Summary Tables of Texas Adult Education Content Standards & Benchmarks

Example: Plan grocery lists

Example: Plan a note to landlord about repair.

Example: Prepare fliers for advertising job skills such as house keeping.

Example: Plan a TAKS writing considering purpose and audience, using a prompt from the TEA website.

Example: Plan a writing portion of the GED – use writing prompts.

Example: Target several cover letters for different jobs.

• Use a text model and
• Organize information (e.g., lists or responses to prompts for everyday information).

Example: Fill out a check.

• Organize ideas around a single familiar topic to produce a short but legible and comprehensible draft.

Example: Plan to write a thank you note.

• Identify and organize a limited number of ideas to support a single purpose (e.g., to convey personal experience, meet a specific need) to produce a legible and comprehensible draft.

Example: Plan to write an e-mail to company.

• Identify and organize a limited number of ideas to support a single purpose (e.g., writing to inform, persuade others) to produce a legible and comprehensible draft.

Example: Plan a letter to editor.

• Produce a legible and comprehensible draft.

Example: Pre-write letter of recommendation.

• Produce a legible and comprehensible draft.

Example: Organize information for a cover letter.

• Appropriately using simple, everyday, highly familiar words (names, signatures, addresses) and
• Appropriately using numbers (dates, phone numbers, addresses, prices).

Example: Filling out a job application.

• Appropriately using mostly everyday, familiar vocabulary (words with personal significance and commonly used adjectives, pronouns and prepositions) and
• Appropriately using simple sentence structures (simple and compound sentences and questions).

Example: Use information to compose a thank you note.

• Appropriately using mostly familiar vocabulary (based on personal experience and learning) and
• Appropriately using basic text structure of simple steps /instructions / commands or a few short, well-linked paragraphs.

Example: Write a paragraph with a main idea and several supporting details.

• Appropriately using both everyday and specialized vocabulary with attention to the suitable level of formality and
• Appropriately using a limited variety of simple and complex sentence structures a few well-constructed and linked paragraphs.

Example: Write a narrative.

• Appropriately using varied and descriptive word choices including abstract nouns and idioms and
• Appropriately using a variety of sentence length, structure, and complexity.

Example: Compose a multi-paragraph essay in response to a GED prompt.

• Appropriately using varied and descriptive word choices including colloquialisms, and cultural references and
• Appropriately using a variety of sentence length, structure, and complexity (including those reflecting logical relations).

Example: Write an informational brochure about a community organization.

• Word choice (with dictionaries and thesauruses),
• Level of detail, and
• Grammar (simple present and future tenses, subject/verb agreement)

• Level of detail,
• The coherence and progression of ideas by adding, deleting, combining and rearranging sentences,
• Grammar (simple tense agreement), and
• Sentence structure (compound and some complex sentences).

• Clarity and descriptiveness of ideas,
• Transitions between paragraphs, passages, and ideas,
• The appropriateness of text for the intended audience,
• Grammar, and
• Sentence structure (simple/compound/complex).

• Shifts in voice or tone,
• Clarity and text organization,
• The development and logic of ideas,
• The appropriateness of text for the intended audience,
• Grammar, and
• Sentence structure.

• Organization and precision of word choice,
• The logic and strength of arguments,
• Personal voice,
• The tone or style to address the audience, purpose, and formality of the context,
• Grammar and sentence structure.

• Grammar: present and future verb tenses, imperatives,
• Punctuation: sentence endings, commas in dates and greetings,
• Capitalization: sentence beginnings, pronoun “I” and proper nouns,
• Language usage: basic subject verb agreement, correct word order, complete sentences, correct verb tense, and
• Spelling: high frequency words.

• Grammar: present progressive, past and past progressive modal auxiliaries,
• Punctuation: commas in a series,
• Capitalization: titles, magazines, names of organization, and
• Language usage: Consistent verb tense, regular plurals, adverbs, adjectives, articles pronouns in the possessive, object and demonstrative forms and prepositions.

• Grammar: verb tenses, including irregular past, present perfect, present perfect progressive, present real conditional habitual past,
• Punctuation: quotation marks and apostrophes,
• Capitalization: first word in a quotation, special events,
• Language usage: simple/ compound sentences, irregular plurals, pronoun / antecedent agreement, and
• Spelling and capitalization.

• Grammar: verb tenses including, past perfect, future perfect, future perfect progressive, present unreal conditional, three part phrasal verbs,
• Internal punctuation: commas, colons, semicolons and hyphens,
• Language usage: simple, compound and complex sentences, and
• Spelling and capitalization.

• Grammar: verb tenses including past perfect progressive and future perfect progressive tenses, past unreal conditionals, modals in past tense,
• Varied sentence structures with phrases and clauses,
• The active voice,
• Parallel structures and
• Spelling, punctuation, capitalization, language usage.