Alabama Standards Alignment Kindergarten through Grade …doc.renlearn.com/KMNet/R004014005GG29F3.pdf2007, Kindergarten, Course of Study, State Department of Education Standard Skill

Alabama Standards Alignment Kindergarten through Grade Twelve

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Alabama Standards Alignment

Standards List with Aligned Product Skills

The Standards List with Aligned Product Skills Report is a standards-oriented document showing the entire list of standards for the subject and grade on the left side of the report with the aligning product objectives on the right side. This alignment report shows the breadth of standards coverage for the purpose and focus of this product.

Note to Educator .....................................................iii

Kindergarten ..................................................... 1

Grade 1 ..................................................... 5

Grade 2 ....................................................12

Grade 3 ....................................................20

Grade 4 ....................................................29

Grade 5 ....................................................40

Grade 6 ....................................................53

Grade 7 ....................................................60

Grade 8 ....................................................68

Grade 9 ....................................................74

Grade 10 ....................................................81

Grade 11 ....................................................89

Grade 12 ....................................................95

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Note to Educator: Thank you for your interest in Renaissance Learning technology. The attached document contains the alignment between the software and/or instructional materials and the skills described in the state standards documentation. At Renaissance Learning, we recognize the impact that the standards-based reform movement and high-stakes standardized testing have on schools, and we share the concerns of educators and administrators that students perform well on high-stakes assessments. We hope this report answers your questions regarding the alignment of Renaissance Learning technology and materials to your state standards. If you have any questions about the attached document, please feel free to call us at (800) 338-4204. Sincerely, Renaissance Sales and Funding Staff

P.O. Box 8036 Wisconsin Rapids, WI 54495-8036

Phone: (800) 338-4204 Fax: (715) 424-4242

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Agency Tag Set NameAlabama, English Language Arts, 2007, Kindergarten, Course of Study, State Department of Education

Standard Skill Area Description Skill Description - ReadingAL 1 - Exhibit phonemic awareness, including identifying and categorizing phonemes, orally blending phonemes into one-syllable words, segmenting one-syllable words into phonemes, and rhyming.

AL 2 - Demonstrate letter-sound association, including matching letters to corresponding spoken sounds and blending letter sounds into one-syllable words, using printed materials. Example: initial consonant sounds, final consonant sounds, medial short vowel sounds.

AL 3 - Identify upper- and lower-case letters.AL 4 - Use words that describe and represent real-life objects and actions. Example: using words that describe location, size, color, and shape.AL 4.2 - Use words that describe and represent real-life objects and actions. Using a variety of emergent reading materials. Example: picture books, predictable texts, decodable text, print in the environment.

AL 4.3 - Use words that describe and represent real-life objects and actions. Learning new words through stories and explicit instruction

Skill Area 1 - Overall Product (OP)

Skill 2 - OP02 Recognizing words

AL 4.4 - Use words that describe and represent real-life objects and actions. Recognizing kindergarten high-frequency words in print. Example: Dolch word lists, basal reader word lists.



AL 5 - Demonstrate listening comprehension of passages, including retelling stories and answering questions.

Standards List with Aligned Product SkillsProduct NameSTAR Reading

STAR Reading Kindergarten

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Standard Skill Area Description Skill Description


AL 5.1 - Demonstrate listening comprehension of passages, including retelling stories and answering questions. Recalling information. Example: characters, settings, details, main ideas, beginning and ending of story.AL 5.2 - Demonstrate listening comprehension of passages, including retelling stories and answering questions. Making predictions to determine main idea or anticipate an endingAL 5.3 - Demonstrate listening comprehension of passages, including retelling stories and answering questions. Responding to stories, asking questions, discussing ideas, and relating events to daily life

AL 5.4 - Demonstrate listening comprehension of passages, including retelling stories and answering questions. Identifying correct sequence of events after listening to a story - LiteratureAL 6 - Identify various forms of narrative texts, including nursery rhymes, poetry, and stories.AL 6.1 - Identify various forms of narrative texts, including nursery rhymes, poetry, and stories. Naming characters and settings in books and storiesAL 6.2 - Identify various forms of narrative texts, including nursery rhymes, poetry, and stories. Identifying the author and title of a textAL 7 - Recognize basic features of informational text. Example: pictures, photographs, captions, facts.

- Writing and LanguageAL 8 - Use brainstorming, drawing, and discussion as elements of prewriting in the writing process. Example: graphic organizers, storyboards, peer group discussions.


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AL 8.2 - Use brainstorming, drawing, and discussion as elements of prewriting in the writing process. Drafting by stringing letters together to express thoughtAL 8.3 - Use brainstorming, drawing, and discussion as elements of prewriting in the writing process. Revising group or modeled story

AL 8.4 - Use brainstorming, drawing, and discussion as elements of prewriting in the writing process. Using approximate spelling while editingAL 8.5 - Use brainstorming, drawing, and discussion as elements of prewriting in the writing process. Publishing through reading or displaying workAL 8.6 - Use brainstorming, drawing, and discussion as elements of prewriting in the writing process. Using basic punctuation. Example: period, question mark, exclamation point.AL 9 - Print upper- and lower-case letters using proper formation, spacing, and letter-line placement.AL 9.1 - Print upper- and lower-case letters using proper formation, spacing, and letter-line placement. Using correct hand position when holding writing instrument

- Research and InquiryAL 10 - Use print and nonprint classroom, library, and real-world resources to acquire information. Example: nonfiction books, videos, personal interviews, Web-based sources, environmental print.AL 10.2 - Use print and nonprint classroom, library, and real-world resources to acquire information. Identifying parts of a bookAL 10.3 - Use print and nonprint classroom, library, and real-world resources to acquire information. Using simple charts, maps, and graphs to gain basic information


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- Oral and Visual Communication

AL 11 - Follow one- and two-part oral directions.AL 11.1 - Follow one- and two-part oral directions. Responding to various types of literature read aloud. Example: drawing a picture, composing a song, participating in a discussion.AL 11.2 - Follow one- and two-part oral directions. Looking at the speaker without interruptingAL 11.3 - Follow one- and two-part oral directions. Listening for meaning in oral communicationAL 12 - Select appropriate voice level when interacting with others. Example: whispering in the library, cheering loudly in the gym.AL 12.2 - Select appropriate voice level when interacting with others. Using appropriate grammar and word choice for a specific audienceAL 12.3 - Select appropriate voice level when interacting with others. Reciting short poems, rhymes, songs, and stories with repeated patternsAL 12.4 - Select appropriate voice level when interacting with others. Demonstrating the ability to take turns in a conversationAL 12.5 - Select appropriate voice level when interacting with others. Making connections to stories read aloud. Example: text-to-self, text-to-text, text-to-world.


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Agency Tag Set NameAlabama, English Language Arts, 2007, First Grade, Course of Study, State Department of Education

Standard Skill Area Description Skill Description - ReadingAL 1 - Demonstrate phonemic awareness, including isolating, deleting, and adding phonemes; using onsets and rimes; and identifying initial, medial, and final sounds in one-syllable words.AL 1.1 - Demonstrate phonemic awareness, including isolating, deleting, and adding phonemes; using onsets and rimes; and identifying initial, medial, and final sounds in one-syllable words. Blending phonemes to produce soundsAL 2 - Utilize predictable letter-sound relationships to decode printed words, including words with consonant blends that require blending 3-4 phonemes into a whole word.AL 2.1 - Utilize predictable letter-sound relationships to decode printed words, including words with consonant blends that require blending 3-4 phonemes into a whole word. Blending sounds to form words

AL 2.2 - Utilize predictable letter-sound relationships to decode printed words, including words with consonant blends that require blending 3-4 phonemes into a whole word. Identifying sound-spelling relationships of consonants and vowelsAL 2.3 - Utilize predictable letter-sound relationships to decode printed words, including words with consonant blends that require blending 3-4 phonemes into a whole word. Segmenting printed words into phonemesAL 3 - Demonstrate vocabulary skills, including sorting words into categories and deriving word meaning from context within sentences and paragraphs. Example: categories-synonyms, antonyms, homonyms.


STAR Reading Grade 1

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AL 3.2 - Demonstrate vocabulary skills, including sorting words into categories and deriving word meaning from context within sentences and paragraphs. Using new words from reading when writing and speakingAL 3.3 - Demonstrate vocabulary skills, including sorting words into categories and deriving word meaning from context within sentences and paragraphs. Recognizing words in the environment


Skill 1 - OP01 Understanding words in context

Skill 2 - OP02 Recognizing wordsAL 3.4 - Demonstrate vocabulary skills, including sorting words into categories and deriving word meaning from context within sentences and paragraphs. Asking questions for clarificationAL 3.5 - Demonstrate vocabulary skills, including sorting words into categories and deriving word meaning from context within sentences and paragraphs. Spelling correctly sight words and single-syllable, phonetically regular words

AL 4 - Read with comprehension a variety of first-grade narrative and informational texts, including recalling information and retelling a story with beginning, middle, and end.

AL 4.1 - Read with comprehension a variety of first-grade narrative and informational texts, including recalling information and retelling a story with beginning, middle, and end. Recognizing cues provided by print


Skill 4 - OP04 Drawing meaning from text

Skill Area 4 - Comprehension (C) Skill 1 - C01 Understanding what is readSkill 2 - C02 Understanding authentic textSkill 3 - C03 Using context clues for comprehensionSkill 4 - C04 Making inferences for comprehension


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Skill 5 - C05 Drawing conclusions for comprehension

AL 4.2 - Read with comprehension a variety of first-grade narrative and informational texts, including recalling information and retelling a story with beginning, middle, and end. Making predictions from text clues

Skill Area 4 - Comprehension (C) Skill 3 - C03 Using context clues for comprehension

Skill 4 - C04 Making inferences for comprehension

AL 4.3 - Read with comprehension a variety of first-grade narrative and informational texts, including recalling information and retelling a story with beginning, middle, and end. Stating main ideas about a topic in informational textAL 4.4 - Read with comprehension a variety of first-grade narrative and informational texts, including recalling information and retelling a story with beginning, middle, and end. Connecting events in a story to specific life experiencesAL 4.5 - Read with comprehension a variety of first-grade narrative and informational texts, including recalling information and retelling a story with beginning, middle, and end. Monitoring comprehension during reading


Skill 11 - OP11 Working independently

AL 4.6 - Read with comprehension a variety of first-grade narrative and informational texts, including recalling information and retelling a story with beginning, middle, and end. Drawing simple conclusions

Skill Area 4 - Comprehension (C) Skill 5 - C05 Drawing conclusions for comprehension

AL 5 - Read with fluency simple passages containing simple sentences.AL 5.1 - Read with fluency simple passages containing simple sentences. Reading 40-60 words per minuteAL 5.2 - Read with fluency simple passages containing simple sentences. Recognizing first-grade high frequency words by sight. Example: Dolch word lists, basal reader word lists.




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AL 5.3 - Read with fluency simple passages containing simple sentences. Attending to end punctuation in phrasing - LiteratureAL 6 - Recognize a variety of narrative text forms, including fairy tales, adventure stories, and poetry.

AL 6.1 - Recognize a variety of narrative text forms, including fairy tales, adventure stories, and poetry. Identifying characters, settings, problems, and solutions in a variety of textsAL 6.2 - Recognize a variety of narrative text forms, including fairy tales, adventure stories, and poetry. Comparing story elements through text-to-text connectionsAL 7 - Use the basic features of informational text to distinguish fact from fiction. Example: captions, headings, table of contents.

- Writing and LanguageAL 8 - Use complete sentences to address a topic or tell a story.AL 8.1 - Use complete sentences to address a topic or tell a story. Using graphic organizers to outline content

AL 8.2 - Use complete sentences to address a topic or tell a story. Rereading to make revisionsAL 8.3 - Use complete sentences to address a topic or tell a story. Editing for spelling, punctuation, and capitalizationAL 8.4 - Use complete sentences to address a topic or tell a story. Publishing final draftAL 8.5 - Use complete sentences to address a topic or tell a story. Using descriptive, narrative, and expository modes of writingAL 8.6 - Use complete sentences to address a topic or tell a story. Writing simple poems addressing a topic


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AL 9 - Use periods at the end of sentences and capitalization at the beginning of sentences and with the pronoun I.AL 9.1 - Use periods at the end of sentences and capitalization at the beginning of sentences and with the pronoun I. Using question marks at the end of asking sentences

AL 10 - Use a word that names a person, place, thing, or animal as the subject of a sentence.AL 10.1 - Use a word that names a person, place, thing, or animal as the subject of a sentence. Using verbs to show actionAL 10.2 - Use a word that names a person, place, thing, or animal as the subject of a sentence. Using adjectives to describeAL 10.3 - Use a word that names a person, place, thing, or animal as the subject of a sentence. Identifying singular and plural nouns

AL 11 - Exhibit proper letter formation, spacing, and letter-line placement in words and sentences.

