Upload
doandang
View
212
Download
0
Embed Size (px)
Citation preview
CO
MMON CORE
STATE STANDARDS
ALIGNMENT
CO
MMON CORE
STATE STANDARDS
ALIGNMENT
COMMON CORE STATE STANDARDS
CO
MMON CORE
STATE STANDARDS
ALIGNMENT
CO
MMON CORE
STATE STANDARDS
ALIGNMENT
COMMON CORE STATE STANDARDS
Contemporary Roadmaps Content Alignments to the
For more information, contact:
Marty Pitts Adult/Workforce/Career Education Arkansas, Louisiana, Oklahoma, and Texas
214 ‐957‐7909 214‐975‐1722 marty_pitts@mcgraw‐hill.com
Or visit us online at:
www.mheonline.com
C O N
Preparin
On June 2
launched
State Scho
leader in
kindergar
Education
The Comm
career an
expected
21st‐Cent
increased
that lie ah
well as ho
and Caree
Will there
Contemp
As a trust
adult edu
tools need
groundbre
used to as
roadmap,
Language
map out h
College an
�
T E M P O
AchC
g Students f
2, 2010, the C
as part of the
ool Officers (N
providing hig
rten through c
n is an endors
mon Core Sta
chor standard
to demonstra
tury workplac
rigor and acc
head. How wi
ow it is taught
er Readiness e
e be new instr
porary/McG
ed partner in
cators and st
ded to raise t
eaking reform
ssess College
, which provid
e series aligns
how to provid
nd Career Rea
�
O R A R Y
hievingCorrelati
for 21st Cen
Common Core
e National Go
NGA/CCSO) C
h‐quality inst
college and c
sing partner o
te Standards
ds that estab
ate as they p
ce. However,
countability t
ll the Commo
t? How will ad
exams that a
ructional mat
Graw‐Hill Edu
adult educat
udents with t
the bar for Co
ms such as the
and Career R
des detailed i
to the Comm
de comprehe
adiness goals
Curricul
g TABE ions to t
ntury College
e State Standa
overnors Asso
Common Core
tructional ma
areer prepara
of the Commo
are rigorous
lish what skil
repare for co
as adult educ
that this intro
on Core State
dult learners
re CCSS‐align
terials aligned
ucation – Yo
tion, Contem
the instructio
ollege and Car
e Common Co
Readiness. As
nformation a
mon Core Stat
nsive instruct
.
Use your s
McGraw‐H
www.com
lum Road
Succesthe Com
e and Career
ards (CCSS) w
ociation/Coun
e initiative. As
terials for stu
ation, McGra
on Core initiat
and include c
ls students ca
llege and the
cation prepar
oduces, there
e Standards im
prepare for n
ed? Do the m
d to the CCSS
our Partner i
porary/McGr
onal materials
reer Readines
ore State Stan
part of that c
as to how Con
te Standards.
tion and prac
mart phone to l
Hill Education’s C
moncoresolutio
�
dmaps
ss in Lammon Co
rs
were
ncil of Chief
s a world
udents from
w‐Hill
tive.
college and
an be
e
res for a shift
are a numbe
mpact what is
new high scho
materials I cur
?
in Adult Edu
raw‐Hill Educa
s, resources, a
ss and meet t
ndards and n
commitment
ntemporary’s
This invaluab
ctice to help y
earn more abou
Common Core So
ons.com/adult_e
anguagore State
toward the C
er of challeng
s taught in ad
ool equivalen
rrently use ali
ucation
ation is comm
and professio
the requirem
ew and emer
we offer the
s Achieving TA
ble resource w
your students
ut
olutions.
education.php
ge e Standa
CCSS and the
es and questi
dult education
ncy and Colleg
ign to the CCS
mitted to prov
onal developm
ents of
rging exams b
e following
ABE Success in
will help you t
s achieve thei
ards
ions
n, as
ge
SS?
viding
ment
being
n
to
r
�
CONTEN
Achievi
Level E
Level M
Level D
Level A
HOW TO
The purpo
Language
matrix, or
title, show
To see the
www.core
NTS
ng TABE Suc
Correlations
M Correlation
Correlation
Correlation
O USE THIS
ose of this roa
e series correl
rganized by C
wing the CCSS
e full Commo
estandards.or
ccess in Lang
s
ns
ns
s
S ROADMA
admap is to h
lates to the C
ommon Core
S standard or
on Core State
rg.
guage Progr
AP
help you ident
ommon Core
e State Standa
standards th
Standards, al
ram Correlat
tify how Cont
e State Standa
ard. This is fo
at are covere
long with oth
tions to the
temporary’s A
ards. The roa
llowed by cor
ed on a lesson
her helpful CC
CCSS
Achieving TAB
dmap begins
rrelations org
n‐by‐lesson b
CSS resources
1
1
2
BE Success in
with a progr
ganized by se
basis.
s visit
1
9
13
18
25
am
ries
Achieving TABE Success in Language Levels E, M, D, A Correlations to the Common Core State Standards
Common Core State Standard Level E Level M Level D Level A
CCSS.ELA‐Literacy.L.1.1b Use common, proper, and possessive nouns.
19–22 21–24 19–22 19–22
CCSS.ELA‐Literacy.L.1.1c Use singular and plural nouns with matching verbs in basic sentences.
19–22 21–24 19–22 19–22
CCSS.ELA‐Literacy.L.1.1d Use personal, possessive, and indefinite pronouns.
23–26 25–28 23–26 23–26
CCSS.ELA‐Literacy.L.1.2a Capitalize dates and names of people.
131–134 137–140 139–142 143–146
139–142
CCSS.ELA‐Literacy.L.1.2b Use end punctuation for sentences.
147–150 153–156 155–158 155–158
CCSS.ELA‐Literacy.L.1.2c Use commas in dates and to separate single words in a series.
