Alabama Course of Study: English Language Arts
Summary of Updates in High School ELA
January 2013
Page iii
Adjusted TOC as needed for new pagination caused by movement of content.
GRADES 3-5 OVERVIEW
Page 31
Added: “Language standards in Grades 3-5 that are followed by an asterisk are
those that are particularly likely to require continued attention in higher grades as
they are applied to increasingly sophisticated writing and speaking. The complete
list of standards followed by an asterisk in all grades can be found in Appendix E.”
to the narrative.
GRADES 6-8 OVERVIEW
Page 50
Added: “Language standards in Grades 6-8 that are followed by an asterisk are
those that are particularly likely to require continued attention in higher grades as
they are applied to increasingly sophisticated writing and speaking. The complete
list of standards followed by an asterisk in all grades can be found in Appendix E.”
to the narrative.
GRADES 9-12 OVERVIEW
Page 69
Added: “Language standards in Grades 9-12 that are followed by an asterisk are
those that are particularly likely to require continued attention in higher grades as
they are applied to increasingly sophisticated writing and speaking. The complete
list of standards followed by an asterisk in all grades can be found in Appendix E.”
to the narrative.
1
GRADE 9
Page 75
Added: “The following italicized standards from Grades 3-8 should have continued
attention with increased rigor.
For standard 36:
Standard
Grade
Number
3
37.f
5
38.d
6
37.d
6
37.e
6
39.a
7
36.d
For standard 37:
Standard
Grade
Number
4
38.g
4
5
6
Page 76
40.b
39.a
38.a
Content
Ensure subject-verb and pronoun-antecedent agreement.* [L.3.1f]
Recognize and correct inappropriate shifts in verb tense.* [L.5.1d]
Recognize and correct inappropriate shifts in pronoun number and
person.* [L.6.1c]
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.* [L.7.1c]
Content
Correctly use frequently confused words (e.g., to, too, two; there,
their).* [L.4.1g]
Choose punctuation for effect.* [L.4.3b]
Use punctuation to separate items in a series.* [L.5.2a]
Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive or parenthetical elements.* [L.6.2A]”
Added: “The following italicized standards from Grades 3-8 should have continued
attention with increased rigor.
For standard 38:
Standard
Grade
Number
3
39.a
4
38.f
4
6
7
40.a
39.b
38.a
8
36.e
Content
Choose words and phrases for effect.* [L.3.3a]
Produce complete sentences, recognizing and correcting inappropriate
fragments and run-ons.* [L.4.1f]
Choose words and phrases to convey ideas precisely.*[L.4.3a]
Maintain consistency in style and tone.* [L.6.3b]
Choose language that expresses ideas precisely and concisely, recognizing
and eliminating wordiness and redundancy.* [L.7.3a]
Recognize and correct inappropriate shifts in verb voice and mood.*[L.8.1a]”
2
GRADE 10
Page 83
Added: “The following italicized standards from Grades 3-8 should have continued
attention with increased rigor.
For standard 37:
Standard
Grade
Number
3
37.f
5
38.d
6
37.d
6
37.e
6
37.f
6
39.a
7
36.d
For standard 38:
Standard
Grade
Number
4
38.g
4
5
6
40.b
39.a
38.a
Content
Ensure subject-verb and pronoun-antecedent agreement.*
[L.3.1f]
Recognize and correct inappropriate shifts in verb tense.*
[L.5.1d]
Recognize and correct inappropriate shifts in pronoun number
and person.* [L.6.1c]
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.* [L.6.1.e]
Vary sentence patterns for meaning, reader or listener interest,
and style.*[L.6.3a]
Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.* [L.7.1c]
Content
Correctly use frequently confused words (e.g., to, too, two; there,
their).* [L.4.1g]
Choose punctuation for effect.* [L.4.3b]
Use punctuation to separate items in a series.* [L.5.2a]
Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive or parenthetical elements.* [L.6.2A]”
Page 83 (cont.)
Moved standard 37c from 38a.
3
GRADE 10 (CONT.)
Page 84
Added: “The following italicized standards from Grades 3-8 should have continued
attention with increased rigor.
For standard 39:
Standard
Grade
Number
4
38.f
4
6
7
40.a
39.b
38.a
8
36.e
Content
Produce complete sentences, recognizing and correcting
inappropriate fragments and run-ons.* [L.4.1f]
Choose words and phrases to convey ideas precisely.*[L.4.3a]
Maintain consistency in style and tone.* [L.6.3b]
Choose language that expresses ideas precisely and concisely,
recognizing and eliminating wordiness and redundancy.* [L.7.3a]
Recognize and correct inappropriate shifts in verb voice and
mood.*[L.8.1a]”
Page 84 (cont.)
Added: “The following italicized standard from Grades 3-8 should have continued
attention with increased rigor.
For standard 42:
Standard
Grade
Number
3
39.a
Content
Choose words and phrases for effect.* [L.3.3a]”
4
GRADE 11
Page 91
Added: “The following italicized standards from Grades 3-9 should have continued
attention with increased rigor.
