ABE Skills Checklist - West Virginia Department of Educationwvde.state.wv.us/abe/file-cabinet/ABE...

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WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLISTREADING

Federal Functioning Level 1 – Beginning Literacy (0–1.9)Student: Program:

Instructor: Date Enrolled:

R.1 PHONEMIC AWARENESS/WORD ANALYSIS

Date&

Initial1.1.1 Recognize the concepts of print (left to

right, top to bottom, front to back,return sweep).

1.1.2 Recognize upper and lower casemanuscript letters of the alphabet andtheir sounds.

1.1.3 Identify words with the sameconsonants/sounds in initial wordpositions (e.g., car, cow, cat).

1.1.4 Manipulate initial sounds torecognize, create, and userhyming words (e.g., may, say, ray).

1.1.5 Identify single consonants/soundsin initial, medial, and final wordpositions.

1.1.6 Identify short and long vowels andtheir sounds.

1.1.7 Use short vowel sounds to decodeone-syllable words.

1.1.8 Identify “r-controlled” vowelsounds (e.g., ur, ar, ir).

1.1.9 Identify two-letter consonant blends ininitial and final word positions (e.g., br-,sp-, cl-, -nd, -sk) and use these todecode one-syllable words.

1.1.10 Identify two-letter consonantdigraphs in initial and final wordpositions (e.g., ch, sh, th, wh) and usethese to decode one-syllable words.

R.2 VOCABULARYDate

&Initial

2.1.1 Demonstrate ability to read personalinformation (name, address, zip code,phone number, age).

2.1.2 Identify common functional andsurvival signs and labels with one wordor symbol (e.g., danger, hospital,restroom, poison).

2.1.3 Read written numbers (one, two), clocktime, prices, sizes, and isolated wordsand phrases in familiar contexts (e.g.,traffic signs, store ads, clothing tags,fast food menus).

2.1.4 Identify and match common symbols(e.g., dollar sign) and abbreviations(e.g., days, months, clothing size) to

full form of the word.2.1.5 Use picture clues to identify unfamiliar

words.2.1.6 Use context clues to determine word

meaning (e.g., by identifying missingwords from sentences).

2.1.7 Read a minimum of 80% of sight wordsfrom an appropriate level word list(e.g., 100 most frequently used words).

R.3 COMPREHENSIONDate

&Initial

3.1.1 Locate pertinent information in simple,familiar materials (e.g., want ads, joblistings, schedules, signs, foodpackages).

3.1.2 Respond to instructional level text (1)by distinguishing between fact andopinion and (2) by comparing andcontrasting ideas.

3.1.3 Respond to instructional level text (1)by identifying sequence and (2) bymaking predictions (e.g., by usingillustrations and titles).

3.1.4 Read and interpret simple andcompound sentences in a shortparagraph containing familiarvocabulary.

3.1.5 Interpret and follow very simple visualinstructions that utilize pictures anddiagrams.

3.1.6 Demonstrate self-monitoringstrategies (e.g., self-correct when anincorrectly identified word does notfit).

R.4 FLUENCYDate

&Initial

4.1.1 Read orally, with accuracy andcomprehension, texts designed for thisinstructional level. (Rubrics will bedeveloped to measure thisconsistently.)

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Performance Descriptors

READING – BEGINNING LITERACY – LEVEL 1Each IGO must be mastered with a minimum score of 80%.

Phonemic Awareness/Word AnalysisR.1.1.1 Read a few very simple sentences with familiar learned words pointing to each word as it is read; demonstrating

movement from left to right and top to bottom; and movement from the end of a line to the beginning of the next(return sweep) with continuation on to the back of the page.

R.1.1.2 Look at a list with a mixture of at least forty upper and lower case manuscript letters of the alphabet that are notin alphabetical order, say the names of the letters for your instructor, and indicate the sounds the letters make.

R.1.1.3 Listen to twenty sets of words and identify the one word in each set of four that has a beginning sound differentfrom the other three words in the set (e.g., cat, cow, car, dog).

R.1.1.4 For twenty sets of words, listen to the first word in the set and identify one of the following three words thatrhymes. Listen to ten key words and make at least two rhyming words for each. For five words, listen to theword, identify a rhyming word, and make a sentence using both words.

R.1.1.5 Identify the single consonants/sounds in initial, medial, and the final word positions of fifty or more words.R.1.1.6 Identify five vowels of the English language and make the five short and five long vowel sounds using picture

words with the vowel sounds in them.R.1.1.7 Decode twenty or more one syllable words that use the five short vowel sounds.R.1.1.8 Identify twenty or more “r-controlled” vowel sounds (e.g., ur, ar, ir) and use them to read the words orally.R.1.1.9 Identify the two-letter consonant blends in the initial and the final word positions (e.g., br-, sp-, cl-, -nd, -sk) of

twenty or more one-syllable words and use them to read the words orally.R.1.1.10 Identify two-letter consonant digraphs in the initial and the final word positions (e.g., ch, sh, th, wh) of twenty or

more one-syllable words and use them to read the words orally.

VocabularyR.2.1.1 Read personal information labels (name, address, zip code, phone number, age, etc.) and match to own

personal information or complete the personal information sheet for WC.1.1.6.(See also WC.1.1.6)

R.2.1.2 Identify a graphic of ten or more common functional signs, survival signs, and labels with one word or symbol(e.g., danger, hospital, restroom, poison).

R.2.1.3 Read twenty-five or more written numbers (one, two), clock time, prices, sizes, and isolated words and phrasesin familiar contexts (e.g., traffic signs, store ads, clothing, tags, fast food menus).

R.2.1.4 Identify and match ten or more common symbols (e.g., dollar sign) and abbreviations (e.g., days, months,clothing size) to full form of the word.

R.2.1.5 Use picture clues to identify ten unfamiliar words.R.2.1.6 Use context clues to determine ten word meanings (e.g., by identifying missing words from sentences).R.2.1.7 Read a minimum of 80% of twenty-five or more sight words from an appropriate level word list (e.g., 100 most

frequently used words).

ComprehensionR.3.1.1 Locate pertinent information in two or more simple materials (e.g., want ads, job listings, schedules, signs, food

packages).R.3.1.2 Respond to instructional level text (1) by distinguishing between fact and opinion in one passage and (2) by

comparing and contrasting ideas in one passage.R.3.1.3 Respond to instructional level text (1) by identifying sequence in one passage and (2) by making predictions

(e.g., by using illustrations and titles) in one passage.R.3.1.4 Read and interpret simple and compound sentences in a short paragraph containing familiar vocabulary by

answering five comprehension questions.R.3.1.5 Interpret and follow a very simple set of visual instructions that utilize pictures and diagrams for one task.R.3.1.6 Demonstrate self-monitoring strategies (e.g., self correct when an incorrectly identified word does not fit) by

reading three or more passages for the teacher.

FluencyR.4.1.1 Read orally, with accuracy and comprehension, texts designed for this instructional level. Use the rubric

developed for this IGO to measure this consistently.

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WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLIST

READINGFederal Functioning Level 2 – Beginning Basic (2–3.9)

NOTE: Essential IGOs related to the GED Tests are underlined.

R.1 PHONEMIC AWARENESS/WORD ANALYSIS

Date&

Initial1.2.1 Identify two and three letter consonant

blends (e.g., str, spl, thr) and digraphsin initial, medial, and final wordpositions and use them to decode one-syllable words.

1.2.2 Identify long vowel combinations anduse them to decode one-syllablewords.

1.2.3 Identify diphthongs (e.g., ou, aw, ay)and use to decode one-syllable words.

1.2.4 Identify the schwa sound (e.g., away)and use to decode simple words.

1.2.5 Identify and use silent consonants(e.g., kn, gh).

1.2.6 Identify words with inflectional endings(e.g., -s, -es, -ed,-ing, -er, -est).

1.2.7 Identify and use contractions and beable to match them to the two wordsbeing replaced (e.g., I’m for I am).

1.2.8 Identify and use compound words.1.2.9 Identify root words, prefixes (e.g., pre-,

un-, dis-), and suffixes (e.g., -less, -ly,-ment) and use them to decode multi-syllabic words.

1.2.10 Use decoding strategies to identify andcount syllables in multi-syllable words.

R.2 VOCABULARYDate

&Initial

2.2.1 Read a minimum of 80% of sight wordsfrom an appropriate level word list(e.g., 300 most frequently used words).

2.2.2 Recognize synonyms, antonyms,homonyms, and homophones (e.g.,dear-deer) for identified vocabularywords presented in isolation or within agroup of words.

2.2.3 Recognize the correct meaning ofmultiple-meaning words (e.g., bill, train)when presented in text.

2.2.4 Use context clues to determine themeaning of an unknown word.

2.2.5 Use structural analysis to determinethe meaning of words (e.g., prefixes,

suffixes, and root words).


&Initial

3.2.1 Locate explicitly stated information infunctional reading (e.g., invitations,bulletins).

3.2.2 Locate specific items in an alphabeticallisting (e.g., class list, phone directory,dictionary) or in a topical listing (e.g.,picture dictionary, table of contents).

3.2.3 Distinguish between fact and opinion ina short paragraph.

3.2.4 Use comparison and contrast to drawconclusions in a story.

3.2.5 Evaluate information from simplecharts, graphs, labels, and payrollstubs to answer questions.

3.2.6 Use newspaper headlines or othertitles to draw conclusions and makeinferences about simple writtenmaterials.

3.2.7 Paraphrase a simple written passage.3.2.8 Follow a set of simple written

directions.3.2.9 Determine the sequence (e.g., events

in a story, set of directions, and/or amissing item) in a process.

3.2.10 Identify the author’s purpose in aselection when it is not explicitly stated.

3.2.11 Use graphic organizers, such as storymaps and Venn diagrams, todetermine meaning in texts written forthis instructional level.

3.2.12 Self-monitor and clearly identifyspecific words or wordings that arecausing comprehension difficulties(e.g., by circling or underlining difficultwords).

R.4 FLUENCYDate

&Initial

4.2.1 Read orally with accuracy andcomprehension, texts designed for thisinstructional level. (Rubrics will bedeveloped to measure thisconsistently.)

Student: Program:


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READING – BEGINNING BASIC – LEVEL 2Each IGO must be mastered with a minimum score of 80%.

Phonemic Awareness/Word AnalysisR.1.2.1 Identify two and three letter consonant blends and digraphs in one-syllable words. Find initial blends in twenty words,

final blends in ten words, and the blends and digraphs in five words that have the combinations in the initial, end, orboth positions. Use the sounds of the digraphs and blends to help you pronounce all the words.

