- 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
- Speaking And Listening title after
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Writing Anchor Standard 3 Level A/B
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Leveled Standard A
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (W1.3)
Leveled Standard B
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts and feelings, use temporal words to signal event order, and provide a sense of closure. (W.2.3)
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.2.5 Determine which detail(s) support(s) a main idea.
R.3.1 Order sequences of events in texts.
R.5.1 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
W.3 Write clearly and demonstrate sufficient command of standard English conventions.
ELA Activities for Level A / B
More Activities
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
Conversational Fishbowl
Students choose a question (from a list such as opens in a new window this one ) to discuss in order to become more comfortable talking in a discussion format. Instructional focus should be on learners speaking one at a time and listening to respond or add to the topic. Read More Conversational Fishbowl
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
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
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. Read More In Memory of Dr. King