro/con teams, conduct research, plan arguments, and carry out a classroom debate. Read More Classroom Debate
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
Summarizing Pro/Con Videos
Have students work in groups to find a persuasive speech online, use a graphic organizer to analyze the speaker’s claims, and write a summary in five sentences or less. Read More Summarizing Pro/Con Videos
More Activities