Staff
Development
California OCE
GED
1
Training Overview
• College and Career Readiness Standards
• Overview of Common Core Achieve Components
• Most Missed Questions on 2014 GED®
• Reading
• Science
• Social Studies
• Writing the RLA & Social Studies Extended Responses
• Mathematics
• Adapting a Lesson to your Talents and Learner Needs
2
College and Career
Readiness Standards
The Common Core Achieve program is based on the
Common Core State Standards as well as the College and
Career Readiness Standards.
3
Let’s look more closely at one of the CCR English Language Arts and
Literacy Reading Standards and how it is tested on the 2014 GED® .*
CCR Reading Anchor 1: Read closely
to determine what the text says
explicitly and to make logical
inferences from it; cite specific
textual evidence when writing or
speaking to support conclusions
drawn from the text.
2014 GED® RLA Assessment Targets
R.2.1 Comprehend explicit details and main ideas in text.
R.2.3 Make sentence level inferences about details that support main ideas.
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.2.8 Draw conclusions or make generalizations that require synthesis of multiple main ideas
in text.
2014 GED® Social Studies Practices
SSP.1 Drawing Conclusions and Making Inferences: Determine the details of what is explicitly
stated in primary and secondary sources and make logical inferences or valid claims based
on evidence
Next Generation Science Standards 2014 GED® Science Practices
(NGSS)
SP.1.c Understand and explain non-textual scientific presentations
Practice 4: Analyzing and
SP.3.a Cite specific textual evidence to support a finding or conclusion
Interpreting Data
SP.3.b Reason from data or evidence to a conclusion
SP.3.c Make a prediction based upon data or evidence
SP.3.d Using sampling techniques to answer scientific questions
SP.4.a Evaluate whether a conclusion or theory is supported or challenged by particular data
or evidence
SP.5.a Reconcile multiple findings, conclusions, or theories.
* Source: GED Testing Service: The Crosswalk: College & Career Readiness Standards for Adult Education
and the 2014 GED® Test
Handout: College and Career Readiness Standards Reference
4
CCR Reading Anchor 1 as taught in the Achieve modules
CCR Reading
Anchor
Achieve
Reading
Module
Achieve
Science
Module
Achieve
Social Studies
Module
Anchor 1: Read
closely to determine
what the text says
explicitly and to
make logical
inferences from it;
cite specific textual
evidence when
writing or speaking
to support
conclusions drawn
from the text.
Lessons 1.1,
1.3, 2.2, 6.2,
6.4, Writer’s
Workshops 1, 6
Lessons 1.1,
2.3, 3.2, 4.3,
4.4, 7.2, 7.3,
9.2
Lessons 2.3,
4.3, 4.5, 5.2,
7.2, 8.2, 9.1,
9.3, 10.2
5
READING
Pages 188-189 in the student module practice Connecting Claims and
Evidence in a workplace document, while page 90 in the Instructor
Resource Guide provides questions to ask while reading a selection.
Turn to the Skill Builder Activity on pages 91-92 in the Instructor Resource
Guide. The Student handout (page 92) may be duplicated. It lists a
goal, descriptors of the skill, directions for the activity, summation
questions, and a tip for using the skill.
Depth of Knowledge Levels for this activity are listed on page 91:
• Analyze the reliability of the source of an article. (DOK 3)
• Evaluate the evidence and logic used to support a claim. (DOK 3)
• Synthesize information to determine the validity of a claim. (DOK 4)
6
SCIENCE
Read the following selection from the Student Science Text(page 344)
and cite the evidence that gravity plays a role in the formation of stars.
What graphic organizer might you use for this activity?
Look at page149 in the Teacher Resource Guide to view this
suggestion (Develop Core Skills).
7
SOCIAL STUDIES
GED Exercise Book:
Lesson 4.5, page 60, patterns four different types of questions that
ask the student to Evaluate Evidence.
