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Writing Anchor Standard 8 Level A/B
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Leveled Standard A
With guidance and support, recall information from experiences or gather information from provided sources to answer a question. (W.1.8)
Leveled Standard B
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (W.3.8)
GED® Assessment Targets (RLA)
R.2.1 Comprehend explicit details and main 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.
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 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
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
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
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
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