159–162 165–168 167–170 —
CCSS.ELA‐Literacy.L.11‐12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
63–66 — — 67–70 51–54
CCSS.ELA‐Literacy.L.11‐12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
— — —
139–142 143–146 147–150 155–158 159–162 163–166 167–170 171–174 187–190
CCSS.ELA‐Literacy.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
63–66 — — —
CCSS.ELA‐Literacy.L.2.1c Use reflexive pronouns (e.g., myself, ourselves).
27–30 — — —
CCSS.ELA‐Literacy.L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.
59–62 65–68 63–66 63–66
CCSS.ELA‐Literacy.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
131–134 147–150 155–158 159–162 163–166
— — —
© McGraw-Hill Education Updated February 2013 1
Common Core State Standard Level E Level M Level D Level A
CCSS.ELA‐Literacy.L.2.2a Capitalize holidays, product names, and geographic names.
135–138 141–144 143–146 139–142 143–146
CCSS.ELA‐Literacy.L.2.2b Use commas in greetings and closings of letters.
— 197–200 201–204
195–198 —
CCSS.ELA‐Literacy.L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.
179–182 183–186
189–192
187–190 191–194
191–194
CCSS.ELA‐Literacy.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
63–66 — — —
CCSS.ELA‐Literacy.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
— — 55–58 —
CCSS.ELA‐Literacy.L.3.1d Form and use regular and irregular verbs.
35–38 37–40 35–38 —
CCSS.ELA‐Literacy.L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
39–42 41–44 39–42 39–42
CCSS.ELA‐Literacy.L.3.1f Ensure subject‐verb and pronoun‐antecedent agreement.
31–34 47–50
33–36 49–52
31–34 47–50
31–34 47–50
CCSS.ELA‐Literacy.L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
51–54 55–58
57–60 61–64
55–58 59–62
55–58 59–62
CCSS.ELA‐Literacy.L.3.1i Produce simple, compound, and complex sentences.
71–74 79–82 83–86
— — —
CCSS.ELA‐Literacy.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
131–134 155–158 159–162 163–166
— — —
CCSS.ELA‐Literacy.L.3.2a Capitalize appropriate words in titles.
139–142 145–148 147–150 147–150
CCSS.ELA‐Literacy.L.3.2c Use commas and quotation marks in dialogue.
171–174 175–178
— — 187–190
CCSS.ELA‐Literacy.L.3.2d Form and use possessives.
— 193–196 — —
CCSS.ELA‐Literacy.L.3.3c Use temporal words and phrases to signal event order.
— 121–124 123–126 123–126
© McGraw-Hill Education Updated February 2013 2
Common Core State Standard Level E Level M Level D Level A
CCSS.ELA‐Literacy.L.4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
27–30 29–32 27–30 27–30
CCSS.ELA‐Literacy.L.4.1b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
— — — 39–42
CCSS.ELA‐Literacy.L.4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run‐ons.
71–74 75–78
77–80 81–84
75–78 79–82
75–78 79–82
CCSS.ELA‐Literacy.L.4.1g Correctly use frequently confused words (e.g., to, too, two; there, their).
— 53–56 51–54 51–54
CCSS.ELA‐Literacy.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
—
153–156 165–168 169–172 173–176
— —
CCSS.ELA‐Literacy.L.4.2a Use correct capitalization.
— 137–140 141–144
139–142 143–146
—
CCSS.ELA‐Literacy.L.4.2b Use commas and quotation marks to mark direct speech and quotations from a text.
— 185–188 183–186 171–174 183–186 187–190
CCSS.ELA‐Literacy.L.4.2c Use a comma before a coordinating conjunction in a compound sentence.
151–154 157–160 159–162 159–162
CCSS.ELA‐Literacy.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
— 69–72 53–56
— —
CCSS.ELA‐Literacy.L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
43–46 45–48 43–46 43–46
CCSS.ELA‐Literacy.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
—
153–156 165–168 169–172 173–176
— —
CCSS.ELA‐Literacy.L.5.2b Use a comma to separate an introductory element from the rest of the sentence.
155–158 161–164 159–162 159–162
CCSS.ELA‐Literacy.L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
— 85–88 83–86 83–86
CCSS.ELA‐Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
— — 51–54 67–70 39–42
—
© McGraw-Hill Education Updated February 2013 3
Common Core State Standard Level E Level M Level D Level A
CCSS.ELA‐Literacy.L.6.1a Ensure that pronouns are in the proper case (subjective, objective, possessive).
— — 23–26 —
CCSS.ELA‐Literacy.L.6.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
— — — —
CCSS.ELA‐Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
— —
139–142 143–146 147–150 163–166 167–170 171–174
—
CCSS.ELA‐Literacy.L.6.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
— — 167–170 167–170
CCSS.ELA‐Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
— — 67–70 51–54 39–42
—
CCSS.ELA‐Literacy.L.7.1c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
87–90 93–96 95–98 95–98
CCSS.ELA‐Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
— —
139–142 143–146 147–150 163–166 167–170 171–174
—
CCSS.ELA‐Literacy.L.7.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*
— — 103–106 103–106
CCSS.ELA‐Literacy.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
— — 51–54 67–70
—
CCSS.ELA‐Literacy.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
— —
139–142 143–146 147–150 167–170 163–166 171–174
—
CCSS.ELA‐Literacy.L.9‐10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
— — — 67–70 51–54
CCSS.ELA‐Literacy.L.9‐10.1a Use parallel structure.*
— 97–100 99–102 99–102
CCSS.ELA‐Literacy.L.9‐10.1b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative,
— — 87–90 87–90
© McGraw-Hill Education Updated February 2013 4
Common Core State Standard Level E Level M Level D Level A
adverbial) to convey specific meanings and add variety and interest to writing or presentations.
