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RLA/Social Studies/Science

This page includes resources for reading and writing across the NRS levels and content areas.

Adult education students are as diverse as seashells on a seashore. They enter adult education from a variety of backgrounds with a variety of strengths, challenges, and barriers. They pursue their GED® for a variety of goals and purposes and most want their GED® yesterday. Most students need basic academic and 21st Century Skills to be able to be more effective at work and home life. Many students enter adult education without a clear goal beyond the GED®; however, most need their GED® and workplace skills to get a job or keep a job in order to either attain or maintain self-sustainability.

In order to reach the targets of the 2014 GED® RLA, social studies, and science tests and demonstrate many of the knowledge and skill demands of college (higher education and training) and career (workplace) readiness, students are required to analyze and comprehend a wide variety of complex texts using a variety of higher-order cognitive skills. Our students also need these critical thinking skills to make decisions and problem solve in everyday life. Regardless of their goals, our students will need to be able to Read Like a Detective and Write Like a Reporter as penned by David Conley (lead author of the CCSS).

Adult education instructors require resources and support to implement evidenced-based instructional practices necessary to assist students in reaching GED® and college and career readiness goals. These resources will provide strategies and tools that will assist adult education students in reaching college and career readiness goals. 

The Big Picture: Foundations and Research in Reading and Writing Instruction Across the Content Areas

This section provides a connection among the Workforce Investment Opportunities Act (WIOA), The College and Career Readiness Standards for Adult Education: English Language Arts (ELA), and the GED Test. It also provides the latest research in adult education reading and writing instruction.

RLA Curriculum/Resources Criteria

This section provides curriculum and resource standards and criteria for RLA/Social Studies/Science Instruction

RLA Assessment Using Data

This section provides guidance on how to use student data to assess RLA needs across the content areas.

RLA/Social Studies/Science Instructional Framework and Planning 

This section provides strategies and tools in delivering RLA instruction in order to foster a growth mindset, critical thinking, and student ownership of learning.

Close Reading and Evidence-Based Writing 

This section provides strategies and tools for close reading in order to assist students in reaching the standards and high impact indicators on the GED Test.

Strategic Teaching of Specific Reading Skills 

This section provides strategies and tools to assist students in demonstrating specific reading skills. These skills should be taught in the context of the CCRS Key Advances/Shifts using close reading strategies.

Graphic Literacy 

This section provides strategies and tools in graphic literacy instruction. The examples provided may be seen on the TABE, science, and social studies test. They are also questions that may be encountered on the KCRC Reading for Information Test.

Emergent Reader 

This section provides resources for students at NRS levels 1-3.

Contextualizing RLA/Social Studies/Science Instruction 

This section provides ABE/ASE RLA/Science, and Social Studies lessons contextualized to the workplace to assist students in persisting towards goals.  

Online Texts, Lessons, and Activities for All Content Areas 

This section provides texts and activities to develop reading skills in all content areas.

Online Texts, Lessons, and Activities Specific to Social Studies 

This section provides content and skill development activities specific to social studies instruction.

Online Texts, Lessons, and Activities Specific to Science 

This section provides content and skill development activities specific to science instruction.