students engaged in the lesson

These videos show standards-aligned lessons and standards-aligned instruction—aligned with the College and Career Readiness Standards for Adult Education for English Language Arts and Literacy (CCRSAE-ELA) and their overarching instructional shifts.

Intended for a High Intermediate/Low Adult Secondary Level class, the lessons focus on how to find the claim and the supporting evidence in a text. Both lessons are designed to take approximately one hour.

Longer video (52 minutes): "Claim and Evidence: The Penny Debate" with teacher Sarah Simpson

"This lesson is focused on how to find the claim of and supporting evidence in a text. Later lessons will focus on evaluating evidence and claims to figure out reliability, validity, and bias in a text."

Learning goals:

  • Identify the “gist” of the text.
  • Find the author’s main point.
  • Find the reasons the author gives to back up his or her point.


Shorter Video (16 minutes): "Pros and Cons: Technology in Our Daily Lives" with teacher Donnie Osborn

"This lesson is focused on the pro/con format and on how to use the claim of and supporting evidence in a text to determine the author’s position on a topic. The texts selected for the lesson focus on building students’ knowledge of current advances in technology. By determining the evidence for and against these innovations, students can weigh the potential impact of technology on their own lives."

Learning Goals:

  • Locate pro/con evidence that supports the authors’ claims about different types of innovative technologies.
  • Analyze two texts that provide conflicting information on the same topic and identify where they disagree.

 Shortest: 5-minute excerpt of the 16 minute video


Both class sessions demonstrate standards-based instruction by following these five core actions:

  1. Curriculum content of the lesson matches the demands of CCRSAE.
  2. Learning activities (questions and tasks) are text-specific and cognitively demanding.
  3. CCRSAE are translated into lesson content that productively engages adult learners.
  4. The lesson is intentionally sequenced to build on and develop students’ skills and knowledge.
  5. Students’ levels of understanding are assessed throughout the lesson, and instruction is adjusted accordingly.

The lessons were created and filmed at Martin County Adult Education Program, Kentucky, by StandardsWork, for the College and Career Readiness Standards-in-Action (CCRSIA) project sponsored by the Office of Career, Technical, and Adult Education (OCTAE).

Related Resources:


Topic Area: 
ABE/Adult Education
College and Career Readiness Standards for Adult Education (CCRSAE)
Educator Effectiveness
Evidence-Based Reading Instruction (EBRI)
Media Type: 
Resource Type: 
PD Center: 


SABES English Language Arts Curriculum & Instruction PD Center