CCSS.ELA‐Literacy.L.9‐10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
— — —
143–146 147–150 155–158 159–162 163–166 167–170 171–174 187–190
CCSS.ELA‐Literacy.L.9‐10.2a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
— 177–180 175–178 175–178
CCSS.ELA‐Literacy.L.9‐10.2b Use a colon to introduce a list or quotation.
— 177–180 175–178 175–178
CCSS.ELA‐Literacy.L.9.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
— — — 139–142
CCSS.ELA‐Literacy.L.K.2a Capitalize the first word in a sentence and the pronoun I.
131–134 139–142
137–140 145–148
147–150 139–142 147–150
CCSS.ELA‐Literacy.L.K.2b Recognize and name end punctuation.
147–150 153–156 155–158 155–158
CCSS.ELA‐Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
99–102 103–106
105–108 109–112
111–114 115–118
111–114
CCSS.ELA‐Literacy.RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
— — — 123–126
CCSS.ELA‐Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
— — — 119–122
CCSS.ELA‐Literacy.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
— — 119–122 119–122
CCSS.ELA‐Literacy.W.11‐12.1A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
— — — —
CCSS.ELA‐Literacy.W.11‐12.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
— — — 131–134
© McGraw-Hill Education Updated February 2013 5
Common Core State Standard Level E Level M Level D Level A
CCSS.ELA‐Literacy.W.11‐12.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
— — — 123–126
CCSS.ELA‐Literacy.W.11‐12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
— — — 91–94
CCSS.ELA‐Literacy.W.11‐12.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.)
— — — —
CCSS.ELA‐Literacy.W.2.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
87–90 91–94
— — —
CCSS.ELA‐Literacy.W.3.2b Develop the topic with facts, definitions, and details.
107–110 111–114
113–116 — —
CCSS.ELA‐Literacy.W.3.3c Use temporal words and phrases to signal event order.
115–118 — — —
CCSS.ELA‐Literacy.W.3.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
87–90 91–94
— — —
CCSS.ELA‐Literacy.W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
111–114 113–116 117–120
— —
CCSS.ELA‐Literacy.W.4.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
— 129–132 — —
CCSS.ELA‐Literacy.W.4.3c Use a variety of transitional words and phrases to manage the sequence of events.
119–122 121–124 — —
CCSS.ELA‐Literacy.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.)
— — — —
CCSS.ELA‐Literacy.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
— 113–116 117–120
— —
CCSS.ELA‐Literacy.W.5.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
— 129–132 — —
CCSS.ELA‐Literacy.W.5.3c Use a variety of transitional words and phrases to manage the sequence of events.
— 121–124 — —
© McGraw-Hill Education Updated February 2013 6
Common Core State Standard Level E Level M Level D Level A
CCSS.ELA‐Literacy.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
— 89–92 — —
CCSS.ELA‐Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.)
— — — —
CCSS.ELA‐Literacy.W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
— — 119–122 —
CCSS.ELA‐Literacy.W.6.2c Use appropriate transitions to clarify the relationships among ideas and concepts.
— 129–132 131–134 131–134
CCSS.ELA‐Literacy.W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
— — 91–94
103–106 119–122
—
CCSS.ELA‐Literacy.W.6.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.)
— — — —
CCSS.ELA‐Literacy.W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
— — 119–122 —
CCSS.ELA‐Literacy.W.7.2c Use appropriate transitions to clarify the relationships among ideas and concepts.
— — 131–134 —
CCSS.ELA‐Literacy.W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
— — 91–94
103–106 119–122
—
CCSS.ELA‐Literacy.W.7.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.)
— — — —
CCSS.ELA‐Literacy.W.8.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
— — 119–122 —
CCSS.ELA‐Literacy.W.8.2c Use appropriate transitions to clarify the relationships among ideas and concepts.
— — 131–134 —
CCSS.ELA‐Literacy.W.8.3c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
— — 123–126 —
CCSS.ELA‐Literacy.W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
— — 91–94
103–106 119–122
—
© McGraw-Hill Education Updated February 2013 7
Common Core State Standard Level E Level M Level D Level A
CCSS.ELA‐Literacy.W.8.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.)
— — — —
CCSS.ELA‐Literacy.W.9‐10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
— — — —
CCSS.ELA‐Literacy.W.9‐10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
— — 131–134 131–134
CCSS.ELA‐Literacy.W.9‐10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
— — — 123–126
CCSS.ELA‐Literacy.W.9‐10.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
— — — 91–94
CCSS.ELA‐Literacy.W.9‐10.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.)
— — — —
© McGraw-Hill Education Updated February 2013 8
Achieving TABE Success in Language Level E Correlations to the Common Core State Standards
Lesson Common Core State Standard(s)
Unit 1 Usage
Nouns pp. 19–22
CCSS.ELA–Literacy.L.1.1b Use common, proper, and possessive nouns.
CCSS.ELA–Literacy.L.1.1c Use singular and plural nouns with matching verbs in basic sentences.
Personal Pronouns pp. 23–26
CCSS.ELA–Literacy.L.1.1d Use personal, possessive, and indefinite pronouns.
More Pronouns pp. 27–30
CCSS.ELA–Literacy.L.2.1c Use reflexive pronouns (e.g., myself, ourselves).
CCSS.ELA–Literacy.L.4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
Antecedent Agreement pp. 31–34
CCSS.ELA–Literacy.L.3.1f Ensure subject–verb and pronoun–antecedent agreement.
Verbs pp. 35–38
CCSS.ELA–Literacy.L.3.1d Form and use regular and irregular verbs.
