WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLIST

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

Instructor: Date Enrolled:

Date full form of the word.

R.1 PHONEMIC AWARENESS/
WORD ANALYSIS
Initial
1.1.1 Recognize the concepts of print (left to
right, top to bottom, front to back,
return sweep).
1.1.2 Recognize upper and lower case
manuscript letters of the alphabet and
their sounds.
1.1.3 Identify words with the same
consonants/sounds in initial word
positions (e.g., car, cow, cat).
1.1.4 Manipulate initial sounds to
recognize, create, and use
rhyming words (e.g., may, say, ray).
1.1.5 Identify single consonants/sounds
in initial, medial, and final word
positions.
1.1.6 Identify short and long vowels and
their sounds.
1.1.7 Use short vowel sounds to decode
one-syllable words.
1.1.8 Identify “r-controlled” vowel
sounds (e.g., ur, ar, ir).
1.1.9 Identify two-letter consonant blends in
initial and final word positions (e.g., br-,
sp-, cl-, -nd, -sk) and use these to
decode one-syllable words.
1.1.10 Identify two-letter consonant
digraphs in initial and final word
positions (e.g., ch, sh, th, wh) and use
these to decode one-syllable words.
Date
R.2 VOCABULARY
Initial
2.1.1 Demonstrate ability to read personal
information (name, address, zip code,
phone number, age).
2.1.2 Identify common functional and
survival signs and labels with one word
or symbol (e.g., danger, hospital,
restroom, poison).
2.1.3 Read written numbers (one, two), clock
time, prices, sizes, and isolated words
and 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
& 2.1.5 Use picture clues to identify unfamiliar
words.
2.1.6 Use context clues to determine word
meaning (e.g., by identifying missing
words from sentences).
2.1.7 Read a minimum of 80% of sight words
from an appropriate level word list
(e.g., 100 most frequently used words).
Date
R.3 COMPREHENSION &
Initial
3.1.1 Locate pertinent information in simple,
familiar materials (e.g., want ads, job
listings, schedules, signs, food
packages).
3.1.2 Respond to instructional level text (1)
by distinguishing between fact and
opinion and (2) by comparing and
contrasting ideas.
3.1.3 Respond to instructional level text (1)
by identifying sequence and (2) by
making predictions (e.g., by using
illustrations and titles).
3.1.4 Read and interpret simple and
compound sentences in a short
paragraph containing familiar
vocabulary.
3.1.5 Interpret and follow very simple visual
instructions that utilize pictures and
diagrams.
3.1.6 Demonstrate self-monitoring
strategies (e.g., self-correct when an
& incorrectly identified word does not
fit).
Date
R.4 FLUENCY &
Initial
4.1.1 Read orally, with accuracy and
comprehension, texts designed for this
instructional level. (Rubrics will be
developed to measure this
consistently.)

1
 Performance Descriptors

READING – BEGINNING LITERACY – LEVEL 1

Each IGO must be mastered with a minimum score of 80%.

Phonemic Awareness/Word Analysis

R.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 not
in 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 different
from 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 that
rhymes. Listen to ten key words and make at least two rhyming words for each. For five words, listen to the
word, 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.

Vocabulary
R.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 phrases
in 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).

Comprehension
R.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.

Fluency
R.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.

2
 WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLIST
READING
Federal Functioning Level 2 – Beginning Basic (2–3.9)
Student:
Instructor:
NOTE: Essential IGOs related to the GED Tests are underlined.
Date
R.1 PHONEMIC AWARENESS/
& Date
WORD ANALYSIS
Initial
1.2.1 Identify two and three letter consonant
blends (e.g., str, spl, thr) and digraphs
in initial, medial, and final word
positions and use them to decode one-
syllable words.
1.2.2 Identify long vowel combinations and
use them to decode one-syllable
words.
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 be
able to match them to the two words
being 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 and
count syllables in multi-syllable words.
Date
R.2 VOCABULARY & maps and Venn diagrams, to
Initial
2.2.1 Read a minimum of 80% of sight words
from 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 vocabulary
words presented in isolation or within a
group of words.
2.2.3 Recognize the correct meaning of
multiple-meaning words (e.g., bill, train)
when presented in text.
2.2.4 Use context clues to determine the
meaning of an unknown word.
2.2.5 Use structural analysis to determine
the meaning of words (e.g., prefixes,
Program:
Date Enrolled:
suffixes, and root words).
R.3 COMPREHENSION &
Initial
3.2.1 Locate explicitly stated information in
functional reading (e.g., invitations,
bulletins).
3.2.2 Locate specific items in an alphabetical
listing (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 in
a short paragraph.
3.2.4 Use comparison and contrast to draw
conclusions in a story.
3.2.5 Evaluate information from simple
charts, graphs, labels, and payroll
stubs to answer questions.
3.2.6 Use newspaper headlines or other
titles to draw conclusions and make
inferences about simple written
materials.
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 a
missing item) in a process.
3.2.10 Identify the author’s purpose in a
selection when it is not explicitly stated.
3.2.11 Use graphic organizers, such as story
determine meaning in texts written for
this instructional level.
3.2.12 Self-monitor and clearly identify
specific words or wordings that are
causing comprehension difficulties
(e.g., by circling or underlining difficult
words).
Date
R.4 FLUENCY &
Initial
4.2.1 Read orally with accuracy and
comprehension, texts designed for this
instructional level. (Rubrics will be
developed to measure this
consistently.)
3
 Performance Descriptors

READING – BEGINNING BASIC – LEVEL 2

Each IGO must be mastered with a minimum score of 80%.

Phonemic Awareness/Word Analysis

R.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, or
both 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.

Vocabulary
R.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.