• Question 9 asks for:
justification of the speech
• Question 10 asks about the use of specific language:
for an emotional response
• Question 11 asks to find a sentence that is:
an unsupported claim
• Question 12 asks for an explanation of:
the term “axis of evil” and the reason for using it
8
Overview of CCAchieve
Components
Print Resources: Student Core Subject Module, Instructor
Resource Guide, GED Exercise Book
9
Scan through the student modules to locate the following (also page viii-xi in the
Instructor Resource Guide):
• Lesson Objectives state what student will be able to accomplish after completing the
lesson.
• Key Terms and Vocabulary critical for understanding lesson content are listed at the start of
every lesson. All boldfaced words in the text can be found in the Glossary.
• Key Concept summarizes the content that is the focus of the lesson.
• Core Skills are emphasized with direct instruction and practice in the context of the lesson.
Each of the Core Skills aligns to the Common Core State Standards.
• Core Practices build important reasoning skills in the Math, Science, and Social Studies
modules. Core practices align to key skills specified in the Common Core State Standards
and other national standards.
• 21st Century Skills, Technology Connections, Workplace Skills, and Test-Taking Skills help
activate high-level thinking skills by using real-word application of these skills.
• Calculator Skills feature within the Science and Mathematics modules.
• Think About ……questions check understanding of the content throughout the lesson.
• Vocabulary Review checks understanding of important lesson vocabulary.
• Skill Review checks understanding of the content and skills presented in the lesson.
• Skill Practice exercises practice application of content and skill fundamentals.
• Chapter Review includes a Check Your Understanding chart
• Pre Test and Post Test
• Science: Application of Science Practices in each chapter provides opportunity to apply
scientific reasoning in an in-depth project.
• Write to Learn segments and Writing Practice in Reading and Social Studies
• Writing Workshop at end of each Chapter in Reading and Write About Social Studies at
end of each chapter in Social Studies provide extended response practice.
10
Instructor Resource Guide
Lesson plan has 3 sections: Before the lesson, During the lesson and After
the lesson.
Please open the Reading IRG to lesson 5.4 (page 77-78 ) This is one of the
skills that will be needed for the extended response.
There is a Skill Builder Activity for each lesson with an Instructor Plan and a
reproducible Student Handout (pages 79-80)
The additional skills (Test-Taking, 21st Century, Workplace, Technology) are
listed on page xiv of the IRG, and Webb’s Depth of knowledge overview is
on the following page.
Graphic organizers, checklists, formula and calculator references may be
duplicated.
GED Exercise Book
Turn to page 34 (lesson 3.4) in the Math GED Exercise Book.
The Key Concepts and Core Skills/ Practices are listed at the top.
Each segment of the lesson has exercises, with a variety of item types
(shown of pages vi-vii).
Test-Taking Tips are interspersed throughout.
11
Most Missed Questions on
®
2014 GED
A GED Testing Service analysis of test-taker performance in
the first six months of 2014 lists the most missed questions from
all 4 tests.
12
This correlation gives remedial material from the Common Core Basics series
in addition to GED practice from the Common Core Achieve series.
Handouts: Most Missed Items, Examples of Most Missed Questions
13
R.2.6- Identify a theme or element of a written source that supports a theme.
DOK 2- summarize author’s position
DOK 3- evidence supporting a position
14
SC.7.a - Understand and apply scientific models, theories and processes.
Identical twins are an excellent model for studying how environment and genes interact.
Though identical twins develop from a single zygote and have the same genome, they do not
share identical behavioral traits and diseases. While some traits have a strong genetic
component, other traits are more likely influenced by the environment. A clinical study of
twin sets and the expression of epigenetic biomarkers in skin cancer examined the role of
environmental factors in the development of the disease.
Sometimes studies are done comparing various environmental factors of identical twins,
especially if they were raised apart form each other. What is a reason for this procedure with
regard to genetic expression?
A If twins are raised together, they are more likely to have similar genetics.
B If the twins ae raised together, they ae less likely to have similar genetics.
C If the twins are not raised together, the environmental factors influencing genetic
expression are more likely to be different.
D If the twins are not raised together, the environmental factors influencing genetic
expression are less likely to be different.
C -different environmental factors influence genetic expression
15
SSP.2.b- Describe people, places, environments, processes, and events,
and the connections between and among them.
C-What prior knowledge would be needed?