Verbs and Their Tenses pp. 39–42
CCSS.ELA–Literacy.L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
Perfect Tenses of Verbs pp. 43–46
CCSS.ELA–Literacy.L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
Agreement of Subjects and Verbs pp. 47–50
CCSS.ELA–Literacy.L.3.1f Ensure subject–verb and pronoun–antecedent agreement.
Adjectives pp. 51–54
CCSS.ELA–Literacy.L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Adverbs pp. 55–58
CCSS.ELA–Literacy.L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Adjective or Adverb? pp. 59–62
CCSS.ELA–Literacy.L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.
© McGraw-Hill Education Updated February 2013 9
Lesson Common Core State Standard(s)
Using Negative Words pp. 63–66
CCSS.ELA–Literacy.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA–Literacy.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Unit 2 Sentence Formation
Complete Sentences and Fragments pp. 71–74
CCSS.ELA–Literacy.L.3.1i Produce simple, compound, and complex sentences.
CCSS.ELA–Literacy.L.4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run‐ons.
Run–On Sentences pp. 75–78
CCSS.ELA–Literacy.L.4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run‐ons.
Sentence Combining: Compound Subjects and Predicates pp. 79–82
CCSS.ELA–Literacy.L.3.1i Produce simple, compound, and complex sentences.
Sentence Combining: More Compound Sentence Parts pp. 83–86
CCSS.ELA–Literacy.L.3.1i Produce simple, compound, and complex sentences.
Sentence Combining: Adding Modifiers pp. 87–90
CCSS.ELA–Literacy.W.2.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
CCSS.ELA–Literacy.W.3.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
CCSS.ELA–Literacy.L.7.1c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
Sentence Combining: More About Adding Modifiers pp. 91–94
CCSS.ELA–Literacy.W.2.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
CCSS.ELA–Literacy.W.3.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
Unit 3 Paragraph Development
The Topic Sentence of a Paragraph pp. 99–102
CCSS.ELA–Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Finding the Topic Sentence pp. 103–106
CCSS.ELA–Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
© McGraw-Hill Education Updated February 2013 10
Lesson Common Core State Standard(s)
Developing Paragraphs with Details and Examples 107–110
CCSS.ELA–Literacy.W.3.2b Develop the topic with facts, definitions, and details.
Developing Paragraphs with Facts, Figures, and Reasons pp. 111–114
CCSS.ELA–Literacy.W.3.2b Develop the topic with facts, definitions, and details. CCSS.ELA–Literacy.W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Recognizing Sequence Using Key Words pp. 115–118
CCSS.ELA–Literacy.W.3.3c Use temporal words and phrases to signal event order.
Recognizing Sequence Without Using Key Words pp. 119–122
CCSS.ELA–Literacy.W.4.3c Use a variety of transitional words and phrases to manage the sequence of events.
Identifying the Unrelated Sentence pp. 123–126, 131–134
CCSS.ELA–Literacy.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade–specific expectations for writing types are defined in standards 1–3 above.) CCSS.ELA–Literacy.L.1.2a Capitalize dates and names of people. CCSS.ELA–Literacy.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA–Literacy.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Unit 4 Capitalization
Capitalizing Proper Nouns and I pp. 131–134
CCSS.ELA–Literacy.L.K.2a Capitalize the first word in a sentence and the pronoun I.
Capitalizing Proper Nouns and Proper Adjectives pp. 135–138
CCSS.ELA–Literacy.L.1.2a Capitalize dates and names of people. CCSS.ELA–Literacy.L.2.2a Capitalize holidays, product names, and geographic names.
Capitalizing First Words and Titles pp. 139–142
CCSS.ELA–Literacy.L.K.2a Capitalize the first word in a sentence and the pronoun I. CCSS.ELA–Literacy.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA–Literacy.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA–Literacy.L.3.2a Capitalize appropriate words in titles.
© McGraw-Hill Education Updated February 2013 11
Lesson Common Core State Standard(s)
Unit 5 Pronunciation
End Marks pp. 147–150
CCSS.ELA–Literacy.L.K.2b Recognize and name end punctuation.
CCSS.ELA–Literacy.L.1.2b Use end punctuation for sentences.
Commas in Compound Sentences pp. 151–154
CCSS.ELA–Literacy.L.4.2c Use a comma before a coordinating conjunction in a compound sentence.
Commas in Complex Sentences pp. 155–158
CCSS.ELA–Literacy.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA–Literacy.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA–Literacy.L.5.2b Use a comma to separate an introductory element from the rest of the sentence.
Commas in Series pp. 159–162
CCSS.ELA–Literacy.L.1.2c Use commas in dates and to separate single words in a series.
CCSS.ELA–Literacy.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA–Literacy.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Other Uses of Commas pp. 163–166
CCSS.ELA–Literacy.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA–Literacy.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Unit 6 Writing Conventions
Direct and Indirect Quotations pp. 171–174
CCSS.ELA–Literacy.L.3.2c Use commas and quotation marks in dialogue.
Using Commas with Quotations pp. 175–178
CCSS.ELA–Literacy.L.3.2c Use commas and quotation marks in dialogue.
Contractions pp. 179–182
CCSS.ELA–Literacy.L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.
Possessive Nouns pp. 183–186
CCSS.ELA–Literacy.L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.
© McGraw-Hill Education Updated February 2013 12
Achieving TABE Success in Language Level M Correlations to the Common Core State Standards
Lesson Common Core State Standard(s)
Unit 1 Usage
Nouns pp. 21–24
CCSS.ELA‐Literacy.L.1.1b Use common, proper, and possessive nouns.
CCSS.ELA‐Literacy.L.1.1c Use singular and plural nouns with matching verbs in basic sentences.
CCSS.ELA‐Literacy.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Personal Pronouns pp. 25–28
CCSS.ELA‐Literacy.L.1.1d Use personal, possessive, and indefinite pronouns.