Comprehension
R.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 one
topical 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 comprehension
difficulties (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)

Fluency
R.4.2.1 Read orally, with accuracy and comprehension, a text designed for this instructional level. Use the rubric to measure
consistently.
4
 WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLIST
READING
Federal Functioning Level 3 – Low Intermediate (4–5.9)
Student: Program:

Instructor: Date Enrolled:

Date
R.2 VOCABULARY &
Initial
2.3.1 Use prefixes, suffixes, root words,
antonyms, and synonyms to determine 3.3.8 Evaluate information from simple
meaning of unfamiliar words. graphic materials such as charts,
2.3.2 Use context clues to determine pictures, maps, signs, diagrams,
meaning of unfamiliar words. tables, or graphs.
2.3.3 Read a minimum of 80% of sight words 3.3.9 Locate information on a given topic in
from an appropriate level word list. several types of reference materials
2.3.4 Identify the meaning of frequently used (e.g., dictionary, atlas, encyclopedia,
synonyms, antonyms, and newspaper).
homographs. 3.3.10 Draw conclusions and make inferences
about short passages (such as by
Date identifying correct multiple choice
R.3 COMPREHENSION & answers or by writing short answers to
Initial questions).
3.3.1 Identify the main idea of a passage and 3.3.11 Determine the appropriate reading
relevant supporting details. strategy to acquire specific information
3.3.2 Identify cause/effect signal words in (rereading, skimming, scanning).
sentences (e.g., as a result, because, 3.3.12 Identify and apply appropriate
consequently, thus). strategies to aid comprehension (e.g.,
3.3.3 Follow simple written multi-step graphic organizers, outlining).
instructions and diagrams.
3.3.4 Locate pertinent information in multi- Date
paragraph passages and apply it to R.4 FLUENCY &
answer a question. Initial
3.3.5 Locate pertinent information in print 4.3.1 Read instructional level narrative and
materials (e.g., ads, labels, pay stubs, expository text aloud with fluency and
public signs) and apply it to answer a accuracy, and with appropriate pacing,
question. intonation, and expression. (Rubrics
3.3.6 Read and interpret simplified will be developed to measure this
policies/procedures (e.g., simple consistently.)
employee handbooks, payroll stubs,
driver’s manual).
3.3.7 Use comparison and contrast to
determine the best purchase of an
advertised item.

5
 Performance Descriptors

READING – LOW INTERMEDIATE – LEVEL 3

Each IGO must be mastered with a minimum score of 80%.

Vocabulary
R.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; use
prefixes, 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.

Comprehension
R.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 qualities
that 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 by
identifying 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 specific
information 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)

Fluency
R.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.

6
 WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLIST
READING
Federal Functioning Level 4 – High Intermediate (6–8.9)
Student: Program:

Instructor: Date Enrolled:

Date 3.4.5 Determine the sequence of events in a

R.2 VOCABULARY
Initial
2.4.1 Recognize and comprehend the
meaning of moderately complex
occupational, technical, and content-
specific vocabulary using word,
sentence, and paragraph clues to
determine meaning.
2.4.2 Use a dictionary to locate the meaning
of words used in a statement.
2.4.3 Identify and interpret basic figurative
language (e.g., similes, metaphors,
pun, alliteration).
2.4.4 Identify idioms and their use in
passages.
2.4.5 Recognize and understand clipped and
shortened words (e.g., exam –
examination).
Date
R.3 COMPREHENSION
Initial
3.4.1 Read and interpret information in
common manuals and legal forms
(e.g., driver’s manual, rental
agreement).
3.4.2 Read and interpret expository writing
on common topics in newspapers,
periodicals, and non-technical journals.
3.4.3 Gather information from at least three
reference materials (e.g., tables of
contents, magazines, catalogs,
Internet) and evaluate which
information best serves the student’s
purpose.
3.4.4 Identify the implied main idea and
supporting details from an instructional-
level passage.
& written passage.
3.4.6 Identify cause and effect implied in a
paragraph.
3.4.7 Predict probable outcomes from
knowledge of events obtained from a
reading selection.
3.4.8 Determine author’s purpose (e.g., to
entertain, inform, persuade) from a
variety of written pieces (e.g.,
newspaper article, travel brochure,
store catalog, ad).
3.4.9 Distinguish factual information from
opinion or fiction.
3.4.10 Determine the meaning of persuasive
language and propaganda used in
functional text (e.g., advertisement).
3.4.11 Integrate information from texts, charts,
and graphs to draw a conclusion based
on a given task.
3.4.12 Use stated and suggested information
& to infer the meaning of a phrase used
in 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 from
text.
3.4.14 Clarify understanding of non-fictional
passages by creating outlines, graphic
organizers, logical notes, summaries,
or reports.

7
 Performance Descriptors

READING – HIGH INTERMEDIATE – LEVEL 4

Each IGO must be mastered with a minimum score of 80%

Vocabulary
R.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).

Comprehension
R.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-technical
journal.
(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), collect
information 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 two
questions.
R.3.4.12 Use stated and suggested information to infer the meaning of five phrases used in the context of
sentences 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-fictional
passage.
(See also WC.2.4.4, R.3.3.12)

8
 WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLIST
READING
Federal Functioning Level 5 – Low Adult Secondary (9–10.9)
Student:
Instructor:
NOTE: Essential IGOs related to the GED Tests are underlined.
Date
R.2 VOCABULARY &
Initial
2.5.1 Demonstrate understanding of
specialized vocabulary from student’s
chosen occupational field (e.g.,
electronics manual or nursing text).
Date
R.3 COMPREHENSION & within written publications (e.g.,
Initial
3.5.1 Identify the inferred main idea from a
multi-paragraph passage and restate it
in your own words.
3.5.2 Locate information on a research topic
from resources such as bibliographies
and footnotes.
3.5.3 Read a technical manual or similar
document and explain a sequential
process about a complex and
unfamiliar work procedure.
3.5.4 Identify the central idea or theme of a
literary work (e.g., short story, drama,
poetry).
3.5.5 Identify and interpret common
figurative 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-life
contexts (e.g., medical, occupational,
parenting) and apply that information to
a new situation.
3.5.8 Follow directions necessary to perform
a moderately complex sequential task,
then perform the task (e.g., review
directions of a household task, perform
the task, and report what happened).
3.5.9 Identify relationships between similar
documents (e.g., order form and
invoice) and compare information for
accuracy.
3.5.10 Determine the writer’s point of view
based on clues about the writer’s
background, vocabulary used, or
details that point toward the writer’s
likes or dislikes.
Program:
Date Enrolled:
3.5.11 Recognize differences in structure,
content, and tone (feeling that the
writer is trying to convey) of various
texts (e.g., expository versus
persuasion as in job applications,
technical manual, almanac,
advertisement).
3.5.12 Identify opinions, propaganda, and bias
newspaper, journals, magazines).
3.5.13 Create an illustration/graphic organizer
to demonstrate the importance of, and
relationship between, ideas.
3.5.14 Use context clues to establish word
meaning, identifying specific words or
wordings that are causing
comprehension difficulties.
3.5.15 Identify a cause-effect relationship in a
written passage by asking why
something happened and what its
results were.
Date
ADDITIONAL GED IGOS
&
(not required for completion of FFL)
Initial
GED.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 or
do based on the character’s actions
and how he/she reacts to events in a
story.
9
 Performance Descriptors