16
A.2.c- Create one- or two-variable linear equations to represent
situations you have been given.
B- 18 months is
equivalent to 1.5
years
17
Reading
Actively engage in reading by using close reading strategies:
number the paragraphs, chunk the text into manageable
sections, circle key terms, text mark in the right margin (√, !, ?)
18
Page xvi in the Reading Instructor Resource Guide
19
Vocabulary
1. I use descriptions of the way someone acts in order to reveal his traits or
___________.
2. A __________can be a problem or struggle with someone or something.
3. She has such a ______________personality, that people just gravitate to
her energy.
4. I tried to ______________the problem with your car, but I can’t seem to
find the cause of the noise.
5. When I read the ____________of his speech, I found I understood what he
was trying to say.
Use the vocabulary from page 64
of the Achieve Reading module
to fill in the missing words.
This is the “pre-teach” for key terms
and vocabulary found in the
Instructor Resource Guide, page 29.
Tier 2
Tier 3
Test Word
analyze
characteristics
analyze
conflict
narrative
dynamic
Handout: HSE Achieve Vocabulary List
20
Achieve- Reading:
Lesson 2.4 (Determine Implicit Relationships Between Ideas)
Evidence-based Reading Support: Comprehension- Clarify Meaning
Look at the passage about baseball on page 70 of the student text.
Suggested in the IRG (page 33):
Model skill by saying: “After reading the first sentence, I’m not sure
whether this passage is about umpires or managers. When I read
further, I see that the passage compares American and Japanese
managers, not umpires.
I wonder what the word dubious means. It reminds me of the word
doubt, and the next sentence states that Japanese managers would
ask whether the umpire is “quite certain” about a call. Dubious must
mean “doubtful.”
This is a DOK 2 level skill
21
Achieve - Reading:
Lesson 2.4-(Determine Implicit Relationships between Ideas)
Interpreting Implied Relationships between Ideas
Certain punctuation marks, the proximity of ideas, and patterns such as
repetition or comparisons can signal relationships in a text.
Look at the passage about the Pony Express on page 71 of the student
book.
The sidebar suggests steps to identify implied relationships.
Some prior knowledge is needed about the way in which the
telegraph works.
Because of new technology, land service became obsolete.
This is a DOK 3 skill, with the above method listed on page 33 of the
Reading IRG.
It is also GED Indicator R.3.3 and one of the Most Missed Questions on
the 2014 GED.
22
Reading Assessments
Formative assessments• Involve the student in choosing the criteria and evaluation (miscue
analysis- the student reads aloud and the instructor marks a copy of a
reading selection with a check when a miscue happens- allow the
student to review the marks and suggest corrections)
• Open-ended questions (What do you think happens next? How does
xxxx feel?)
• Use real-life materials and tasks
• Portfolios
• Journals
• Projects (Skill Builder, Reading IRG pages 115-116, Analyze Opposing
Views about a Diet)
• Check lists (student generated)
23
Science
The Scientific Method is a thread that weaves throughout the
Science content, including the two 10-minute Short Answer
(SA) items in the Science test.
24
One of the “Most Missed GED Questions” in Science was
SC.6.c - Express scientific information or findings in words.
Answer: D; additional skills:
terminology (meaning from
context), summarizing, details,
understand processes
From the Common Core Achieve
Science Instructor Resource Guide
for Chapter 8.4, page 138,
there is a group activity (a poll)
that puts the skill into practice.
25
Science Instructor
Resource Guide, page
138, Interpret Graphics
26
Science IRGpage 138
ELL instruction also
provides remedial
options.
Do you have
learners who are
able to draw
dimensionally and
in perspective?
27
On page
105 in the
GED
Science
Exercise
Book, this
question is
asking the
student to
use what
core skills?
28
Science Student text, pages 138-139
29
Social Studies
The emphasis in the new Social Studies test is on the United
States for history, economics, government and civics, and
geography.
30
We are going to go through the Lesson Plan for
Achieve- Social Studies:
Lesson 10.3 (Population Trends and Issues)- page 278
Key Concept
Humans interact with Earth by moving from place to place, building new
communities and expanding their populations.
