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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
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- Anchor RF4 Reading Standards
- Speaking And Listening title after
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Speaking & Listening Anchor Standard 2 Level A/B
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally
Leveled Standard A
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (SL.K.2)
Leveled Standard B
Determine the main ideas and supporting details of a text read
aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (SL.3.2)
Teacher Notes
Teachers should model summarization, analysis, and synthesis skills. Teachers may also need to make media and digital literacy skills explicit.
Examples / 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.
opens in a new windowWorkforce Readiness Skills
- 8Speaking and Listening: listen to several radio pieces and answer questions orally
- 9Reading and Writing: read along to an audio presentation and write answers they will share orally
- 10Critical Thinking and Problem Solving: analyze and resolve questions about a graph
- 19Information Technology: read on a computer
- 20Internet Use and Security: use the Internet to complete parts of the lesson
GED® Assessment Targets (RLA)R.2.1 Determine which detail(s) support(s) a main idea.R.2.7 Make evidence based generalizations or hypotheses based on details in text, including clarifications, extensions, or applications of main ideas to new situations.Resources
opens in a new windowCRIS Radioopens in a new window Dave Stuart Jr.: 9 Big Ideas within the Speaking and Listening Standards
ELA Activities for Level A / B
More Activities
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
“How To” Speeches
Teacher models a simple “how to” speech. Then, students prepare and deliver their own speeches. Read More “How To” Speeches
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
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
Categorizing Activity
Teacher models identifying key words in a nonfiction reading and sorting them into categories; students read another short passage and apply their categorization skills. Read More Categorizing Activity