READING – LOW ADULT SECONDARY – LEVEL 5

Each IGO must be mastered with a minimum score of 80%.

Vocabulary
R.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)

Comprehension
R.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 technical
manual 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 details
that 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 at
least 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 or
more 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 that
are causing comprehension difficulties.
R.3.5.15 Identify a cause-effect relationship in a written passage by asking why something happened and what its
results were.

10
 WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLIST
READING
Federal Functioning Level 6 – High Adult Secondary (11–12.9)
Student:
Instructor:
NOTE: Essential IGOs related to the GED Tests are underlined.
Date
R.2 VOCABULARY &
Initial
2.6.1 Demonstrate understanding of
specialized vocabulary from a
research periodical.
Date
R.3 COMPREHENSION & 3.6.11
Initial
3.6.1 Follow complex instructions or
directions that include conditionals
(e.g., if and then statement) and
multiple steps.
3.6.2 Identify directly stated and inferred
main ideas based on stated and
suggested information.
3.6.3 Put together clues or details to reach
a logical conclusion when facts are
not stated directly.
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).
3.6.5 Make generalizations from implicit
ideas (e.g., first paragraph of The
Declaration of Independence).
3.6.6 Locate specific information in a text,
classifying the information as
necessary or unnecessary to
understanding the text (e.g.,
essential facts versus
supplementary description,
author’s biographical
background).
3.6.7 Analyze a character in a fictional
passage by identifying the
character’s appearance, behaviors,
actions, and dialogue with other
characters.
3.6.8 Differentiate between fact and
opinion in order to make decisions by
comparing facts (e.g., consumer
magazines, travel brochures, letters
to the Editor).
Program:
Date Enrolled:
3.6.9 Skim for overall understanding and
scan 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 a
string of opposites) used to convey
ideas.
Determine the tone (feeling that
the writer is trying to convey) of
real-life writing samples (e.g.,
brochures, editorials, magazine
articles).
3.6.12 Create graphic organizers to
compare and contrast ideas within
text.
3.6.13 Use context clues to establish
word meaning, identifying specific
words or wordings that are causing
comprehension difficulties.
3.6.14 Summarize the main idea of a
passage by answering who, what,
when, why, and how questions.
Date
ADDITIONAL GED IGOS
&
(not required for completion of FFL)
Initial
GED.6.1 Compare and contrast the
personalities of two characters in
a story.
GED.6.2 Identify the theme or moral of a
short story and a play.
GED.6.3 Identify a symbol used in a poem
to represent a person, place, or
thing.
GED.6.4 Identify phrases or words that the
author used to create an image or
mental picture in a poem.
GED.6.5 Determine a character’s motivation
(the reason a character does or
says something) in a play by
examining the character’s
dialogue, actions, and stage
directions.
11
 Performance Descriptors

READING – HIGH ADULT SECONDARY – LEVEL 6

Each IGO must be mastered with a minimum score of 80%

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

Comprehension
R.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 decision
by differentiating between the facts and the opinions expressed in the documents. List at least five facts and
five 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’s
level.
(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 are
causing 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)

20
 WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLIST
ABE WRITING/COMPOSITION
Federal Functioning Level 1 – Beginning Literacy (0-1.9)
Student: Program:

Instructor: Date Enrolled:

Date Date
WC.1 READABILITY/ACCURACY & WC.4 PUNCTUATION &
Initial Initial
1.1.1 Recognize and copy manuscript letters 4.1.1 Distinguish among declarative,
of the alphabet and numerals to 100. imperative, interrogative, and
1.1.2 Write numerals (0 – 20) from memory. exclamatory sentences when presented
1.1.3 Write uppercase and lowercase letters orally by the instructor.
from memory. 4.1.2 Correctly punctuate simple sentences
1.1.4 Recognize and write common with commas and end punctuation
symbols (+, -, $, #, @). including periods, question marks, and
1.1.5 Write words identifying objects in the exclamation marks.
classroom, home, or workplace. 4.1.3 Correctly punctuate abbreviations of
1.1.6 Write personal information (name, age, common titles such as Mr., Mrs., Ms.,
address, phone number, date of birth, etc.
Social Security number) and dates
(words, abbreviations, and numbers)
accurately on a simple form and from Date
dictation. WC.5 GRAMMATICAL
&
1.1.7 Space words to form sentences. CONCEPTS/SENTENCE STRUCTURE
Initial
1.1.8 Accurately copy at least one paragraph 5.1.1 Identify nouns and verbs in a sentence.
of written material. 5.1.2 Identify the subject and predicate in a
sentence.
5.1.3 Make subjects and verbs agree
Date in sentences.
WC.2 COMPOSITION & 5.1.4 Write three related sentences
Initial which are correctly capitalized,
2.1.1 Use the freewrite strategy punctuated, and grammatically
(without regard to punctuation correct (i.e., simple story, phone
and capitalization) to compose message, etc.).
simple, original sentences.
2.1.2 Revise simple sentences for
completeness, punctuation, and Date
capitalization. WC.6 VERB TENSE &
Initial
6.1.1 Compose simple sentences (about
Date self, family, country, work, etc.) in both
WC.3 CAPITALIZATION & present and past tense.
Initial
3.1.1 Correctly capitalize simple sentences
including sentence beginnings and the
pronoun “I”.
3.1.2 Capitalize proper nouns which include
names, titles, places, and
abbreviations.