R.1.2.2 Identify long vowel combinations and use them to decode twenty one-syllable words.R.1.2.3 Identify diphthongs (e.g., ou, aw, ay) and use them to decode twenty one-syllable words.R.1.2.4 Identify the schwa sound (e.g., a as in away) and use them to decode ten simple words.R.1.2.5 Identify and use silent consonants to read ten simple words.R.1.2.6 Identify the inflectional endings (e.g., s, es, ed, ing, er, est) from a list of twenty words.R.1.2.7 Match ten contractions to the two words being shortened (e.g., I’m for I am.) and identify ten contractions in a

paragraph.R.1.2.8 Identify compound words in twenty sentences and make five compound words from ten one-syllable words.R.1.2.9 Identify the prefixes and roots in ten words, the suffixes and roots in ten words, and identify the prefixes, suffixes (or

both), and roots in five words. Say the words for the teacher.R.1.2.10 Use decoding strategies to identify and count syllables in twenty multi-syllable words.

VocabularyR.2.2.1 Read a minimum of 80% of the English words listed as the final 200 words of the 300 most frequently used words.R.2.2.2 Recognize eight synonyms, fifteen antonyms, and twenty homonyms and homophones (e.g., dear-deer) for identified

vocabulary words presented in isolation or with-in a group of words.R.2.2.3 Recognize the correct meaning of multiple-meaning words (bill, train) when presented in ten sentences.R.2.2.4 Use context clues to determine the meaning of ten or more unknown words.

(See also R.2.1.6)R.2.2.5 Use the meaning of prefixes and suffixes to determine which prefixes and suffixes to add to root words to give

meaning to a paragraph.

ComprehensionR.3.2.1 Look at one functional reading (invitations, bulletins, signs) and answer at least five questions from information

explicitly stated in the reading.(See also WC.2.4.3)

R.3.2.2 Locate five specific items in one alphabetical listing (e.g., class list, phone directory, dictionary) and five items in onetopical listing (e.g., picture dictionary, table of contents).(See also WC.1.1.3)

R.3.2.3 Distinguish between fact and opinion in one short paragraph.(See also WC.2.4.7)

R.3.2.4 Use comparison and contrast to draw conclusions in one short story.(See also WC.2.5.3, WC.2.3.4)

R.3.2.5 Evaluate information from one simple chart, graph, label, and payroll stub by answering fifteen questions.R.3.2.6 Use five newspaper headlines or other titles to draw at least two conclusions for each about simple written material

that would follow.R.3.2.7 Paraphrase one, simple written passage. Use a rubric to evaluate.

(See also WC.2.3.1)R.3.2.8 Follow at least two sets of simple written directions.

(See also WC.2.3.1)R.3.2.9 Determine the sequence (e.g., events in a story, set of directions, and/or a missing item) in two or more processes.

(See also WC.2.2.5)R.3.2.10 Identify the author’s purpose in one selection when it is not explicitly stated.R.3.2.11 Use a graphic organizer such as a story map or a Venn diagram to determine meaning in a text written for this

instructional level.(See also WC.2.2.3, WC.3.3.8, WC.2.5.3)

R.3.2.12 Demonstrate self-monitoring techniques to clearly identify specific words or wordings that are causing comprehensiondifficulties (e.g., by circling or underlining difficult words) in one short selection taken from a text on instructional level.(See also WC.5.4.1)

FluencyR.4.2.1 Read orally, with accuracy and comprehension, a text designed for this instructional level. Use the rubric to measure

consistently.

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Federal Functioning Level 3 – Low Intermediate (4–5.9)Student: Program:



&Initial

3.3.1 Identify the main idea of a passage andrelevant supporting details.

3.3.2 Identify cause/effect signal words insentences (e.g., as a result, because,consequently, thus).

3.3.3 Follow simple written multi-stepinstructions and diagrams.

3.3.4 Locate pertinent information in multi-paragraph passages and apply it toanswer a question.

3.3.5 Locate pertinent information in printmaterials (e.g., ads, labels, pay stubs,public signs) and apply it to answer aquestion.

3.3.6 Read and interpret simplifiedpolicies/procedures (e.g., simpleemployee handbooks, payroll stubs,driver’s manual).

3.3.7 Use comparison and contrast todetermine the best purchase of anadvertised item.

3.3.8 Evaluate information from simplegraphic materials such as charts,pictures, maps, signs, diagrams,tables, or graphs.

3.3.9 Locate information on a given topic inseveral types of reference materials(e.g., dictionary, atlas, encyclopedia,newspaper).

3.3.10 Draw conclusions and make inferencesabout short passages (such as byidentifying correct multiple choiceanswers or by writing short answers toquestions).

3.3.11 Determine the appropriate readingstrategy to acquire specific information(rereading, skimming, scanning).

3.3.12 Identify and apply appropriatestrategies to aid comprehension (e.g.,graphic organizers, outlining).

R.4 FLUENCYDate

&Initial

4.3.1 Read instructional level narrative andexpository text aloud with fluency andaccuracy, and with appropriate pacing,intonation, and expression. (Rubricswill be developed to measure thisconsistently.)

R.2 VOCABULARYDate

&Initial

2.3.1 Use prefixes, suffixes, root words,antonyms, and synonyms to determinemeaning of unfamiliar words.

2.3.2 Use context clues to determinemeaning of unfamiliar words.

2.3.3 Read a minimum of 80% of sight wordsfrom an appropriate level word list.

2.3.4 Identify the meaning of frequently usedsynonyms, antonyms, andhomographs.

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READING – LOW INTERMEDIATE – LEVEL 3Each IGO must be mastered with a minimum score of 80%.

VocabularyR.2.3.1 Use prefixes to determine the meaning of ten unfamiliar words; use suffixes to determine the meaning of ten

unfamiliar words; use prefixes, suffixes, and root words to determine the meaning of ten unfamiliar words; useprefixes, suffixes, and root words to determine the antonyms of five unfamiliar words.(See also R.2.2.5)

R.2.3.2 Use the context of a paragraph to determine the meaning of ten unfamiliar words at this level.(See also R.2.2.4)

R.2.3.3 Read a minimum of 80% of the sight words from the 300-500 group of most frequently used words.R.2.3.4 Identify the meaning of ten frequently used synonyms, five antonyms, and five homographs.

ComprehensionR.3.3.1 Identify the main idea and two relevant supporting details of one passage.

(See also WC.2.2.1, WC.2.2.2)R.3.3.2 Identify cause and effect signal words in ten sentences (e.g., as a result, because, consequently, thus).

(See also WC.5.4.1)R.3.3.3 Follow the simple written multi-step instructions or diagrams for one task.

(See also WC.2.2.5)R.3.3.4 Locate pertinent information in one multi-paragraph passage and apply it to answer ten questions.

(See also WC.2.3.6, WC.2.3.7, WC.2.3.8)R.3.3.5 Locate pertinent information in one print material (e.g., ad, label, pay stub, public sign) and apply it to answer

ten questions.R.3.3.6 Read and interpret simplified policies/procedures (e.g., simple employee handbook, payroll stub, driver’s

manual) to answer ten questions.(See also WC.2.5.4)

R.3.3.7 Use comparison and contrast to determine the best purchase of an advertised item. List at least four qualitiesthat compare or contrast, and determine the best buy based on the information.(See also WC.2.3.4, WC.2.6.3)

R.3.3.8 Answer at least ten questions from information gathered from one simple graphic material such as a chart,picture, map, sign, diagram, table, or graph.(See also R.3.2.11)

R.3.3.9 Locate information on a given topic in two or more types of reference materials (e.g., dictionary, atlas,encyclopedia, newspaper).(See also WC.2.6.5, R.2.4.2, R.3.5.2 (Partial)

R.3.3.10 Draw conclusions and make inferences to answer five questions on each of two short passages (such as byidentifying correct multiple choice answers or by writing short answers to questions) for a total of ten questions.

R.3.3.11 Look at two different passages and determine the appropriate reading strategies needed to acquire specificinformation from those passages (rereading, skimming, scanning, etc.).(See also WC.2.2.2, Advanced R.3.6.9)

R.3.3.12 Identify and apply appropriate strategies to aid comprehension of one short paragraph (e.g., graphic organizers,outlining).(See also WC.2.5.3)

FluencyR.4.3.1 Read aloud one passage from an instructional level narrative and/or expository text, with fluency and accuracy,

and with appropriate pacing, intonation, and expression. Use the rubric to measure consistently.

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Federal Functioning Level 4 – High Intermediate (6–8.9)

R.2 VOCABULARYDate

&Initial

2.4.1 Recognize and comprehend themeaning of moderately complexoccupational, technical, and content-specific vocabulary using word,sentence, and paragraph clues todetermine meaning.

2.4.2 Use a dictionary to locate the meaningof words used in a statement.

2.4.3 Identify and interpret basic figurativelanguage (e.g., similes, metaphors,pun, alliteration).

2.4.4 Identify idioms and their use inpassages.

2.4.5 Recognize and understand clipped andshortened words (e.g., exam –examination).


&Initial

3.4.1 Read and interpret information incommon manuals and legal forms(e.g., driver’s manual, rentalagreement).

3.4.2 Read and interpret expository writingon common topics in newspapers,periodicals, and non-technical journals.

3.4.3 Gather information from at least threereference materials (e.g., tables ofcontents, magazines, catalogs,Internet) and evaluate whichinformation best serves the student’spurpose.

3.4.4 Identify the implied main idea andsupporting details from an instructional-level passage.

3.4.5 Determine the sequence of events in awritten passage.

3.4.6 Identify cause and effect implied in aparagraph.

3.4.7 Predict probable outcomes fromknowledge of events obtained from areading selection.

3.4.8 Determine author’s purpose (e.g., toentertain, inform, persuade) from avariety of written pieces (e.g.,newspaper article, travel brochure,store catalog, ad).

3.4.9 Distinguish factual information fromopinion or fiction.

3.4.10 Determine the meaning of persuasivelanguage and propaganda used infunctional text (e.g., advertisement).

3.4.11 Integrate information from texts, charts,and graphs to draw a conclusion basedon a given task.

3.4.12 Use stated and suggested informationto infer the meaning of a phrase usedin context.

3.4.13 Identify and use the structural features(e.g., headlines, table of contents,graphics) of newspapers, magazines,and editorials to gain meaning fromtext.

3.4.14 Clarify understanding of non-fictionalpassages by creating outlines, graphicorganizers, logical notes, summaries,or reports.

Student: Program:


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READING – HIGH INTERMEDIATE – LEVEL 4Each IGO must be mastered with a minimum score of 80%

VocabularyR.2.4.1 Recognize and comprehend the meaning of ten moderately complex occupational, technical, and

content-specific vocabulary words using word, sentence, and paragraph clues to determine meaning.(See also WC.2.5.4)

R.2.4.2 Use a dictionary to locate the meaning of ten words used in a statement.(See also R.3.3.9)

R.2.4.3 Identify and interpret ten basic figurative language expressions (e.g., similes, metaphors, pun, alliteration).R.2.4.4 Identify ten idioms and their uses in one short passage.R.2.4.5 Recognize and understand ten clipped and shortened words (e.g., exam-examination).