10 years ago
Now
How would you describe
the population in this area
ten years ago?
How would you describe
it now?
Which items are similar?
Which items are different?
31
Achieve- Social Studies: Lesson 10.3 (Population Trends and Issues)
The sidebar on page 280 of the student text explains the Core Practice
(Analyze Information).
This is GED Indicator SSP.3.c:
Analyze cause-and-effect relationships, including those with multiple
factors.
Answer: A (migration for work caused urban growth)
What CCR Reading Anchor is addressed in this lesson?
32
Achieve- Social Studies: Lesson 10.3 (Population Trends and Issues)
Instructor Resource Guide (page 134): “Lead students to discuss how a
mass migration to an area might affect it differently than the slow,
steady arrival of a few people or families.
Ask: How might the arrival of 12 million people from other nations
affect education, health care, employment, and housing in a
country? Then ask: How would the emigration of 2 million people from
one nation affect that country?“
Current news: Turkey and Lebanon are leading the world in Syrian
refugee immigration- discuss the impacts.
Think about Social Studies (page 280 of student text) asks for an
example of a term from context.
On page 281, it asks for information from a map display.
ELL Instruction addresses the skills at a lower DOK level, while the
Extension Activity uses applications of DOK level 3
33
Skill Builder Activity- Social Studies IRG page 135
You may copy
the Student
Handout
34
Social Studies GED Exercise Book
Lesson 10.3 (pages 133-136)
Exercise 1 on page 133: Apply to California- What
was the percent of change in California residents
between 2000 and 2010?
What might be the reason that neighboring state
Nevada surpassed California with a growth that was
three times the U.S. rate?
35
Writing
Preparing for the Reading and Language Arts Essay and the
Social Studies Extended Response
36
Writing opportunities built into Achieve and Basics
Write To Learn activities provide purpose-driven practice in lessons in the
Achieve and Basics Reading, Science and Social Studies and in Basics
Writing
Writing Practice exercises are at the end of each lesson in Achieve and
Basics Reading and Social Studies and Basics Writing.
Essay Writing Practice at the end of each chapter in Basics Reading
provides practice with a variety of texts and prompts, while there is an
essay included in each Chapter Skill Review in Basics Writing.
Writer’s Workshop at the end of each chapter in Achieve Reading
presents essay practice for the extended response portion of the GED
exam.
Graphic Organizers are included in the IRB and IRG.
An Extended Response Checklist and Writing Rubric are provided in the
Achieve Reading IRG.
37
Common Core Basics Writing
Common Core Basics Writing: Lesson 8.1 (pages 240-249)
The Extended Response for the RLA essay will present an issue with detailed
information. The student will decide on a view and write an essay that
includes references that support the view. It counts for 15-20% of the
student’s score.
38
Steps to writing an argument
Basics Writing, pages 240-244
Identify argument
development,
Achieve, pages 180-181
Key Concept:
The purpose of an
argument is to persuade the
reader that a claim is
reasonable.
A well-developed argument
includes reasons and
evidence that support the
writer’s claim.
Developing an Argument
The Claim
The Evidence
The Conclusion
39
Editing tips on language and
transitions from Basics Writing,
page 245
40
Writer’s Workshop- Achieve Reading
Chapter 6- page 214-215, 313
on page 313
41
GED Social Studies Extended Response
Enduring Issue: An important topic or idea that may be subject to ongoing
discussion (e.g. individual rights vs. good of the community, separation of
powers, checks and balances, state rights vs. federal power)- a strong
argument with evidence of argument provided. This is a one sentence
quote or excerpt.
Later Writing: Is more recent and concerns how we view the enduring issue
in a more modern context. It can be a speech, letter, or editorial. The
prompt writers outline the historical context in the first sentence .
Prompt (question): Read this first . It will ask the students how the two
writings tie together, to use evidence to back up their conclusions, and to
include their own knowledge about the issue.
How do the enduring issue and later writing tie together?
• It might support or criticize the issue.
• It may be an example of the issue.
• It might explain the issue in a more modern context.
Questions to ask:
• What does the second passage tell me about the enduring issue in the
first passage?