21
 Performance Descriptors

WRITING/COMPOSITION – BEGINNING LITERACY – LEVEL 1

Each IGO must be mastered with a minimum score of 80%.

Readability
WC.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 missing
numerals 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 in
sequence.
(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 sentences
to 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)

Composition
WC.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, and
capitalization. Use the freewrite composition in WC.2.1.1 or the provided sentences.
(See also WC.2.1.1)

Capitalization
WC.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)

Punctuation
WC.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” (for
exclamatory).
WC.4.1.2 Correctly punctuate ten or more simple, written sentences with commas for dates, and the correct end
punctuation 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., and
any other titles that are used commonly when writing to people or when addressing them.

Grammatical Concepts/Sentence Structure

WC.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 for
WC.6.1.1.
(See also WC.6.1.1)

Verb Tense
WC.6.1.1 Compose three simple, original sentences in the present tense and three in the past tense about self, family,
country, work, etc.
22
 WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLIST

ABE WRITING/COMPOSITION
Federal Functioning Level 2 – Beginning Basic Education (Level 2.0–3.9)
Student: Program:

Instructor: Date Enrolled:

Date Date
WC.1 READABILITY/ACCURACY & WC.4 PUNCTUATION &
Initial Initial
1.2.1 Write short sentences from dictation. 4.2.1 Use commas to correctly punctuate
1.2.2 Recognize and copy both capital and items in a series, dates, and
lowercase cursive letters of the addresses.
alphabet. 4.2.2 Use commas to correctly punctuate the
salutation and the closing of a personal
letter.
Date
4.2.3 Use apostrophes to form contractions.
WC.2 COMPOSITION &
Initial
2.2.1 Compose topic sentences on five Date
WC.5 GRAMMATICAL
selected topics. &
CONCEPTS/SENTENCE STRUCTURE
2.2.2 Generate at least two supporting Initial
sentences for five topic sentences. 5.2.1 Change fragments and run-ons to
2.2.3 Use the brainstorming, clustering, and complete sentences.
freewriting steps of the writing process 5.2.2 Combine simple sentences to form
to create three original paragraphs that compound sentences using commas
include topic sentences and at least and conjunctions.
two supporting details each.
2.2.4 Use the proofreading step of the writing
Date
process to edit original paragraphs for
WC.6 VERB TENSE AND USAGE &
spelling and capitalization.
Initial
2.2.5 Compose a simple set of instructions
6.2.1 Write the appropriate forms of
for common tasks sequencing at least
common regular and irregular verbs
four steps.
(am/is, was/were, has/have, go/went).
6.2.2 Make pronouns and antecedents agree
Date in number and gender.
WC.3 CAPITALIZATION &
Initial
3.2.1 Capitalize the inside address,
salutation, and closing of a letter.

23
 Performance Descriptors

WRITING/COMPOSITION – BEGINNING BASIC EDUCATION – LEVEL 2

Each IGO must be mastered with a minimum score of 80%.

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

Composition
WC.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 paragraph
topics. Follow with clusters (idea maps) and the freewriting technique to compose three paragraphs. Include
a 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 the
three original paragraphs composed in WC.2.2.3 or edit another set of three paragraphs composed by the
student.
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)

Capitalization
WC.3.2.1 Capitalize the inside address, greeting (salutation), and closing of one personal and one business letter.
(See also WC.4.2.2)

Punctuation
WC.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 Structure

WC.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 Usage

WC.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 more
sentences.

24
 WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLIST
ABE WRITING/COMPOSITION
Federal Functioning Level 3 – Low Intermediate Basic Education (Level 4.0–5.9)
Student: Program:

Instructor: Date Enrolled:

Date Date
WC.1 READABILITY/ACCURACY & WC.3 CAPITALIZATION &
Initial Initial
3.3.1 Capitalize proper nouns as in the days
Not at this level of weeks, months, holidays, book titles,
television shows, and continents.
Date
WC.2 COMPOSITION & Date
Initial WC.4 PUNCTUATION &
2.3.1 Write a short summary for each of Initial
three separate paragraphs on topics of 4.3.1 Correctly punctuate a series of
interest to the student. sentences using apostrophes for both
2.3.2 Write correctly punctuated and possessives and contractions.
constructed (with topic sentence, at 4.3.2 Use commas to correctly punctuate
least two supporting sentences, and a complex sentences.
conclusion sentences) narrative
paragraphs from personal stories using
Date
chronological order. WC.5 GRAMMATICAL
&
2.3.3 Write correctly punctuated and CONCEPTS/SENTENCE STRUCTURE
Initial
constructed (with topic sentence, at
5.3.1 Combine simple sentences to form
least two supporting details, and a
complex sentences.
conclusion sentence) descriptive
paragraphs on places visited or other
familiar topics. Date
2.3.4 Compare and contrast three sets of WC.6 VERB TENSE AND USAGE &
objects using correctly punctuated and Initial
complete sentences. 6.3.1 Identify phrases and clauses.
2.3.5 Define and identify the elements of an 6.3.2 Make pronouns and antecedents agree
essay (introductory paragraph, in number and gender, as well as with
supporting body paragraphs, and a the verb.
conclusion paragraph).
2.3.6 Develop an introductory paragraph on
a familiar topic.
2.3.7 Develop three support paragraphs for
the topic in 2.3.6.
2.3.8 Write a conclusion paragraph for the
topic and support paragraphs in 2.3.6
and 2.3.7.
2.3.9 Compose a business letter (i.e.,
thank you letter, letter of application,
etc.).

25
 Performance Descriptors

WRITING/COMPOSITION – LOW INTERMEDIATE – LEVEL 3

Each IGO must be mastered with a minimum score of 80%.

Readability
Not at this level.

