Writing for the GED® Test 1 - NRP 2859

Sep 14, 2026

Uploaded by Ben

Texas Standard aligned Writing for the GED® Test 1 (NRP 2859) presents curriculum standard and benchmark descriptions within English Language Arts and Literacy. It organizes expectations across reading foundations, including phonemic awareness, word analysis, strategies, fluency, and vocabulary development, as well as comprehension of literary, informational, and persuasive texts. Benchmarks emphasize decoding/encoding skills, using context and morphology, drawing and supporting inferences, identifying author purpose, evaluating language choices, and recognizing structural and purposeful differences across print and digital formats.

LanguageEnglish

CategoryExam

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

English Language Arts and Literacy Content Standard and Benchmarks

Subarea I.1 Reading Foundations

Subarea I.2 Reading

Literary Texts Comprehension

Informational Texts Comprehension

Persuasive Texts Comprehension

| Texas Standard | Writing for the GED® Test 1 (NRP 2859) | Writing for the GED® Test 2 (NRP 2860) | Writing for the GED® Test 3 (NRP 2861) | Writing for the GED® Test 4 (NRP 2866) | | --- | --- | --- | --- | --- | | I. English Language Arts and Literacy Content Standard and Benchmarks | | | | | | Subarea I.1-Reading Foundations | | | | | | A. Beginning Reading Skills/Print Awareness. Understand that the function of conventional and digital print is to convey meaning and that there is a connection between oral and written language, recognize the ways print is organized, and recognize the conventions for reading and writing.
1. Display ability to segment words into separate parts, blend sounds to form words, and manipulate sounds aurally and orally. | | | | | | B. Beginning Reading Skills/Phonemic Awareness. Understand that the sounds of spoken language work together to make words.
1. Display awareness of phonics (e.g. , letter-sound knowledge, segmenting, blending, and manipulating sounds aurally and orally) . | | | | | | C. Beginning Reading Skills/Word Analysis and Phonics Instruction. Understand there is a relationship between letters and sounds through written language.
1. Use the relationships between letters and sounds, spelling patterns, and analysis of word structure to decode/encode written and spoken English. | | | | | | 2. Use word analysis skills such as phonetic and morphemic analysis. | | | | | | D. Beginning Reading/Strategies. Develop increasingly sophisticated strategies for comprehending a variety of diverse texts.
1. Determine what print and digital texts say explicitly and make logical inferences from texts (e.g. , written directions, signs, captions, warning labels, and informational books) . | | | | | | E. Fluency. Read a text accurately and with fluency.
1. Read developmentally appropriate text with fluency (rate, accuracy, expression, phrasing) . | | | | | | Subarea I.2 – Reading | | | | | | A. Vocabulary Development. Apply vocabulary and concepts to use accurately in reading, speaking, and writing.
1. Identify new words and concepts by studying their relationships to other words and concepts by using context clues. | pp. 72-73 | | | | | 2. Apply knowledge of roots and affixes to infer the meanings of new words. | pp. 70-71 | | | | | 3. Use printed, digital, and web-based resources (e.g. , dictionaries, glossaries, and thesauruses) to confirm the meanings of words. | Throughout book | Throughout book | Throughout book | Throughout book | | Texas Standard | Writing for the GED® Test 1 (NRP 2859) | Writing for the GED® Test 2 (NRP 2860) | Writing for the GED® Test 3 (NRP 2861) | Writing for the GED® Test 4 (NRP 2866) | | --- | --- | --- | --- | --- | | B. Comprehension of Literary Texts in a Variety of Genres and Presentation Modes. Comprehend a wide range of literary texts (novels, poems, plays, etc. ) from different world cultures and historical periods.
1. Analyze themes, structures, and elements of contemporary, traditional, and classical literary texts from various cultures. | | pp. 58-63 | | | | 2. Analyze and compare the use of language in diverse literary works from a variety of world cultures and historical periods. | | pp. 5-11, 36-37 | | | | 3. Analyze a wide variety of texts from different world cultures and historical periods to determine what they suggest about the historical period and cultural contexts in which they were written. | | pp. 36-41, 46-51 | | | | C. Comprehension of Literary Texts: Locate explicit textual information, draw inferences, and analyze and evaluate the varied structural patterns, stylistic elements, and features of literary nonfiction and fiction. Identify supporting evidence from the text to support understanding.
1. Draw and support inferences from texts to summarize what is presented, draw conclusions, and distinguish facts from opinions. | | pp. 12-17, 48-51, 58-63 | pp. 11-21, 45-52 | p

FAQs

What skills are emphasized in Subarea I.1 Reading Foundations?

It emphasizes beginning reading abilities such as print awareness, phonemic awareness, word analysis and phonics, comprehension strategies, fluency, and foundational vocabulary development.

How does the document describe vocabulary development?

It focuses on identifying new words using context clues, applying knowledge of roots and affixes, and using printed and digital resources such as dictionaries and glossaries to confirm meanings.

What competencies are listed for comprehension of literary, informational, and persuasive texts?

It includes locating explicit information, drawing and supporting inferences, evaluating language use (literal and figurative), identifying author purpose and message, and distinguishing structure and purpose across different text types and presentation modes.

Sep 14, 2026

Uploaded by Ben