- Research and InquiryAL 12 - Collect information from print and nonprint resources to investigate a teacher- or student-selected topic. Example: nonfiction books, videos, resource persons, interviews, Web-based sources, dictionaries.

AL 12.2 - Collect information from print and nonprint resources to investigate a teacher- or student-selected topic. Generating oral and written questions to gather informationAL 12.3 - Collect information from print and nonprint resources to investigate a teacher- or student-selected topic. Using parts of a book to locate information


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AL 12.4 - Collect information from print and nonprint resources to investigate a teacher- or student-selected topic. Using alphabetical order to the first letter to access informationAL 12.5 - Collect information from print and nonprint resources to investigate a teacher- or student-selected topic. Interpreting information from simple charts, maps, graphs, and directions - Oral and Visual Communication

AL 13 - Listen for meaning in conversations and discussions, including looking at the speaker without interrupting.AL 13.1 - Listen for meaning in conversations and discussions, including looking at the speaker without interrupting. Following two- and three-part oral directionsAL 13.2 - Listen for meaning in conversations and discussions, including looking at the speaker without interrupting. Making connections to literature read aloud. Example: text-to-text, text-to-self, text-to-world.AL 14 - Use appropriate intonation when speaking and interacting with others.AL 14.1 - Use appropriate intonation when speaking and interacting with others. Using grammar and word choice appropriate for a specific audienceAL 14.2 - Use appropriate intonation when speaking and interacting with others. Reciting poems, rhymes, songs, and stories

AL 14.3 - Use appropriate intonation when speaking and interacting with others. Demonstrating the ability to take turns in a conversation


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AL 14.4 - Use appropriate intonation when speaking and interacting with others. Expanding vocabulary reflective of a growing range of interests and knowledgeAL 14.5 - Use appropriate intonation when speaking and interacting with others. Using pictures, objects, music, and computer resources to present information

AL 14.6 - Use appropriate intonation when speaking and interacting with others. Using the writing process to prepare oral presentations


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Agency Tag Set NameAlabama, English Language Arts, 2007, Second Grade, Course of Study, State Department of EducationStandard Skill Area Description Skill Description - ReadingAL 1 - Demonstrate phonological skills, including manipulating sounds and words of the English language and identifying syllables in two- and three-syllable words.AL 2 - Apply phonetic strategies to decode unfamiliar and multisyllable words using graphophonemic clues and letter-sound correspondences, including diphthongs and digraphs.AL 2.1 - Apply phonetic strategies to decode unfamiliar and multisyllable words using graphophonemic clues and letter-sound correspondences, including diphthongs and digraphs. Correcting word-recognition errors. Example: substituting, deleting, omitting.

AL 2.2 - Apply phonetic strategies to decode unfamiliar and multisyllable words using graphophonemic clues and letter-sound correspondences, including diphthongs and digraphs. Reading phonetically regular and irregular two-syllable words. Example: regular-table, mitten irregular-baby, city.

AL 3 - Exhibit vocabulary skills, including explaining simple common antonyms and synonyms and using descriptive words. Example: simple common antonyms-up - down, in - out, above - below.

AL 3.2 - Exhibit vocabulary skills, including explaining simple common antonyms and synonyms and using descriptive words. Responding to questionsAL 3.3 - Exhibit vocabulary skills, including explaining simple common antonyms and synonyms and using descriptive words. Using semantic cues to achieve meaning

Skill Area 3 - Vocabulary-in-context (V)

Skill 1 - V01 Using context clues




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Agency Tag Set NameAlabama, English Language Arts, 2007, Second Grade, Course of Study, State Department of EducationStandard Skill Area Description Skill Description


AL 3.4 - Exhibit vocabulary skills, including explaining simple common antonyms and synonyms and using descriptive words. Recognizing words in the environment

AL 3.5 - Exhibit vocabulary skills, including explaining simple common antonyms and synonyms and using descriptive words. Using new words from independent reading of stories and texts



Skill 2 - OP02 Recognizing wordsAL 3.6 - Exhibit vocabulary skills, including explaining simple common antonyms and synonyms and using descriptive words. Recognizing possessive formsAL 3.7 - Exhibit vocabulary skills, including explaining simple common antonyms and synonyms and using descriptive words. Using correct spelling, including spelling of sight words, spelling of unfamiliar words using phonetic strategies, and checking spelling with a dictionary

AL 3.8 - Exhibit vocabulary skills, including explaining simple common antonyms and synonyms and using descriptive words. Identifying multiple-meaning words



Skill 2 - OP02 Recognizing wordsAL 4 - Demonstrate comprehension of second-grade reading materials across the curriculum, including drawing simple conclusions, classifying ideas and things, identifying sequence, and retelling directions and information from informational and functional reading materials. Example: functional materials-maps, simple tables, atlases, encyclopedias.


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AL 4.2 - Demonstrate comprehension of second-grade reading materials across the curriculum, including drawing simple conclusions, classifying ideas and things, identifying sequence, and retelling directions and information from informational and functional reading materials. Relating events and ideas to specific life experiences

AL 4.3 - Demonstrate comprehension of second-grade reading materials across the curriculum, including drawing simple conclusions, classifying ideas and things, identifying sequence, and retelling directions and information from informational and functional reading materials. Answering what if, why, and how questions

AL 4.4 - Demonstrate comprehension of second-grade reading materials across the curriculum, including drawing simple conclusions, classifying ideas and things, identifying sequence, and retelling directions and information from informational and functional reading materials. Identifying charactersAL 5 - Read with fluency passages containing complex sentences. Example: sentences with phrases and clauses.AL 5.2 - Read with fluency passages containing complex sentences. Reading 90-100 words per minute

AL 5.3 - Read with fluency passages containing complex sentences. Recognizing second-grade high-frequency words. Example: Dolch word lists, basal reader word lists.



AL 5.4 - Read with fluency passages containing complex sentences. Using punctuation to help phrase


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AL 5.5 - Read with fluency passages containing complex sentences. Making self-corrections



AL 5.6 - Read with fluency passages containing complex sentences. Reading with expression

- LiteratureAL 6 - Differentiate among folktales, tall tales, fables, realistic fiction, and other narrative texts.AL 6.1 - Differentiate among folktales, tall tales, fables, realistic fiction, and other narrative texts. Recognizing the author's purpose or intent in a variety of textsAL 6.2 - Differentiate among folktales, tall tales, fables, realistic fiction, and other narrative texts. Inferring the main idea and supporting details in narrative textsAL 6.3 - Differentiate among folktales, tall tales, fables, realistic fiction, and other narrative texts. Summarizing the plot and characters' actions and motivations in narrative textsAL 6.4 - Differentiate among folktales, tall tales, fables, realistic fiction, and other narrative texts. Recognizing morals and lessons in narrative textsAL 7 - Explain how authors use text features to identify key and supporting ideas in informational texts. Example: boldface, maps, charts, diagrams. - Writing and LanguageAL 8 - Organize sentences into a paragraph to address a topic or tell a story.AL 8.1 - Organize sentences into a paragraph to address a topic or tell a story. Sorting information using graphic organizersAL 8.2 - Organize sentences into a paragraph to address a topic or tell a story. Generating a topic sentence and a concluding sentence in a paragraph


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AL 8.3 - Organize sentences into a paragraph to address a topic or tell a story. Drafting a written piece, including an introductory paragraph and a concluding paragraphAL 8.4 - Organize sentences into a paragraph to address a topic or tell a story. Editing for spelling, punctuation, capitalization, and sentence varietyAL 8.5 - Organize sentences into a paragraph to address a topic or tell a story. Publishing final draftAL 8.6 - Organize sentences into a paragraph to address a topic or tell a story. Using descriptive, narrative, and expository modes of writing

AL 8.7 - Organize sentences into a paragraph to address a topic or tell a story. Writing free verse poetry to express ideasAL 9 - Demonstrate correct use of question marks and capitalization of names, months, days of the week, and holidays in written expression.

AL 9.1 - Demonstrate correct use of question marks and capitalization of names, months, days of the week, and holidays in written expression. Using abbreviations, apostrophes in contractions, and apostrophes in possessives in writing

AL 9.2 - Demonstrate correct use of question marks and capitalization of names, months, days of the week, and holidays in written expression. Using commas in writing. Example: dates, friendly letter greetings, physical address, items in a series.

AL 9.3 - Demonstrate correct use of question marks and capitalization of names, months, days of the week, and holidays in written expression. Using exclamation points at the end of sentences to show emotion in writing


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AL 10 - Use concrete nouns and action verbs in written communication. Example 1: concrete nouns-teacher, beach, desk, dog. Example 2: action verbs-run, eat.

AL 10.3 - Use concrete nouns and action verbs in written communication. Describing nouns using adjectives in writingAL 10.4 - Use concrete nouns and action verbs in written communication. Substituting nouns with pronouns in writingAL 10.5 - Use concrete nouns and action verbs in written communication. Using singular and plural nouns in writingAL 11 - Write words and sentences legibly with proper spacing in manuscript.AL 11.1 - Write words and sentences legibly with proper spacing in manuscript. Forming upper- and lower-case letters in cursive

- Research and InquiryAL 12 - Utilize research skills to collect and record information on a specific topic.AL 12.1 - Utilize research skills to collect and record information on a specific topic. Listing key concepts from textsAL 12.2 - Utilize research skills to collect and record information on a specific topic. Locating boldface and italicized words to identify essential informationAL 12.3 - Utilize research skills to collect and record information on a specific topic. Using captions, illustrations, and photographs to extend meaning of written textAL 13 - Locate information in reference material using alphabetical order. Example: dictionary, textbook, nonfiction book.


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AL 13.2 - Locate information in reference material using alphabetical order. Generating oral and written questions before, during, and after researchAL 13.3 - Locate information in reference material using alphabetical order. Using table of contents, glossary, and index to locate informationAL 13.4 - Locate information in reference material using alphabetical order. Reporting on a specific topic with facts and details - Oral and Visual Communication

AL 14 - Respond to various types of literature read aloud.AL 14.1 - Respond to various types of literature read aloud. Focusing attention on a speaker without interruptingAL 14.2 - Respond to various types of literature read aloud. Following multistep oral directionsAL 14.3 - Respond to various types of literature read aloud. Interpreting presented informationAL 15 - Select appropriate voice tone, gestures, and facial expression to enhance meaning.AL 15.1 - Select appropriate voice tone, gestures, and facial expression to enhance meaning. Using active listening skills. Example: "Stop, Look, and Listen" technique.

AL 15.2 - Select appropriate voice tone, gestures, and facial expression to enhance meaning. Retelling stories and events in logical order

AL 15.3 - Select appropriate voice tone, gestures, and facial expression to enhance meaning. Remaining on topic when speaking


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AL 15.4 - Select appropriate voice tone, gestures, and facial expression to enhance meaning. Using visual aids, props, and technology in oral presentations. Example: poster, puppet, slideshow.

AL 15.5 - Select appropriate voice tone, gestures, and facial expression to enhance meaning. Using appropriate grammar and word choice in oral presentations and in conversations


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Agency Tag Set NameAlabama, English Language Arts, 2007, Third Grade, Course of Study, State Department of Education

Standard Skill Area Description Skill Description - ReadingAL 1 - Apply advanced phonetic analysis to multiple-syllable words, including consonants, short vowels, blends, long vowel markers, and r-controlled vowels.AL 2 - Demonstrate reading vocabulary knowledge of compound words.AL 2.1 - Demonstrate reading vocabulary knowledge of compound words. Using structural analysis to develop meaning. Example: prefixes, suffixes, root words.