CCSS.ELA‐Literacy.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Other Kinds of Pronouns pp. 29–32
CCSS.ELA‐Literacy.L.4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
Making Pronouns Agree with Their Antecedents pp. 33–36
CCSS.ELA‐Literacy.L.3.1f Ensure subject‐verb and pronoun‐antecedent agreement.
Verbs pp. 37–40
CCSS.ELA‐Literacy.L.3.1d Form and use regular and irregular verbs.
Simple Tenses of Verbs pp. 41–44
CCSS.ELA‐Literacy.L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
Perfect Tenses of Verbs pp. 45–48
CCSS.ELA‐Literacy.L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
Agreement of Subjects and Verbs pp. 49–52
CCSS.ELA‐Literacy.L.3.1f Ensure subject‐verb and pronoun‐antecedent agreement.
Easily Confused Verbs pp. 53–56
CCSS.ELA‐Literacy.L.4.1g Correctly use frequently confused words (e.g., to, too, two; there, their).
CCSS.ELA‐Literacy.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Adjectives pp. 57–60
CCSS.ELA‐Literacy.L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
© McGraw-Hill Education Updated February 2013 13
Lesson Common Core State Standard(s)
Adverbs pp. 61–64
CCSS.ELA‐Literacy.L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Adjective or Adverb? pp. 65–68
CCSS.ELA‐Literacy.L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.
Using Negative Words Correctly pp. 69–72
CCSS.ELA‐Literacy.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Unit 2 Sentence Formation
Complete Sentences and Fragments pp. 77–80
CCSS.ELA‐Literacy.L.4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run‐ons.
Run–On Sentences pp. 81–84
CCSS.ELA‐Literacy.L.4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run‐ons.
Sentence Combining: Compound Sentence Parts pp. 85–88
CCSS.ELA‐Literacy.L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
CCSS.ELA‐Literacy.L.1.2b Use end punctuation for sentences.
CCSS.ELA‐Literacy.L.K.2b Recognize and name end punctuation.
Sentence Combining: Adding Modifiers pp. 89–92
CCSS.ELA‐Literacy.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
Sentence Clarity: Misplaced Modifiers pp. 93–96
CCSS.ELA‐Literacy.L.7.1c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
Sentence Clarity: Parallel Structure pp. 97–100
CCSS.ELA‐Literacy.L.9–10.1a Use parallel structure.
Unit 3 Paragraph Development
The Main Idea of a Paragraph pp. 105–108
CCSS.ELA‐Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Finding the Topic Sentence pp. 109–112
CCSS.ELA‐Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
© McGraw-Hill Education Updated February 2013 14
Lesson Common Core State Standard(s)
Developing Paragraphs with Details and Examples pp. 113–116
CCSS.ELA‐Literacy.W.3.2b Develop the topic with facts, definitions, and details.
CCSS.ELA‐Literacy.W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCSS.ELA‐Literacy.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCSS.ELA‐Literacy.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
Developing Paragraphs with Facts, Figures, and Reasons pp. 117–120
CCSS.ELA‐Literacy.W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCSS.ELA‐Literacy.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Recognizing the Order of Events pp. 121–124
CCSS.ELA‐Literacy.L.3.3c Use temporal words and phrases to signal event order.
CCSS.ELA‐Literacy.W.4.3c Use a variety of transitional words and phrases to manage the sequence of events.
CCSS.ELA‐Literacy.W.5.3c Use a variety of transitional words and phrases to manage the sequence of events.
Transition and Connective Words pp. 129–132, 137–140
CCSS.ELA‐Literacy.W.4.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
CCSS.ELA‐Literacy.W.5.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
CCSS.ELA‐Literacy.W.6.2c Use appropriate transitions to clarify the relationships among ideas and concepts.
CCSS.ELA‐Literacy.W.6.2c Use appropriate transitions to clarify the relationships among ideas and concepts.
Unit 4 Capitalization
Capitalizing Proper Nouns and I pp. 137–140, 141–144
CCSS.ELA‐Literacy.L.K.2a Capitalize the first word in a sentence and the pronoun I.
CCSS.ELA‐Literacy.L.1.2a Capitalize dates and names of people.
CCSS.ELA‐Literacy.W.4.2a Use correct capitalization.
Capitalizing Proper Nouns and Proper Adjectives pp. 141–144, 145–148
CCSS.ELA‐Literacy.L.2.2a Capitalize holidays, product names, and geographic names.
CCSS.ELA‐Literacy.L.4.2a Use correct capitalization.
© McGraw-Hill Education Updated February 2013 15
Lesson Common Core State Standard(s)
Capitalizing First Words and Titles pp. 145–148
CCSS.ELA‐Literacy.L.K.2a Capitalize the first word in a sentence and the pronoun I.
CCSS.ELA‐Literacy.L.3.2a Capitalize appropriate words in titles.
Unit 5 Pronunciation
End Marks pp. 153–156
CCSS.ELA‐Literacy.L.K.2b Recognize and name end punctuation.
CCSS.ELA‐Literacy.L.1.2b Use end punctuation for sentences.
CCSS.ELA‐Literacy.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Commas in Compound Sentences pp. 157–160
CCSS.ELA‐Literacy.L.4.2c Use a comma before a coordinating conjunction in a compound sentence.
Commas in Complex Sentences pp. 161–164
CCSS.ELA‐Literacy.L.5.2b Use a comma to separate an introductory element from the rest of the sentence.
Commas in Series pp. 165–168
CCSS.ELA‐Literacy.L.1.2c Use commas in dates and to separate single words in a series.
CCSS.ELA‐Literacy.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Commas with Appositives pp. 169–172
Other Uses of Commas pp. 173–176
CCSS.ELA‐Literacy.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Semicolons and Colons pp. 177–180
CCSS.ELA‐Literacy.L.9–10.2a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
CCSS.ELA‐Literacy.L.9–10.2b Use a colon to introduce a list or quotation.