ComprehensionR.3.4.1 Read and answer five comprehension questions taken from a common manual or legal form (e.g., driver’s

manual, rental agreement).(See also WC.2.5.4)

R.3.4.2 Read and interpret one expository writing on a common topic in a newspaper, periodical, or non-technicaljournal.(See also WC.2.4.3, WC.2.5.3, R.3.4.4)

R.3.4.3 From at least three reference materials (e.g., tables of contents, magazines, catalogs, Internet), collectinformation for one assignment and tell which information best serves the purpose of the assignment.(See also WC.2.6.5)

R.3.4.4 Identify the implied main idea and at least two supporting details from an instructional level passage.R.3.4.5 Determine the sequence of events in one written passage.

(See also WC.2.4.8)R.3.4.6 Identify cause and effect implied in one paragraph.

(See also WC.2.6.3)R.3.4.7 Predict five or more probable outcomes from a knowledge of events obtained from one reading selection.R.3.4.8 Determine the author’s purpose (e.g., to entertain, inform, persuade) from any two of a variety of written

pieces (e.g., newspaper article, travel brochure, store catalog, ad).(See also WC.2.4.3)

R.3.4.9 Distinguish fact from opinion and fiction in ten or more sentences.(See also WC.2.4.5, WC.2.4.7)

R.3.4.10 Determine the meaning of persuasive language and propaganda used in one functional text (e.g.,advertisement) by identifying ten words and/or phrases as persuasive, emotional, and/or propaganda.(See also WC.2.4.7)

R.3.4.11 Using at least two sources of information (texts, charts, and/or graphs), draw conclusions for twoquestions.

R.3.4.12 Use stated and suggested information to infer the meaning of five phrases used in the context ofsentences or paragraphs.

R.3.4.13 Identify and use the structural features (e.g., headlines, table of contents, graphics) of newspapers,magazines, and editorials to gain meaning from text necessary to answer ten questions.

R.3.4.14 Use an outline, graphic organizer, logical notes, summary, or report to show the meaning of a non-fictionalpassage.(See also WC.2.4.4, R.3.3.12)

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Federal Functioning Level 5 – Low Adult Secondary (9–10.9)Student: Program:



R.2 VOCABULARYDate

&Initial

2.5.1 Demonstrate understanding ofspecialized vocabulary from student’schosen occupational field (e.g.,electronics manual or nursing text).


&Initial

3.5.1 Identify the inferred main idea from amulti-paragraph passage and restate itin your own words.

3.5.2 Locate information on a research topicfrom resources such as bibliographiesand footnotes.

3.5.3 Read a technical manual or similardocument and explain a sequentialprocess about a complex andunfamiliar work procedure.

3.5.4 Identify the central idea or theme of aliterary work (e.g., short story, drama,poetry).

3.5.5 Identify and interpret commonfigurative language (e.g., simile,metaphor, personification,exaggeration) found in a literary work.

3.5.6 Recognize literary devices (e.g.,rhythm, rhyme) used in poetry.

3.5.7 Interpret information in real-lifecontexts (e.g., medical, occupational,parenting) and apply that information toa new situation.

3.5.8 Follow directions necessary to performa moderately complex sequential task,then perform the task (e.g., reviewdirections of a household task, performthe task, and report what happened).

3.5.9 Identify relationships between similardocuments (e.g., order form andinvoice) and compare information foraccuracy.

3.5.10 Determine the writer’s point of viewbased on clues about the writer’sbackground, vocabulary used, ordetails that point toward the writer’slikes or dislikes.

3.5.11 Recognize differences in structure,content, and tone (feeling that thewriter is trying to convey) of varioustexts (e.g., expository versuspersuasion as in job applications,technical manual, almanac,advertisement).

3.5.12 Identify opinions, propaganda, and biaswithin written publications (e.g.,newspaper, journals, magazines).

3.5.13 Create an illustration/graphic organizerto demonstrate the importance of, andrelationship between, ideas.

3.5.14 Use context clues to establish wordmeaning, identifying specific words orwordings that are causingcomprehension difficulties.

3.5.15 Identify a cause-effect relationship in awritten passage by asking whysomething happened and what itsresults were.

ADDITIONAL GED IGOS(not required for completion of FFL)

Date&

InitialGED.5.1 Identify the elements of a plot

(beginning-exposition, middle-complications and climax, end-resolution) within a literary work.

GED.5.2 Predict what a character might say ordo based on the character’s actionsand how he/she reacts to events in astory.

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READING – LOW ADULT SECONDARY – LEVEL 5Each IGO must be mastered with a minimum score of 80%.

VocabularyR.2.5.1 Demonstrate understanding of ten specialized vocabulary words from the student’s chosen occupational field

(e.g., electronics manual or nursing text).(See also WC.2.3.1, R.2.4.1)

ComprehensionR.3.5.1 Identify the inferred main idea from one multi-paragraph passage and restate it in student’s own words.R.3.5.2 Locate at least one fact on a research topic from a bibliography or footnote and write the sources for the

information and the bibliography (or footnote).(See also WC.2.6.5, WC.2.6.6, R.3.3.9)

R.3.5.3 Read and explain a sequential process about a complex and unfamiliar work procedure found in a technicalmanual or similar document.(See also WC.2.2.5, WC.2.4.2, WC.2.5.4)

R.3.5.4 Identify the central ideas or themes of three literary works (short story, drama, poetry).(See also WC.2.3.2)

R.3.5.5 Identify and interpret ten examples of common figurative language (e.g., simile, metaphor, personification,exaggeration) in one or more literary works.

R.3.5.6 Recognize five examples of literary devices (rhythm, rhyme) used in a poem.R.3.5.7 Interpret information in one real-life context (e.g., medical, occupational, parenting) and apply that information

to a new situation.R.3.5.8 Follow directions necessary to perform a moderately complex sequential task with at least five steps, then

perform the task (e.g., review directions of a household task, perform the task, and report what happened).R.3.5.9 Identify five relationships between two similar documents (e.g., order form and invoice) and compare five

items for accuracy.(See also WC.2.3.4)

R.3.5.10 Determine a writer’s point of view based on clues about the writer’s background, vocabulary used, or detailsthat point toward the writer’s likes or dislikes in one or more of the writer’s literary pieces.

R.3.5.11 Recognize the differences in structure, content, and/or tone (feeling that the writer is trying to convey) in atleast four various texts (e.g., expository versus persuasion as in job applications, technical manual, almanac,advertisement).

R.3.5.12 Identify five opinions, propaganda, and/or biased statements within written publications (e.g., newspaper,journals, magazines).

R.3.5.13 Create an illustration/graphic organizer to demonstrate the importance of and relationship between two ormore ideas.(See also WC.2.5.3)

R.3.5.14 Use context clues to establish ten word meanings in ten sentences, identifying specific words or wordings thatare causing comprehension difficulties.

R.3.5.15 Identify a cause-effect relationship in a written passage by asking why something happened and what itsresults were.

11


Federal Functioning Level 6 – High Adult Secondary (11–12.9)Student: Program:




&Initial

3.6.1 Follow complex instructions ordirections that include conditionals(e.g., if and then statement) andmultiple steps.

3.6.2 Identify directly stated and inferredmain ideas based on stated andsuggested information.

3.6.3 Put together clues or details to reacha logical conclusion when facts arenot stated directly.

3.6.4 Draw conclusions substantiated bytext (e.g., read two educationalcatalogs to determine which offersthe best program of study for aparticular career choice).

3.6.5 Make generalizations from implicitideas (e.g., first paragraph of TheDeclaration of Independence).

3.6.6 Locate specific information in a text,classifying the information asnecessary or unnecessary tounderstanding the text (e.g.,essential facts versussupplementary description,author’s biographicalbackground).

3.6.7 Analyze a character in a fictionalpassage by identifying thecharacter’s appearance, behaviors,actions, and dialogue with othercharacters.

3.6.8 Differentiate between fact andopinion in order to make decisions bycomparing facts (e.g., consumermagazines, travel brochures, lettersto the Editor).

3.6.9 Skim for overall understanding andscan for keywords and ideas (e.g.,yellow pages, classified job ads).

3.6.10 Identify the writer’s style (e.g.,repetition of a key word, use of astring of opposites) used to conveyideas.

3.6.11 Determine the tone (feeling thatthe writer is trying to convey) ofreal-life writing samples (e.g.,brochures, editorials, magazinearticles).

3.6.12 Create graphic organizers tocompare and contrast ideas withintext.

3.6.13 Use context clues to establishword meaning, identifying specificwords or wordings that are causingcomprehension difficulties.

3.6.14 Summarize the main idea of apassage by answering who, what,when, why, and how questions.


Date&

InitialGED.6.1 Compare and contrast the

personalities of two characters ina story.

GED.6.2 Identify the theme or moral of ashort story and a play.

GED.6.3 Identify a symbol used in a poemto represent a person, place, orthing.

GED.6.4 Identify phrases or words that theauthor used to create an image ormental picture in a poem.

GED.6.5 Determine a character’s motivation(the reason a character does orsays something) in a play byexamining the character’sdialogue, actions, and stagedirections.

R.2 VOCABULARY

Date&

Initial

2.6.1 Demonstrate understanding ofspecialized vocabulary from aresearch periodical.

20


READING – HIGH ADULT SECONDARY – LEVEL 6Each IGO must be mastered with a minimum score of 80%

VocabularyR.2.6.1 Write the meaning of ten specialized vocabulary words from a research periodical.

ComprehensionR.3.6.1 Follow complex instructions or directions that include conditionals (e.g., if and then statement) and multiple

steps for one task.(See also Preliminary WC.2.2.5, Preliminary WC.2.4.2, Preliminary R.3.2.8)

R.3.6.2 Identify directly stated and inferred main ideas based on stated and suggested information in one passage.R.3.6.3 List clues or details to reach two logical conclusions when facts are not stated directly in passages.R.3.6.4 Draw conclusions substantiated by text (e.g., read two educational catalogs to determine which offers the

best program of study for a particular career choice).(See also R.3.6.12, Preliminary R.3.2.4)

R.3.6.5 Make five generalizations from implicit ideas (e.g., first paragraph of The Declaration of Independence).R.3.6.6 Locate specific information in a text, classifying and explaining at least five pieces of information as necessary

or unnecessary to the understanding of the text (e.g., essential facts versus supplementary description,author’s biographical background).

