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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
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- Anchor 10 Reading Standards
- Anchor RF2 Reading Standards
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Writing Anchor Standard 5 Level C/D
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Leveled Standard C
With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 at this level.) (W. 5.5)
Leveled Standard D
With some guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 at this level.) (W/WHST.6-8.5)
GED® Assessment Targets (RLA)
R.6.4 Analyze how an author uses rhetorical techniques to advance his or her point of view or achieve a specific purpose (e.g., analogies, enumerations, repetition and parallelism, juxtaposition of opposites, qualifying statements).
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.
(See also Language standards 1-3 and related GED® RLA assessment targets.)
ELA Activities for Level C / D
More Activities
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
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
Figurative Language: Tractors Take Over
Students analyze the figurative language in a short passage from Steinbeck’s The Grapes of Wrath. Read More Figurative Language: Tractors Take Over
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
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