© McGraw-Hill Education Updated February 2013 16
Lesson Common Core State Standard(s)
Unit 6 Writing Conventions
Writing Quotations pp. 185–188
CCSS.ELA‐Literacy.L.4.2b Use commas and quotation marks to mark direct speech and quotations from a text.
Using the Apostrophe: Contractions pp. 189–192
CCSS.ELA‐Literacy.L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.
Using the Apostrophe: Possessive Nouns pp. 189–192, 193–196
CCSS.ELA‐Literacy.L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.
CCSS.ELA‐Literacy.L.3.2d Form and use possessives.
Writing Friendly Letters pp. 197–200
Writing Business Letters pp. 201–204
CCSS.ELA‐Literacy.L.2.2b Use commas in greetings and closings of letters.
© McGraw-Hill Education Updated February 2013 17
Achieving TABE Success in Language Level D Correlations to the Common Core State Standards
Lesson Common Core State Standard(s)
Unit 1 Usage
Recognizing and Using Nouns pp. 19–22
CCSS.ELA‐Literacy.L.1.1b Use common, proper, and possessive nouns.
CCSS.ELA‐Literacy.L.1.1c Use singular and plural nouns with matching verbs in basic sentences.
CCSS.ELA‐Literacy.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Personal Pronouns pp. 23–26
CCSS.ELA‐Literacy.L.1.1d Use personal, possessive, and indefinite pronouns.
CCSS.ELA‐Literacy.L.6.1a Ensure that pronouns are in the proper case (subjective, objective, possessive).
Other Kinds of Pronouns pp. 27–30
CCSS.ELA‐Literacy.L.4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
Making Pronouns Agree with Their Antecedents pp. 31–34
CCSS.ELA‐Literacy.L.3.1f Ensure subject‐verb and pronoun‐antecedent agreement.
CCSS.ELA‐Literacy.L.6.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
Verbs pp. 35–38
CCSS.ELA‐Literacy.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
CCSS.ELA‐Literacy.L.3.1d Form and use regular and irregular verbs.
Verbs and Their Tenses pp. 39–42
CCSS.ELA‐Literacy.L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
CCSS.ELA‐Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA‐Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA‐Literacy.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Perfect Tenses of Verbs pp. 43–46
CCSS.ELA‐Literacy.L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
© McGraw-Hill Education Updated February 2013 18
Lesson Common Core State Standard(s)
Agreement of Subjects and Verbs pp. 47–50
CCSS.ELA‐Literacy.L.3.1f Ensure subject‐verb and pronoun‐antecedent agreement.
Easily Confused Verbs pp. 51–54
CCSS.ELA‐Literacy.L.4.1g Correctly use frequently confused words (e.g., to, too, two; there, their). CCSS.ELA‐Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA‐Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA‐Literacy.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Adjectives pp. 55–58
Adverbs pp. 59–62
CCSS.ELA‐Literacy.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. CCSS.ELA‐Literacy.L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Adjective or Adverb? pp. 63–66
CCSS.ELA‐Literacy.L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.
Using Negative Words Correctly pp. 67–70
CCSS.ELA‐Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA‐Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA‐Literacy.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Unit 2 Sentence Formation
Complete Sentences and Fragments pp. 75–78
Run–On Sentences pp. 79–82
CCSS.ELA‐Literacy.L.4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run‐ons.
Sentence Combining: Compound Sentence Parts pp. 83–86
CCSS.ELA‐Literacy.L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Sentence Combining: Adding Modifiers pp. 87–90
CCSS.ELA‐Literacy.L.9‐10.1b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
© McGraw-Hill Education Updated February 2013 19
Lesson Common Core State Standard(s)
Sentence Combining: Adding Modifiers pp. 91–94
CCSS.ELA‐Literacy.W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
CCSS.ELA‐Literacy.W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
CCSS.ELA‐Literacy.W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Sentence Clarity: Misplaced Modifiers pp. 95–98
CCSS.ELA‐Literacy.L.7.1c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
Sentence Clarity: Parallel Structure pp. 99–102, 103–106
CCSS.ELA‐Literacy.L.9‐10.1a Use parallel structure.
Sentence Clarity: Verbosity and Repetition pp. 103–106
CCSS.ELA‐Literacy.W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
CCSS.ELA‐Literacy.L.7.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
CCSS.ELA‐Literacy.W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
CCSS.ELA‐Literacy.W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
© McGraw-Hill Education Updated February 2013 20
Lesson Common Core State Standard(s)
Unit 3 Paragraph Development
The Main Idea of a Paragraph pp. 111–114
Finding the Topic Sentence pp. 115–118
CCSS.ELA‐Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Supporting Sentences pp. 119–122
CCSS.ELA‐Literacy.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
CCSS.ELA‐Literacy.W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA‐Literacy.W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
CCSS.ELA‐Literacy.W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA‐Literacy.W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
CCSS.ELA‐Literacy.W.8.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA‐Literacy.W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Recognizing Sequence pp. 123–126
CCSS.ELA‐Literacy.L.3.3c Use temporal words and phrases to signal event order.
CCSS.ELA‐Literacy.W.8.3c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
Using Transition and Connective Words pp. 131–134
CCSS.ELA‐Literacy.W.6.2c Use appropriate transitions to clarify the relationships among ideas and concepts.
CCSS.ELA‐Literacy.W.7.2c Use appropriate transitions to clarify the relationships among ideas and concepts.
CCSS.ELA‐Literacy.W.8.2c Use appropriate transitions to clarify the relationships among ideas and concepts.
