Comparative … · Web viewCriteria for recognition of initial, medial vowel and final sounds in 3-letter words (RF.K.2d)

Reading Comparative Analysis of the

ELA Common Core State Standardsand the Ohio ACS

Kindergarten – Reading Comparative Analysis

Content that is new to this grade level Content that is still included but may be modified or at greater depth

Content that is no longer a focus at this grade level

Reading for Literature Engage in group reading activities

(RL.K.10, RI.K.10) Compare and contrast characters and

adventures (RL.K.9) Differentiate between common text

types. (RL.K.5)

Reading for Information Identify the points an author uses to

support his ideas (RI.K.8) Note similarities and differences between

topic specific texts (RI.K.9)

Reading Foundations Criteria for recognition of initial, medial

vowel and final sounds in 3-letter words (RF.K.2d)

Applying understanding of long and short vowel sounds (RF.K.3b)

Reading for Literature Form and respond to questions about a

text Identify characters, settings and events Understand differences between print and

illustrations (author and illustrator), use that knowledge for information

Retell familiar stories

Reading for Information Identify key ideas, main ideas, details of a

text Ask and answer questions about a text Illustrations and graphics provide

information that aids comprehension Understand role of author and illustrator

Reading Foundations Understanding concepts of print Identifying phonemes, syllables and word

patterns Recognize high frequency words/

environmental print

Concepts and skills that were a focus of Phonemic Awareness, Word Recognition and Fluency are not found in the Reading Strand, they are addressed in the Language Strand.

The concepts and skills found in the Reading Process Standard of the OACS are embedded in the Reading, Writing and Language Strands of the Common Core.

Understand the difference between fantasy and reality

Make predictions based on text read aloud or independently

Understand the function of simple maps, charts and graphs within a text

Reading Comparative Analysis of theELA Common Core State Standards and the Ohio ACS

Grade 1 – Reading Comparative Analysis

Content that is new to this grade level Content that is still included but may be modified or at a greater depth

Content no longer a focus at this grade level

Point of view and comparing and contrasting characters are skills currently found in the OACS benchmarks and indicators for the Grade 4 Reading Applications: Literary Text standard. (RL.1.6 and RL.1.9)

Identifying sensory language is currently found in the OACS Reading Applications: Literary Text Standard for Grade 2 (RL.1.4)

Identify information found only in illustrations vs. that found only in the written text. (RI.1.6)

Read literary and informational text of grade appropriate complexity (RL.1.10, RI.1.10)

Reading Foundations Read fluently Spell high frequency words correctly Distinguish and use short and long vowel

sounds Spell phonemically untaught or unknown

words

Reading for Literature Retell stories showing an understanding of

the main ideas and details that support it. Identify differences between common

genre. Describe characters, events and setting

Reading for Information Use illustrations to recall information in a

text. Use text features to aid comprehension Ask and answer questions about text

details Identify an author’s purpose/major idea

and corresponding support

Concepts and skills that were a focus of Phonemic Awareness, Word Recognition and Fluency are found in the Language Strand.

The concepts and skills found in the Reading Process Standard of the OC are embedded in the Reading, Writing and Language Strands of the Common Core..

Providing own interpretation of a text is found in the Writing and Speaking and Listening Strands of the Common Core State Standards. This reflects the expressive nature of the skill.

Recognizing domain specific vocabulary is located in the Language Strand of the CCSS.

The concept of prediction is included in inferencing in the CCSS

Make inferences about texts read aloud or read independently

Identify predictable patterns in stories and poems





Ask questions (5 Ws and H) when reading literary text

Emphasis on fables, folktales and literature from other cultures

Determine how beat, alliteration, rhyme & repetition support text meaning

Understand story structure and its impact on meaning

Reflect an understanding of point-of-view when reading aloud.

Compare/contrast story variations

Use visual information to support and demonstrate text comprehension

Determine word meaning relevant to a specific topic

Determine author’s purpose

Identify points used to support text ideas; use comparison/contrast of those ideas between two texts on the same topic.

Reading Foundations Identification of rhyming words and words

from common word families Read words with long and short vowel

sounds Using decoding, knowledge of prefixes

and suffixes and common spelling-sound correspondences to read unknown words

Read grade appropriate text fluently (CCSS adds ‘with purpose and understanding’)

Use monitoring to self-correct

Reading for Literature Describe characters (CCSS adds the way

they respond to events and challenges) Identify theme, moral, lesson etc.

Reading for Information Ask and answer text related questions (5

Ws and an H) Identify main topic/idea Describe sequence of events, steps etc. Use text features to find and comprehend

information in text (CCSS adds digital text to this)

Identify information found in images that support or extend text

Concepts and skills that were a focus of the Phonemic Awareness, Word Recognition and Fluency Standard are found in the Language Strand.

Concepts and skills found in the Reading Process Standard are embedded in the Reading, Writing and Language Strands of the Common Core.

Use knowledge of word order to determine the meaning of unknown words.

Identification of beginning, middle and end sounds is found at earlier grades

Identify sensory words and phrases (found in Grade 1 of the CCSS – RL.1.4)





Recount stories

Use genre specific literary language (stanza, scene, chapter)

Identify the reader’s and characters’ points of view, showing understanding of the differences.

Show understanding of how illustrations convey meaning.

Moves from identification of stated and implied themes (Ohio ACS) to comparing and contrasting themes (CCSS) by the same author or about similar characters.

