Author: marcia.maxwell
Last saved by: Brown, Maia
Company: Florida Department of Education

2026-2027

Florida Department of Education
Adult General Education Curriculum Framework

GED^® PREPARATION REASONING THROUGH LANGUAGE ARTS
Program Title | GED^® Preparation
Program Number | 9900130
Course Title | GED^® Reasoning Through Language Arts (RLA)
Course Number | 9900131
CIP Number | 1532020207
Grade Equivalent | 9.0-12.9
Grade Level | 30, 31

PURPOSE

GED^® RLA course: The purpose of the GED^® RLA course is to prepare students to pass the GED^® RLA subtest and meet the requirements for a State of Florida High School Diploma. This assessment focuses on reading comprehension, analysis of informational and literary texts, written expression, and the ability to evaluate and use evidence. Students develop deeper conceptual understanding, language skills, and fluency in reading and writing, as well as the ability to apply these skills in academic, workplace, and real-world contexts.

_STUDENTS

Per State Board Rule 6A-6.014, _Florida _Administrative _Code _(F.A.C.) _- _General _Requirements _for _Adult _General _Education , students eligible to enroll in the GED^® Comprehensive Preparation Program are those who:

https://www.flrules.org/gateway/ruleno.asp?id=6A-6.014

•	Are 16 years of age or older.
•	Does not have a high school diploma. 
•	Are not enrolled in the K12 educational system.
•	Obtain pre-test scores that place them within Educational Functioning Level (EFL) 5 or 6.

_Per _section 1003.435(4), Florida Statutes (F.S.), “A candidate who has filed a formal declaration of intent to terminate school enrollment pursuant to s. 1003.21(1)(c) may take the examination after reaching the age of 16.” See State Board Rule 6A-6.0201, F.A.C. for more information on the age waiver needed for underage students. 

https://www.flsenate.gov/laws/statutes/2012/1003.435

https://flrules.org/gateway/ruleNo.asp?id=6A-6.0201

_Table _1: _EFLs _for _the _GED® _Reasoning _Through _Language _Arts _Course _in _relation _to _the _Grade _Equivalent _for _each _level

Course Title | EFL | Grade Equivalent
GED^® Reasoning through Language Arts | ABE Level 5 | 9.0 – 10.9
GED^® Reasoning through Language Arts | ABE Level 6 | 11.0 – 12.9

_PROGRAM _LENGTH 

_The _maximum _number _of _instructional _hours _recommended _by _the _Florida _Department _of _Education _(FDOE) _for _the _GED® _RLA _course _is _250 _hours _per _EFL. _Acknowledging _the _individualized _nature _of _learning, _some _students _may _finish _an _EFL _in _fewer _(or _more) _hours _than _the _recommended _maximum _duration _indicated. 

_Table _2: _Recommended _Maximum _Number _of _Hours _by _EFL

Course Title | EFL | Recommended Maximum Hours
GED^® Reasoning through Language Arts | ABE Level 5 | 250
GED^® Reasoning through Language Arts | ABE Level 6 | 250

ASSESSMENT
For guidance on the assessment guidelines and requirements for GED^® RLA, see State Board Rule 6.A-6.014, F.A.C.

https://www.flrules.org/gateway/ruleno.asp?id=6A-6.014

References for Assessment and Reporting: For complete information regarding assessment procedures and policies, see the FDOE Assessment Technical Assistance Paper. For guidelines on the procedures for reporting data related to student test results, see the FDOE Division of Career and Adult Education (DCAE) Office of Research and Evaluation.

https://www.fldoe.org/academics/career-adult-edu/career-adult-edu-technical-assistance-.stml

https://www.fldoe.org/academics/career-adult-edu/research-evaluation/

Pre-testing: Federal and state regulations mandate that local adult education agencies conduct pre-tests for all new students within the initial 12 hours of enrollment activity. The FDOE defines a new student as someone not previously enrolled in the local agency during the current or preceding program year. GED^® RLA course students are required to pre-test and obtain a score at or above EFL 5 in reading and math. The agency is responsible for submitting the pre-test results to the FDOE in accordance with the guidelines outlined by the DCAE Office of Research and Evaluation.  

Post-testing: Agencies are not required to post-test students enrolled in the GED^® RLA course for reporting purposes, however, students will benefit from a variety of assessments to gauge their knowledge and skills. The GED^® Ready Test is an appropriate tool for determining when the student is likely to be able to pass the GED^® Test.

https://ged.com/study/ged_ready/

_Course _Completion: _Students _complete _the GED^® RLA _course _when _they _pass _the GED^® RLA subtest. Upon passing all subtests of the GED^®, the agency is responsible for reporting the course completion date as reflected by the date on the student’s diploma. The agency is responsible for reporting the post-test results to the FDOE following the guidelines outlined by the DCAE Office of Research and Evaluation.