• What is the author’s purpose in the second passage (explain, give an
example, interpret, support, or criticize the enduring issue)?
42
Achieve Social Studies, Lesson 7.2, page 205 of student text:
Writing Practice:
Anti-imperialists quoted the Declaration of Independence in their
argument against imperialism. Write an essay arguing for or against
imperialism. In your essay, refer to the statement from the Declaration
that all people are created equal and have the right to life, liberty,
and the pursuit of happiness.
Copy the Extended Response Checklist (IRG Social Studies page 140
and Writing Rubric (page 141) for students .
Write About Social Studies,
Chapter 10
43
Assessment Methods
• Respond to first drafts, respond to a single section
• Constructive feedback- focus on meaning and expression with the
student making a written list of next steps
• Student centered responsibility for revision:
1. Put checks at the end of a line, one per error and hand back to
student
2. Student identifies error(s)
3. Student determines how to fix it
4. Student revises
5. Student creates own proof reading check list
• 2 stars and a wish:
 Students trade work before handing it in
 Each student describes 2 positive features of the work (2 stars) and
one feature that merits further attention (wish)
44
UDL (options) and Writing
Universal Design for Learning (UDL) is all about how to provide options when
representing concepts, to allow for expression of those concepts, and to
engage students.
The process of idea generation and planning
• Video
Music
Collage and montage
• Art
Stories
Nature walks/time outdoors
• Models of writing
The physical act of writing
• Handwriting
Word prediction
• Typing
Voice recognition
• Separating and pasting revisions with paper
Word processing
Editing with highlighters
The process of getting ideas into words
• Vocabulary lists
Internet searches
Paper or digital outlines
• Online dictionaries &thesauruses
Index cards, poster paper, slides
• Magazines, e-zines, online searches
Allow for a wide variety of presentations of the text
• Handwritten text
Slide presentation
• Typed text
Animation, digital story, or web page
www.udlcenter.org/implementation/examples
45
Help our students write
•
By adding to class time 5 to 10 minutes of unstructured journaling
•
Quick writes – respond to a question or prompt related to a text
(write down whatever comes to mind without worrying about
grammar or organization).
•
Use graphic organizers frequently, use a clear sheet protector over a
blank sheet of paper along with wipe off markers to get students
used to the white boards on the test.
How to score higher on Extended Responses (GED Testing Service)
• Write essays that are 4-7 paragraphs and 300-500 words long
• Paraphrase evidence rather than quoting directly from the source
• Focus on fully developing two or three main ideas with supporting
evidence
• Spend at least 5-10 minutes proofreading for correct grammar
• Become familiar with common enduring issues
• Write responses based on information in the prompts, not on personal
opinion
Handouts: Understanding Primary Sources, Social Studies Extended Response Activity
46
Mathematics
Numeracy is the ability to access, use, interpret and communicate
mathematical information and ideas in order to engage and manage
the mathematical demands of a range of situations in adult life.
To this end, numeracy involves managing a situation or solving a
problem in a real context, by responding to mathematical content
represented in multiple ways.*
Programme for the International Assessment of Adult Competencies, (Organization for Economic
Cooperation and Development)
47
Math Anxiety??
Write 2 sentences that use two or more of these strand-specific
vocabulary words.
Handout: Strategic Competence
48
A.1.c: Create linear expressions as part of word-to-symbol
translations or to represent situations you have been given.
Achieve GED Exercise Book, page 34
49
A.4.a: Solve one-variable quadratic equations with real solutions,
using any appropriate method.
What are the methods for solving quadratic equations?
See Lesson 4.3, pages 130-135 in Mathematics, student book.
Use Mathematics IRG, pages 57-58 to build your knowledge of
these methods and tips on demonstrating the methods.
Page 136 in the
Mathematics
Student book has
Skill Practice using
these methods.
50
Q.4.b: Compute the area and circumference of circles. Find
the radius or diameter of a circle when given the area or
circumference.
Q.4.c: Compute the perimeter and area of polygons. Find side
lengths of a polygon when given the perimeter of area.
Turn to the Skill Builder
on page 111-112 in
the Mathematics
Instructor Resource
Guide.