Composition
WC.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 two
supporting 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, write
three or more correctly punctuated and constructed descriptive paragraphs (with topic sentence, at least two
supporting 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 one
complex 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 paragraphs
body, and a conclusion paragraph.
WC.2.3.6 Using the writing process, develop one well-constructed introductory paragraph (a topic sentence, two
supporting 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, two
supporting 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-statement
of the three supporting details, and a conclusion sentence) for the topic and support paragraphs in WC.2.3.6
and 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 the
date, inside address, salutation, body, complimentary close, and signature.
(See also R.3.3.10)

Capitalization
WC.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.

Punctuation
WC.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 Structure

WC.5.3.1 Combine simple sentences to form at least five complex sentences.
(See also WC.4.3.2)

Verb Tense and Usage

WC.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)

26
 WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLIST
ABE WRITING/COMPOSITION
Federal Functioning Level 4 – High Intermediate Basic Education (Level 6.0–8.9)
Student: Program:

Instructor: Date Enrolled:

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

Date 2.4.8 Following the writing process,

WC.1 READABILITY/ACCURACY & proofread and re-write expository
Initial essays to assure correct punctuation,
spelling, grammar, cohesiveness
Not at this level. (remaining on topic), clarity, and
logical organization.
Date
WC.2 COMPOSITION & Date
Initial WC.3 CAPITALIZATION &
2.4.1 Compose sentences including simple, Initial
compound, complex, compound- 3.4.1 Appropriately use all forms of
complex using commas, semicolons, capitalization.
and colons.
2.4.2 Synthesize (process and condense) Date
and write oral instructions. WC.4 PUNCTUATION &
2.4.3 Write correctly punctuated and Initial
constructed (topic sentence, at least 4.4.1 Appropriately use all forms of
two supporting sentences, and a punctuation.
conclusion sentence) expository
paragraphs detailing recipes, how to do
a project, etc. Write for different Date
WC.5 GRAMMATICAL
audiences (children, utility company, &
CONCEPTS/SENTENCE STRUCTURE
lawyer). Initial
2.4.4 Using the writing process, brainstorm 5.4.1 Recognize how parts of a sentence are
and cluster ideas to develop a topic for used to manipulate meaning in
an expository essay. sentences (independent clauses,
introductory clauses and phrases, etc.).
2.4.5 Compose a personal opinion letter to
the editor of a newspaper which
consists of at least three paragraphs. Date
2.4.6 Using the writing process, freewrite an WC.6 VERB TENSE AND USAGE &
expository essay (using an introduction Initial
paragraph, at least two supporting 6.4.1 Demonstrate mastery of past and
paragraphs, and a conclusion present tense.
paragraph). 6.4.2 Establish and maintain tense in a
2.4.7 Using correct essay structure, write a writing piece.
persuasive piece based upon a
personal opinion.

27
 Performance Descriptors

WRITING/COMPOSITION – HIGH INTERMEDIATE – LEVEL 4

Each IGO must be mastered with a minimum score of 80%.

Readability
Not at this level.

Composition
WC.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 conclusion
sentence) 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 a
conclusion 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 essays
written for WC.2.4.6 and WC.2.4.7).

Capitalization
WC.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)

Punctuation
WC.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 Structure

WC.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 Usage

WC.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.

28
 WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLIST

ABE WRITING/COMPOSITION
Federal Functioning Level 5 – Low Adult Secondary Education (Level 9.0–10.9)
Student: Program:

Instructor: Date Enrolled:

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

Date Date
WC.1 READABILITY/ACCURACY & WC.3 CAPITALIZATION &
Initial Initial
3.5.1 Appropriately use all forms of
capitalization in all composition pieces
Not at this level. within the instructional level (i.e.,
events, titles of books, etc.).
Date
WC.2 COMPOSITION & Date
Initial WC.4 PUNCTUATION &
2.5.1 Using the writing process Initial
(brainstorm, cluster, freewrite, 4.5.1 Appropriately use all forms of
and correct essay structure), punctuation (including quotations,
compose a persuasive essay. parentheses, and brackets) in all
2.5.2 Following the writing process, composition pieces within the
proofread and re-write the persuasive instructional level.
essay in 2.5.1. to assure sentence
variety, correct punctuation, correct Date
grammar usage, cohesiveness, and WC.5 GRAMMATICAL
&
relevant supporting details. CONCEPTS/SENTENCE STRUCTURE
Initial
2.5.3 Write an analysis of articles 5.5.1 Use the Edited American English rules
from primary sources or to edit all documents (in particular,
professional journals using sentence structure and intended
cause and effect or comparison meaning) as well as unity in the
and contrast. writing.
2.5.4 Analyze and write critiques of
business and technical Date
doc documents. WC.6 VERB TENSE AND USAGE &
2.5.5 Compose an expository writing Initial
piece from a given prompt. 6.5.1 Use tense change in narrative writing
2.5.6 Compose a formal business letter. to maintain cohesiveness.

29
 Performance Descriptors

WRITING/COMPOSITION – LOW ADULT SECONDARY EDUCATION – LEVEL 5

Each IGO should be mastered with a minimum score of 80%.

Readability
Not at this level.

Composition
WC.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 one
persuasive 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 assure
sentence variety, correct punctuation, correct grammar usage, correct capitalization, cohesiveness, and
relevant 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 to
analyze 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 correct
letter structure.

Capitalization
WC.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)

Punctuation
WC.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; and
parentheses and/or brackets) or in composition settings addressing the same.

Grammatical Concepts/Sentence Structure

WC.5.5.1 Edit a minimum of two narrative, expository, persuasive, or general information documents using the Edited
American English rules.

Verb Tense and Usage

WC.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.