GED^® 2014 Assessment: For additional information on the GED^® Comprehensive 2014 Assessment and the performance targets and content topics see the GED^® Comprehensive Testing Service Assessment Guide for Educators.

https://www.ged.com/educators-admins/teaching/teaching-resources.html

GED^® REASONING THROUGH LANGUAGE ARTS STANDARDS 

The GED^® RLA Standards focus on the fundamentals in three major content areas: Reading, Language Arts and Writing. Students will achieve the ability to read closely, the ability to write clearly and the ability to edit and understand the use of standard written English in context. The most significant predictor of readiness for career and college lies in the proficiency to read and comprehend intricate texts, particularly nonfiction. 

GED^® REASONING THROUGH LANGUAGE ARTS READING STANDARDS
R.1 | Determine central ideas or themes of texts, analyze their development and summarize the key supporting details and ideas.
R.1.a | Comprehend explicit details and main ideas in text.
R.1.b | Summarize details and ideas in text.
R.1.c | Make sentence-level inferences about details that support main ideas.
R.1.d | Infer implied main ideas in paragraphs or whole texts.
R.1.e | Determine which detail(s) support(s) a main idea.
R.1.f | Identify a theme, or identify which element(s) in a text support a theme.
R.1.g | Make evidence-based generalizations or hypotheses based on details in text, including clarifications, extensions or applications of main ideas to new situations.
R.1.h | Draw conclusions or make generalizations that require mixing several main ideas in text.
R.2 | Analyze how individuals, events and ideas develop and interact over the course of a text.
R.2.a | Order sequences of events in texts.
R.2.b | Make inferences about plot/sequence of events, characters/people, settings or ideas in texts.
R.2.c | Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas or events are connected, developed or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning.
R.2.d | Infer relationships between ideas in a text (e.g., an implicit cause and effect, parallel or contrasting relationship).
R.2.e | Analyze the roles that details play in complex literary or informational texts.

R.3.2
L.4.2

Interpret words and phrases that appear frequently in texts from a wide variety of disciplines, including determining connotative and figurative meanings from context and analyzing how specific word choices shape meaning or tone.

R.3.1
L.4.1

Determine the meaning of words and phrases as they are used in a text, including determining connotative and figurative meanings from context.

R.3.2
L.4.2

Analyze how meaning or tone is affected when one word is replaced with another.

R.4.3
L.4.3

Analyze the impact of specific words, phrases or figurative language in text, with a focus on an author’s intent to convey information or construct an argument.

R.4 | Analyze the structure of texts, including how specific sentences or paragraphs relate to each other and the whole.
R.4.a | Analyze how a particular sentence, paragraph, chapter or section fits into the overall structure of a text and contributes to the development of the ideas.
R.4.b | Analyze the structural relationship between adjacent sections of text (e.g., how one paragraph develops or refines a key concept or distinguishing one idea from another).
R.4.c | Analyze transitional language or signal words (words that indicate structural relationships, such as consequently, nevertheless, otherwise) and determine how they refine meaning, emphasize certain ideas or reinforce an author’s purpose.
R.4.d | Analyze how the structure of a paragraph, section or passage shapes meaning, emphasizes key ideas or supports an author’s purpose.
R.5 | Determine an author’s purpose or point of view in a text and explain how it is conveyed and shapes the content and style of a text.
R.5.a | Determine an author’s point of view or purpose of a text.
R.5.b | Analyze how the author distinguishes his or her position from that of others or how an author acknowledges and responds to conflicting evidence or viewpoints.
R.5.c | Infer an author’s implicit and explicit purposes based on details in text.
R.5.d | Analyze how an author uses rhetorical techniques to advance his or her point of view or achieve a specific purpose (e.g., analogies, enumerations, repetition and parallelism, juxtaposition of opposites, qualifying statements).
R.6 | Delineate and evaluate the argument and specific claims in a text, including if the reasoning was valid, as well as the relevance and sufficiency of the evidence.
R.7.1 | Delineate the specific steps of an argument the author puts forward, including how the argument’s claims build on one another.
R.8.a | Identify specific pieces of evidence an author uses in support of claims or conclusions.
R.8.b | Evaluate the relevance and sufficiency of evidence offered in support of a claim.
R.8.c | Distinguish claims that are supported by reason and evidence from claims that are not.
R.8.d | Assess whether the reasoning is valid; identify false reasoning in an argument and evaluate its impact.
R.8.e | Identify an underlying premise or assumption in an argument and evaluate the logical support and evidence provided.
R.9 & 7 | Analyze how two or more texts address similar themes or topics.