Skill 2 - V02 Making inferences for vocabulary

AL 2.2 - Demonstrate reading vocabulary knowledge of compound words. Drawing semantic maps

AL 2.3 - Demonstrate reading vocabulary knowledge of compound words. Recognizing new synonyms and antonyms



AL 2.4 - Demonstrate reading vocabulary knowledge of compound words. Spelling correctly compound words, phonetically regular words, contractions, and possessives, including using dictionary to check spelling

AL 3 - Use a wide range of strategies, including using context clues and predicting outcomes, to comprehend third-grade recreational reading materials in a variety of genres. Example: stories, trade books, poems.AL 3.2 - Reading fluently 110-120 words per minuteAL 3.3 - Identifying literary elements and devices. Example: characters, similes.AL 3.4 - Determining sequence of eventsAL 3.5 - Distinguishing fiction from nonfictionAL 3.6 - Using sentence structure to assist in comprehension


Skill 5 - OP05 Interpreting the meaning of sentences



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Skill Area 4 - Comprehension (C) Skill 1 - C01 Understanding what is readSkill 3 - C03 Using context clues for comprehension

AL 3.7 - Drawing conclusions to determine authors' intentAL 3.8 - Using self-monitoring for text understanding, including rereading and adjusting rate and speed of reading



AL 3.9 - Using vocabulary knowledge to construct meaning


Skill 1 - OP01 Understanding words in contextSkill 4 - OP04 Drawing meaning from text



Skill 2 - V02 Making inferences for vocabularySkill 3 - V03 Making connections with prior knowledge

AL 3.10 - Relating main ideas to prior knowledge and specific life experiencesAL 3.11 - Previewing and predicting to anticipate content

Skill Area 4 - Comprehension (C) Skill 3 - C03 Using context clues for comprehensionSkill 4 - C04 Making inferences for comprehension

AL 3.12 - Utilizing text features to gain meaningAL 3.13 - Using prior knowledge and experience


Skill 3 - V03 Making connections with prior knowledge

Skill Area 4 - Comprehension (C) Skill 6 - C06 Making connections with prior knowledge

AL 4 - Use a wide range of strategies and skills, including retelling information, using context clues, and making inferences to identify main idea, to comprehend third-grade informational and functional reading materials.AL 4.1 - Use a wide range of strategies and skills, including retelling information, using context clues, and making inferences to identify main idea, to comprehend third-grade informational and functional reading materials. Using sentence structure to assist in comprehension






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Skill Area 4 - Comprehension (C) Skill 1 - C01 Understanding what is readSkill 3 - C03 Using context clues for comprehension

AL 4.2 - Use a wide range of strategies and skills, including retelling information, using context clues, and making inferences to identify main idea, to comprehend third-grade informational and functional reading materials. Distinguishing main idea from details

AL 4.3 - Use a wide range of strategies and skills, including retelling information, using context clues, and making inferences to identify main idea, to comprehend third-grade informational and functional reading materials. Summarizing passages to demonstrate understandingAL 4.4 - Use a wide range of strategies and skills, including retelling information, using context clues, and making inferences to identify main idea, to comprehend third-grade informational and functional reading materials. Utilizing text features to gain meaning. Example: titles, headings, glossary, boldface, index, table of contents, maps, charts, tables.

AL 4.5 - Use a wide range of strategies and skills, including retelling information, using context clues, and making inferences to identify main idea, to comprehend third-grade informational and functional reading materials. Using vocabulary knowledge to enhance comprehension





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AL 4.6 - Use a wide range of strategies and skills, including retelling information, using context clues, and making inferences to identify main idea, to comprehend third-grade informational and functional reading materials. Using self-monitoring for text understanding



AL 4.7 - Use a wide range of strategies and skills, including retelling information, using context clues, and making inferences to identify main idea, to comprehend third-grade informational and functional reading materials. Following simple written directions

Skill Area 2 - Technology Software (TS)

Skill 5 - TS05 Following instructions

AL 4.8 - Use a wide range of strategies and skills, including retelling information, using context clues, and making inferences to identify main idea, to comprehend third-grade informational and functional reading materials. Ordering by importance or chronology

- LiteratureAL 5 - Compare poetry, folktales, and fables in respect to their genre characteristics.AL 6 - Recognize linguistic and cultural similarities and differences in multicultural literature. Example: regional dialects, clothing, food, games.AL 7 - Compare fictional characters and events to real-life experiences. Example: relating hardships faced by early settlers in literature to hardships faced by families today.

AL 8 - Use text features to guide interpretation of expository texts, including italics, headings, maps, and charts. Example: social studies-locating physical features on a map science-interpreting weather data from charts and tables.


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AL 8.2 - Use text features to guide interpretation of expository texts, including italics, headings, maps, and charts. Interpreting the author's purpose or intent in a given text

- Writing and LanguageAL 9 - Compose narrative texts using an introductory paragraph, specific time frames, clear sequencing of events, and a conclusion.

AL 9.1 - Compose narrative texts using an introductory paragraph, specific time frames, clear sequencing of events, and a conclusion. Determining purpose and audience prior to writing. Example: purpose-writer addresses topic in correct mode audience-writer uses appropriate tone.

AL 9.2 - Compose narrative texts using an introductory paragraph, specific time frames, clear sequencing of events, and a conclusion. Demonstrating clarity and organization in a compositionAL 9.3 - Compose narrative texts using an introductory paragraph, specific time frames, clear sequencing of events, and a conclusion. Composing descriptive texts using sensory details and vivid languageAL 9.4 - Compose narrative texts using an introductory paragraph, specific time frames, clear sequencing of events, and a conclusion. Composing expository texts using appropriate sequencing of ideas or steps in a processAL 9.5 - Compose narrative texts using an introductory paragraph, specific time frames, clear sequencing of events, and a conclusion. Using complete sentences, varied sentence structure, and appropriate transition words in a composition


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AL 9.6 - Compose narrative texts using an introductory paragraph, specific time frames, clear sequencing of events, and a conclusion. Demonstrating the process of prewriting, drafting, revising, editing, and publishingAL 9.7 - Compose narrative texts using an introductory paragraph, specific time frames, clear sequencing of events, and a conclusion. Using graphic organizers during prewritingAL 9.8 - Compose narrative texts using an introductory paragraph, specific time frames, clear sequencing of events, and a conclusion. Using figurative language to enhance written text. Example: simile, onomatopoeia, metaphor, alliteration.AL 9.9 - Compose narrative texts using an introductory paragraph, specific time frames, clear sequencing of events, and a conclusion. Utilizing precise vocabulary in written presentations. Example: gorgeous instead of pretty, prosperous instead of rich.AL 9.10 - Compose narrative texts using an introductory paragraph, specific time frames, clear sequencing of events, and a conclusion. Demonstrating correct spelling in final written textAL 9.11 - Compose narrative texts using an introductory paragraph, specific time frames, clear sequencing of events, and a conclusion. Responding in writing to open-ended questionsAL 9.12 - Compose narrative texts using an introductory paragraph, specific time frames, clear sequencing of events, and a conclusion. Utilizing bullets to organize major details and ideas to support a topic


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AL 9.13 - Compose narrative texts using an introductory paragraph, specific time frames, clear sequencing of events, and a conclusion. Demonstrating the ability to write legibly in cursiveAL 10 - Apply mechanics in writing, including capitalization of proper nouns and titles of people and appropriate end marks, abbreviations, and commas with dates.AL 10.1 - Apply mechanics in writing, including capitalization of proper nouns and titles of people and appropriate end marks, abbreviations, and commas with dates. Identifying friendly letter parts and related punctuation marks

AL 10.2 - Apply mechanics in writing, including capitalization of proper nouns and titles of people and appropriate end marks, abbreviations, and commas with dates. Using apostrophes with contractions and possessivesAL 10.3 - Apply mechanics in writing, including capitalization of proper nouns and titles of people and appropriate end marks, abbreviations, and commas with dates. Underlining or italicizing book titlesAL 10.4 - Apply mechanics in writing, including capitalization of proper nouns and titles of people and appropriate end marks, abbreviations, and commas with dates. Using commas to separate items in a series, in a physical address, and before the conjunction in a compound sentence

AL 11 - Recognize nouns, verbs, pronouns, conjunctions, and adjectives in written texts.


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AL 11.1 - Recognize nouns, verbs, pronouns, conjunctions, and adjectives in written texts. Demonstrating use of nouns, verbs, pronouns, conjunctions, adjectives, and verb tenses in writing

AL 11.2 - Recognize nouns, verbs, pronouns, conjunctions, and adjectives in written texts. Demonstrating use of subject-verb agreement in writingAL 11.3 - Recognize nouns, verbs, pronouns, conjunctions, and adjectives in written texts. Demonstrating use of forms of adjectives in writing - Research and InquiryAL 12 - Demonstrate retrieval skills needed to research a topic.AL 12.1 - Demonstrate retrieval skills needed to research a topic. Formulating questions based on a topicAL 12.2 - Demonstrate retrieval skills needed to research a topic. Using appropriate reference materials. Example: dictionaries, atlases, almanacs, thesauruses, technology resources, news and feature articles.

AL 12.3 - Demonstrate retrieval skills needed to research a topic. Evaluating relevant information gained through researchAL 12.4 - Demonstrate retrieval skills needed to research a topic. Recognizing text features, including italics, captions, sidebars, photographs, and illustrations


AL 13 - Demonstrate the ability to follow multistep oral directions.AL 14 - Demonstrate eye contact, articulation, and appropriate voice intonation with oral narrative presentations.


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AL 14.1 - Demonstrate eye contact, articulation, and appropriate voice intonation with oral narrative presentations. Using dramatizations with oral descriptive presentations

AL 14.2 - Demonstrate eye contact, articulation, and appropriate voice intonation with oral narrative presentations. Using figurative language to enhance oral communication. Example: simile, onomatopoeia, metaphor, alliteration.

AL 14.3 - Demonstrate eye contact, articulation, and appropriate voice intonation with oral narrative presentations. Utilizing precise vocabulary in oral presentations. Example: exceptional instead of good, brilliant instead of smart.


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Agency Tag Set NameAlabama, English Language Arts, 2007, Fourth Grade, Course of Study, State Department of Education

Standard Skill Area Description Skill Description - ReadingAL 1 - Demonstrate word recognition skills, including structural analysis. Example: structural analysis-prefixes, suffixes, root words.

AL 1.2 - Demonstrate word recognition skills, including structural analysis. Producing common word parts





AL 1.3 - Demonstrate word recognition skills, including structural analysis. Reading multisyllable words



AL 1.4 - Demonstrate word recognition skills, including structural analysis. Reading compound words, contractions, possessives, and inflectional endings





AL 2 - Demonstrate reading vocabulary knowledge, including recognition of a variety of synonyms and antonyms.AL 2.1 - Demonstrate reading vocabulary knowledge, including recognition of a variety of synonyms and antonyms. Using context clues






AL 2.2 - Demonstrate reading vocabulary knowledge, including recognition of a variety of synonyms and antonyms. Reading multiple-meaning words



Skill 2 - OP02 Recognizing wordsAL 2.3 - Demonstrate reading vocabulary knowledge, including recognition of a variety of synonyms and antonyms. Increasing number of sight words





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AL 3 - Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres. Example: novels, short stories, poetry, trade books.AL 3.2 - Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres. Skimming passages to get significance of passageAL 3.3 - Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres. Summarizing passages to restate information

AL 3.4 - Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres. Comparing and contrasting to extend meaning

AL 3.5 - Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres. Using knowledge of sentence structure and context to enhance comprehension








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AL 3.6 - Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres. Using self-monitoring for text understanding, including rereading and adjusting rate and speed of reading



AL 3.7 - Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres. Using vocabulary knowledge to enhance comprehension




AL 3.8 - Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres. Reading fluently with expression and attention to punctuationAL 3.9 - Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres. Drawing conclusions to determine content not directly stated


AL 3.10 - Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres. Asking and answering questions


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AL 3.11 - Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres. Relating events, ideas, and characters to prior knowledge and specific life experiencesAL 4 - Identify literary elements and devices, including characters, important details, and similes, in recreational reading materials and details in informational reading materials.AL 4.1 - Identify literary elements and devices, including characters, important details, and similes, in recreational reading materials and details in informational reading materials. Identifying main ideaAL 4.2 - Identify literary elements and devices, including characters, important details, and similes, in recreational reading materials and details in informational reading materials. Identifying author's purposeAL 5 - Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials.AL 5.1 - Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials. Determining sequence of events in informational and functional text


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AL 5.2 - Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials. Distinguishing fact from opinion in informational text

AL 5.3 - Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials. Summarizing passages to demonstrate understandingAL 5.4 - Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials. Comparing and contrasting to extend meaningAL 5.5 - Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials. Using self-monitoring for text understanding, including rereading and adjusting rate and speed of reading



AL 5.6 - Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials. Using text features to gain meaning. Example: titles, headings, glossary, boldface, index, table of contents, tables, charts, graphs.


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AL 5.7 - Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials. Previewing to anticipate contentAL 5.8 - Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials. Using note-taking skills, including highlighting and outliningAL 5.9 - Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials. Detecting obvious bias in informational textAL 5.10 - Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials. Recognizing persuasive techniques in informational text. Example: bandwagon, snob appeal. - LiteratureAL 6 - Compare the genre characteristics of tall tales, fantasy, myths, and legends, including multicultural literature.AL 7 - Compare story elements and the experiences and feelings of literary characters to students' lives.