For standard 35:
Standard
Grade
Number
3
37.f
4
38.g
5
6
38.d
37.d
6
37.e
6
37.f
6
39.a
7
36.d
8
36.e
9
36.c
For standard 36:
Standard
Grade
Number
4
40.b
5
39.a
6
38.a
Page 92
Content
Ensure subject-verb and pronoun-antecedent agreement.*[L.3.1f]
Correctly use frequently confused words (e.g., to, too, two; there,
their).*[L.4.1g]
Recognize and correct inappropriate shifts in verb tense.*[L.5.1d]
Recognize and correct inappropriate shifts in pronoun number
and person.*[L.6.1c]
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies to
improve expression in conventional language.* [L.6.1.e]
Vary sentence patterns for meaning, reader or listener interest,
and style.*[L.6.3a]
Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.*[L.7.1c]
Recognize and correct inappropriate shifts in verb voice and
mood.*[L.8.1d]
Use parallel structure.*[L.9-10.1a]”
Content
Choose punctuation for effect.*[L.4.3b]
Use punctuation to separate items in a series.*[L.5.2a]
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive
or parenthetical elements.*[L.6.2a]
Added: “The following italicized standard from Grades 3-9 should have continued
attention with increased rigor.
For standard 37:
Standard
Grade
Number
6
39.b
Content
Maintain consistency in style and tone.* [L.6.3b]”
5
GRADE 11 (CONT.)
Page 92 (cont.)
Added: The following italicized standard from Grades 3-9 should have continued
attention with increased rigor.
For standard 40:
Standard
Grade
Number
3
39.a
Content
Choose words and phrases for effect.* [L.3.3a]
6
GRADE 12
Page 99
Added: “The following italicized standards from Grades 3-9 should have continued
attention with increased rigor.
For standard 35:
Standard
Grade
Number
3
37.f
4
38.g
5
6
38.d
37.d
6
37.e
6
37.f
6
39.a
7
36.d
8
36.e
9
36.c
For standard 36:
Standard
Grade
Number
4
40.b
5
39.a
6
38.a
Page 100
Content
Ensure subject-verb and pronoun-antecedent agreement.*[L.3.1f]
Correctly use frequently confused words (e.g., to, too, two; there,
their).*[L.4.1g]
Recognize and correct inappropriate shifts in verb tense.*[L.5.1d]
Recognize and correct inappropriate shifts in pronoun number and
person.*[L.6.1c]
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*[L.6.1d]
Recognize variations from standard English in their own and others’
writing and speaking, and identify and use strategies to improve
expression in conventional language.* [L.6.1.e]
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.*[L.7.1c]
Recognize and correct inappropriate shifts in verb voice and
mood.*[L.8.1d]
Use parallel structure.*[L.9-10.1a]
Content
Choose punctuation for effect.*[L.4.3b]
Use punctuation to separate items in a series.*[L.5.2a]
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive
or parenthetical elements.*[L.6.2a]”
Added: “The following italicized standard from Grades 3-9 should have continued
attention with increased rigor.
For standard 37:
Standard
Grade
Number
6
39.b
Content
Maintain consistency in style and tone.* [L.6.3b]”
7
GRADE 12 (CONT.)
Page 100 (cont.)
Added: “The following italicized standard from Grades 3-9 should have continued
attention with increased rigor.
For standard 40:
Standard
Grade
Number
3
39.a
Content
Choose words and phrases for effect.* [L.3.3a]”
8
Page 113
Added Appendix E.
2010 College– and Career–Ready Standards (CCRS):
English Language Arts
Skills and Understandings That Require Continued Attention
An asterisk is used in the Language Standards strand to indicate subcomponents of standards that need continued
attention across the grades. Local systems and classroom teachers should be aware that these concepts require
continued instruction with increasing rigor.
Grade
Level
Page
Number
Content
Standards
Skills and understandings that are particularly likely to require
continued attention in higher grades as they are applied to increasingly
sophisticated writing and speaking are marked with an asterisk (*).
3
3
36
39
37.f
39.a
Ensure subject-verb and pronoun-antecedent agreement.* [L.3.1f]
Choose words and phrases for effect.* [L.3.3a]
4
42
38.f
4
42
38.g
4
4
43
43
40.a
40.b
Produce complete sentences, recognizing and correcting inappropriate
fragments and run-ons.* [L.4.1f]
Correctly use frequently confused words (e.g., to, too, two; there, their).*
[L.4.1g]
Choose words and phrases to convey ideas precisely.*[L.4.3a]
Choose punctuation for effect.* [L.4.3b]
5
5
49
49
38.d
39.a
Recognize and correct inappropriate shifts in verb tense.* [L.5.1d]
Use punctuation to separate items in a series.* [L.5.2a]
6
55
37.d
6
55
37.e
6
55
37f
6
55
38.a
6
55
39.a
6
55
39.b
Recognize and correct inappropriate shifts in pronoun number and person.*
[L.6.1c]
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous
antecedents).*[L.6.1d]
Recognize variations from standard English in their own and others’ writing
and speaking, and identify and use strategies to improve expression in
conventional language.* [L.6.1.e]
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive or
parenthetical elements.* [L.6.2A]
Vary sentence patterns for meaning, reader or listener interest, and
style.*[L.6.3a]
Maintain consistency in style and tone.* [L.6.3b]
7
61
36.d
7
62
38.a
8
67
36.e
Recognize and correct inappropriate shifts in verb voice and mood.*[L.8.1a]
9
75
36.c
Use parallel structure.* [L.9-10.1a]
10
82
37.a
Use parallel structure.* [L.9-10.1a]
Place phrases and clauses within a sentence, recognizing and correcting
misplaced and dangling modifiers.* [L.7.1c]
Choose language that expresses ideas precisely and concisely, recognizing and
eliminating wordiness and redundancy.* [L.7.3a]
9