30
 WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLIST

ABE WRITING/COMPOSITION
Federal Functioning Level 6 – High Adult Secondary Education (Level 11.0–12.9)
Student: Program:

Instructor: Date Enrolled:

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

Date
Date
WC.1 READABILITY/ACCURACY &
WC.3 CAPITALIZATION &
Initial
Initial
Not at this level. 3.6.1 Appropriately use all forms of
capitalization in all composition pieces
(especially in references, quotations,
Date and the bibliography).
WC.2 COMPOSITION &
Initial
Date
2.6.1 Write character analyses including role, WC.4 PUNCTUATION &
impact, personality traits, physical Initial
attributes, and symbolic meaning.
4.6.1 Appropriately use all forms of
2.6.2 Write a parody of a famous speech or punctuation in all composition pieces
short literary work. (including the use of punctuation for
2.6.3 Develop up-to-date personal resume or sentence variety, the titles of literary
write an autobiographical sketch. works, etc.).
2.6.4 Use compare and contrast to write an
advertisement marketing a new
product. Date
WC.5 GRAMMATICAL
&
2.6.5 Identify the parts of a research CONCEPTS/SENTENCE STRUCTURE
Initial
paper.
5.6.1 Use the Edited American English rules
2.6.6 Using electronic resources, complete a
to edit all documents.
research project on a career or a
parenting issue which includes a
bibliography. Date
WC.6 VERB TENSE AND USAGE &
Initial
6.6.1 Control verb and language usage to
maintain cohesiveness, tone, and unity.

31
 Performance Descriptors

WRITING/COMPOSITION – HIGH ADULT SECONDARY EDUCATION – LEVEL 6

Each IGO should be mastered with a minimum score of 80%.

Readability
Not at this level.

Composition
WC.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)

Capitalization
WC.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)

Punctuation
WC.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 Structure

WC.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 Usage

WC.6.6.1 Control verb and language usage to maintain cohesiveness in one or more documents or essays.
(See also WC.6.5.1)

32
 WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLIST
ABE MATHEMATICS
Federal Functioning Level 1 – Beginning Literacy (0–1.9)
Student: Program:

Instructor: Date Enrolled:

Date
M.0 PRE-COMPUTATIONAL MATH
&
SKILLS
Initial Date
0.1.1 Recognize and count numbers M.3 FRACTION &
through 999. Initial
0.1.2 Count by twos, fives, and tens to 3.1.1 Identify fractional parts (1/4, 1/3,
100. 1/2) and whole.
0.1.3 Identify even and odd numbers.
0.1.4 Identify missing numbers in a Date
sequence. M.9 UNITS OF TIME AND MEASUREMENT &
Initial
Date 9.1.1 Read time to the nearest hour and
M.1 WHOLE NUMBERS & half hour.
Initial 9.1.2 Understand use of standard linear
1.1.1 Add whole numbers up to three digits measurements (inches, feet).
(without carrying). 9.1.3 Understand use of standard
1.1.2 Subtract whole numbers up to three measurements (cups, pints,
digits (without borrowing). quarts, and gallons).
1.1.3 Multiply whole numbers through twelve
using numerals. Date
M.13 GEOMETRY &
Date Initial
M.2 COUNT MONEY AND MAKE CHANGE & 13.1.1 Identify and describe triangles,
Initial squares, rectangles, and circles.
2.1.1 Recognize currency (up to $20.00) and
coins; count and trade pennies,
nickels, dimes, and quarters to 100
cents.
2.1.2 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.)

33
 Performance Descriptors

MATHEMATICS – BEGINNING LITERACY – LEVEL 1

Each IGO should be mastered with a minimum score of 80%.

Pre-Computational Math Skills

M.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 Numbers
M.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 Change

M.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.)

Fractions
M.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 Measurement

M.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.

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

34
 WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLIST
ABE MATHEMATICS
Federal Functioning Level 2 – Beginning Basic (Level 2–3.9)
Student: Program:

Instructor: Date Enrolled:

Date
M.1 WHOLE NUMBERS & Date
Initial M.8 ESTIMATION &
1.2.1 Identify place value to at least the Initial
thousands place. 8.2.1 Use rounding and estimation for tens
1.2.2 Add whole numbers up to three digits and hundreds.
using carrying.
1.2.3 Subtract whole numbers up to Date
three digits using borrowing. M.9 UNITS OF TIME AND MEASUREMENT &
1.2.4 Multiply whole numbers up to Initial
three digits using carrying. 9.2.1 Identify clock time and calendar dates
1.2.5 Divide whole numbers up to using both words and numbers.
hundreds by one digit. 9.2.2 Identify fourths, halves, and whole
1.2.6 Solve single-step, real-life word numbers on a ruler (inches) and weight
problems involving addition and scales (pounds).
subtraction using up to three-digit 9.2.3 Identify and select appropriate
whole numbers. measures for capacity (cups, pints,
quarts, and gallons) and weight (ounces
Date and pounds).
M.3 FRACTIONS & 9.2.4 Interpret temperature from Fahrenheit
Initial scale in various situations.
3.2.1 Identify and demonstrate an
understanding of fractional parts Date
including ¼, ⅓, ½, and whole. M.10 TABLES, CHARTS, GRAPHS, AND
&
MAPS
Initial
Date 10.2.1 Solve problems using simple graphs
M.4 DECIMALS & (pictograph, bar, line, and circle), tables
Initial or distances on maps.
4.2.1 Identify and write amounts of money
using decimals and words.

Date
M.6 APPLY MATH IN A FUNCTIONAL
&
CONTEXT
Initial
6.2.1 Solve simple addition and subtraction
problems by computing costs from a
restaurant menu.

35
 Performance Descriptors

MATHEMATICS – BEGINNING BASIC – LEVEL 2

Each IGO should be mastered with a minimum score of 80%.

Whole Number
M.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.

Fractions
M.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.

Decimals
M.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-five
cents).

Apply Math in a Functional Context

M.6.2.1 Solve a minimum of five problems that require simple addition and subtraction by computing costs from a
restaurant menu.

Estimation
M.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 406
and 798 (nearest hundred) or estimate the difference between 836 and 425 (nearest ten).

Units of Time and Measurement

M.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 whole
numbers on weight scales (pounds).
M.9.2.3 Solve a minimum of five problems that require the identification and selection of appropriate measures for
capacity (cups, pints, quarts, and gallons) and five problems with appropriate measures for weight (ounces
and pounds).
M.9.2.4 Identify a minimum of five temperatures on a Fahrenheit scale and complete a minimum of five statements
0
that demonstrate an understanding of temperatures in various situations. Example: A very cold day is (a) 70
0 0
F (b) 56 F (c) 16 F.

Tables, Charts, Graphs, and Maps

M.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.