AL 7.1 - Compare story elements and the experiences and feelings of literary characters to students' lives. Describing how events, settings, and characterization encountered in written text influence the thinking of the reader


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AL 7.2 - Compare story elements and the experiences and feelings of literary characters to students' lives. Identifying author's craft and technique for relaying intended message. Example: dialogue, exaggeration, alliteration, imagery, parallel structure, logical arguments.

- Writing and LanguageAL 8 - Compose descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion.AL 8.1 - Compose descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion. Determining purpose and audience prior to writing. Example 1: purpose-writer addresses topic in correct mode. Example 2: audience-writer uses appropriate tone and language.

AL 8.2 - Compose descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion. Demonstrating clarity and organization in a composition

AL 8.3 - Compose descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion. Composing expository texts using a main idea with three supporting details

AL 8.4 - Compose descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion. Composing narrative texts using a definite time frame, selected tone, and a clear sequence of events. Example: selected tone-sarcastic, angry, humorous, respectful.


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AL 8.5 - Compose descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion. Writing complex sentences to vary sentence structure

AL 8.6 - Compose descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion. Correcting sentence fragments and run-on sentences in writingAL 8.7 - Compose descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion. Demonstrating the process of prewriting, drafting, revising, editing, and publishing

AL 8.8 - Compose descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion. Demonstrating usage of graphic organizers during prewriting

AL 8.9 - Compose descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion. Spelling correctly in final written texts

AL 8.10 - Compose descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion. Bulleting major ideas during prewriting

AL 8.11 - Compose descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion. Utilizing figurative language to enhance written communication. Example: simile, metaphor, onomatopoeia, personification.AL 9 - Respond in writing to open-ended questions.AL 9.1 - Respond in writing to open-ended questions. Utilizing bullets to organize major details and ideas to support a topic


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AL 10 - Apply mechanics in writing, including capitalization of business and friendly letter parts and envelope addresses and use of punctuation, including apostrophe with contractions; underlining or italicizing of book titles; and commas to separate items in a series and in a physical address.AL 10.1 - Apply mechanics in writing, including capitalization of business and friendly letter parts and envelope addresses and use of punctuation, including apostrophe with contractions; underlining or italicizing of book titles; and commas to separate items in a series and in a physical address. Capitalizing proper adjectives and the first word in direct quotationsAL 10.2 - Apply mechanics in writing, including capitalization of business and friendly letter parts and envelope addresses and use of punctuation, including apostrophe with contractions; underlining or italicizing of book titles; and commas to separate items in a series and in a physical address. Applying correct punctuation in a direct quotation, including quotation marks, commas, and end marks

AL 10.3 - Apply mechanics in writing, including capitalization of business and friendly letter parts and envelope addresses and use of punctuation, including apostrophe with contractions; underlining or italicizing of book titles; and commas to separate items in a series and in a physical address. Using commas correctly in a compound sentence


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AL 10.4 - Apply mechanics in writing, including capitalization of business and friendly letter parts and envelope addresses and use of punctuation, including apostrophe with contractions; underlining or italicizing of book titles; and commas to separate items in a series and in a physical address. Using apostrophes with possessives

AL 10.5 - Apply mechanics in writing, including capitalization of business and friendly letter parts and envelope addresses and use of punctuation, including apostrophe with contractions; underlining or italicizing of book titles; and commas to separate items in a series and in a physical address. Writing sentences without the use of double negatives

AL 11 - Demonstrate knowledge of subject-verb agreement with simple subjects and correct usage of regular and irregular verb forms. Example 1: subject-verb agreement-she walks, they walk. Example 2: regular verb form-like, liked, liked. Example 3: irregular verb form-draw, drew, drawn.AL 11.4 - Demonstrate knowledge of subject-verb agreement with simple subjects and correct usage of regular and irregular verb forms. Differentiating among helping, linking, and action verbsAL 11.5 - Demonstrate knowledge of subject-verb agreement with simple subjects and correct usage of regular and irregular verb forms. Demonstrating correct use of nouns, pronouns, conjunctions, adjectives, and adverbs - Research and InquiryAL 12 - Organize information on a specific topic obtained from grade-appropriate reference materials. Example: dictionaries, online resources, thesauruses, atlases, news and feature articles.


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AL 12.2 - Organize information on a specific topic obtained from grade-appropriate reference materials. Formulating research questions

AL 12.3 - Organize information on a specific topic obtained from grade-appropriate reference materials. Using paraphrasing to convey ideas from resourcesAL 12.4 - Organize information on a specific topic obtained from grade-appropriate reference materials. Using note-taking skills to gather information - Oral and Visual Communication

AL 13 - Demonstrate eye contact, articulation, and appropriate voice intonation with descriptive presentations.AL 13.1 - Demonstrate eye contact, articulation, and appropriate voice intonation with descriptive presentations. Using demonstrations with oral expository presentations

AL 13.2 - Demonstrate eye contact, articulation, and appropriate voice intonation with descriptive presentations. Using figurative language to enhance oral communication. Example: simile, metaphor, onomatopoeia, personification.AL 13.3 - Demonstrate eye contact, articulation, and appropriate voice intonation with descriptive presentations. Utilizing precise vocabulary in oral presentations. Example: leap instead of jump, miniature instead of little.

AL 14 - Identify strategies of a skillful listener, including attending to the listening task and assigning meaning to the message.


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Agency Tag Set NameAlabama, English Language Arts, 2007, Fifth Grade, Course of Study, State Department of Education

Standard Skill Area Description Skill Description - ReadingAL 1 - Demonstrate reading vocabulary knowledge, including recognition of multiple-meaning words.AL 1.1 - Demonstrate reading vocabulary knowledge, including recognition of multiple-meaning words. Identifying word "chunks" or parts. Example: mark, remark, or able in remarkable.





AL 1.2 - Demonstrate reading vocabulary knowledge, including recognition of multiple-meaning words. Recognizing inflected endings. Example: ed, ing.





AL 1.3 - Demonstrate reading vocabulary knowledge, including recognition of multiple-meaning words. Identifying possessives and contractionsAL 2 - Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading materials in a variety of genres.

AL 2.1 - Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading materials in a variety of genres. Determining sequence of events in recreational reading materials



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AL 2.2 - Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading materials in a variety of genres. Comparing and contrasting to extend meaning

AL 2.3 - Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading materials in a variety of genres. Distinguishing fiction and nonfiction

AL 2.4 - Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading materials in a variety of genres. Using sentence structure and context to determine meaning







AL 2.5 - Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading materials in a variety of genres. Using prior knowledge and experience to interpret meaning





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AL 2.6 - Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading materials in a variety of genres. Skimming passages to obtain primary message

AL 2.7 - Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading materials in a variety of genres. Inferring motive of characters

AL 3 - Recognize the use and effect of literary elements and devices, including setting, character traits, stated purpose, metaphors, and simple symbolism to gain information from various text formats, including tables and charts.

AL 3.1 - Recognize the use and effect of literary elements and devices, including setting, character traits, stated purpose, metaphors, and simple symbolism to gain information from various text formats, including tables and charts. Recognizing persuasive techniques

AL 3.2 - Recognize the use and effect of literary elements and devices, including setting, character traits, stated purpose, metaphors, and simple symbolism to gain information from various text formats, including tables and charts. Identifying main idea and supporting details


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AL 3.3 - Recognize the use and effect of literary elements and devices, including setting, character traits, stated purpose, metaphors, and simple symbolism to gain information from various text formats, including tables and charts. Recognizing use of personification

AL 3.4 - Recognize the use and effect of literary elements and devices, including setting, character traits, stated purpose, metaphors, and simple symbolism to gain information from various text formats, including tables and charts. Identifying implied purposeAL 4 - Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials.

AL 4.1 - Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials. Determining sequence of events

AL 4.2 - Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials. Determining cause and effect


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AL 4.3 - Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials. Distinguishing fact from opinion

AL 4.4 - Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials. Using previewing and predicting skills to determine content


Skill 4 - C04 Making inferences for comprehensionSkill 5 - C05 Drawing conclusions for comprehensionSkill 6 - C06 Making connections with prior knowledge

AL 4.5 - Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials. Using sentence structure and context to determine word meaning








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AL 4.6 - Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials. Using prior knowledge and experience to interpret meaning




AL 4.7 - Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials. Using self-monitoring for text understanding. Example: rereading, accessing prior knowledge and experiences.



AL 4.8 - Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials. Using expanded vocabulary to determine word meaning







AL 4.9 - Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials. Recognizing persuasive techniques


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AL 4.10 - Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials. Skimming passages to get significance of passageAL 4.11 - Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials. Using reference materials

- LiteratureAL 5 - Compare the genre characteristics of autobiographies, biographies, and historical fiction, including multicultural literature.AL 6 - Use text features, including indexes, tables, and appendixes, to guide interpretation of expository texts. Example 1: social studies-interpreting a table comparing native American cultures. Example 2: science-interpreting a table using everyday indicators that identify common acids and bases. - Writing and LanguageAL 7 - Compose expository texts using an introductory paragraph that includes a main idea; supporting paragraphs with a minimum of three reasons, explanations, or steps in a process; and a conclusion.


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AL 7.1 - Compose expository texts using an introductory paragraph that includes a main idea; supporting paragraphs with a minimum of three reasons, explanations, or steps in a process; and a conclusion. Determining purpose and audience prior to writing. Example 1: purpose-writer addresses topic in correct mode. Example 2: audience-writer uses appropriate tone.

AL 7.2 - Compose expository texts using an introductory paragraph that includes a main idea; supporting paragraphs with a minimum of three reasons, explanations, or steps in a process; and a conclusion. Demonstrating clarity and organization in a composition

AL 7.3 - Compose expository texts using an introductory paragraph that includes a main idea; supporting paragraphs with a minimum of three reasons, explanations, or steps in a process; and a conclusion. Using appropriate transition words in a composition

AL 7.4 - Compose expository texts using an introductory paragraph that includes a main idea; supporting paragraphs with a minimum of three reasons, explanations, or steps in a process; and a conclusion. Using appropriate prewriting strategies. Example: brainstorming, using graphic organizers.


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AL 7.5 - Compose expository texts using an introductory paragraph that includes a main idea; supporting paragraphs with a minimum of three reasons, explanations, or steps in a process; and a conclusion. Composing persuasive texts, including a minimum of three reasons that support a stance or position

AL 7.6 - Compose expository texts using an introductory paragraph that includes a main idea; supporting paragraphs with a minimum of three reasons, explanations, or steps in a process; and a conclusion. Composing narrative texts using a definite time frame, a clear sequence of events, and a selected tone. Example: selected tone-sarcastic, humorous, respectful.

AL 7.7 - Compose expository texts using an introductory paragraph that includes a main idea; supporting paragraphs with a minimum of three reasons, explanations, or steps in a process; and a conclusion. Composing descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion

AL 8 - Express meaning through writing varied sentence structure, detailed paragraphs, and multi-paragraph compositions in an organized manner.AL 8.1 - Express meaning through writing varied sentence structure, detailed paragraphs, and multi-paragraph compositions in an organized manner. Editing writing for clarity of thought


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AL 8.2 - Express meaning through writing varied sentence structure, detailed paragraphs, and multi-paragraph compositions in an organized manner. Correcting awkward sentence construction, redundancy, fragments, and run-ons in written presentationsAL 8.3 - Express meaning through writing varied sentence structure, detailed paragraphs, and multi-paragraph compositions in an organized manner. Utilizing precise vocabulary in oral and written presentations. Example: sauntered instead of walked, scurried instead of ran.AL 8.4 - Express meaning through writing varied sentence structure, detailed paragraphs, and multi-paragraph compositions in an organized manner. Bulleting major details and ideas to support a topic or subjectAL 8.5 - Express meaning through writing varied sentence structure, detailed paragraphs, and multi-paragraph compositions in an organized manner. Responding in writing to open-ended questionsAL 9 - Apply mechanics in writing, including capitalization of first word in a direct quotation and use of punctuation, including quotation marks and comma with direct quotations, colon to introduce a list, and commas after introductory words, with a noun of direct address, and in a compound sentence.


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AL 9.1 - Apply mechanics in writing, including capitalization of first word in a direct quotation and use of punctuation, including quotation marks and comma with direct quotations, colon to introduce a list, and commas after introductory words, with a noun of direct address, and in a compound sentence. Using quotation marks with titles of short stories and poems

AL 9.2 - Apply mechanics in writing, including capitalization of first word in a direct quotation and use of punctuation, including quotation marks and comma with direct quotations, colon to introduce a list, and commas after introductory words, with a noun of direct address, and in a compound sentence. Capitalizing proper adjectives, titles of books, and works of art

AL 9.3 - Apply mechanics in writing, including capitalization of first word in a direct quotation and use of punctuation, including quotation marks and comma with direct quotations, colon to introduce a list, and commas after introductory words, with a noun of direct address, and in a compound sentence. Using apostrophes with possessives

AL 10 - Demonstrate knowledge of grammar and usage concepts, including subject-verb agreement with a compound subject; present, past, and future verb tenses; forms of adjectives; forms of nouns; and subject, object, and possessive pronouns.


