Writing Anchor Standard 1 Level C/D

Write to support claims in analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Leveled Standard C
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

  1. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
  2. Provide logically ordered reasons that are supported by facts and details.
  3. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
  4. Provide a concluding statement or section related to the opinion presented. (W.5.1)

Leveled Standard D
Write arguments to support claims with clear reasons and relevant evidence.

  1. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
  2. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
  3. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
  4. Establish and maintain a formal style.
  5. Provide a concluding statement or section that follows from and supports the argument presented. (W.7.1)

GED® Assessment Targets (RLA)
L.1.9 Edit to ensure effective use of transitional words, conjunctive adverbs, and other words and phrases that support logic and clarity.
R.8.3 Evaluate the relevance and sufficiency of evidence offered in support of a claim.
W.1 Determine the details of what is explicitly stated and make logical inferences or valid claims that square with textual evidence.
W.2 Produce an extended analytic response in which the writer introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent focus.
W.3 Write clearly and demonstrate sufficient command of standard English conventions.

ELA Activities for Level C / D
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
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
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
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
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