- Language Standards title after
- Reading Standards title after
- 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
- Writing Standards title after
Writing Anchor Standard 7 Level C/D
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Leveled Standard C
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Leveled Standard D
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
GED® Assessment Targets (RLA)
R.2.1 Comprehend explicit details and main ideas in text.
R.2.2 Summarize details and ideas in text.
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.
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.7.4 Compare two passages that present related ideas and themes in different genre or formats in order to synthesize details, draw conclusions, or apply information to new situations.
W.3 Write clearly and demonstrate sufficient command of standard English conventions.
ELA Activities for Level C / D
More Activities
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
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
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
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
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