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AL 10.1 - Demonstrate knowledge of grammar and usage concepts, including subject-verb agreement with a compound subject; present, past, and future verb tenses; forms of adjectives; forms of nouns; and subject, object, and possessive pronouns. Writing sentences without the use of double negativesAL 10.2 - Demonstrate knowledge of grammar and usage concepts, including subject-verb agreement with a compound subject; present, past, and future verb tenses; forms of adjectives; forms of nouns; and subject, object, and possessive pronouns. Identifying homonyms, homophones, and homographs. Example 1: homonym-as in a bat and a ball, a bat in a cave. Example 2: homophone-as in a bear in a forest, a bare spot in the lawn. Example 3: homograph-as in a bass in a lake, a bass singing voice.

AL 10.3 - Demonstrate knowledge of grammar and usage concepts, including subject-verb agreement with a compound subject; present, past, and future verb tenses; forms of adjectives; forms of nouns; and subject, object, and possessive pronouns. Using irregular verbs in writingAL 10.4 - Demonstrate knowledge of grammar and usage concepts, including subject-verb agreement with a compound subject; present, past, and future verb tenses; forms of adjectives; forms of nouns; and subject, object, and possessive pronouns. Using adjectives, adverbs, conjunctions, nouns, and verbs in writing


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AL 10.5 - Demonstrate knowledge of grammar and usage concepts, including subject-verb agreement with a compound subject; present, past, and future verb tenses; forms of adjectives; forms of nouns; and subject, object, and possessive pronouns. Demonstrating correct use of prepositions and interjections

- Research and InquiryAL 11 - Use search strategies in the research process to identify reliable current resources and computer technology to locate information.


AL 12 - Demonstrate eye contact, articulation, and appropriate voice intonation with expository presentations.AL 12.1 - Demonstrate eye contact, articulation, and appropriate voice intonation with expository presentations. Using dramatizations with oral persuasive presentations. Example: role play, Reader's Theater.AL 12.2 - Demonstrate eye contact, articulation, and appropriate voice intonation with expository presentations. Using figurative language found in literature to enhance oral communication. Example: personification, idiom, metaphor, simile, hyperbole, onomatopoeia, alliteration, symbolism.AL 13 - Apply strategies of a skillful listener, including maintaining eye contact, attending to the listening task, and assigning meaning to the message.


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Agency Tag Set NameAlabama, English Language Arts, 2007, Sixth Grade, Course of Study, State Department of Education

Standard Skill Area Description Skill Description - ReadingAL 1 - Apply strategies, including making complex predictions, interpreting characters' behaviors, and comparing and contrasting, to comprehend sixth-grade recreational reading materials. Example: complex predictions-order of events, potential conflicts.AL 1.2 - Apply strategies, including making complex predictions, interpreting characters' behaviors, and comparing and contrasting, to comprehend sixth-grade recreational reading materials. Identifying supporting details

AL 1.3 - Apply strategies, including making complex predictions, interpreting characters' behaviors, and comparing and contrasting, to comprehend sixth-grade recreational reading materials. Using context clues to determine meaning







AL 1.4 - Apply strategies, including making complex predictions, interpreting characters' behaviors, and comparing and contrasting, to comprehend sixth-grade recreational reading materials. Identifying sequence of events

AL 1.5 - Apply strategies, including making complex predictions, interpreting characters' behaviors, and comparing and contrasting, to comprehend sixth-grade recreational reading materials. Making generalizations from text information

Skill Area 4 - Comprehension (C) Skill 4 - C04 Making inferences for comprehension

AL 2 - Interpret literary elements and devices, including implied main idea, conflict, and personification.



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AL 2.1 - Interpret literary elements and devices, including implied main idea, conflict, and personification. Identifying the climax

AL 3 - Apply strategies that include making complex predictions, identifying the likely source of a text, and comparing to comprehend sixth-grade informational and functional reading materials. Example: complex predictions-results of actions, expected learning from a chapter or unit.

AL 3.2 - Apply strategies that include making complex predictions, identifying the likely source of a text, and comparing to comprehend sixth-grade informational and functional reading materials. Drawing conclusions to extend meaning


AL 3.3 - Apply strategies that include making complex predictions, identifying the likely source of a text, and comparing to comprehend sixth-grade informational and functional reading materials. Making generalizations

Skill Area 4 - Comprehension (C) Skill 4 - C04 Making inferences for comprehension

AL 3.4 - Apply strategies that include making complex predictions, identifying the likely source of a text, and comparing to comprehend sixth-grade informational and functional reading materials. Using context clues to determine meaning








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AL 3.5 - Apply strategies that include making complex predictions, identifying the likely source of a text, and comparing to comprehend sixth-grade informational and functional reading materials. Identifying sequence of events

AL 3.6 - Apply strategies that include making complex predictions, identifying the likely source of a text, and comparing to comprehend sixth-grade informational and functional reading materials. Previewing text features before reading. Example: headings.

AL 4 - Recognize the use of text elements, including implied main idea, explicit cause-effect relationships, and persuasive techniques, in sixth-grade informational and functional reading materials.AL 4.1 - Recognize the use of text elements, including implied main idea, explicit cause-effect relationships, and persuasive techniques, in sixth-grade informational and functional reading materials. Identifying details related to main idea - LiteratureAL 5 - Analyze short stories, novels, plays, myths, and nonfiction materials for distinguishing characteristics.

AL 5.1 - Analyze short stories, novels, plays, myths, and nonfiction materials for distinguishing characteristics. Identifying odes, ballads, epic poetry, and science fictionAL 5.2 - Analyze short stories, novels, plays, myths, and nonfiction materials for distinguishing characteristics. Identifying figurative language in various literature selections


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AL 6 - Identify the author's purpose as entertainment, information, or persuasion in selected works.AL 7 - Identify examples of literary selections that illustrate linguistic and cultural diversity. Example: The Keeping Quilt, The Watsons Go to Birmingham, Red Scarf Girl, Habibi, Romiette and Julio. - Writing and LanguageAL 8 - Compose in persuasive mode for a specific purpose and audience, including clearly stated opinions with supporting details and reasons or examples to influence thought or action.AL 8.1 - Compose in persuasive mode for a specific purpose and audience, including clearly stated opinions with supporting details and reasons or examples to influence thought or action. Using the steps of the writing process, including prewriting, drafting, revising, editing, and publishing in all forms of written compositionAL 8.2 - Compose in persuasive mode for a specific purpose and audience, including clearly stated opinions with supporting details and reasons or examples to influence thought or action. Demonstrating use of graphic organizers for prewriting and drafting. Example: outlines, Venn diagrams, semantic webs, storyboards.

AL 8.3 - Compose in persuasive mode for a specific purpose and audience, including clearly stated opinions with supporting details and reasons or examples to influence thought or action. Organizing content of paragraphs and other written compositions, including topic sentences, supporting sentences, and concluding sentences with varied sentence structure


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AL 8.4 - Compose in persuasive mode for a specific purpose and audience, including clearly stated opinions with supporting details and reasons or examples to influence thought or action. Using transitional words or phrases to help create coherence in compositions

AL 8.5 - Compose in persuasive mode for a specific purpose and audience, including clearly stated opinions with supporting details and reasons or examples to influence thought or action. Using tone appropriate to the topic, purpose, and audienceAL 9 - Utilize vocabulary and spelling skills, including using homonyms, synonyms, and antonyms in writing.

AL 10 - Use punctuation correctly in writing, including apostrophes to show possession and semicolons joining two independent clauses.AL 10.1 - Use punctuation correctly in writing, including apostrophes to show possession and semicolons joining two independent clauses. Punctuating titles with quotation marks, underlining, and italics in writingAL 10.2 - Use punctuation correctly in writing, including apostrophes to show possession and semicolons joining two independent clauses. Using semicolons, conjunctive adverbs, and commas to join two independent clauses or to correct run-on sentences in writing

AL 10.3 - Use punctuation correctly in writing, including apostrophes to show possession and semicolons joining two independent clauses. Using commas to set off nonessential appositives in writing


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AL 10.4 - Use punctuation correctly in writing, including apostrophes to show possession and semicolons joining two independent clauses. Identifying comma splice errors in writingAL 11 - Apply the rules governing capitalization of proper adjectives, map directions and regions of the country, seasons, titles, words showing family relationships, subjects and courses, and divided quotations.

AL 12 - Apply grammar conventions in writing with consistent verb tense; nominative, objective, and possessive pronouns; and subject-verb agreement when interrupted by a prepositional phrase.

- Research and InquiryAL 13 - Utilize resource materials for supporting evidence in compositions.

AL 14 - Use organizing and paraphrasing in the research process.AL 14.1 - Use organizing and paraphrasing in the research process. Taking notes to gather and summarize informationAL 14.2 - Use organizing and paraphrasing in the research process. Determining details through questioning - Oral and Visual Communication

AL 15 - Recognize speech forms including dialects and idioms. Example 1: dialects-Appalachian, Gullah. Example 2: idioms-"raining cats and dogs," "in hot water".AL 16 - Demonstrate eye contact, articulation, and appropriate voice intonation with persuasive presentations.AL 17 - Use listening skills for remembering significant details, directions, and sequences.


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AL 17.1 - Use listening skills for remembering significant details, directions, and sequences. Summarizing messages for content and purposeAL 17.2 - Use listening skills for remembering significant details, directions, and sequences. Practicing note-taking skills to gather and summarize informationAL 17.3 - Use listening skills for remembering significant details, directions, and sequences. Paraphrasing spoken messages to summarize or clarifyAL 17.4 - Use listening skills for remembering significant details, directions, and sequences. Recognizing propaganda as an art of persuasion in evaluating content and purpose


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Agency Tag Set NameAlabama, English Language Arts, 2007, Seventh Grade, Course of Study, State Department of EducationStandard Skill Area Description Skill Description - ReadingAL 1 - Apply strategies appropriate to the type of reading material, including setting purposes for reading and making generalizations, to comprehend seventh-grade recreational reading materials.

AL 1.1 - Apply strategies appropriate to the type of reading material, including setting purposes for reading and making generalizations, to comprehend seventh-grade recreational reading materials. Distinguishing factual from fictional materialsAL 1.2 - Apply strategies appropriate to the type of reading material, including setting purposes for reading and making generalizations, to comprehend seventh-grade recreational reading materials. Determining sequence of events

AL 1.3 - Apply strategies appropriate to the type of reading material, including setting purposes for reading and making generalizations, to comprehend seventh-grade recreational reading materials. Using specific context clues to determine meaning of unfamiliar words







AL 1.4 - Apply strategies appropriate to the type of reading material, including setting purposes for reading and making generalizations, to comprehend seventh-grade recreational reading materials. Applying self-monitoring strategies for text understanding





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Agency Tag Set NameAlabama, English Language Arts, 2007, Seventh Grade, Course of Study, State Department of EducationStandard Skill Area Description Skill Description


AL 1.5 - Apply strategies appropriate to the type of reading material, including setting purposes for reading and making generalizations, to comprehend seventh-grade recreational reading materials. Drawing conclusions to interpret unstated intentAL 1.6 - Apply strategies appropriate to the type of reading material, including setting purposes for reading and making generalizations, to comprehend seventh-grade recreational reading materials. Analyzing predictions, including confirming and refuting


Skill 4 - C04 Making inferences for comprehensionSkill 5 - C05 Drawing conclusions for comprehensionSkill 6 - C06 Making connections with prior knowledge

AL 2 - Relate literary elements and devices to each other, including main idea and supporting details, climax, point of view, and imagery.AL 2.1 - Relate literary elements and devices to each other, including main idea and supporting details, climax, point of view, and imagery. Determining moodAL 2.2 - Relate literary elements and devices to each other, including main idea and supporting details, climax, point of view, and imagery. Recognizing use of flashback

AL 3 - Distinguish among the major genres, including poetry, short stories, novels, plays, biographies, and autobiographies, and subgenres, such as folktales, myths, parables, fables, and science fiction, based on their characteristics.