Let’s look at the
discussion questions.
51
Slope
Slope-intercept form: y = m x + b
Y coordinate
of a point
Get the Y by itself
X
Y
0
-2
1
2
½
0
Slope of the
line
3y=12x-6
Y- Intercept
X coordinate
of a point
y=4x-2
52
Try Muscle Memory
Y=X
Y=-X
X
Y
X
Y
0
0
0
0
2
2
2
-2
-3
-3
-3
+3
53
Y=X+1
Y = 2X
X
Y
X
Y
0
1
0
0
2
3
2
4
-3
-2
-1
-2
54
A.5.b : Determine the slope of a line from a graph, equation, or table.
Slope: y = mx + b
D- slope is negative and the Y-intercept is positive
55
Options / Flexibility
Numeracy involves managing a situation or solving a
problem in a real context, by responding to
mathematical content represented in multiple ways.
56
57
58
59
How many tiles?
8+4
(4 + 2) + (4 + 2)
(4 x 2) + (2 x 2)
60
Now you try it..
Write an expression that indicates the number of red
tiles in the arrangement of tiles below.
61
Write an expression that indicates the number of red
tiles in the arrangement of tiles below.
A. 8 + 4 + 4 + 8
B. (8 x 4) – (4 x 2)
C. [(6 x 4) – (4 x 2)] + 4 x 2
D. [2 x (8 x 1)] + [(2 x 8) – (4 x 2)]
E. All of the above
62
How many red tiles?
Write an expression that indicates the number of red
tiles in the arrangement of tiles below.
Potential answers:
(2x6)+(2x4)=20
(4x4)+(2x2)=20
(6x4)-(2x2)=20
63
Adapting Lessons
Differentiating Instruction, Assessments, Lesson plan draft
64
Differentiating Instruction
• Open-Ended Questions
• Choice Tasks/ Parallel Tasks
• Tiered Activities
• Different Levels of Questioning (out-of-step sequence, provide
answers and ask for the question)
• Anchor Activities (Using several different advertisements for the
same type of product, students develop a set of criteria for
evaluating the ads, then compare claims in each ad against their
criteria.)
• Student -Centered Instruction (Inquiry-Based Lessons)
Handout: Differentiating Instruction
65
Three Categories of Assessment
1. Diagnostic Assessments—conducted before instruction
• Diagnose what students know and need to know
• Design instruction that reflects what students know and need to
know
• Learn more about learner characteristics and learning modalities
or preferences
2. Formative Assessments—conducted during instruction
• Determine student progress or development in a subject area or
with a particular instructional issue before it is too late
• Determine areas of instructional change that are needed to
support student learning
3. Summative Assessments—conducted after instruction- exit exams for
transitioning students from one academic level to another
• Determine what students learned
• Determine needs for changing instructional practice
Source: McGraw-Hill Adult Education Professional Development
Handout: Assessments
66
Learning Goal
The Learning Goal: a description of what students will be able
to do at the end of the course or grade; SMART approach:
Specific: The learning goal is focused, for example, by content
standards; by learners’ needs.
Measurable: An appropriate instrument/measure is selected to
assess the learning goal .
Appropriate: The learning goal is within the teacher’s control
to effect change and is a worthwhile focus for the students’
academic year.
Realistic: The learning goal is feasible for the teacher.
Time limited: The learning goal is contained within a single
school year or appropriate unit of time.
67
 Use this form as a template to
align a lesson from either the
Reading, Science, Social
Studies or Mathematics text to
your “revised” way of
teaching.
 Please use and expand the
suggested lesson plan from the
Teacher Resources to include
your specific classroom and
student population.
 You may work individually or in
a small group. Sharing is the
key to improving our adult
education classrooms.
Handout: Lesson Plan
68
 Begin to use your books by creating lesson
plans.
 When you have a particular wonderful lesson
plan, please submit to your supervisor to
forward to OCE.
 We will begin a collection of lesson plans and
place them on a SharePoint for Teachers to
be shared by all.
 Reference http://www.OTAN.us as a
resource to find current lesson plans and to
create lesson plans using the lesson plan
builder.
69