Source Provenance: https://ged.com/wp-content/uploads/assessment_guide_for_educators_rla.pdf Authority Tier:
TIER_1_OFFICIAL| License:PROPRIETARY_SPEC| SHA-256:b1ea2755e325c176...
Assessment_Guide_For_Educators_Rla (Page 49)
49 Assessment Guide for Educators: RLA Appendix A What’s different on the RLA test in the Reading content domain? In addition to continuing to measure test-takers’ knowledge and abilities with regard to key comprehension skills, the Reasoning Through Language Arts test will be assessing a selection of reasoning skills that allow them to evaluate complex argumentative text and analyze information. While these skills infuse all of the RLA Reading targets and indicators, they are described in some detail in the following Reading Targets and their corresponding Indicators, which represent an expansion upon the skills measured on the 2002 Series GED® Test. • R.3 Analyze how individuals, events, and ideas develop and interact over the course of a text • R.5 Analyze the structure of texts, including how specific sentences or paragraphs relate to each other and the whole RLA – Reading: Content Specifications 2002 Current test • Restate or paraphrase information. R.2.1 Comprehend explicit details and main ideas in a text. • Summarize main ideas. R.2.2 Summarize details and ideas in text. • Explain the primary implications of the text. R.2.4 Infer implied main ideas in paragraphs or whole texts. • Transfer concepts and principles from reading to a new context. R.2.7 Make evidence-based generalizations or hypotheses based on details in text, including clarifications, extensions, or applications of main ideas to new situations. • Draw conclusions and understand consequences. R.2.8 Draw conclusions or make generalizations that require synthesis of multiple main ideas in text. • Make inferences and recognize unstated assumptions R.2.3 Make sentence-level inferences about details that support main ideas. • Identify elements of style and structure and interpret the organizational structure or pattern in a text. R.5.4 Analyze how the structure of a paragraph, section, or passage shapes meaning, emphasizes key ideas, or supports an author's purpose. • Identify tone, word usage, characterization, use of detail and example, and figurative language. R.4.3/L.4.3 Analyze the impact of specific words, phrases, or figurative language in text, with a focus on an author's intent to convey information or construct an argument. R.3.1 Make inferences about plot/sequence of events, characters/ people, settings, or ideas in texts. • Identify cause and effect relationships. R.3.4 Infer relationships between ideas in a text (e.g. an implicit cause and effect, parallel, or contrasting relationship. • Distinguish conclusions from supporting statements. R.2.5 Determine which detail(s) supports a main idea. • Interpret tone, point of view, style or purpose of a work. R.6.1 Determine an author’s point of view or purpose of a text. • Make connections among parts of a text and integrate information from outside a passage with elements within the passage. [Not assessed on 2014 test. Refer to R.5, R.7 , and R.9 on the following page for how the 2014 test assesses related content]