Writing Anchor Standard 8 Level E

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 E
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research questions; integrate information into the text selectively to maintain flow of ideas, avoiding plagiarism and following standard format for citation. (W/WHST.9-10.8)

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.7.2 Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts information in text, or determine how data supports an author’s argument.
R.8.2 Identify specific pieces of evidence an author uses in support of claims or conclusions.
R.8.3 Evaluate the relevance of sufficiency of evidence offered in support of a claim.
R.8.4 Distinguish claims that are supported by reasons and evidence from claims that are not.
R.8.5 Assess whether the reasoning is valid; identify fallacious reasoning in an argument and evaluate its impact.
R.9.3 Compare two argumentative passages on the same topic that present opposing claims (either main or supporting claims) and analyze how each text emphasizes different evidence or advances a different interpretation of facts.
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 E
Job Search Vocabulary
Students research specific jobs and markets using opens in a new window Virginia Workforce Connection; they identify and define unknown words and use them in resumé building, cover letter writing, and mock interviewing. Read More Job Search Vocabulary
Confederate Flag Controversy Discussion
After reading an article on a controversy at a Virginia high school regarding the Confederate flag and viewing primary sources related to the flag’s role in history, learners discuss the flag’s symbolism and how the high school should have responded to the incident. Read More Confederate Flag Controversy Discussion
Career Exploration and Workplace Safety Presentations
Students read and listen to texts related to workplace safety. Then, students research jobs and create their own multimedia presentations synthesizing job information, workplace safety lessons learned, and personal career goals. Read More Career Exploration and Workplace Safety Presentations
Listening and Responding Across Subject Areas
Students listen to and discuss informational audio presentations. Read More Listening and Responding Across Subject Areas
Before It’s Too Late
Students will read and summarize an 8-page chapter from a book on the subject of raising children to be responsible. Read More Before It’s Too Late
More Activities