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AL 4 - Apply strategies that include setting purposes for reading, distinguishing fact from opinion, making generalizations, and reviewing to comprehend informational and functional reading materials.AL 4.1 - Apply strategies that include setting purposes for reading, distinguishing fact from opinion, making generalizations, and reviewing to comprehend informational and functional reading materials. Determining sequence of events to enhance text understanding

AL 4.2 - Apply strategies that include setting purposes for reading, distinguishing fact from opinion, making generalizations, and reviewing to comprehend informational and functional reading materials. Using specific context clues to determine meaning of unfamiliar words







AL 4.3 - Apply strategies that include setting purposes for reading, distinguishing fact from opinion, making generalizations, and reviewing to comprehend informational and functional reading materials. Applying self-monitoring strategies for text understanding



AL 4.4 - Apply strategies that include setting purposes for reading, distinguishing fact from opinion, making generalizations, and reviewing to comprehend informational and functional reading materials. Drawing conclusions to determine unstated intent


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AL 5 - Recognize the use of textual elements, including main idea and supporting details, to gain information from various text formats, including graphs. - LiteratureAL 6 - Analyze nonfiction, science fiction, mystery or suspense, fantasy, and adventure for distinguishing characteristics.AL 6.1 - Analyze nonfiction, science fiction, mystery or suspense, fantasy, and adventure for distinguishing characteristics. Classifying plot elements as exposition or hook, conflict, rising action, climax, falling action, or resolution

AL 7 - Interpret the author's message in various literary, informational, and functional texts. Example: literary text-nonfiction, science fiction, suspense, fantasy, adventure informational and functional text-laws, directions, newspapers, advertisements, Internet sources, pamphlets.

AL 7.2 - Interpret the author's message in various literary, informational, and functional texts. Comparing various types of informational and functional textsAL 8 - Compare selections of culturally diverse literature and their characteristics. Example: Native American, Hispanic, African American, Indian, European, Asian, Middle Eastern. - Writing and LanguageAL 9 - Compose in descriptive, narrative, expository, and persuasive modes with a thesis sentence and introductory, supporting, and concluding paragraphs when appropriate.


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AL 9.1 - Compose in descriptive, narrative, expository, and persuasive modes with a thesis sentence and introductory, supporting, and concluding paragraphs when appropriate. Using transitional words and phrases for coherence

AL 9.2 - Compose in descriptive, narrative, expository, and persuasive modes with a thesis sentence and introductory, supporting, and concluding paragraphs when appropriate. Composing various genres of literature by imitating an author's style, form, and purpose. Example: poetry, short story, folktale, tall tale, nonfiction, science fiction, suspense, fantasy, adventure, contemporary realistic fiction, legend, fable, myth.

AL 9.2.2 - Compose in descriptive, narrative, expository, and persuasive modes with a thesis sentence and introductory, supporting, and concluding paragraphs when appropriate. Composing various genres of literature by imitating an author's style, form, and purpose Using figurative language when writing in various genres

AL 10 - Apply mechanics in writing, including commas to set off nouns of address and following introductory phrases and clauses.AL 10.1 - Apply mechanics in writing, including commas to set off nouns of address and following introductory phrases and clauses. Punctuating titles correctly using quotation marks, underlining, or italics. Example 1: quotation marks-short stories. Example 2: underlining or italics-books, magazines, newspapers.


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AL 10.2 - Apply mechanics in writing, including commas to set off nouns of address and following introductory phrases and clauses. Using semicolons, conjunctive adverbs, and commas to join two independent clauses or to correct run-on sentencesAL 10.3 - Apply mechanics in writing, including commas to set off nouns of address and following introductory phrases and clauses. Demonstrating correct sentence structure by avoiding comma splices

AL 10.4 - Apply mechanics in writing, including commas to set off nouns of address and following introductory phrases and clauses. Using commas to set off nonessential clauses and appositives

AL 11 - Apply grammar conventions in writing to pronoun-antecedent agreement and to subject-verb agreement with inverted word order and with indefinite pronouns as subjects.AL 11.1 - Apply grammar conventions in writing to pronoun-antecedent agreement and to subject-verb agreement with inverted word order and with indefinite pronouns as subjects. Identifying gerunds, infinitives, and participles in writing

AL 11.2 - Apply grammar conventions in writing to pronoun-antecedent agreement and to subject-verb agreement with inverted word order and with indefinite pronouns as subjects. Using degrees of comparison in writing. Example: good, better, best; beautiful, more beautiful, most beautiful.


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AL 11.3 - Apply grammar conventions in writing to pronoun-antecedent agreement and to subject-verb agreement with inverted word order and with indefinite pronouns as subjects. Identifying sentence patterns in writing. Example 1: subject->verb (S->V). Example 2: subject->action verb->direct object (S->AV->DO). Example 3: subject->action verb->indirect object->direct object (S->AV->IO->DO). Example 4: subject->linking verb->predicate nominative (S->LV->PN). Example 5: subject->linking verb->predicate adjective (S->LV->PA).

AL 11.4 - Apply grammar conventions in writing to pronoun-antecedent agreement and to subject-verb agreement with inverted word order and with indefinite pronouns as subjects. Using compound and complex sentences in writing

- Research and InquiryAL 12 - Cite sources used in the research process. Example: author, title, page numbers, date of publication, publisher or uniform resource locator (URL).AL 13 - Apply steps in the research process to identify a problem or issue, locate resources and information, and present findings.

AL 13.1 - Apply steps in the research process to identify a problem or issue, locate resources and information, and present findings. Taking notes to gather and summarize information - Oral and Visual Communication

AL 14 - Present findings from inquiry and research using a variety of resources. Example: projects, brochures, display boards, speeches, multimedia presentations.


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AL 15 - Demonstrate listening skills, including identifying the main idea, detail, purpose, and bias in group discussions, public speeches, and media messages.


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Agency Tag Set NameAlabama, English Language Arts, 2007, Eighth Grade, Course of Study, State Department of Education

Standard Skill Area Description Skill Description - ReadingAL 1 - Apply strategies, including making inferences to determine theme, confirming or refuting predictions, and using specific context clues, to comprehend eighth-grade recreational reading materials.

AL 1.1 - Apply strategies, including making inferences to determine theme, confirming or refuting predictions, and using specific context clues, to comprehend eighth-grade recreational reading materials. Applying self-monitoring strategies for text understanding



AL 1.2 - Apply strategies, including making inferences to determine theme, confirming or refuting predictions, and using specific context clues, to comprehend eighth-grade recreational reading materials. Distinguishing fact from fiction to enhance understanding

AL 1.3 - Apply strategies, including making inferences to determine theme, confirming or refuting predictions, and using specific context clues, to comprehend eighth-grade recreational reading materials. Determining sequence in recreational reading material

AL 2 - Evaluate the impact of setting, mood, and characterization on theme in specific literary selections.

AL 2.1 - Evaluate the impact of setting, mood, and characterization on theme in specific literary selections. Identifying components of plotAL 3 - Distinguish among the subcategories of poetry, such as ballads, lyric poems, epics, haiku, and limericks, based on their characteristics.



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AL 3.1 - Distinguish among the subcategories of poetry, such as ballads, lyric poems, epics, haiku, and limericks, based on their characteristics. Identifying rhythm and rhyme schemeAL 4 - Apply strategies appropriate to type of reading material, including making inferences to determine bias or theme and using specific context clues, to comprehend eighth-grade informational and functional reading materials.

AL 4.1 - Apply strategies appropriate to type of reading material, including making inferences to determine bias or theme and using specific context clues, to comprehend eighth-grade informational and functional reading materials. Applying self-monitoring strategies for text understanding



AL 4.2 - Apply strategies appropriate to type of reading material, including making inferences to determine bias or theme and using specific context clues, to comprehend eighth-grade informational and functional reading materials. Comparing predicted with actual content in informational and functional reading materials

AL 4.3 - Apply strategies appropriate to type of reading material, including making inferences to determine bias or theme and using specific context clues, to comprehend eighth-grade informational and functional reading materials. Distinguishing fact from opinion in informational reading materials


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AL 4.4 - Apply strategies appropriate to type of reading material, including making inferences to determine bias or theme and using specific context clues, to comprehend eighth-grade informational and functional reading materials. Confirming author's credentials

AL 4.5 - Apply strategies appropriate to type of reading material, including making inferences to determine bias or theme and using specific context clues, to comprehend eighth-grade informational and functional reading materials. Determining sequence of steps, events, or information

- LiteratureAL 5 - Explain distinguishing characteristics of odes, ballads, epic poetry, historical documents, essays, letters to the editor, and editorials.

AL 6 - Analyze works of literature for character motivation, mood, tone, theme, similarities across texts, and literary devices. - Writing and LanguageAL 7 - Compose a business letter, including heading, inside address, salutation, body, closing, and signature.AL 8 - Write in narrative, expository, and persuasive modes with attention to descriptive elements. Example: descriptive elements-sensory detail, figurative language, spatial relationships.AL 9 - Apply mechanics in writing, including punctuating titles using quotation marks, underlining, or italics and using semicolons, conjunctive adverbs, and commas to join two independent clauses or to correct run-on sentences.


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AL 9.1 - Apply mechanics in writing, including punctuating titles using quotation marks, underlining, or italics and using semicolons, conjunctive adverbs, and commas to join two independent clauses or to correct run-on sentences. Demonstrating correct sentence structure by avoiding comma splices in writingAL 9.2 - Apply mechanics in writing, including punctuating titles using quotation marks, underlining, or italics and using semicolons, conjunctive adverbs, and commas to join two independent clauses or to correct run-on sentences. Using commas to set off nonessential clauses and appositives in writingAL 10 - Use prepositional phrases and compound, complex, and compound-complex sentences to vary sentence structure. Example: using sentence diagramming or sentence patterns to illustrate structural variety.AL 10.2 - Use prepositional phrases and compound, complex, and compound-complex sentences to vary sentence structure. Using gerunds, infinitives, and participles in writingAL 10.3 - Use prepositional phrases and compound, complex, and compound-complex sentences to vary sentence structure. Recognizing active and passive voice in writing

AL 10.4 - Use prepositional phrases and compound, complex, and compound-complex sentences to vary sentence structure. Applying subject-verb agreement rules with collective nouns, nouns compound in form but singular in meaning, compound subjects joined by correlative and coordinating conjunctions, and subjects plural in form but singular in meaning


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AL 11 - Write sentence patterns common to English construction. Example 1: subject->verb (S->V). Example 2: subject->action verb->direct object (S->AV->DO). Example 3: subject->action verb->indirect object->direct object (S->AV->IO->DO). Example 4: subject->linking verb->predicate nominative (S->LV->PN). Example 5: subject->linking verb->predicate adjective (S->LV->PA).AL 12 - Identify the correct use of degrees of comparison, adjectives and adverb forms, subject-verb agreement with collective nouns when verb forms depend on the rest of the sentence and with compound subjects, including those joined by or with the second element as singular or plural.AL 12.1 - Identify the correct use of degrees of comparison, adjectives and adverb forms, subject-verb agreement with collective nouns when verb forms depend on the rest of the sentence and with compound subjects, including those joined by or with the second element as singular or plural. Recognizing parallelism in phrases and clauses

- Research and InquiryAL 13 - Combine all aspects of the research process to compose a report. Example: outline, rough draft, editing, final copy, works-cited page.

AL 13.2 - Combine all aspects of the research process to compose a report. Taking notes to gather and summarize informationAL 13.3 - Combine all aspects of the research process to compose a report. Using paraphrasing and documentation of sources to avoid plagiarism - Oral and Visual Communication


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AL 14 - Identify characteristics of spoken formal and informal language. Example 1: formal-Standard English, no slang. Example 2: informal-dialect, slang.


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Agency Tag Set NameAlabama, English Language Arts, 2007, Ninth Grade, Course of Study, State Department of Education

Standard Skill Area Description Skill Description - ReadingAL 1 - Identify genre, tone, and plot in short stories, drama, and poetry and identify organizational structure in essays and other nonfiction text to comprehend recreational reading materials. Example: plot-exposition, conflict, rising action, climax, falling action, denouement.

AL 1.2 - Identify genre, tone, and plot in short stories, drama, and poetry and identify organizational structure in essays and other nonfiction text to comprehend recreational reading materials. Reading predominantly world literature

AL 2 - Compare the use of language and literary elements and devices, including rhythm, rhyme scheme, tone, and plot, in various selections, cultures, and genres. Example 1: language-Standard English usage versus dialect, length and complexity of sentences, diction. Example 2: literary elements and devices-flashback, personification.

