Common Core Standards Levels 4 – 7 (Pre-GED)
Language
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Pronouns
- relative (who, whose, whom, which, that) and relative adverbs (where, when, why)
- proper case (subjective, objective, possessive)
- agreement
- vague (i.e., pronouns with unclear or ambiguous antecedents)
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Verb tenses
- perfect (e.g., I had walked; I have walked; I will have walked)
- progressive (e.g., I was walking; I am walking; I will be walking)
-Tense changes
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modal auxiliaries (e.g., can, may, must) to convey various conditions
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prepositional phrases
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phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers
conjunctions and correlative conjunctions
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sentences (simple, compound, complex, and compound-complex sentences to signal differing
relationships among ideas)
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inappropriate fragment and run-on sentences
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frequently confused words (e.g., to, too, two; there, their)
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punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements
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correct capitalization
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commas and quotation marks to mark direct speech and quotations from a text
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correct comma usage
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underlining, quotation marks, or italics to indicate titles of works
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punctuation for effect
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contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is
appropriate (e.g., small-group discussion)
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Greek and Latin affixes and roots (e.g., telegraph, photograph, autograph)
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reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation and determine or clarify the precise meaning of key words and phrases
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similes, metaphors
idioms, adages, proverbs
figures of speech (e.g., literary, biblical, and mythological allusions)
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antonyms, synonyms, homographs, analogy
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varieties of English (e.g., dialects, registers)in stories/dramas/poems
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connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping,
economical, unwasteful, thrifty)
Common Core Standards Levels 4 – 7 (Pre-GED)
Reading Literature (GED =25%)
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reference and quoting accurately details/examples when inferring
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theme (how do characters respond, how does narrator reflect)
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description of character/setting/event using specific thoughts, words/actions
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comparison of 2 characters/settings/events using specific thoughts, words/actions
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words related to significant characters (e.g. Herculean)
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connotative meanings; impact of a specific word choice on meaning and tone
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figurative language; metaphors, similes
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structure of poems (verse, rhythm, meter)
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structure of drama (cast, settings, dialogue, stage directions)
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series (chapters, scenes, stanzas, soliloquy, sonnet) providing structure
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narrator’s point of view/ influence on event description
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visuals/multimedia contribution to meaning/ tone of text (e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem)
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comparison/contrast of themes (e.g.) good/evil, a 'quest') in literature of different cultures
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comparison/contrast of stories in same genre (e.g., mysteries and adventure stories)
Reading Informational Text (GED=75%)
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main idea and supporting details of text
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structure of a text (chronology, comparison, cause/effect, problem/solution)
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analysis of particular sentence, paragraph, chapter, section
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analysis of how author's point of view/an event/idea is introduced, illustrated, and elaborated in text
(e.g., through examples or anecdotes)
provide an objective summary of text
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comparison /contrast first and second hand accounts of same event
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interpretation of visual, oral, quantitative text info (e.g., in charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages)
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Evidence and reason author uses to support a claim
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Integration of information from two or more texts on the same topic
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multiple accounts of the same event or topic, analyzing similarities and differences in point of view – how
author distinguishes his or her position from that of others
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information from multiple print or digital sources to answer a question or solve a problem
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argument and evidence in a text - distinguishing supported claims from Unsupported claims – sound
reasoning
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Comparison/ contrast one author’s presentation of events with that of another (how two or more
authors writing about the same topic shape their presentations of key information by emphasizing
different evidence or advancing different interpretations of facts)
Common Core Standards Levels 4 – 7 (Pre-GED)
Writing
Argument
claim(s) introduced and reasons and evidence clearly organized
claim(s) supported with clear reasons, relevant evidence, credible sources
Words, phrases, and clauses to clarify the relationships among claim(s) and reasons
formal style maintained throughout
Concluding statement or section that follows from the argument presented
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Opinion
ordered reasons supported by facts and details
opinion and reasons linked by phrases (e.g., for instance, in order to, in addition) and clauses (e.g.,
consequently, specifically).
Concluding statement or section related to the opinion presented
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Informative/Explanatory
topic clearly introduced, related information grouped in paragraphs/ sections/ formatting (e.g., headings),
illustrations, graphs, charts, tables and multimedia when useful to aiding comprehension
facts, definitions, concrete details, quotations, or other information and examples provided
domain specific vocabulary
ideas linked within categories of information using phrases (e.g., another, for example, also, because) and
clauses (e.g., in contrast, especially
concluding statement or section related to the information or explanation presented
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Narrative
Situation established, narrator and/or characters introduced; events sequenced naturally
dialogue, description, pacing to develop experiences and events or show the responses of characters to
situations
Use concrete words and phrases and sensory details to convey experiences and events precisely
variety of transitional words and phrases to manage the sequence of events
conclusion that follows from the narrated experiences or events
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Production and Distribution of Writing
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Technology/Internet, to produce/ publish writing and to interact and collaborate with others
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command of keyboarding skills to type a minimum of one page in a single sitting
Research to Build and Present Knowledge
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short research project(s) building knowledge through investigation of aspects of a topic
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Relevant information/evidence (print and digital sources) supports analysis, reflection, and research
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Notes /categorization of information
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Provide a list of sources