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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


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


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

— — —


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



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


—

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


— 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


—

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


— — 51–54 67–70 39–42

—



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).*

— — — —


— —

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


— — 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


— —

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


— — 51–54 67–70

—


— —

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



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


— — — 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



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 — — —


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.)

— — — —


— 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 — —


— 121–124 — —




— 89–92 — —


— — — —

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

—


— — — —


— — 119–122 —


— — 131–134 —


— — 91–94

103–106 119–122

—


— — — —


— — 119–122 —


— — 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 —


— — 91–94

103–106 119–122

—




— — — —

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.

— — — —


— — 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.)

— — — —


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.



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


Sentence Combining: More Compound Sentence Parts pp. 83–86


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.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



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.



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.



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.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.



Other Uses of Commas pp. 163–166



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.


Achieving TABE Success in Language Level M Correlations to the Common Core State Standards


Unit 1 Usage

Nouns pp. 21–24







Other Kinds of Pronouns pp. 29–32


Making Pronouns Agree with Their Antecedents pp. 33–36


Verbs pp. 37–40


Simple Tenses of Verbs pp. 41–44






Easily Confused Verbs pp. 53–56







Adverbs pp. 61–64




Using Negative Words Correctly pp. 69–72







Sentence Combining: Compound Sentence Parts pp. 85–88






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.


The Main Idea of a Paragraph pp. 105–108






Developing Paragraphs with Details and Examples pp. 113–116

CCSS.ELA‐Literacy.W.3.2b Develop the topic with facts, definitions, and details.




Developing Paragraphs with Facts, Figures, and Reasons pp. 117–120



Recognizing the Order of Events pp. 121–124




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).




Capitalizing Proper Nouns and I pp. 137–140, 141–144



CCSS.ELA‐Literacy.W.4.2a Use correct capitalization.

Capitalizing Proper Nouns and Proper Adjectives pp. 141–144, 145–148





Capitalizing First Words and Titles pp. 145–148









Commas in Compound Sentences pp. 157–160


Commas in Complex Sentences pp. 161–164


Commas in Series pp. 165–168




Commas with Appositives pp. 169–172




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.




Writing Quotations pp. 185–188


Using the Apostrophe: Contractions pp. 189–192


Using the Apostrophe: Possessive Nouns pp. 189–192, 193–196


CCSS.ELA‐Literacy.L.3.2d Form and use possessives.

Writing Friendly Letters pp. 197–200

Writing Business Letters pp. 201–204



Achieving TABE Success in Language Level D Correlations to the Common Core State Standards


Unit 1 Usage

Recognizing and Using Nouns pp. 19–22






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.6.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

Verbs pp. 35–38















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.


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.



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.








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.









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.L.7.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.









Supporting Sentences pp. 119–122








Recognizing Sequence pp. 123–126


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














Capitalizing Proper Nouns and Proper Adjectives pp. 143













Capitalizing First Words, Titles, and Abbreviations pp. 147–150










Commas: Compound Sentences and Introductory Words pp. 159–162



Commas: Complex Sentences pp. 163–166




Commas: Series and Parenthetical Expressions pp. 167–170













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.


Writing Quotations pp. 183–186


Using the Apostrophe: Contractions pp. 187–190


Using the Apostrophe: Possessive Nouns pp. 191–194


Writing Business Letters pp. 195–198



Achieving TABE Success in Language Level A Correlations to the Common Core State Standards


Unit 1 Usage

Nouns pp. 19–22







More Pronouns pp. 27–30




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.4.1b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.



Agreement of Subjects and Verbs pp. 47–50, 51–54


CCSS.ELA‐Literacy.L.11–12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.









Adverbs pp. 59–62






Using Negative Words pp. 67–70









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.


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: 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.




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.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.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.



Transition and Connective Words and Phrases pp. 131–134


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.11–12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.










Capitalizing Proper Nouns and Proper Adjectives pp. 143–146








Capitalizing First Words, Titles, and Abbreviations pp. 147–150, 155–158









CCSS.ELA‐Literacy.L.1.2b? Use end punctuation for sentences.


Commas: Compound Sentences and Introductory Phrases pp. 159–162





Commas: Complex Sentences and Relative Clauses pp. 163–166


Commas: Series and Parenthetical Expressions pp. 167–170












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.


Direct and Indirect Quotations pp. 183–186



Quotations and Quotation Marks pp. 187–190

CCSS.ELA‐Literacy.L.3.2c Use commas and quotation marks in dialogue.



Apostrophes in Contractions and Possessives pp. 191–194



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