AL 2.3 - Compare the use of language and literary elements and devices, including rhythm, rhyme scheme, tone, and plot, in various selections, cultures, and genres. Interpreting symbolism and other figurative languageAL 2.4 - Compare the use of language and literary elements and devices, including rhythm, rhyme scheme, tone, and plot, in various selections, cultures, and genres. Recognizing foreshadowing to anticipate eventsAL 2.5 - Compare the use of language and literary elements and devices, including rhythm, rhyme scheme, tone, and plot, in various selections, cultures, and genres. Making inferences about characters and their motives



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AL 2.6 - Compare the use of language and literary elements and devices, including rhythm, rhyme scheme, tone, and plot, in various selections, cultures, and genres. Determining effectiveness of dictionAL 2.7 - Compare the use of language and literary elements and devices, including rhythm, rhyme scheme, tone, and plot, in various selections, cultures, and genres. Recognizing use of analogyAL 3 - Read with comprehension a variety of ninth-grade informational and functional reading materials, including recognizing tone and propaganda. Example: functional materials-telephone books, labels on medicine containers, consumer product information, directions, newspapers, messages, recipes.AL 3.2 - Read with comprehension a variety of ninth-grade informational and functional reading materials, including recognizing tone and propaganda. Organizing steps of a process and other sequences

AL 3.3 - Read with comprehension a variety of ninth-grade informational and functional reading materials, including recognizing tone and propaganda. Identifying organizational structure. Example: matching structure to a graphic organizer.AL 3.4 - Read with comprehension a variety of ninth-grade informational and functional reading materials, including recognizing tone and propaganda. Recognizing fallacies in logicAL 3.5 - Read with comprehension a variety of ninth-grade informational and functional reading materials, including recognizing tone and propaganda. Following complex written directions - Literature


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AL 4 - Identify literary components that contribute to authors' styles. Example: length and complexity of sentences, diction, Standard English usage versus dialect.AL 5 - Identify persuasive strategies, including propaganda, in world literature selections.AL 6 - Determine word meaning in world literature selections using word analysis and context clues.AL 6.1 - Determine word meaning in world literature selections using word analysis and context clues. Identifying the etymology of words - Writing and LanguageAL 7 - Write in narrative, expository, and persuasive modes using figurative language and imagery, including simile and metaphor, when effective and appropriate. Example: essay, letter of complaint.

AL 7.2 - Write in narrative, expository, and persuasive modes using figurative language and imagery, including simile and metaphor, when effective and appropriate. Using an abbreviated writing process to write an essay in timed and untimed situationsAL 7.3 - Write in narrative, expository, and persuasive modes using figurative language and imagery, including simile and metaphor, when effective and appropriate. Using verbals to increase sentence complexityAL 7.4 - Write in narrative, expository, and persuasive modes using figurative language and imagery, including simile and metaphor, when effective and appropriate. Using a variety of patterns to organize information in multi-paragraph writings. Example: chronological order, cause and effect, order of importance.


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AL 7.5 - Write in narrative, expository, and persuasive modes using figurative language and imagery, including simile and metaphor, when effective and appropriate. Developing an effective voice suitable for audience and purposeAL 7.6 - Write in narrative, expository, and persuasive modes using figurative language and imagery, including simile and metaphor, when effective and appropriate. Using a variety of sentence patterns. Example: diagramming selected sentences to illustrate structural variety.AL 7.7 - Write in narrative, expository, and persuasive modes using figurative language and imagery, including simile and metaphor, when effective and appropriate. Using active voice and passive voice when appropriateAL 8 - Critique paragraphs for logical progression of sentences.AL 9 - Identify factors that influence the development of language. Example: geographic location, wars and revolutions, technology, mass media.AL 10 - Determine correct use of commas with appositives and within direct quotations, colons to introduce lists, semicolons with a series of elements separated by commas, and punctuation for a divided quotation.

AL 11 - Identify correct use of parallel words; incorrect verb tense shifts within sentences; correct number and tense in verb forms, including regular and irregular verbs; and correct forms of compound nouns, including singular, plural, and possessive forms.


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AL 11.1 - Identify correct use of parallel words; incorrect verb tense shifts within sentences; correct number and tense in verb forms, including regular and irregular verbs; and correct forms of compound nouns, including singular, plural, and possessive forms. Identifying correct parallelism in phrases and clauses

AL 11.2 - Identify correct use of parallel words; incorrect verb tense shifts within sentences; correct number and tense in verb forms, including regular and irregular verbs; and correct forms of compound nouns, including singular, plural, and possessive forms. Identifying incorrect verb tense shifts within paragraphsAL 11.3 - Identify correct use of parallel words; incorrect verb tense shifts within sentences; correct number and tense in verb forms, including regular and irregular verbs; and correct forms of compound nouns, including singular, plural, and possessive forms. Identifying correct verb form for agreement with collective nouns based on context

AL 11.4 - Identify correct use of parallel words; incorrect verb tense shifts within sentences; correct number and tense in verb forms, including regular and irregular verbs; and correct forms of compound nouns, including singular, plural, and possessive forms. Recognizing subject-verb agreement with indefinite pronounsAL 11.5 - Identify correct use of parallel words; incorrect verb tense shifts within sentences; correct number and tense in verb forms, including regular and irregular verbs; and correct forms of compound nouns, including singular, plural, and possessive forms. Using parallel structure with verbals


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AL 12 - Apply the correct use of subject-verb agreement with collective nouns when verb forms depend on the rest of the sentence; with compound subjects, including those joined by or with the second element as singular or plural; and with the subjunctive mood.

- Research and InquiryAL 13 - Demonstrate paraphrasing, quoting, and summarizing of primary and secondary sources and various methods of note taking. Example: note taking-abbreviations, symbols, paraphrasing.

AL 14 - Use the research process to locate, select, retrieve, evaluate, and organize information to support a thesis on a nonliterary topic. Example: career, I-Search.AL 14.2 - Use the research process to locate, select, retrieve, evaluate, and organize information to support a thesis on a nonliterary topic. Following a style format to standardize the presentation of information. Example: Modern Language Association (MLA), American Psychological Association (APA), Turabian.AL 14.3 - Use the research process to locate, select, retrieve, evaluate, and organize information to support a thesis on a nonliterary topic. Managing information by using available technologyAL 14.4 - Use the research process to locate, select, retrieve, evaluate, and organize information to support a thesis on a nonliterary topic. Using paraphrasing and documentation of sources to avoid plagiarism



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AL 15 - Identify persuasive strategies in oral and visual presentations. Example: transference, bandwagon, snob appeal, expert testimony.

AL 15.2 - Identify persuasive strategies in oral and visual presentations. Identifying types of propagandaAL 16 - Evaluate a speech for use of presentation skills, including use of visual aids. Example: eye contact, projection, tone, inflection, tempo.

AL 16.2 - Evaluate a speech for use of presentation skills, including use of visual aids. Applying oral presentation skills in formal and informal situations. Example: debates, classroom discussions, dramatic activities.AL 17 - Use supporting details to present a position and to respond to an argument.


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Agency Tag Set NameAlabama, English Language Arts, 2007, Tenth Grade, Course of Study, State Department of Education

Standard Skill Area Description Skill Description - ReadingAL 1 - Apply both literal and inferential comprehension strategies, including drawing conclusions and making inferences about characters, motives, intentions, and attitudes in short stories, drama, poetry, novels, and essays and other nonfiction texts.AL 1.1 - Apply both literal and inferential comprehension strategies, including drawing conclusions and making inferences about characters, motives, intentions, and attitudes in short stories, drama, poetry, novels, and essays and other nonfiction texts. Identifying major historical developments in language and literature in America from the beginnings to 1900. Example: simplicity of early American literature, religious nature and themes in much early American literature, relationships to historical events and to British literature.

AL 1.2 - Apply both literal and inferential comprehension strategies, including drawing conclusions and making inferences about characters, motives, intentions, and attitudes in short stories, drama, poetry, novels, and essays and other nonfiction texts. Using context clues to determine meaning









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AL 1.3 - Apply both literal and inferential comprehension strategies, including drawing conclusions and making inferences about characters, motives, intentions, and attitudes in short stories, drama, poetry, novels, and essays and other nonfiction texts. Identifying sequences to enhance understanding

AL 1.4 - Apply both literal and inferential comprehension strategies, including drawing conclusions and making inferences about characters, motives, intentions, and attitudes in short stories, drama, poetry, novels, and essays and other nonfiction texts. Summarizing passages to share main ideas or events

AL 1.5 - Apply both literal and inferential comprehension strategies, including drawing conclusions and making inferences about characters, motives, intentions, and attitudes in short stories, drama, poetry, novels, and essays and other nonfiction texts. Drawing other kinds of conclusions from recreational reading texts


AL 2 - Identify and interpret literary elements and devices, including analogy, personification, and implied purpose.AL 2.1 - Identify and interpret literary elements and devices, including analogy, personification, and implied purpose. Identifying and interpreting figurative language and imagery, including symbolism and metaphors

AL 2.2 - Identify and interpret literary elements and devices, including analogy, personification, and implied purpose. Interpreting tone from author's word choice


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AL 3 - Read with literal and inferential comprehension a variety of informational and functional reading materials, including making inferences about effects when passage provides cause; inferring cause when passage provides effect; making inferences, decisions, and predictions from tables, charts, and other text features; and identifying the outcome or product of a set of directions. Example 1: textual materials-driver's manuals, reference materials, newspapers, career information, high interest magazine articles, subject-area texts. Example 2: functional materials-menus, schedules, directions, maps, want ads.

AL 3.3 - Read with literal and inferential comprehension a variety of informational and functional reading materials, including making inferences about effects when passage provides cause; inferring cause when passage provides effect; making inferences, decisions, and predictions from tables, charts, and other text features; and identifying the outcome or product of a set of directions. Following complex or embedded directions

AL 3.4 - Read with literal and inferential comprehension a variety of informational and functional reading materials, including making inferences about effects when passage provides cause; inferring cause when passage provides effect; making inferences, decisions, and predictions from tables, charts, and other text features; and identifying the outcome or product of a set of directions. Distinguishing author's opinion from factual statements


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AL 3.5 - Read with literal and inferential comprehension a variety of informational and functional reading materials, including making inferences about effects when passage provides cause; inferring cause when passage provides effect; making inferences, decisions, and predictions from tables, charts, and other text features; and identifying the outcome or product of a set of directions. Determining main idea and supporting details in informational and functional reading materials

AL 3.6 - Read with literal and inferential comprehension a variety of informational and functional reading materials, including making inferences about effects when passage provides cause; inferring cause when passage provides effect; making inferences, decisions, and predictions from tables, charts, and other text features; and identifying the outcome or product of a set of directions. Summarizing passages of informational and functional reading materials

AL 3.7 - Read with literal and inferential comprehension a variety of informational and functional reading materials, including making inferences about effects when passage provides cause; inferring cause when passage provides effect; making inferences, decisions, and predictions from tables, charts, and other text features; and identifying the outcome or product of a set of directions. Determining sequence of events

AL 4 - Recognize fallacious or illogical thought in essays, editorials, and other informational texts.


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AL 4.1 - Recognize fallacious or illogical thought in essays, editorials, and other informational texts. Evaluating strength of argument in informational textsAL 4.2 - Recognize fallacious or illogical thought in essays, editorials, and other informational texts. Recognizing propaganda in informational texts - LiteratureAL 5 - Compare literary components of various pre-twentieth century American authors' styles.

AL 5.1 - Compare literary components of various pre-twentieth century American authors' styles. Identifying examples of differences in language usage among several authors. Example: Anne Bradstreet, Jonathan Edwards, Phillis Wheatley Edgar Allan Poe, Henry David Thoreau.

AL 6 - Determine word meaning in pre-twentieth century American literature using word structure and context clues. Example: prefixes, suffixes, root words.








- Writing and LanguageAL 7 - Write in persuasive, expository, and narrative modes using an abbreviated writing process in timed and untimed situations.


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AL 7.1 - Write in persuasive, expository, and narrative modes using an abbreviated writing process in timed and untimed situations. Critiquing content, literary elements, and word choice, including addressing clear, precise, and vivid language. Example: self editing, peer editing.AL 7.2 - Write in persuasive, expository, and narrative modes using an abbreviated writing process in timed and untimed situations. Using a variety of sentence patterns. Example: diagramming, parsing, or showing sentence patterns to check variety in sentence patterns.

AL 7.3 - Write in persuasive, expository, and narrative modes using an abbreviated writing process in timed and untimed situations. Evaluating opinions, including personal opinions, for supporting details and biasAL 7.4 - Write in persuasive, expository, and narrative modes using an abbreviated writing process in timed and untimed situations. Using active and passive voice when appropriateAL 8 - Write in a variety of genres for various audiences and occasions, both formal and informal, using an attention-getting opening and an effective conclusion.

AL 8.1 - Write in a variety of genres for various audiences and occasions, both formal and informal, using an attention-getting opening and an effective conclusion. Developing an effective voice suitable for audience and purpose

AL 9 - Apply principles of Standard English by adjusting vocabulary and style for the occasion.