R.3.6.7 Analyze a character in one fictional passage by identifying the character’s appearance, behaviors, actions,and dialogue with other characters.(See also WC.2.6.1)

R.3.6.8 Using real-life materials (e.g., consumer magazines, travel brochures, letters to the Editor), make a decisionby differentiating between the facts and the opinions expressed in the documents. List at least five facts andfive opinions found in the documents.(See also WC.2.6.3, Preliminary R.3.2.3)

R.3.6.9 Skim a passage for overall understanding of a page and scan a page for five key words and ideas (e.g.,yellow pages, classified job ads).(See also Preliminary WC.3.3.11)

R.3.6.10 Identify the writer’s style in two short passages (e.g., repetition of a key word, use of a string of opposites)used to convey ideas.

R.3.6.11 Determine the tone (feeling that the writer is trying to convey) of five real-life writing samples (e.g., brochures,editorials, magazines articles).(See also R.3.5.11)

R.3.6.12 Use an appropriate graphic organizer to compare and contrast ideas within one passage of a text on student’slevel.(See also Preliminary WC.2.3.4, WC.2.5.3, WC.2.6.3)

R.3.6.13 Using context clues to identify and establish the word meanings of ten specific words or wordings that arecausing comprehension difficulties.(See also Preliminary R.3.4.12, R.3.5.12)

R.3.6.14 Summarize the main idea of one passage by answering who, what, when, why, and how questions.(See also Preliminary WC.2.3.1)

21

WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLISTABE WRITING/COMPOSITION

Federal Functioning Level 1 – Beginning Literacy (0-1.9)

WC.2 COMPOSITIONDate

&Initial

2.1.1 Use the freewrite strategy(without regard to punctuationand capitalization) to composesimple, original sentences.

2.1.2 Revise simple sentences forcompleteness, punctuation, andcapitalization.

WC.3 CAPITALIZATIONDate

&Initial

3.1.1 Correctly capitalize simple sentencesincluding sentence beginnings and thepronoun “I”.

3.1.2 Capitalize proper nouns which includenames, titles, places, andabbreviations.

WC.5 GRAMMATICALCONCEPTS/SENTENCE STRUCTURE

Date&

Initial5.1.1 Identify nouns and verbs in a sentence.5.1.2 Identify the subject and predicate in a

sentence.5.1.3 Make subjects and verbs agree

in sentences.5.1.4 Write three related sentences

which are correctly capitalized,punctuated, and grammaticallycorrect (i.e., simple story, phonemessage, etc.).

WC.6 VERB TENSEDate

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6.1.1 Compose simple sentences (aboutself, family, country, work, etc.) in bothpresent and past tense.

Student: Program:


WC.1 READABILITY/ACCURACYDate

&Initial

1.1.1 Recognize and copy manuscript lettersof the alphabet and numerals to 100.

1.1.2 Write numerals (0 – 20) from memory.1.1.3 Write uppercase and lowercase letters

from memory.1.1.4 Recognize and write common

symbols (+, -, $, #, @).1.1.5 Write words identifying objects in the

classroom, home, or workplace.1.1.6 Write personal information (name, age,

address, phone number, date of birth,Social Security number) and dates(words, abbreviations, and numbers)accurately on a simple form and fromdictation.

1.1.7 Space words to form sentences.1.1.8 Accurately copy at least one paragraph

of written material.

WC.4 PUNCTUATIONDate

&Initial

4.1.1 Distinguish among declarative,imperative, interrogative, andexclamatory sentences when presentedorally by the instructor.

4.1.2 Correctly punctuate simple sentenceswith commas and end punctuationincluding periods, question marks, andexclamation marks.

4.1.3 Correctly punctuate abbreviations ofcommon titles such as Mr., Mrs., Ms.,etc.

22


WRITING/COMPOSITION – BEGINNING LITERACY – LEVEL 1Each IGO must be mastered with a minimum score of 80%.

ReadabilityWC.1.1.1 Using a reference model (for either standard or D’Nelian manuscript), copy the twenty-six uppercase and

twenty-six lowercase letters of the manuscript alphabet. Using a reference model, copy at least ten missingnumerals in a chart of numbers from 1-100.(See also R.1.1.2)

WC.1.1.2 From memory, write the numerals from zero to twenty in sequence without prompts.(See also R.2.1.3)

WC.1.1.3 From memory, write the twenty-six uppercase and twenty-six lowercase letters of the manuscript alphabet insequence.(See also R.1.1.2, R.3.2.2)

WC.1.1.4 Identify and write ten common symbols (+, -, $, #, @, %, &, *, =, ¢).(See also R.2.1.4)

WC.1.1.5 Copy two or more sentences of written material using correct spacing between letters, word, and sentencesto make them clear, neat, and readable.(See also WC.1.1.8)

WC.1.1.8 Accurately copy one paragraph of five sentences or more of written material using correct spacing, spelling,and clear, neat, and readable handwriting.(See also WC.1.1.7)

CompositionWC.2.1.1 Use the freewrite strategy (without regard to punctuation and capitalization) to compose five or more simple,

original sentences.(See also WC.2.1.2)

WC.2.1.2 Revise five or more simple sentences of the writer’s composition for completeness, punctuation, andcapitalization. Use the freewrite composition in WC.2.1.1 or the provided sentences.(See also WC.2.1.1)

CapitalizationWC.3.1.1 Edit the beginnings of sentences and the pronoun “I” for capitalization in five or more sentences.

(See also WC.3.1.2)WC.3.1.2 Edit twenty proper nouns including names, titles, places, and abbreviations for capitalization.

(See also WC.3.1.1)

PunctuationWC.4.1.1 When a minimum of ten sentences are read by the instructor, identify each sentence as either “telling” (for

declarative), “commanding” (for imperative), “questioning” (for interrogative), or “exclaiming” (forexclamatory).

WC.4.1.2 Correctly punctuate ten or more simple, written sentences with commas for dates, and the correct endpunctuation for declarative, interrogative, exclamatory, and imperative sentences.(See also WC.4.1.3)

WC.4.1.3 In ten or more sentences, correctly punctuate abbreviations of titles such as Mr., Mrs., Ms., Dr., Jr., Sr., andany other titles that are used commonly when writing to people or when addressing them.

Grammatical Concepts/Sentence StructureWC.5.1.1 Identify the nouns (common and proper) in ten sentences and the verbs in ten sentences.WC.5.1.2 Identify the simple subject and the simple predicate in ten or more written sentences.WC.5.1.3 Make simple subjects and simple verbs agree in ten or more written sentences.WC.5.1.4 Choose an idea and compose three related sentences that are correctly capitalized, punctuated, and

grammatically correct (i.e., short story, phone message, etc.) or edit three sentences composed forWC.6.1.1.(See also WC.6.1.1)

Verb TenseWC.6.1.1 Compose three simple, original sentences in the present tense and three in the past tense about self, family,

country, work, etc.

23


ABE WRITING/COMPOSITIONFederal Functioning Level 2 – Beginning Basic Education (Level 2.0–3.9)

Student: Program:



&Initial

1.2.1 Write short sentences from dictation.1.2.2 Recognize and copy both capital and

lowercase cursive letters of thealphabet.


&Initial

2.2.1 Compose topic sentences on fiveselected topics.

2.2.2 Generate at least two supportingsentences for five topic sentences.

2.2.3 Use the brainstorming, clustering, andfreewriting steps of the writing processto create three original paragraphs thatinclude topic sentences and at leasttwo supporting details each.

2.2.4 Use the proofreading step of the writingprocess to edit original paragraphs forspelling and capitalization.

2.2.5 Compose a simple set of instructionsfor common tasks sequencing at leastfour steps.


&Initial

3.2.1 Capitalize the inside address,salutation, and closing of a letter.


&Initial

4.2.1 Use commas to correctly punctuateitems in a series, dates, andaddresses.

4.2.2 Use commas to correctly punctuate thesalutation and the closing of a personalletter.

4.2.3 Use apostrophes to form contractions.


Date&

Initial5.2.1 Change fragments and run-ons to

complete sentences.5.2.2 Combine simple sentences to form

compound sentences using commasand conjunctions.

WC.6 VERB TENSE AND USAGEDate

&Initial

6.2.1 Write the appropriate forms ofcommon regular and irregular verbs(am/is, was/were, has/have, go/went).

6.2.2 Make pronouns and antecedents agreein number and gender.

24


WRITING/COMPOSITION – BEGINNING BASIC EDUCATION – LEVEL 2Each IGO must be mastered with a minimum score of 80%.

ReadabilityWC.1.2.1 Correctly write from dictation five or more simple sentences which use phonetically regular words or words

from high frequency word lists for Levels 1 and 2. (The 300 most frequently used words are available on theInternet.)

WC.1.2.2 Using a reference model (for either standard or D’Nelian cursive), copy both the twenty-six capital andtwenty-six lowercase cursive letters of the alphabet.

CompositionWC.2.2.1 Compose a minimum of five complete, original topic sentences.

(See also R.3.3.1)WC.2.2.2 Compose a minimum of two supporting sentences for each of the five topic sentences composed in

WC.2.2.1.(See also R.3.2.1)

WC.2.2.3 Use the brainstorm process to list ideas for the development of a minimum of three different paragraphtopics. Follow with clusters (idea maps) and the freewriting technique to compose three paragraphs. Includea minimum of two supporting details in each paragraph.(See also R.3.2.11)

WC.2.2.4 Use the proofreading step of the writing process to edit for completeness, spelling, and capitalization thethree original paragraphs composed in WC.2.2.3 or edit another set of three paragraphs composed by thestudent.

WC.2.2.5 Compose a simple set of instructions for one or more common tasks by sequencing at least four steps.(See also R.3.1.3, R.3.1.5, R.3.2.8, R.3.2.9, R.3.3.3)

CapitalizationWC.3.2.1 Capitalize the inside address, greeting (salutation), and closing of one personal and one business letter.

(See also WC.4.2.2)

PunctuationWC.4.2.1 Use commas to correctly punctuate seven or more sentences with items in a series, in dates, and in

addresses.WC.4.2.2 Use commas to correctly punctuate the salutation and closing of four different types of personal letters.

(See also WC.3.2.1)WC.4.2.3 Use apostrophes to form common contractions in twenty-five or more sentences.

(See also WC.4.2.1, WC.4.2.2 – may be put into a combined exercise)

Grammatical Concepts/Sentence StructureWC.5.2.1 Change the fragments and run-ons in a paragraph to make ten complete sentences.WC.5.2.2 Combine a minimum of ten simple sentences to form five compound sentences using commas and

conjunctions as needed.

Verb Tense and UsageWC.6.2.1 Write the correct form of regular verbs (walk, want, etc.) and irregular verbs (swim, bring, dive, take, etc.) in

at least twenty sentences.(See also WC.2.2.3)

WC.6.2.2 Make pronouns and their antecedents agree in number and gender when used in at least ten or moresentences.

25


Federal Functioning Level 3 – Low Intermediate Basic Education (Level 4.0–5.9)Student: Program:



&Initial

Not at this level


&Initial

2.3.1 Write a short summary for each ofthree separate paragraphs on topics ofinterest to the student.

2.3.2 Write correctly punctuated andconstructed (with topic sentence, atleast two supporting sentences, and aconclusion sentences) narrativeparagraphs from personal stories usingchronological order.

