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The correlation covers citing textual evidence, summarizing complex information, analyzing causation in scientific events, following multistep procedures, understanding domain-specific vocabulary, and integrating quantitative data with qualitative analysis. It also aligns writing expectations such as maintaining formal objective tone, concluding statements, organizing complex ideas, and using precise terminology in the context of science content and short-answer tasks.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/science-for-the-ged-test-nrp-2755-correlated-to-ccr-level-e-standards/265384/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/science-for-the-ged-test-nrp-2755-correlated-to-ccr-level-e-standards/265384.png","ImageObject",300,407,{"name":92,"@type":93},"Tawan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does NRP 2755 align to in Science for the GED® Test?","Question",{"text":112,"@type":113},"NRP 2755 aligns Science for the GED® Test to CCR Level E Standards, mapping reading and writing competencies to units and instructional activities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are reading competencies like citing evidence and summarizing addressed?",{"text":117,"@type":113},"The document specifies unit and lesson coverage for competencies such as citing strong textual evidence and summarizing complex concepts through paraphrasing and targeted practice.",{"name":119,"@type":110,"acceptedAnswer":120},"How are vocabulary and quantitative/technical skills supported?",{"text":121,"@type":113},"It uses highlighted vocabulary for each lesson and develops vocabulary exercises, while graphs, charts, and tables are incorporated throughout to support translating and integrating quantitative information.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},265384,1789395156,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":52},2336475104042,"https://ap-avatar.wpscdn.com/avatar/22000c4c32af1715be0?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786537525561427321","NRP 2755: Science for the GED® Test correlated to CCR Level E Standards  \n\n| CCR READING STANDARDS |  | NRP 2755: SCIENCE FOR THE GED® TEST |  |\n| --- | --- | --- | --- |\n| Anchor \\# | Competency | Scientific and Technical Texts | Lesson Extensions & Additional Notes |\n| 1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI/RL.9-10. 1) // [Application: Cite spec. textual evidence to support analysis of primary & sec. sources, such as date and origin of info (RH.9-10. 1) AND same for science the tech texts, such as precise details of explanations/descriptions.(RST.9-10-1)] | Unit 1: L2, L4, L5\u003Cbr>Unit 3: L1 | Read articles that present opposing view of readings in NRP books. Students are to analyze evidence and strength of arguments using criteria outlined in NRP lessons. |\n| 2 | Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.(RST.11-12.1) | Unit 1: L1, L3, L5\u003Cbr>Unit 2: L1–4\u003Cbr>Unit 3: L1, L2 | Use readings to create lessons on summarizing and paraphrasing. This will be important as part of the short answer writing in the Science test. |\n| 3 | Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. (RH.9-10.3) | Throughout text | Create order of events lists based on scientific readings. Translate the list into a full paragraph. |\n| 3 | Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. (RST.9-10-3) | Unit 1: L1, L2, L5\u003Cbr>Unit 2: L1, L2\u003Cbr>Unit 3: L3 | Perform simple science experiments in your classroom. |\n| 4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g. diff. between lang. of court and lang. of newspaper) (RI/RL.9-10.4) // [Application: determine meaning of symbols, key terms, and other domain-specific words & phrases as used in specific scientific or tech. context. RST.9-10.4] | Note highlighted vocabulary words for each lesson | Develop vocabulary exercises for content specific and academic terms. Utilize reading sections of the book, have students identify any vocabulary words that are difficult. |\n| 7 | Integrate quantitative or technical analysis (e.g. , charts, research data) with qualitative analysis in print or digital text. (RH.9-10.7) | Throughout text | Graphs, charts and tables are incorporated throughout the text. Pay special attention to these items and address one on one and in small group. Review how to understand reading visual representations. |\n\n[www. newreaderspress.com](www. newreaderspress.com)  \n800.448.8878  \n\n| CCR READING STANDARDS |  | NRP 2755: SCIENCE FOR THE GED® TEST |  |\n| --- | --- | --- | --- |\n| Anchor \\# | Competency | Scientific and Technical Texts | Lesson Extensions & Additional Notes |\n| 7 | Translate quantitative or technical information expressed in words in a text into visual format (e.g. a table or chart) and translate information expressed visually or mathematically (e.g. , in an equation) into words. (RST.9-10.7) | All lessons, corresponding units, and unit reviews address this competency through practice questions. | Create graphs and/or charts from narrative writings. |\n| 7 | Integrate and evaluate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) as well as in words in order to address a question or solve a problem.(RI.11-12.7) |  | This competency is addressed throughout Science for the GED Test. |\n| 9 | Compare and contract findings presented in a text to those from other sources (including their own experiments), n","cbCaihG1BCcpmmGU","https://ap.wps.com/l/cbCaihG1BCcpmmGU","pdf",363445,"English","# CCR Reading Standards\n## Anchor 1\n## Anchor 2\n## Anchor 3\n## Anchor 4\n## Anchor 7\n## Anchor 9\n# CCR Writing Standards\n## Anchor 1\n## Anchor 2","[{\"question\":\"What does NRP 2755 align to in Science for the GED® Test?\",\"answer\":\"NRP 2755 aligns Science for the GED® Test to CCR Level E Standards, mapping reading and writing competencies to units and instructional activities.\"},{\"question\":\"How are reading competencies like citing evidence and summarizing addressed?\",\"answer\":\"The document specifies unit and lesson coverage for competencies such as citing strong textual evidence and summarizing complex concepts through paraphrasing and targeted practice.\"},{\"question\":\"How are vocabulary and quantitative/technical skills supported?\",\"answer\":\"It uses highlighted vocabulary for each lesson and develops vocabulary exercises, while graphs, charts, and tables are incorporated throughout to support translating and integrating quantitative information.\"}]","Science for the GED® Test - NRP 2755 - Correlated to CCR Level E Standards | PDF"]