36
 WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLIST
ABE MATHEMATICS
Federal Functioning Level 3 – Low Intermediate (4.0–5.9)
Student: Program:

Instructor: Date Enrolled:

Date Date
M.6 APPLY MATH IN A FUNCTIONAL
M.1 WHOLE NUMBERS & &
CONTEXT
Initial Initial
1.3.1 Add whole numbers up to four digits. 6.3.1 Compare prices and recognize best
1.3.2 Subtract whole numbers up to four buys.
digits. 6.3.2 Interpret information on a payroll stub.
1.3.3 Multiply whole numbers up to four 6.3.3 Solve problems using money to write a
digits. check and balance a check register.
1.3.4 Divide a four-digit number by at least a
three-digit number.
Date
1.3.5 Compute using the correct order of
M.9 UNITS OF TIME AND MEASUREMENT &
operations to solve problems including
Initial
multiply, divide, add, and subtract (M,
9.3.1 Calculate units of time using a clock
D, A, S).
and calendar.
1.3.6 Solve single-step, real-life word
9.3.2 Identify and select appropriate linear
problems involving multiplication and
measurements (inches, feet, yards,
division using up to three-digit whole
and miles).
numbers.
9.3.3 Identify and select appropriate metric
measurement (including meters, liters,
Date and grams).
M.3 FRACTIONS &
Initial
Date
3.3.1 Identify and calculate equivalent M.10 TABLES, CHARTS, GRAPHS, AND
&
fractions (fourths, thirds, halves, MAPS
Initial
eighths, fifths, and tenths).
10.3.1 Measure and compute direct distances
3.3.2 Add and subtract fractions (fourths,
using scales/legends on a simple map.
thirds, halves, eighths, fifths, and
tenths).
3.3.3 Multiply fractions (fourths, thirds, Date
halves, eighths, fifths, and tenths). M.13 GEOMETRY &
3.3.4 Divide fractions (fourths, thirds, halves, Initial
eighths, fifths, and tenths). 13.3.1 Recognize basic geometric shapes
(triangle, square, circle, rectangle,
hexagon, and pentagon).
Date
13.3.2 Calculate perimeter of squares and
M.4 DECIMALS &
rectangles using whole numbers.
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).

37
 Performance Descriptors

MATHEMATICS – LOW INTERMEDIATE – LEVEL 3

Each IGO should be mastered with a minimum score of 80%.
Whole Numbers
M.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.

Fractions
M.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) changing
improper fractions to whole or mixed numbers, and (4) changing mixed and whole numbers to improper
fractions.
M.3.3.2 Solve a minimum of ten fraction problems (fourths, thirds, halves, eighths, fifths, and tenths) that include
addition of like and unlike denominators; subtract a minimum of ten similar fraction problems that include like
and 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 include
multiplication 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 include
division of fractions, whole numbers, and mixed fractions.

Decimals
M.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 Context

M.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 Measurement

M.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 Maps

M.10.3.1 Measure and compute a minimum of ten direct distances using scales/legends on a simple map.

Geometry
M.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.

38
 WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLIST
ABE MATHEMATICS
Federal Functioning Level 4 – High Intermediate (6–8.9)
Student: Program:

Instructor: Date Enrolled:

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

Date 6.4.3 Compute and compare unit pricing

M.1 WHOLE NUMBERS & using division of decimals.
Initial 6.4.4 Interpret catalog order forms and
1.4.1 Solve real-life, multi-step whole calculate cost of multiple items,
number word problems. shipping and handling, and sales tax
as required.
Date
M.3 FRACTIONS & Date
Initial M.9 UNITS OF TIME AND MEASUREMENT &
3.4.1 Solve a minimum of ten real-life word Initial
problems using fractions. 9.4.1 Solve problems using conversions of
units of weight, length/width, and
Date capacity.
&
M.4 DECIMALS
Initial Date
4.4.1 Add decimals; add decimals and whole M.10 TABLES, CHARTS, GRAPHS, AND
&
numbers. MAPS
Initial
4.4.2 Subtract decimals; subtract decimals 10.4.1 Solve problems using maps to
and whole numbers. compute travel time, gas
4.4.3 Multiply decimals; multiply decimals consumption, and travel costs.
and whole numbers. 10.4.2 Develop and draw conclusions from
4.4.4 Divide decimals; divide decimals and tables and graphs using instructor or
whole numbers. student selected information.
4.4.5 Solve real-life word problems using
decimals.
Date
M.11 INTEGERS &
Date Initial
M.5 PERCENTS & 11.4.1 Identify positive and negative
Initial numbers on a number line.
5.4.1 Convert percents to decimals and 11.4.2 Add positive and negative numbers.
fractions. 11.4.3 Subtract positive and negative
5.4.2 Compute percents by finding the part, numbers.
the percent and the whole. 11.4.4 Multiply positive and negative
5.4.3 Solve real-life word problems using numbers.
percents. 11.4.5 Divide positive and negative
numbers.
Date
M.6 APPLY MATH IN A FUNCTIONAL
& Date
CONTEXT
Initial M.12 ALGEBRA &
6.4.1 Solve problems relating to payroll Initial
stubs.
12.4.1 Solve simple algebraic equations
6.4.2 Interpret and calculate sales tax,
(e.g., 5x=40, 2x+4=10)
rebates, and discounts.

39
 Performance Descriptors

MATHEMATICS – HIGH INTERMEDIATE – LEVEL 4

Each IGO should be mastered with a minimum score of 80%.

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

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

Decimals
M.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.

Percents
M.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 Context

M.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 Measurement

M.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 Maps

M.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).

Integers
M.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.