2.3.3 Write correctly punctuated andconstructed (with topic sentence, atleast two supporting details, and aconclusion sentence) descriptiveparagraphs on places visited or otherfamiliar topics.

2.3.4 Compare and contrast three sets ofobjects using correctly punctuated andcomplete sentences.

2.3.5 Define and identify the elements of anessay (introductory paragraph,supporting body paragraphs, and aconclusion paragraph).

2.3.6 Develop an introductory paragraph ona familiar topic.

2.3.7 Develop three support paragraphs forthe topic in 2.3.6.

2.3.8 Write a conclusion paragraph for thetopic and support paragraphs in 2.3.6and 2.3.7.

2.3.9 Compose a business letter (i.e.,thank you letter, letter of application,etc.).


&Initial

3.3.1 Capitalize proper nouns as in the daysof weeks, months, holidays, book titles,television shows, and continents.


&Initial

4.3.1 Correctly punctuate a series ofsentences using apostrophes for bothpossessives and contractions.

4.3.2 Use commas to correctly punctuatecomplex sentences.


Date&

Initial5.3.1 Combine simple sentences to form

complex sentences.


&Initial

6.3.1 Identify phrases and clauses.

6.3.2 Make pronouns and antecedents agreein number and gender, as well as withthe verb.

26


WRITING/COMPOSITION – LOW INTERMEDIATE – LEVEL 3Each IGO must be mastered with a minimum score of 80%.

ReadabilityNot at this level.

CompositionWC.2.3.1 Write three short summaries on three individual paragraphs that are on topics of interest to the student.

(See also R.3.2.7, R.3.3.10, R.2.5.1)WC.2.3.2 Using the writing process of brainstorming, clustering (mapping), freewriting, proofreading, and revising, write

two or more correctly punctuated and constructed narrative paragraphs (with topic sentence, at least twosupporting sentences, and a conclusion sentence) from personal stories using chronological order.(See also R.3.2.9)

WC.2.3.3 Using the writing process of brainstorming, clustering (mapping), freewriting, proofreading, and revising, writethree or more correctly punctuated and constructed descriptive paragraphs (with topic sentence, at least twosupporting details, and a conclusion sentence) on familiar topics.

WC.2.3.4 Using the writing process, compare and contrast three sets of objects. Write four sentences for each set,which include two contrast sentences and two comparison sentences, and at least one compound and onecomplex sentence in each set.(See also R.3.1.2, R.3.37, R.3.3.12, Advanced R.3.5.9)

WC.2.3.5 Define and label the elements of one essay including the introductory paragraph, the supporting paragraphsbody, and a conclusion paragraph.

WC.2.3.6 Using the writing process, develop one well-constructed introductory paragraph (a topic sentence, twosupporting sentences, and a transition sentence [carries the reader into the essay]) on a familiar topic.(See also R.3.3.1)

WC.2.3.7 Following the writing process, develop three well-constructed supporting paragraphs (topic sentence, twosupporting sentences, and a transition/conclusion sentence) for the topic in WC.2.3.6.(See also R.3.3.4)

WC.2.3.8 Following the writing process, write a well-constructed conclusion paragraph (a topic sentence, re-statementof the three supporting details, and a conclusion sentence) for the topic and support paragraphs in WC.2.3.6and WC.2.3.7.

WC.2.3.9 Write a business letter with real-life content (i.e., thank you letter, letter of application, etc.) containing thedate, inside address, salutation, body, complimentary close, and signature.(See also R.3.3.10)

CapitalizationWC.3.3.1 Capitalize proper nouns as in the days of weeks, months, holidays, book titles, television shows, and

continents in fifty or more examples.

PunctuationWC.4.3.1 Correctly punctuate a minimum of twenty examples of using apostrophes for both possessives and

contractions in sentences.(See also WC.4.2.3)

WC.4.3.2 Use commas to correctly punctuate at lease five complex sentences.(See also WC.5.3.1)

Grammatical Concepts/Sentence StructureWC.5.3.1 Combine simple sentences to form at least five complex sentences.

(See also WC.4.3.2)

Verb Tense and UsageWC.6.3.1 Identify prepositional phrases, independent clauses, and dependent clauses in ten or more sentences.WC.6.3.2 Make singular and plural pronouns agree with their antecedents in number and gender, as well as with the

verb in ten or more sentences.(See also WC.6.2.2)

27


Federal Functioning Level 4 – High Intermediate Basic Education (Level 6.0–8.9)Student: Program:




&Initial

Not at this level.


&Initial

2.4.1 Compose sentences including simple,compound, complex, compound-complex using commas, semicolons,and colons.

2.4.2 Synthesize (process and condense)and write oral instructions.

2.4.3 Write correctly punctuated andconstructed (topic sentence, at leasttwo supporting sentences, and aconclusion sentence) expositoryparagraphs detailing recipes, how to doa project, etc. Write for differentaudiences (children, utility company,lawyer).

2.4.4 Using the writing process, brainstormand cluster ideas to develop a topic foran expository essay.

2.4.5 Compose a personal opinion letter tothe editor of a newspaper whichconsists of at least three paragraphs.

2.4.6 Using the writing process, freewrite anexpository essay (using an introductionparagraph, at least two supportingparagraphs, and a conclusionparagraph).

2.4.7 Using correct essay structure, write apersuasive piece based upon apersonal opinion.

2.4.8 Following the writing process,proofread and re-write expositoryessays to assure correct punctuation,spelling, grammar, cohesiveness(remaining on topic), clarity, andlogical organization.


&Initial

3.4.1 Appropriately use all forms ofcapitalization.


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4.4.1 Appropriately use all forms ofpunctuation.


Date&

Initial5.4.1 Recognize how parts of a sentence are

used to manipulate meaning insentences (independent clauses,introductory clauses and phrases, etc.).


&Initial

6.4.1 Demonstrate mastery of past andpresent tense.

6.4.2 Establish and maintain tense in awriting piece.

28


WRITING/COMPOSITION – HIGH INTERMEDIATE – LEVEL 4Each IGO must be mastered with a minimum score of 80%.


CompositionWC.2.4.1 Correctly identify and compose sentences of various types, including at least two examples of each of the

following: simple, compound (using commas and semi-colons), complex (using commas), and compound-complex (using commas and either semi-colons or colons).(See also previous activities WC.5.1.4, WC.5.2.2, WC.4.3.2, WC.5.3.1)

WC.2.4.2 From dictation, write a minimum of two sets of instructions.WC.2.4.3 Using the writing process, compose a minimum of two independent, correctly punctuated and constructed

expository paragraphs (containing a topic sentence, at least two supporting sentences, and a conclusionsentence) that explain, inform, or instruct (such as a recipe).(See also R.3.4.8, R.3.4.2, previous activity WC.3.2.1)

WC.2.4.4 Using the writing process, brainstorm and cluster ideas to develop at least one topic for an expository essay.(See also R.3.4.14)

WC.2.4.5 Compose at least one personal opinion, three-paragraph letter to the editor of a local newspaper.WC.2.4.6 Using the writing process, freewrite at least one expository essay (using an introduction paragraph, at least

two supporting paragraphs, and a conclusion paragraph).(See also previous activities R.3.2.3, WC.2.4.4)

WC.2.4.7 Using correct essay structure (an introductory paragraph, at least two supporting paragraphs, and aconclusion paragraph), write one persuasive piece based upon a personal opinion.(See also R.3.4.9, previous activities WC.3.2.3)

WC.2.4.8 Using the writing process, proofread and re-write two expository essays to assure correct punctuation,spelling, grammar, cohesiveness (remaining on topic), clarity, and logical organization. (You may use essayswritten for WC.2.4.6 and WC.2.4.7).

CapitalizationWC.3.4.1 Appropriately use all forms of capitalization in twenty or more sentences that contain level-appropriate

vocabulary.(See also WC.3.1.2, WC.3.1.1, WC.3.2.1, WC.3.3.1)

PunctuationWC.4.4.1 Appropriately use all forms of punctuation in twenty or more sentences that use level-appropriate vocabulary.

(See also WC.4.1.1, WC.4.1.2, WC.4.2.3, WC.4.3.1, WC.4.3.2)

Grammatical Concepts/Sentence StructureWC.5.4.1 Use sentence parts to manipulate emphasis or meaning in ten or more sentences (independent clauses,

introductory clauses and phrases, etc.)

Verb Tense and UsageWC.6.4.1 Correctly apply past and present tenses for regular and irregular verbs in a minimum of twenty sentences.WC.6.4.2 Establish and maintain correct verb tense throughout at least one paragraph.

29


ABE WRITING/COMPOSITIONFederal Functioning Level 5 – Low Adult Secondary Education (Level 9.0–10.9)

Student: Program:




&Initial

Not at this level.


&Initial

2.5.1 Using the writing process(brainstorm, cluster, freewrite,and correct essay structure),compose a persuasive essay.

2.5.2 Following the writing process,proofread and re-write the persuasiveessay in 2.5.1. to assure sentencevariety, correct punctuation, correctgrammar usage, cohesiveness, andrelevant supporting details.

2.5.3 Write an analysis of articlesfrom primary sources orprofessional journals usingcause and effect or comparisonand contrast.

2.5.4 Analyze and write critiques ofbusiness and technical

doc documents.2.5.5 Compose an expository writing

piece from a given prompt.

2.5.6 Compose a formal business letter.


&Initial

3.5.1 Appropriately use all forms ofcapitalization in all composition pieceswithin the instructional level (i.e.,events, titles of books, etc.).


&Initial

4.5.1 Appropriately use all forms ofpunctuation (including quotations,parentheses, and brackets) in allcomposition pieces within theinstructional level.


Date&

Initial5.5.1 Use the Edited American English rules

to edit all documents (in particular,sentence structure and intendedmeaning) as well as unity in thewriting.


&Initial

6.5.1 Use tense change in narrative writingto maintain cohesiveness.

30


WRITING/COMPOSITION – LOW ADULT SECONDARY EDUCATION – LEVEL 5Each IGO should be mastered with a minimum score of 80%.