CCSS.ELA‐Literacy.W.9‐10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
© McGraw-Hill Education Updated February 2013 21
Lesson Common Core State Standard(s)
Unit 4 Capitalization
Capitalizing Proper Nouns and I pp. 139–142
CCSS.ELA‐Literacy.L.1.2a Capitalize dates and names of people.
CCSS.ELA‐Literacy.L.4.2a Use correct capitalization.
CCSS.ELA‐Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Capitalizing Proper Nouns and Proper Adjectives pp. 143
CCSS.ELA‐Literacy.L.1.2a Capitalize dates and names of people.
CCSS.ELA‐Literacy.L.2.2a Capitalize holidays, product names, and geographic names.
CCSS.ELA‐Literacy.L.4.2a Use correct capitalization.
CCSS.ELA‐Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.3.2a Capitalize appropriate words in titles.
CCSS.ELA‐Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
© McGraw-Hill Education Updated February 2013 22
Lesson Common Core State Standard(s)
Capitalizing First Words, Titles, and Abbreviations pp. 147–150
CCSS.ELA‐Literacy.L.K.2a Capitalize the first word in a sentence and the pronoun I.
CCSS.ELA‐Literacy.L.3.2a Capitalize appropriate words in titles.
CCSS.ELA‐Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Unit 5 Pronunciation
End Marks pp. 155–158
CCSS.ELA‐Literacy.L.K.2b Recognize and name end punctuation.
CCSS.ELA‐Literacy.L.1.2b Use end punctuation for sentences.
Commas: Compound Sentences and Introductory Words pp. 159–162
CCSS.ELA‐Literacy.L.4.2c Use a comma before a coordinating conjunction in a compound sentence.
CCSS.ELA‐Literacy.L.5.2b Use a comma to separate an introductory element from the rest of the sentence.
Commas: Complex Sentences pp. 163–166
CCSS.ELA‐Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Commas: Series and Parenthetical Expressions pp. 167–170
CCSS.ELA‐Literacy.L.1.2c Use commas in dates and to separate single words in a series.
CCSS.ELA‐Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.6.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
CCSS.ELA‐Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
© McGraw-Hill Education Updated February 2013 23
Lesson Common Core State Standard(s)
Other Uses of Commas pp. 171–174
CCSS.ELA‐Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Semicolons and Colons pp. 175–178
CCSS.ELA‐Literacy.L.9‐10.2a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
CCSS.ELA‐Literacy.L.9‐10.2b Use a colon to introduce a list or quotation.
Unit 6 Writing Conventions
Writing Quotations pp. 183–186
CCSS.ELA‐Literacy.L.4.2b Use commas and quotation marks to mark direct speech and quotations from a text.
Using the Apostrophe: Contractions pp. 187–190
CCSS.ELA‐Literacy.L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.
Using the Apostrophe: Possessive Nouns pp. 191–194
CCSS.ELA‐Literacy.L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.
Writing Business Letters pp. 195–198
CCSS.ELA‐Literacy.L.2.2b Use commas in greetings and closings of letters.
© McGraw-Hill Education Updated February 2013 24
Achieving TABE Success in Language Level A Correlations to the Common Core State Standards
Lesson Common Core State Standard(s)
Unit 1 Usage
Nouns pp. 19–22
CCSS.ELA‐Literacy.L.1.1b Use common, proper, and possessive nouns.
CCSS.ELA‐Literacy.L.1.1c Use singular and plural nouns with matching verbs in basic sentences.
CCSS.ELA‐Literacy.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Personal Pronouns pp. 23–26
CCSS.ELA‐Literacy.L.1.1d Use personal, possessive, and indefinite pronouns.
CCSS.ELA‐Literacy.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
More Pronouns pp. 27–30
CCSS.ELA‐Literacy.L.4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
Making Pronouns Agree with Their Antecedents pp. 31–34
CCSS.ELA‐Literacy.L.3.1f Ensure subject‐verb and pronoun‐antecedent agreement.
CCSS.ELA‐Literacy.L.6.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
Verbs pp. 35–38
CCSS.ELA‐Literacy.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Verbs and Their Tenses pp. 39–42
CCSS.ELA‐Literacy.L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
CCSS.ELA‐Literacy.L.4.1b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
Perfect Tenses of Verbs pp. 43–46
CCSS.ELA‐Literacy.L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
Agreement of Subjects and Verbs pp. 47–50, 51–54
CCSS.ELA‐Literacy.L.3.1f Ensure subject‐verb and pronoun‐antecedent agreement.
CCSS.ELA‐Literacy.L.11–12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Easily Confused Verbs pp. 51–54
CCSS.ELA‐Literacy.L.4.1g Correctly use frequently confused words (e.g., to, too, two; there, their).
CCSS.ELA‐Literacy.L.9–10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
© McGraw-Hill Education Updated February 2013 25
Lesson Common Core State Standard(s)
Adjectives pp. 55–58
CCSS.ELA‐Literacy.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
CCSS.ELA‐Literacy.L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Adverbs pp. 59–62
CCSS.ELA‐Literacy.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
CCSS.ELA‐Literacy.L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Adjective or Adverb? pp. 63–66
CCSS.ELA‐Literacy.L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.
CCSS.ELA‐Literacy.L.11–12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Using Negative Words pp. 67–70
CCSS.ELA‐Literacy.L.9–10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Unit 2 Sentence Formation
Complete Sentences and Fragments pp. 75–78
CCSS.ELA‐Literacy.L.4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run‐ons.
Run–On Sentences pp. 79–82
CCSS.ELA‐Literacy.L.4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run‐ons.