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AL 10 - Justify a thesis statement with supporting details from American literature prior to the twentieth century.AL 11 - Demonstrate correct use of commas with parenthetical expressions and after introductory adverbial clauses and correct use of semicolons before conjunctive adverbs and in compound sentences with no conjunction.AL 12 - Demonstrate correct use of singular and plural collective nouns and words with alternate accepted forms; pronoun-antecedent agreement in number and gender; and nominative, objective, and possessive pronoun cases.

AL 13 - Apply the correct use of subject-verb agreement with singular and plural subjects, including subjects compound in form and singular in meaning and subjects plural in form and singular in meaning; intervening prepositional and appositive phrases; and correlative conjunctions.

AL 14 - Edit for incorrect shifts in verb tense in paragraphs, use of verbals, use of dangling participles and misplaced modifiers, and parallelism in phrases. - Research and InquiryAL 15 - Use the research process to document and organize information to support a thesis on a literary or nonliterary topic. Example: paper on a teacher-approved topic of interest, career paper.

AL 15.2 - Use the research process to document and organize information to support a thesis on a literary or nonliterary topic. Managing information by locating, selecting, retrieving, and evaluating primary and secondary sources while using available technology responsibly


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AL 15.3 - Use the research process to document and organize information to support a thesis on a literary or nonliterary topic. Differentiating among plagiarized, paraphrased, and appropriately cited selectionsAL 16 - Explain the purpose and benefits of using predicting, summarizing, underlining, outlining, note taking, and reviewing as part of personal study skills.

AL 16.1 - Explain the purpose and benefits of using predicting, summarizing, underlining, outlining, note taking, and reviewing as part of personal study skills. Explaining when skimming and scanning are appropriate in studying materials


AL 17 - Critique oral and visual presentations for fallacies in logic. Examples: circular reasoning, false analogy


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Agency Tag Set NameAlabama, English Language Arts, 2007, Eleventh Grade, Course of Study, State Department of EducationStandard Skill Area Description Skill Description - ReadingAL 1 - Analyze authors' use of literary elements including characterization, theme, tone, setting, mood, plot, and literary point of view, in American short stories, drama, poetry, or essays and other nonfiction literature, predominantly from 1900 to the present.

AL 1.1 - Analyze authors' use of literary elements including characterization, theme, tone, setting, mood, plot, and literary point of view, in American short stories, drama, poetry, or essays and other nonfiction literature, predominantly from 1900 to the present. Identifying major historical developments of language and literature in America from 1900 to the present. Example: relationships to place and time, changes in American lexicon as a result of the industrial revolution; chronology, genre, style.

AL 1.2 - Analyze authors' use of literary elements including characterization, theme, tone, setting, mood, plot, and literary point of view, in American short stories, drama, poetry, or essays and other nonfiction literature, predominantly from 1900 to the present. Evaluating author technique

AL 2 - Analyze use of figurative language and literary devices, including hyperbole, simile, metaphor, personification, and other imagery, to enhance specific literary passages.AL 2.1 - Analyze use of figurative language and literary devices, including hyperbole, simile, metaphor, personification, and other imagery, to enhance specific literary passages. Explaining use of allusions



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Agency Tag Set NameAlabama, English Language Arts, 2007, Eleventh Grade, Course of Study, State Department of EducationStandard Skill Area Description Skill Description


AL 2.2 - Analyze use of figurative language and literary devices, including hyperbole, simile, metaphor, personification, and other imagery, to enhance specific literary passages. Analyzing use of analogies for meaningAL 2.3 - Analyze use of figurative language and literary devices, including hyperbole, simile, metaphor, personification, and other imagery, to enhance specific literary passages. Interpreting ironyAL 2.4 - Analyze use of figurative language and literary devices, including hyperbole, simile, metaphor, personification, and other imagery, to enhance specific literary passages. Analyzing poetry for rhythm and rhyme schemes

AL 3 - Read with comprehension a variety of informational and functional reading materials, including recognizing organizational patterns, evaluating strengths and weaknesses of argument, and identifying directions implied or embedded in a passage. Example 1: informational materials-employee manuals, technical manuals, safety and trouble-shooting information, subject-area texts. Example 2: functional materials-posted weather warnings, lease and credit agreements, memoranda, federal laws, medical instructions and information, nutritional pamphlets.

AL 3.3 - Read with comprehension a variety of informational and functional reading materials, including recognizing organizational patterns, evaluating strengths and weaknesses of argument, and identifying directions implied or embedded in a passage. Recognizing fallacies in logic


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AL 3.4 - Read with comprehension a variety of informational and functional reading materials, including recognizing organizational patterns, evaluating strengths and weaknesses of argument, and identifying directions implied or embedded in a passage. Drawing conclusions to determine author intent

AL 3.5 - Read with comprehension a variety of informational and functional reading materials, including recognizing organizational patterns, evaluating strengths and weaknesses of argument, and identifying directions implied or embedded in a passage. Applying advanced knowledge of context clues and structural analysis to determine word meaning







AL 3.6 - Read with comprehension a variety of informational and functional reading materials, including recognizing organizational patterns, evaluating strengths and weaknesses of argument, and identifying directions implied or embedded in a passage. Evaluating quality of writing

- LiteratureAL 4 - Analyze twentieth and twenty-first century American literary selections for plot structure, cultural significance, and use of propaganda. Example: narratives, editorials.

AL 5 - Evaluate twentieth and twenty-first century American authors' use of language, including length and complexity of sentences, diction, and Standard English versus dialect.


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AL 6 - Determine word meaning in twentieth and twenty-first century American literature using word structure and context clues. Example: prefixes, suffixes, root words.








AL 7 - Compare the writing styles of two or more American authors or public figures. Example: Martin Luther King, Jr., Zora Neale Hurston, Ernest Hemingway. - Writing and LanguageAL 8 - Write the text for an oral presentation with attention to word choice, organizational patterns, transitional devices, and tone.AL 8.1 - Write the text for an oral presentation with attention to word choice, organizational patterns, transitional devices, and tone. Using a variety of sentence patterns

AL 8.2 - Write the text for an oral presentation with attention to word choice, organizational patterns, transitional devices, and tone. Developing an effective voice suitable for audience and purposeAL 9 - Analyze writing for parallelism in literary selections and student writing.


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AL 10 - Edit writings, including student papers, for correct parallel form in clauses in a series and with correlative conjunctions and for correct use of subject-verb agreement with subjects with intervening phrases; subjects with collective nouns; subjects with indefinite pronouns when the verb form depends on the rest of the sentence; and subjects in sentences with correlative conjunctions or in inverted order.AL 10.1 - Edit writings, including student papers, for correct parallel form in clauses in a series and with correlative conjunctions and for correct use of subject-verb agreement with subjects with intervening phrases; subjects with collective nouns; subjects with indefinite pronouns when the verb form depends on the rest of the sentence; and subjects in sentences with correlative conjunctions or in inverted order. Editing writings for mechanics, usage, grammar, and styleAL 10.2 - Edit writings, including student papers, for correct parallel form in clauses in a series and with correlative conjunctions and for correct use of subject-verb agreement with subjects with intervening phrases; subjects with collective nouns; subjects with indefinite pronouns when the verb form depends on the rest of the sentence; and subjects in sentences with correlative conjunctions or in inverted order. Demonstrating appropriate use of ellipses, parentheses, hyphens and suspended hyphens, hyphenation of number-and-noun modifiers, slashes, and use of commas with subordinate clauses and nominative absolutes

AL 11 - Differentiate between the use of active and passive voice. - Research and Inquiry


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AL 12 - Use the research process to manage, document, organize, and present information to support a thesis on a literary topic. Example: documented essay, research paper.

AL 12.2 - Use the research process to manage, document, organize, and present information to support a thesis on a literary topic. Using paraphrasing and documentation of sources to avoid plagiarism


AL 13 - Compare the use of oral presentation skills of self and others.

AL 14 - Identify propaganda in nonprint media.


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Agency Tag Set NameAlabama, English Language Arts, 2007, Twelfth Grade, Course of Study, State Department of EducationStandard Skill Area Description Skill Description - ReadingAL 1 - Compare organizational structure, figurative language, and literary devices, including use of paradox, among predominantly British short stories, drama, poetry, essays, and other nonfiction literature. Example: A Christmas Carol, Robin Hood; Gulliver's Travels; Robinson Crusoe; Aesop's Fables; A. Conan Doyle's short stories; William Shakespeare's plays; Robert Burns', William Blake's, and John Keats' poems.

AL 1.2 - Compare organizational structure, figurative language, and literary devices, including use of paradox, among predominantly British short stories, drama, poetry, essays, and other nonfiction literature. Explaining use of allusions

AL 1.3 - Compare organizational structure, figurative language, and literary devices, including use of paradox, among predominantly British short stories, drama, poetry, essays, and other nonfiction literature. Interpreting irony

AL 1.4 - Compare organizational structure, figurative language, and literary devices, including use of paradox, among predominantly British short stories, drama, poetry, essays, and other nonfiction literature. Analyzing poetry for rhyme schemesAL 1.5 - Compare organizational structure, figurative language, and literary devices, including use of paradox, among predominantly British short stories, drama, poetry, essays, and other nonfiction literature. Identifying use of parody



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Agency Tag Set NameAlabama, English Language Arts, 2007, Twelfth Grade, Course of Study, State Department of EducationStandard Skill Area Description Skill Description


AL 1.6 - Compare organizational structure, figurative language, and literary devices, including use of paradox, among predominantly British short stories, drama, poetry, essays, and other nonfiction literature. Analyzing major historical developments in language and literature in the British Isles. Example: relationships to place and time, including specific influences of various cultures and languages, wars and victors in those wars, and world literary trends.

AL 2 - Read with comprehension a variety of informational and functional reading materials, including comparing bias and persuasive techniques in passages. Example: bias and persuasive techniques-transference, bandwagon, snob appeal, expert testimony.

AL 2.2 - Read with comprehension a variety of informational and functional reading materials, including comparing bias and persuasive techniques in passages. Recognizing faulty logic or organization

AL 2.3 - Read with comprehension a variety of informational and functional reading materials, including comparing bias and persuasive techniques in passages. Analyzing charts and tables for conclusions

- LiteratureAL 3 - Analyze British literature for style, audience appeal, cultural significance, and plot structure. Example: style-length and complexity of sentences, diction, Standard English versus dialect.AL 3.2 - Analyze British literature for style, audience appeal, cultural significance, and plot structure. Distinguishing between parallel plots and circular plots


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AL 4 - Identify literary elements in British literary selections from various genres.AL 5 - Determine word meaning in British literature using word structure and context clues. Example: prefixes, suffixes, root words.






Skill Area 4 - Comprehension (C) Skill 3 - C03 Using context clues for comprehensionSkill 4 - C04 Making inferences for comprehension

AL 6 - Compare the writing styles of two or more British authors. Example: Geoffrey Chaucer, William Shakespeare, Oscar Wilde.

- Writing and LanguageAL 7 - Write for a variety of purposes including critical essays on literary topics, college application essays, résumé cover letters, and résumés.

AL 7.1 - Write for a variety of purposes including critical essays on literary topics, college application essays, résumé cover letters, and résumés. Editing drafts for appropriate styleAL 7.2 - Write for a variety of purposes including critical essays on literary topics, college application essays, résumé cover letters, and résumés. Developing an effective voice suitable for audience and purposeAL 8 - Demonstrate appropriate use of ellipses, parentheses, hyphens and suspended hyphens, hyphenation of number-and-noun modifiers, slashes, and use of commas with subordinate clauses and nominative absolutes.


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AL 9 - Revise drafts to increase sentence complexity. Example: expanding word choice by using phrases, including verbals; combining short sentences to form complex and compound sentences.

- Research and InquiryAL 10 - Use the research process to manage, document, organize, and present information to support a thesis on a teacher-approved topic of student interest. Example: literary topic, career study, historical research.AL 10.2 - Use the research process to manage, document, organize, and present information to support a thesis on a teacher-approved topic of student interest. Editing drafts to avoid plagiarism - Oral and Visual Communication

AL 11 - Critique visual communication for effectiveness. Example: films, advertisements.AL 11.2 - Critique visual communication for effectiveness. Using available technology for various communication purposes including multimedia presentationsAL 12 - Evaluate oral presentation skills of self and others for effectiveness. Example: lectures, speeches, debates.AL 13 - Analyze nonprint media for use of propaganda. Example: films, television advertisements, speeches.


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Documents

Alabama Standards Alignment Kindergarten through Grade …doc.renlearn.com/KMNet/R004014005GG29F3.pdf2007, Kindergarten, Course of Study, State Department of Education Standard Skill