CompositionWC.2.5.1 Using the writing process (brainstorm, cluster, freewrite) and correct essay structure (one introduction

paragraph, at least two supporting paragraphs, and at least one conclusion paragraph), compose onepersuasive essay.(See also WC.2.4.7)

*WC.2.5.2 Following the writing process, proofread, revise, and re-write the persuasive essay in WC.2.5.1 to assuresentence variety, correct punctuation, correct grammar usage, correct capitalization, cohesiveness, andrelevant supporting details.(See also WC.2.5.1, WC.2.4.8)

*WC.2.5.3 Either use cause and effect to analyze one article from a primary source or use comparison and contrast toanalyze two articles from professional journals. Be sure to use the entire writing process (brainstorming,clustering, freewriting, proofreading, revising, and re-writing) in composing the analysis.(See also previous activities R.3.2.4, R.3.2.11, R.3.3.12, R.3.4.2, R.3.4.6)

*WC.2.5.4 Using the entire writing process (brainstorming, clustering, freewriting, proofreading, revising, and re-writing),analyze and compose one critique of a business document and one critique of a technical document.(See also previous activities R.3.2.11, R.3.3.6, R.3.4.1, R.3.4.1, Advanced R.3.5.3)

*WC.2.5.5 Using the entire writing process (brainstorming, clustering, freewriting, proofreading, revising, and re-writing),write one expository writing piece from a given prompt.(See also previous activities WC.2.4.3, WC.4.5.1)

WC.2.5.6 Compose at least one formal business letter using block format or modified/semi-block format and correctletter structure.

CapitalizationWC.3.5.1 Appropriately use all forms of capitalization (including sentence beginnings, planets, geographic regions,

days, months, books, movies, proper adjectives, proper pronouns, quotations, continents, and proper nouns)on an exercise or in an essay with at least 40 examples.(See also previous activities WC.3.1.1, WC.3.2.1, WC.3.3.1)

PunctuationWC.4.5.1 Appropriately use all forms of punctuation in an exercise with at least 36 examples (including titles of books,

movies, ships, etc.; compound, complex, or compound-complex sentences; contractions and possessives;commas in a series, in dates, and in addresses; quotation marks for quotes and/or references; andparentheses and/or brackets) or in composition settings addressing the same.

Grammatical Concepts/Sentence StructureWC.5.5.1 Edit a minimum of two narrative, expository, persuasive, or general information documents using the Edited

American English rules.

Verb Tense and UsageWC.6.5.1 Use correct tense change in one narrative paragraph or essay to maintain cohesiveness.

*Students must be required to show the entire writing process on only one of these activities.

31


ABE WRITING/COMPOSITIONFederal Functioning Level 6 – High Adult Secondary Education (Level 11.0–12.9)

Student: Program:




&Initial

Not at this level.


&Initial

2.6.1 Write character analyses including role,impact, personality traits, physicalattributes, and symbolic meaning.

2.6.2 Write a parody of a famous speech orshort literary work.

2.6.3 Develop up-to-date personal resume orwrite an autobiographical sketch.

2.6.4 Use compare and contrast to write anadvertisement marketing a newproduct.

2.6.5 Identify the parts of a researchpaper.

2.6.6 Using electronic resources, complete aresearch project on a career or aparenting issue which includes abibliography.


&Initial

4.6.1 Appropriately use all forms ofpunctuation in all composition pieces(including the use of punctuation forsentence variety, the titles of literaryworks, etc.).


Date&

Initial5.6.1 Use the Edited American English rules

to edit all documents.


&Initial

6.6.1 Control verb and language usage tomaintain cohesiveness, tone, and unity.


&Initial

3.6.1 Appropriately use all forms ofcapitalization in all composition pieces(especially in references, quotations,and the bibliography).

32


WRITING/COMPOSITION – HIGH ADULT SECONDARY EDUCATION – LEVEL 6Each IGO should be mastered with a minimum score of 80%.


CompositionWC.2.6.1 After reading a short fictional passage with at least two characters, write a character analysis of the

characters to include role, impact, personality traits, physical attributes, and symbolic meaning.(See also R.3.6.7)

WC.2.6.2 Write a parody of at least one famous speech or at least one short literary work.WC.2.6.3 Develop one up-to-date personal resume that is usable in the workplace for a desired position, or write an

autobiographical sketch.WC.2.6.4 Use a compare and contrast organizational model such as a Venn diagram or an H-map to develop

advertisement marketing for one or more new products.(See also Preliminary R.3.3.7, R. 3.6.8)

WC.2.6.5 Using a prepared paper, identify the parts of a research paper by naming them.WC.2.6.6 Using electronic resources such as the Internet, write one 500-word research paper with bibliography on a

career of choice or on a parenting issue using the entire writing process.(See also Preliminary R.3.3.9, R.3.4.3, R.3.5.2)

CapitalizationWC.3.6.1 Appropriately use all forms of capitalization in compositions especially research papers that have

references, quotations, and a bibliography. Coordinate with WC.2.6.6.(See also WC.2.6.6)

PunctuationWC.4.6.1 Appropriately use all forms of punctuation in one or more composition pieces written for Level 6 IGOs,

including WC.2.6.1, WC.2.6.2, WC.2.6.4, WC.2.6.6.(See also WC.2.6.1, WC.2.6.2, WC.2.6.4, WC.2.6.6)

Grammatical Concepts/Sentence StructureWC.5.6.1 Use the Edited American English rules to edit one or more documents created for Level 6 IGOs, such as

WC.2.6.1, WC.2.6.2, WC.2.6.4, WC.2.6.6 WC.6.61, or a newly created document.(See also WC.2.61, WC.2.6.2, WC.2.64, WC.2.6.6, WC.6.6.1)

Verb Tense and UsageWC.6.6.1 Control verb and language usage to maintain cohesiveness in one or more documents or essays.

(See also WC.6.5.1)

33

WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLISTABE MATHEMATICS

Federal Functioning Level 1 – Beginning Literacy (0–1.9)Student: Program:


M.0 PRE-COMPUTATIONAL MATHSKILLS

Date&

Initial0.1.1 Recognize and count numbers

through 999.0.1.2 Count by twos, fives, and tens to

100.0.1.3 Identify even and odd numbers.

0.1.4 Identify missing numbers in asequence.

M.1 WHOLE NUMBERSDate

&Initial

1.1.1 Add whole numbers up to three digits(without carrying).

1.1.2 Subtract whole numbers up to threedigits (without borrowing).

1.1.3 Multiply whole numbers through twelveusing numerals.

M.2 COUNT MONEY AND MAKE CHANGEDate

&Initial

2.1.1 Recognize currency (up to $20.00) andcoins; count and trade pennies,nickels, dimes, and quarters to 100cents.

2.1.2 Count back change (up to $5.00) usingcoins and currency. (Ex., The studentwill count change to be received from a$5.00 bill used for a $1.70 purchase.)

M.3 FRACTIONDate

&Initial

3.1.1 Identify fractional parts (1/4, 1/3,1/2) and whole.

M.9 UNITS OF TIME AND MEASUREMENTDate

&Initial

9.1.1 Read time to the nearest hour andhalf hour.

9.1.2 Understand use of standard linearmeasurements (inches, feet).

9.1.3 Understand use of standardmeasurements (cups, pints,quarts, and gallons).

M.13 GEOMETRYDate

&Initial

13.1.1 Identify and describe triangles,squares, rectangles, and circles.

34


MATHEMATICS – BEGINNING LITERACY – LEVEL 1Each IGO should be mastered with a minimum score of 80%.

Pre-Computational Math SkillsM.0.1.1 Recognize and count numbers through 999 by completing a number chart with random prompts.M.0.1.2 Count by twos, fives, and tens to one hundred, either orally or through a written exercise.M.0.1.3 Identify a minimum of ten even and odd numbers.M.0.1.4 Identify a minimum of ten missing numbers in a sequence.

Whole NumbersM.1.1.1 Complete a minimum of ten problems that require adding whole numbers up to three

digits (without carrying).M.1.1.2 Complete a minimum of ten problems that require subtracting whole numbers up to three digits (without

borrowing).M.1.1.3 Complete a minimum of ten problems that require multiplying whole numbers through twelve using numerals.

Count Money and Make ChangeM.2.1.1 Complete a minimum of ten problems that require recognizing currency (up to $20.00) and coins; complete a

minimum of ten problems that require counting and trading pennies, nickels, dimes, and quarters to 100 cents.M.2.1.2 Given a minimum of ten different situations, count back change (up to $5.00) using coins and currency.

(Ex., The student will count change to be received from a $5.00 bill used for a $1.70 purchase.)

FractionsM.3.1.1 Identify a minimum of two examples each of the fractional parts (1/4, 1/3, 1/2) and whole.

Units of Time and MeasurementM.9.1.1 Complete a minimum of five problems that require reading time to the nearest hour and five problems to the

nearest half hour.M.9.1.2 Complete a minimum of ten statements that demonstrate an understanding of linear measurement. (For

example, the length of a book is measured in (a) inches (b) feet.)M.9.1.3 Complete a minimum of ten problems that demonstrate an understanding of standard measurements (cups,

pints, quarts, and gallons). For example, a glass of milk is measured in (a) quarts (b) cups (c) pints.

GeometryM.13.1.1 Identify a triangle, square, rectangle, and circle; draw an example of each.

35


Federal Functioning Level 2 – Beginning Basic (Level 2–3.9)


&Initial

1.2.1 Identify place value to at least thethousands place.

1.2.2 Add whole numbers up to three digitsusing carrying.

1.2.3 Subtract whole numbers up tothree digits using borrowing.

1.2.4 Multiply whole numbers up tothree digits using carrying.

1.2.5 Divide whole numbers up tohundreds by one digit.

1.2.6 Solve single-step, real-life wordproblems involving addition andsubtraction using up to three-digitwhole numbers.

M.3 FRACTIONSDate

&Initial

3.2.1 Identify and demonstrate anunderstanding of fractional partsincluding ¼, ⅓, ½, and whole.

M.4 DECIMALSDate

&Initial

4.2.1 Identify and write amounts of moneyusing decimals and words.

M.6 APPLY MATH IN A FUNCTIONALCONTEXT

Date&

Initial6.2.1 Solve simple addition and subtraction

problems by computing costs from arestaurant menu.

M.8 ESTIMATIONDate

&Initial

8.2.1 Use rounding and estimation for tensand hundreds.


&Initial

9.2.1 Identify clock time and calendar datesusing both words and numbers.

9.2.2 Identify fourths, halves, and wholenumbers on a ruler (inches) and weightscales (pounds).

9.2.3 Identify and select appropriatemeasures for capacity (cups, pints,quarts, and gallons) and weight (ouncesand pounds).

9.2.4 Interpret temperature from Fahrenheitscale in various situations.

M.10 TABLES, CHARTS, GRAPHS, ANDMAPS

Date&

Initial10.2.1 Solve problems using simple graphs

(pictograph, bar, line, and circle), tablesor distances on maps.

Student: Program:


36


MATHEMATICS – BEGINNING BASIC – LEVEL 2Each IGO should be mastered with a minimum score of 80%.