R.9.a
R.7.a

Draw specific comparisons between two texts that address similar themes or topics, or between information presented in different formats (e.g., between information presented in text and information or data summarized in a table or timeline).

R.9.b | Compare two passages in a similar or closely related genre that share ideas or themes, focusing on similarities and/or differences in perspective, tone, style, structure, purpose or overall impact.
R.9.c | Compare two argumentative passages on the same topic that present opposing claims (either main or supporting claims) and analyze how each text emphasizes different evidence or advances a different interpretation of facts.
R.7.b | Analyze how data or quantitative and/or visual information extends, clarifies or contradicts information in text or determines how data supports an author’s argument.
R.7.c | Compare two passages that present related ideas or themes in different genre or formats (e.g., a feature article and an online FAQ or fact sheet) in order to evaluate differences in scope, purpose, emphasis, intended audience or overall impact when comparing.
R.7.d | Compare two passages that present related ideas or themes in different genre or formats in order to synthesize details, draw conclusions or apply information to new situations.
LANGUAGE STANDARDS
L.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.a | Edit to correct errors involving frequently confused words and homonyms, including contractions (passed, past; two, too, to; there, their, they’re; knew, new; it’s, its).
L.1.b | Edit to correct errors in straightforward subject-verb agreement.
L.1.c | Edit to correct errors in pronoun usage, including pronoun-antecedent agreement, unclear pronoun references and pronoun case.
L.1.d | Edit to eliminate nonstandard or informal usage (e.g., correctly use tries to win the game instead of try and win the game).
L.1.e | Edit to eliminate dangling or misplaced modifiers or illogical word order (e.g., correctly use to meet almost all requirements instead of to almost meet all requirements).
L.1.f | Edit to ensure parallelism and proper subordination and coordination.
L.1.g | Edit to correct errors in subject-verb or pronoun antecedent agreement in more complicated situations (e.g., with compound subjects, interceding phrases or collective nouns).
L.1.h | Edit to eliminate wordiness or awkward sentence construction.
L.1.i | Edit to ensure effective use of transitional words, conjunctive adverbs and other words and phrases that support logic and clarity.
L.2 | Demonstrate command of the conventions of standard English capitalization and punctuation when writing.
L.2.a | Edit to ensure correct use of capitalization (e.g., proper nouns, titles and beginnings of sentences).
L.2.b | Edit to eliminate run-on sentences, fused sentences or sentence fragments.
L.2.c | Edit to ensure correct use of apostrophes with possessive nouns.
L.2.d | Edit to ensure correct use of punctuation (e.g., commas in a series or in appositives and other nonessential elements, end marks and appropriate punctuation for clause separation).
WRITING STANDARDS
W.1 | Determine the details of what is explicitly stated and make logical inferences or valid claims that square with textual evidence
W.2 | Produce and extended analytical response in which the writer introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts or details from the text; and maintains a coherent focus.
W.3 | Write clearly and demonstrate sufficient command of standard English conventions

Additional Information

_ACCOMMODATIONS 

_Federal _and _state _legislation _requires _the _provision _of _accommodations _for _students _with _disabilities _to _address _individual _needs _and _guarantee _equal _access. _Adult _students _with _disabilities _are _required _to _self-identify, _submit _documentation _and _request _the _necessary _accommodations. _Accommodations _for _students _with _disabilities _may _be _necessary _in _various _areas, _including _instructional _methods _and _materials, _assignments _and _assessments, _time _constraints _and _schedules, _learning _environments, _assistive _technology _and _special _communication _systems. _Documentation _detailing _the _requested _and _provided _accommodations _should _be _securely _stored _in _a _confidential _file.
_ADULT _EDUCATION _INSTRUCTOR _CERTIFICATION _REQUIREMENTS

_As _per _s. _1012.39 _(1)(b), _F.S., _each _school _district _shall _establish _the _minimal _qualifications _for _part-time _and _full-time _teachers _in _adult _education _agencies.

https://www.flsenate.gov/laws/statutes/2011/1012.39

_TECHNICAL _ASSISTANCE

_For _technical _assistance, _please _visit _the _FDOE _Career _& _Adult _Education _Technical _Assistance _Page, _or _contact _the _office _at:
_•	_850-245-0450
•	_FloridaAdultEducation@fldoe.org