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

40
 WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLIST
ABE MATHEMATICS
Federal Functioning Level 5 – Low Adult Secondary (9–10.9)
Student: Program:

Instructor: Date Enrolled:

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

Date 10.5.1 Interpret information from multi-line graphs

M.3 FRACTIONS & to solve problems.
Initial Date
3.5.1 Perform multiple operations of fractions M.11 INTEGERS &
(review). Initial
11.5.1 Identify and plot ordered pairs on a
Date rectangular/coordinate plane.
M.4 DECIMALS &
Initial Date
4.5.1 Perform multiple operations of decimals &
(review). M.12 ALGEBRA Initial
12.5.1 Solve powers and perfect square roots.
Date 12.5.2 Solve complex algebraic equations (for
M.5 PERCENTS & ex.: 5(x+2) = 3(x +6), 3 r = 6).
Initial
5.5.1 Perform multiple operations of percents Date
(review). M.13 GEOMETRY &
Initial
Date 13.5.1 Recognize and identify complex geometric
M.6 APPLY MATH IN A FUNCTIONAL CONTEXT & words and shapes such as quadrilateral,
Initial polygon, hexagon, octagon,
6.5.1 Solve problems using averaging (mean) parallelogram, cube, trapezoid, cone,
and median. cylinder, and pyramid.
13.5.2 Solve problems involving angles (right,
Date complementary, supplementary, vertical,
M.7 RATIO AND PROPORTION & and corresponding) and triangles.
Initial 13.5.3 Calculate circumference, perimeter,
7.5.1 Solve problems with probability. length, and width of selected geometric
7.5.2 Compute using ratio. shapes (refer to current GED math
7.5.3 Compute using proportion. formula page).
13.5.4 Calculate area of geometric shapes (refer
Date to current GED math formula page).
M.8 ESTIMATION & 13.5.5 Solve real-life problems using perimeter
Initial and area.
8.5.1 Use estimation to solve real life problems. 13.5.6 Calculate volume of geometric shapes
(refer to current GED math formula page).
Date 13.5.7 Solve real-life problems using volume.
M.9 UNITS OF TIME AND MEASUREMENT & 13.5.8 Solve problems using the Pythagorean
Initial Theorem with and without the aid of the
9.5.1 Convert between the standard and calculator.
metric systems of measures; inch/cm,
foot/meter; pound/kilogram; quart/liter; Date
Fahrenheit/Celsius. M.14 TRIGONOMETRY &
9.5.2 Compute time using United States time Initial
zones. 14.5.1 Identify components of trigonometric
functions (adjacent, opposite, and
Date hypotenuse).
M.10 TABLES, CHARTS, GRAPHS, AND MAPS &
Initial

41
 Performance Descriptors

MATHEMATICS – LOW ADULT SECONDARY – LEVEL 5

Each IGO should be mastered with a minimum score of 80%.
Fractions
M.3.5.1 Review fractions as indicated in Level 3 (addition, subtraction, multiplication, and division) and solve a
minimum of eight fraction reading problems.

Decimals
M.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.

Percents
M.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 eight
percent word problems.

Apply Math in a Functional Context

M.6.5.1 Solve a minimum of five problems each using averaging (mean) and median.

Ratio and Proportion

M.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.

Estimation
M.8.5.1 Use estimation to solve a minimum of ten real-life problems.
Units of Time and Measurement
M.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 Maps
M.10.5.1 Interpret information from multi-line graphs to solve a minimum of five problems.
Integers
M.11.5.1 Identify and plot a minimum of ten ordered pairs on a rectangular/coordinate plane.
Algebra
M.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
Geometry
M.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.
Trigonometry
M.14.5.1 Solve a minimum of ten problems that require the identification of trigonometric functions including adjacent,
opposite, and hypotenuse.
42
 WEST VIRGINIA ADULT BASIC EDUCATION SKILLS CHECKLIST
ABE MATHEMATICS
Federal Functioning Level 6 – High Adult Secondary (11.0-12.9)
Student: Program:

Instructor: Date Enrolled:

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

Date monomials.
M.6 APPLY MATH IN A FUNCTIONAL
& 12.6.5 Multiply and divide binomials.
CONTEXT
Initial 12.6.6 Solve problems involving the
6.6.1 Use payroll stub information to slope of a line on a graph.
construct a personal/family budget. 12.6.7 Solve problems involving the x
6.6.2 Reconcile a bank statement. and y intercepts on a graph.
12.6.8 Solve problems involving distance
Date between points on a coordinate
M.7 RATIO AND PROPORTION & system.
Initial 12.6.9 Factor algebraic expressions.
7.6.1 Solve real-life word problems using 12.6.10 Express numbers in scientific
proportion. notation.
7.6.2 Make predictions based on probability
including possible outcomes. Date
M.13 GEOMETRY &
Date Initial
M.9 UNITS OF TIME AND MEASUREMENT & 13.6.1 Use geometric formulas to solve real-
Initial life problems (review).
9.6.1 Read and interpret information on
scales, meters, and gauges. Date
M.14 TRIGONOMETRY &
Initial
Date
M.10 TABLES, CHARTS, GRAPHS AND 14.6.1 Solve problems involving
&
MAPS trigonometric ratios (sin, cos, tan) with
Initial
right angles.
10.6.1 Compare and analyze tables and
graphs.

Date
M.11 INTEGERS & Date
ADDITIONAL GED IGOS
Initial &
(not required for completion of FFL)
11.6.1 Explain the relationship between Initial
length on a number line and absolute GED.6.1 Operate a scientific calculator to solve
value. basic and advanced mathematical
functions.
GED.6.2 Evaluate insurance costs and
Date
benefits.
M.12 ALGEBRA &
GED.6.3 Calculate retirement and investment
Initial
benefits.
12.6.1 Use algebra to solve real-life
problems.
12.6.2 Solve inequalities.
12.6.3 Translate word phrases into algebraic
expressions or word sentences into
equations.
12.6.4 Add, subtract, multiply, and divide
43
 Performance Descriptors

MATHEMATICS – HIGH ADULT SECONDARY – LEVEL 6

Each IGO should be mastered with a minimum score of 80%.

Apply Math in a Functional Context

M.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 (ending
balance).

Ratio and Proportion

M.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 Measurement

M.9.6.1 Read and interpret information on a minimum of five scales, five meters, and five gauges.

Tables, Charts, Graphs, and Maps

M.10.6.1 Compare and analyze information from a minimum of five pairs of tables and graphs
representing identical or similar data.

Integers
M.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.

Algebra
M.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.

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

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

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