Whole NumberM.1.2.1 Complete a minimum of ten problems that require identifying place value to at least the thousands place.M.1.2.2 Complete a minimum of ten problems that require adding whole numbers up to three digits using carrying.M.1.2.3 Complete a minimum of ten problems that require subtracting whole numbers up to three digits using

borrowing, including borrowing from zeroes.M.1.2.4 Complete a minimum of ten problems that require multiplying whole numbers up to three digits using carrying.M.1.2.5 Complete a minimum of ten problems that require dividing whole numbers up to hundreds by one digit,

including problems with remainders.M.1.2.6 Solve a minimum of ten single-step, real-life word problems involving addition, and ten similar problems

involving subtraction using up to three-digit whole numbers.

FractionsM.3.2.1 Identify at least one example of the following: 1/4, 1/2, 1/3, and whole. Demonstrate at least one of each.

For example, the student will fold paper or cut a candy bar into the designated parts.

DecimalsM.4.2.1 Solve a minimum of ten problems that require identification of money using decimals (e.g., $5.45); solve a

minimum of ten problems that require identification of money using words (e.g., five dollars and forty-fivecents).

Apply Math in a Functional ContextM.6.2.1 Solve a minimum of five problems that require simple addition and subtraction by computing costs from a

restaurant menu.

EstimationM.8.2.1 Round a minimum of five numbers to tens and a minimum of five numbers to hundreds. Solve a minimum

of five problems using estimation that involves tens and hundreds. For example, estimate the sum of 406and 798 (nearest hundred) or estimate the difference between 836 and 425 (nearest ten).

Units of Time and MeasurementM.9.2.1 Identify clock time using both words and numbers in a minimum of ten problems; identify calendar dates using

both words and numbers in a minimum of ten problems.M.9.2.2 Solve a minimum of five problems that require the identification of fourths, halves, and whole numbers on a

ruler (inches); solve a minimum of five problems that require the identification of fourths, halves, and wholenumbers on weight scales (pounds).

M.9.2.3 Solve a minimum of five problems that require the identification and selection of appropriate measures forcapacity (cups, pints, quarts, and gallons) and five problems with appropriate measures for weight (ouncesand pounds).

M.9.2.4 Identify a minimum of five temperatures on a Fahrenheit scale and complete a minimum of five statementsthat demonstrate an understanding of temperatures in various situations. Example: A very cold day is (a) 70

0

F (b) 560F (c) 16

0F.

Tables, Charts, Graphs, and MapsM.10.2.1 Complete at least five questions each on three of the following: simple pictograph, bar graph, line graph, circle

graph, table, or map.

37


Federal Functioning Level 3 – Low Intermediate (4.0–5.9)


&Initial

1.3.1 Add whole numbers up to four digits.1.3.2 Subtract whole numbers up to four

digits.1.3.3 Multiply whole numbers up to four

digits.1.3.4 Divide a four-digit number by at least a

three-digit number.1.3.5 Compute using the correct order of

operations to solve problems includingmultiply, divide, add, and subtract (M,D, A, S).

1.3.6 Solve single-step, real-life wordproblems involving multiplication anddivision using up to three-digit wholenumbers.

M.3 FRACTIONSDate

&Initial

3.3.1 Identify and calculate equivalentfractions (fourths, thirds, halves,eighths, fifths, and tenths).

3.3.2 Add and subtract fractions (fourths,thirds, halves, eighths, fifths, andtenths).

3.3.3 Multiply fractions (fourths, thirds,halves, eighths, fifths, and tenths).

3.3.4 Divide fractions (fourths, thirds, halves,eighths, fifths, and tenths).

M.4 DECIMALSDate

&Initial

4.3.1 Identify place value for decimals(tenths, hundredths, and thousandths).

4.3.2 Round decimals to whole numbers.4.3.3 Convert decimals to fractions and

fractions to decimals (fourths, thirds,halves, eighths, fifths, and tenths).


Date&

Initial6.3.1 Compare prices and recognize best

buys.6.3.2 Interpret information on a payroll stub.6.3.3 Solve problems using money to write a

check and balance a check register.


Date&

Initial10.3.1 Measure and compute direct distances

using scales/legends on a simple map.

M.13 GEOMETRYDate

&Initial

13.3.1 Recognize basic geometric shapes(triangle, square, circle, rectangle,hexagon, and pentagon).

13.3.2 Calculate perimeter of squares andrectangles using whole numbers.

Student: Program:



&Initial

9.3.1 Calculate units of time using a clockand calendar.

9.3.2 Identify and select appropriate linearmeasurements (inches, feet, yards,and miles).

9.3.3 Identify and select appropriate metricmeasurement (including meters, liters,and grams).

38


MATHEMATICS – LOW INTERMEDIATE – LEVEL 3Each IGO should be mastered with a minimum score of 80%.

Whole NumbersM.1.3.1 Complete a minimum of ten problems involving the addition of whole numbers up to four digits.M.1.3.2 Complete a minimum of ten problems involving the subtraction of whole numbers up to four digits.M.1.3.3 Complete a minimum of ten problems involving the multiplication of whole numbers up to four digits.M.1.3.4 Complete a minimum of ten problems involving the division of a four-digit number by at least a three-digit

number.M.1.3.5 Compute using the correct order of operations to solve a minimum of ten problems including multiply, divide,

add, and subtract (M, D, A, S).M.1.3.6 Solve a minimum of ten single-step, real-life word problems involving multiplication and division using up to

three-digit whole numbers.

FractionsM.3.3.1 Identify and calculate equivalent fractions (fourths, thirds, halves, eighths, fifths, and tenths) solving a

minimum of five problems each that require (1) reducing, (2) raising fractions to higher terms, (3) changingimproper fractions to whole or mixed numbers, and (4) changing mixed and whole numbers to improperfractions.

M.3.3.2 Solve a minimum of ten fraction problems (fourths, thirds, halves, eighths, fifths, and tenths) that includeaddition of like and unlike denominators; subtract a minimum of ten similar fraction problems that include likeand unlike denominators and borrowing from whole and mixed numbers.

M.3.3.3 Solve a minimum of ten fraction problems (fourths, thirds, halves, eighths, fifths, and tenths) that includemultiplication of fractions, whole numbers, and mixed fractions.

M.3.3.4 Solve a minimum of ten fraction problems (fourths, thirds, halves, eighths, fifths, and tenths) that includedivision of fractions, whole numbers, and mixed fractions.

DecimalsM.4.3.1 Identify the place value for a minimum of five decimals each involving tenths, hundredths, and thousandths.M.4.3.2 Round a minimum of ten decimals to whole numbers.M.4.3.3 Convert a minimum of five decimals to fractions and five fractions to decimals (fourths, thirds, halves, eighths,

fifths, and tenths).

Apply Math in a Functional ContextM.6.3.1 Compare prices and recognize best buys in a minimum of ten problems.M.6.3.2 Answer a minimum of eight questions that require the interpretation of a payroll stub.M.6.3.3 Write at least two checks and complete a check register that includes beginning and ending balances and at

least five transactions (deposits and checks).

Units of Time and MeasurementM.9.3.1 Solve a minimum of five problems that require calculating units of time using a clock; solve a minimum of five

similar problems using a calendar.M.9.3.2 Identify and select appropriate linear measurements (inches, feet, yards, and miles) in a minimum of ten

examples.M.9.3.3 Identify and select appropriate metric measurement (including meters, liters, and grams) in a minimum of ten

examples.

Tables, Charts, Graphs, and MapsM.10.3.1 Measure and compute a minimum of ten direct distances using scales/legends on a simple map.

GeometryM.13.3.1 Identify a minimum of one example of each of the following basic geometric shapes: triangle, square, circle,

rectangle, hexagon and pentagon.M.13.3.2 Calculate the perimeter of five squares and five rectangles using whole numbers.

39


Federal Functioning Level 4 – High Intermediate (6–8.9)Student: Program:




&Initial

1.4.1 Solve real-life, multi-step wholenumber word problems.

M.3 FRACTIONSDate

&Initial

3.4.1 Solve a minimum of ten real-life wordproblems using fractions.

M.4 DECIMALS

Date&

Initial4.4.1 Add decimals; add decimals and whole

numbers.4.4.2 Subtract decimals; subtract decimals

and whole numbers.4.4.3 Multiply decimals; multiply decimals

and whole numbers.4.4.4 Divide decimals; divide decimals and

whole numbers.4.4.5 Solve real-life word problems using

decimals.

M.5 PERCENTSDate

&Initial

5.4.1 Convert percents to decimals andfractions.

5.4.2 Compute percents by finding the part,the percent and the whole.

5.4.3 Solve real-life word problems usingpercents.


Date&

Initial6.4.1 Solve problems relating to payroll

stubs.6.4.2 Interpret and calculate sales tax,

rebates, and discounts.

6.4.3 Compute and compare unit pricingusing division of decimals.

6.4.4 Interpret catalog order forms andcalculate cost of multiple items,shipping and handling, and sales taxas required.


&Initial

9.4.1 Solve problems using conversions ofunits of weight, length/width, andcapacity.


Date&

Initial10.4.1 Solve problems using maps to

compute travel time, gasconsumption, and travel costs.

10.4.2 Develop and draw conclusions fromtables and graphs using instructor orstudent selected information.

M.11 INTEGERSDate

&Initial

11.4.1 Identify positive and negativenumbers on a number line.

11.4.2 Add positive and negative numbers.11.4.3 Subtract positive and negative

numbers.11.4.4 Multiply positive and negative

numbers.11.4.5 Divide positive and negative

numbers.

M.12 ALGEBRADate

&Initial

12.4.1 Solve simple algebraic equations(e.g., 5x=40, 2x+4=10)

40


MATHEMATICS – HIGH INTERMEDIATE – LEVEL 4Each IGO should be mastered with a minimum score of 80%.

Whole NumbersM.1.4.1 Solve a minimum of ten real life, multi-step whole number word problems.

FractionsM.3.4.1 Solve a minimum of ten real-life word problems using fractions.

DecimalsM.4.4.1 Solve a minimum of five problems involving adding decimals; solve a minimum of five problems involving

adding decimals and whole numbers, both vertically and horizontally.M.4.4.2 Solve a minimum of five problems involving subtracting decimals; solve a minimum of five problems involving

subtracting decimals and whole numbers, both vertically and horizontally.M.4.4.3 Multiply a minimum of five problems involving decimals; multiply a minimum of five problems involving

decimals and whole numbers, both vertically and horizontally.M.4.4.4 Divide a minimum of five problems involving decimals; divide a minimum of five problems involving decimals

and whole numbers.M.4.4.5 Solve a minimum of ten real-life word problems using decimals that require addition, subtraction, multiplication,

and division.

PercentsM.5.4.1 Convert a minimum of ten percents to decimals and fractions.M.5.4.2 Compute a minimum of five percent problems each involving (1) finding the part, (2) finding the percent, and

(3) finding the whole.M.5.4.3 Solve a minimum of fifteen real-life word problems with five each involving the three operations in M.5.4.2.