Sentence Combining: Compound Sentence Parts pp. 83–86
CCSS.ELA‐Literacy.L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Sentence Combining: Subordinate Clauses pp. 87–90
CCSS.ELA‐Literacy.L.9–10.1b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
CCSS.ELA‐Literacy.W.11–12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Sentence Combining: Adding Modifiers pp. 91–94
CCSS.ELA‐Literacy.W.9–10.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Sentence Clarity: Misplaced Modifiers pp. 95–98
CCSS.ELA‐Literacy.L.7.1c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
© McGraw-Hill Education Updated February 2013 26
Lesson Common Core State Standard(s)
Sentence Clarity: Parallel Structure pp. 99–102
CCSS.ELA‐Literacy.L.9–10.1a Use parallel structure.
Sentence Clarity: Verbosity and Repetition pp. 103–106
CCSS.ELA‐Literacy.L.7.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
Unit 3 Paragraph Development
The Main Idea of a Paragraph pp. 111–114
CCSS.ELA‐Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Supporting Sentences pp. 119–122
CCSS.ELA‐Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA‐Literacy.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
CCSS.ELA‐Literacy.W.11–12.1A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA‐Literacy.W.9–10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Recognizing Sequence pp. 123–126
CCSS.ELA‐Literacy.L.3.3c Use temporal words and phrases to signal event order.
CCSS.ELA‐Literacy.RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
CCSS.ELA‐Literacy.W.11–12.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
CCSS.ELA‐Literacy.W.9–10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
CCSS.ELA‐Literacy.W.11–12.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.)
Identifying an Unrelated Sentence pp. 127–130, 131–134
CCSS.ELA‐Literacy.W.9–10.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.)
CCSS.ELA‐Literacy.W.11–12.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
© McGraw-Hill Education Updated February 2013 27
Lesson Common Core State Standard(s)
Transition and Connective Words and Phrases pp. 131–134
CCSS.ELA‐Literacy.W.6.2c Use appropriate transitions to clarify the relationships among ideas and concepts.
CCSS.ELA‐Literacy.W.9–10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
CCSS.ELA‐Literacy.L.1.2a Capitalize dates and names of people.
CCSS.ELA‐Literacy.L.11–12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.2.2a Capitalize holidays, product names, and geographic names.
CCSS.ELA‐Literacy.L.9.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Capitalizing Proper Nouns and I pp. 139–142
CCSS.ELA‐Literacy.L.K.2a Capitalize the first word in a sentence and the pronoun I.
CCSS.ELA‐Literacy.L.1.2a Capitalize dates and names of people.
CCSS.ELA‐Literacy.L.11–12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.2.2a Capitalize holidays, product names, and geographic names.
CCSS.ELA‐Literacy.L.9–10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Unit 4 Capitalization
Capitalizing Proper Nouns and Proper Adjectives pp. 143–146
CCSS.ELA‐Literacy.L.K.2a Capitalize the first word in a sentence and the pronoun I.
CCSS.ELA‐Literacy.L.2.2a Capitalize holidays, product names, and geographic names.
CCSS.ELA‐Literacy.L.11–12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.3.2a Capitalize appropriate words in titles.
CCSS.ELA‐Literacy.L.9–10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
© McGraw-Hill Education Updated February 2013 28
Lesson Common Core State Standard(s)
Capitalizing First Words, Titles, and Abbreviations pp. 147–150, 155–158
CCSS.ELA‐Literacy.L.K.2a Capitalize the first word in a sentence and the pronoun I.
CCSS.ELA‐Literacy.L.11–12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.2.2b Use end punctuation for sentences.
CCSS.ELA‐Literacy.L.3.2a Capitalize appropriate words in titles.
CCSS.ELA‐Literacy.L.9–10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Unit 5 Pronunciation
End Marks pp. 155–158
CCSS.ELA‐Literacy.L.K.2b Recognize and name end punctuation.
CCSS.ELA‐Literacy.L.1.2b? Use end punctuation for sentences.
CCSS.ELA‐Literacy.L.11–12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Commas: Compound Sentences and Introductory Phrases pp. 159–162
CCSS.ELA‐Literacy.L.4.2c Use a comma before a coordinating conjunction in a compound sentence.
CCSS.ELA‐Literacy.L.5.2b Use a comma to separate an introductory element from the rest of the sentence.
CCSS.ELA‐Literacy.L.9–10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.11–12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Commas: Complex Sentences and Relative Clauses pp. 163–166
CCSS.ELA‐Literacy.L.9–10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Commas: Series and Parenthetical Expressions pp. 167–170
CCSS.ELA‐Literacy.L.1.2c Use commas in dates and to separate single words in a series.
CCSS.ELA‐Literacy.L.11–12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.6.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
CCSS.ELA‐Literacy.L.9–10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA‐Literacy.L.11–12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
© McGraw-Hill Education Updated February 2013 29
Lesson Common Core State Standard(s)
Other Uses of Commas pp. 171–174
CCSS.ELA‐Literacy.L.4.2b Use commas and quotation marks to mark direct speech and quotations from a text.
CCSS.ELA‐Literacy.L.9–10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Semicolons and Colons pp. 175–178
CCSS.ELA‐Literacy.L.9–10.2a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
CCSS.ELA‐Literacy.L.9–10.2b Use a colon to introduce a list or quotation.
Unit 6 Writing Conventions
Direct and Indirect Quotations pp. 183–186
CCSS.ELA‐Literacy.L.4.2b Use commas and quotation marks to mark direct speech and quotations from a text.
CCSS.ELA‐Literacy.L.11–12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Quotations and Quotation Marks pp. 187–190
CCSS.ELA‐Literacy.L.3.2c Use commas and quotation marks in dialogue.
CCSS.ELA‐Literacy.L.4.2b Use commas and quotation marks to mark direct speech and quotations from a text.
CCSS.ELA‐Literacy.L.9–10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Apostrophes in Contractions and Possessives pp. 191–194
CCSS.ELA‐Literacy.L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.
© McGraw-Hill Education Updated February 2013 30