Apply Math in a Functional ContextM.6.4.1 Solve a minimum of eight problems relating to payroll stubs.M.6.4.2 Interpret and calculate a minimum of five problems each involving sales tax, rebates, and discounts.M.6.4.3 Solve a minimum of ten problems that require computing and comparing unit pricing using division of

decimals.M.6.4.4 Accurately complete a catalog order form that lists at least five items for sale. List unit prices, amount of

money for purchases, calculate a subtotal, tax, shipping, and total costs.

Units of Time and MeasurementM.9.4.1 Convert a minimum of ten units of weight, length, and capacity that include ounces, pounds, tons, inches,

feet, yards, cups, pints, quarts, and gallons; complete five reading problems that use conversions of weight,length, and capacity.

Tables, Charts, Graphs, and MapsM.10.4.1 Solve a minimum of ten problems using maps to compute travel time, gas consumption and travel costs.M.10.4.2 Develop and draw conclusions from a table or graph (pictograph, circle graph, bar graph, or line graph).

IntegersM.11.4.1 Identify a minimum of ten positive and negative numbers on a number line.M.11.4.2 Add a minimum of ten problems involving positive and negative numbers.M.11.4.3 Subtract a minimum of ten problems involving positive and negative numbers.M.11.4.4 Multiply a minimum of ten problems involving positive and negative numbers.M.11.4.5 Divide a minimum of ten problems involving positive and negative numbers.

AlgebraM.12.4.1 Solve a minimum of ten simple algebraic equations (e.g., 5x = 40, 2x + 4 = 10).

41


Federal Functioning Level 5 – Low Adult Secondary (9–10.9)Student: Program:



M.3 FRACTIONSDate

&Initial

3.5.1 Perform multiple operations of fractions(review).

M.4 DECIMALSDate

&Initial

4.5.1 Perform multiple operations of decimals(review).

M.5 PERCENTSDate

&Initial

5.5.1 Perform multiple operations of percents(review).

M.6 APPLY MATH IN A FUNCTIONAL CONTEXTDate

&Initial

6.5.1 Solve problems using averaging (mean)and median.

M.7 RATIO AND PROPORTIONDate

&Initial

7.5.1 Solve problems with probability.7.5.2 Compute using ratio.7.5.3 Compute using proportion.

M.8 ESTIMATIONDate

&Initial

8.5.1 Use estimation to solve real life problems.


&Initial

9.5.1 Convert between the standard andmetric systems of measures; inch/cm,foot/meter; pound/kilogram; quart/liter;Fahrenheit/Celsius.

9.5.2 Compute time using United States timezones.

M.10 TABLES, CHARTS, GRAPHS, AND MAPSDate

&Initial

10.5.1 Interpret information from multi-line graphsto solve problems.

M.11 INTEGERSDate

&Initial

11.5.1 Identify and plot ordered pairs on arectangular/coordinate plane.

M.12 ALGEBRA

Date&

Initial12.5.1 Solve powers and perfect square roots.12.5.2 Solve complex algebraic equations (for

ex.: 5(x+2) = 3(x +6), 3 r = 6).

M.13 GEOMETRYDate

&Initial

13.5.1 Recognize and identify complex geometricwords and shapes such as quadrilateral,polygon, hexagon, octagon,parallelogram, cube, trapezoid, cone,cylinder, and pyramid.

13.5.2 Solve problems involving angles (right,complementary, supplementary, vertical,and corresponding) and triangles.

13.5.3 Calculate circumference, perimeter,length, and width of selected geometricshapes (refer to current GED mathformula page).

13.5.4 Calculate area of geometric shapes (referto current GED math formula page).

13.5.5 Solve real-life problems using perimeterand area.

13.5.6 Calculate volume of geometric shapes(refer to current GED math formula page).

13.5.7 Solve real-life problems using volume.13.5.8 Solve problems using the Pythagorean

Theorem with and without the aid of thecalculator.

M.14 TRIGONOMETRYDate

&Initial

14.5.1 Identify components of trigonometricfunctions (adjacent, opposite, andhypotenuse).

42


MATHEMATICS – LOW ADULT SECONDARY – LEVEL 5Each IGO should be mastered with a minimum score of 80%.

FractionsM.3.5.1 Review fractions as indicated in Level 3 (addition, subtraction, multiplication, and division) and solve a

minimum of eight fraction reading problems.

DecimalsM.4.5.1 Review decimals including writing decimals from words, converting fractions to decimals and decimals to

fractions, and estimation/rounding; solve a minimum of eight decimal word problems.

PercentsM.5.5.1 Review percents including changing percents to decimals, decimals to percents, fractions to percents, and

percents to fractions. Find the part, whole, and percent of a given problem and solve a minimum of eightpercent word problems.

Apply Math in a Functional ContextM.6.5.1 Solve a minimum of five problems each using averaging (mean) and median.

Ratio and ProportionM.7.5.1 Solve a minimum of ten problems with probability.M.7.5.2 Compute a minimum of ten problems using ratio.M.7.5.3 Compute a minimum of ten problems using proportion.

EstimationM.8.5.1 Use estimation to solve a minimum of ten real-life problems.

Units of Time and MeasurementM.9.5.1 Convert between the standard and metric systems of measures by solving a minimum of two problems each

involving inch/cm; foot/meter; pound/kilogram; quart/liter; and Fahrenheit/Celsius.M.9.5.2 Solve a minimum of ten problems involving time using United States time zones.

Tables, Charts, Graphs, and MapsM.10.5.1 Interpret information from multi-line graphs to solve a minimum of five problems.

IntegersM.11.5.1 Identify and plot a minimum of ten ordered pairs on a rectangular/coordinate plane.

AlgebraM.12.5.1 Solve a minimum of ten problems using powers and perfect square roots.M.12.5.2 Solve a minimum of ten complex algebraic equations (for ex.: 5(x+2) = 3(x +6), 3 r = 6).

4

GeometryM.13.5.1 Recognize and identify a minimum of ten complex geometric words and shapes such as quadrilateral, polygon,

hexagon, octagon, parallelogram, cube, trapezoid, cone, cylinder, and pyramid.M.13.5.2 Solve a minimum of five problems each involving triangles and complementary, supplementary, vertical, and

corresponding angles.M.13.5.3 Solve a minimum of ten problems involving the calculation of circumference, perimeter, length, and width of

circles, triangles, square, rectangles, and parallelograms.M.13.5.4 Solve a minimum of ten problems involving the calculation of area of circles, triangles, squares, rectangles, and

parallelograms.M.13.5.5 Solve a minimum of five real-life problems using perimeter and five problems using area.M.13.5.6 Solve a minimum of five problems each involving the volume of cubes and cylinders.M.13.5.7 Solve a minimum of ten real-life problems using volume.M.13.5.8 Solve a minimum of ten problems using the Pythagorean Theorem with and without the aid of the

calculator using both hypotenuse and leg.

TrigonometryM.14.5.1 Solve a minimum of ten problems that require the identification of trigonometric functions including adjacent,

opposite, and hypotenuse.

43


Federal Functioning Level 6 – High Adult Secondary (11.0-12.9)Student: Program:



M.7 RATIO AND PROPORTIONDate

&Initial

7.6.1 Solve real-life word problems usingproportion.

7.6.2 Make predictions based on probabilityincluding possible outcomes.


&Initial

9.6.1 Read and interpret information onscales, meters, and gauges.

M.11 INTEGERSDate

&Initial

11.6.1 Explain the relationship betweenlength on a number line and absolutevalue.

M.12 ALGEBRADate

&Initial

12.6.1 Use algebra to solve real-lifeproblems.

12.6.2 Solve inequalities.12.6.3 Translate word phrases into algebraic

expressions or word sentences intoequations.

12.6.4 Add, subtract, multiply, and divide

monomials.12.6.5 Multiply and divide binomials.12.6.6 Solve problems involving the

slope of a line on a graph.12.6.7 Solve problems involving the x

and y intercepts on a graph.12.6.8 Solve problems involving distance

between points on a coordinatesystem.

12.6.9 Factor algebraic expressions.12.6.10 Express numbers in scientific

notation.

M.13 GEOMETRYDate

&Initial

13.6.1 Use geometric formulas to solve real-life problems (review).

M.14 TRIGONOMETRYDate

&Initial

14.6.1 Solve problems involvingtrigonometric ratios (sin, cos, tan) withright angles.


Date&

InitialGED.6.1 Operate a scientific calculator to solve

basic and advanced mathematicalfunctions.

GED.6.2 Evaluate insurance costs andbenefits.

GED.6.3 Calculate retirement and investmentbenefits.


Date&

Initial6.6.1 Use payroll stub information to

construct a personal/family budget.6.6.2 Reconcile a bank statement.

M.10 TABLES, CHARTS, GRAPHS ANDMAPS

Date&

Initial10.6.1 Compare and analyze tables and

graphs.

44


MATHEMATICS – HIGH ADULT SECONDARY – LEVEL 6Each IGO should be mastered with a minimum score of 80%.

Apply Math in a Functional ContextM.6.6.1 Use payroll stub information to construct a personal/family budget.M.6.6.2 Record at least ten transactions that include outstanding checks and deposits,

debits/withdrawals and service charges. Balance should agree with check register (endingbalance).

Ratio and ProportionM.7.6.1 Solve a minimum of ten real-life word problems using proportion.M.7.6.2 Make a minimum of ten predictions based on probability including possible outcomes.

Units of Time and MeasurementM.9.6.1 Read and interpret information on a minimum of five scales, five meters, and five gauges.

Tables, Charts, Graphs, and MapsM.10.6.1 Compare and analyze information from a minimum of five pairs of tables and graphs

representing identical or similar data.

IntegersM.11.6.1 By drawing a number line, show the relationship between length on a number line and

absolute value for a minimum of five given absolute values.

AlgebraM.12.6.1 Use algebra to solve a minimum of ten real-life problems.M.12.6.2 Solve a minimum of ten inequalities.M.12.6.3 Solve a minimum of ten problems that require the translation of word phrases into algebraic

expressions or word sentences into equations.M.12.6.4 Solve a minimum of five problems each that require addition, subtraction, multiplication, and

division of monomials.M.12.6.5 Solve a minimum of five problems each that require the multiplication and division of

binomials.M.12.6.6 Solve a minimum of five problems involving the slope of a line on a graph.M.12.6.7 Solve a minimum of five problems involving the x and y intercepts on a graph.M.12.6.8 Solve a minimum of five problems involving distance between points on a coordinate system.M.12.6.9 Factor a minimum of ten algebraic expressions.M.12.6.10 Express a minimum of five numbers in scientific notation.

GeometryM.13.6.1 Use geometric formulas to solve a minimum of ten real-life problems.

TrigonometryM.14.6.1 Solve a minimum of ten problems involving trigonometric ratios (sin, cos, tan) with right

angles.

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