Moves from describing setting to comparing and contrasting settings across literary works.

Moves from analysis of a set of directions to showing understanding of the relationship between historical events, scientific ideas and concepts and technical procedures.

Reading for Literature Show understanding of central message,

moral or theme with details from text. Show understanding of literal and

nonliteral language Compare plots across multiple texts Use questioning to support/demonstrate

comprehension

Reading for Information Use questioning to aid comprehension

and show understanding. Determine main idea/supporting details. Use text features to gather information

from/draw conclusions about a text. Compare/contrast information across

texts. Show understanding of comparison,

cause/effect and sequence of a text.

Reading Foundations Use context of sentence, paragraph or

text to determine word meaning. Use spelling patterns, generalizations and

knowledge of affixes to read/write words. Use references and resources to

determine word meaning.

Concepts and skills that were a focus of the Phonemic Awareness, Word Recognition and Fluency Standard are found in the Language Strand.

Concepts and skills found in the Reading Process Standard are embedded in the Reading, Writing and Language Strands of the Common Core.

Much like the Ohio ACS, the CCSS emphasis on phonics, word recognition and fluency decreases with the understanding that those skills have been mastered prior to this grade level

The concept of rhyming is addressed at lower grade levels of the CCSS.

Use abbreviations to identify whole words.





Attend to vocabulary that stems from mythology (i.e., Herculean) RL.4.4

Using genre specific language, particularly about drama RL.4.5

Comparing texts across modes (i.e., written and visual) RL.4.7

Compare themes and topics across traditions and cultures RL. 4.9

Compare first and secondhand information RI.4.6

Integrate topic specific information from two texts RI.4.9

Explain author’s reasoning and support of major points. RI.4.8

Use grade level phonics and word analysis skills to decode words RF.4.3

Read fluently to support comprehension RF.4.4

Reading Literature Use details to support textual

understanding, make predictions and inferences and draw conclusions

Descriptions and discussions of characters and settings and the interactions between and among them

Understand differences between genres Determine/compare theme across works Point of view Pattern of events/plot sequence

Reading for Information Summarize main ideas Use details to support textual

understanding and make predictions and inferences

Explain events, procedures, ideas or concepts

Determine meaning of academic and domain specific vocabulary

Use text features and visuals to draw understanding from text

Reading Foundations Fluency increases beyond primary grades

and readers develop a larger sight vocabulary.

Self-monitoring as defined by the Ohio ACS is embedded within the CCSS.

Use graphic organizers to aid comprehension





Explain the structure of a story, poem or drama. RL.5.5

Analyze texts across modes (i.e., written and visual) with emphasis on its contribution to text affect. RL.5.7

Compare themes of stories from same genre RL.5.9

Compare multiple accounts of events to knowledgeably answer questions RI.5.6

Integrate topic specific information from several texts RI.5.9

Explain author’s reasoning and support of major points. RI.5.8

Use grade level phonics and word analysis skills to decode words RF.5.3

Reading Literature Use quotes and details to support

textual understanding, make predictions and inferences.

Compare characters, events, settings within a story.

Identify plot events and how they build

Determine and compare theme across works

Point of view and its influence

Reading for Information Summarize main ideas Use details and quotations to support

understanding and make predictions and inferences

Determine meaning of academic and domain specific vocabulary

Use text features and visuals to draw understanding from text

Reading Foundations Fluency increases beyond primary

grades and readers develop a larger sight vocabulary.

Self-monitoring as defined by the Ohio ACS is embedded within the CCSS.

Use graphic organizers to aid comprehension





Reading – Literature Compare/contrast the experience of

reading text or listening to/viewing a version of text contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. RL.6.7

By the end of the year, read and comprehend literature in the grades 6-8 band proficiently, with scaffolding as needed. RL.6.10

Text Complexity –a 3-part assessment of text difficulty that pairs qualitative and quantitative measure with reader-task considerations

Reading – Informational Text Determine central idea /provide summary

of text. RI.6.2 Analyze text structure RI.6.5 Read/comprehend literary nonfiction in

the 6-8 text complexity band proficiently. Text Complexity –a 3-part assessment of

text difficulty that pairs qualitative and quantitative measures with reader-task considerations.

Reading – Literature Determine elements of literary text Cite textual evidence/recognize how

writers cite information Analyze text structure/the information

found in text Analyze an author’s viewpoint Compare/contrast texts from different

forms or genres Analyze an author’s use of language

Reading – Informational Text Identify/determine elements of

informational text/analyze text structure Cite textual evidence/recognize how

writers cite information to support analysis of what the text says

Compare/contrast/analyze key ideas Identify, determine, analyze an author’s

viewpoint Compare and contrast text in different

forms or genres Analyze an author’s use of language Integrate information presented in

different media or formats

Many of the Reading Process indicators from the Ohio Academic Content Standards, while not stated explicitly in the Common Core State Standards, are embedded in larger concepts in the Common Core State Standards.





Text Complexity –a three-part assessment of text difficulty that pairs qualitative and quantitative measures with reader-task considerations.

Reading – Literature Analyze interactions between literary text

elements and the impact of rhyme/ repetition of sounds on text. RL.7.3 & RL.7.4

Compare/contrast a text to its multimedia version/ analyze effects or techniques unique to each RL.7.7

Compare/contrast a fictional portrayal of a historical time/place/character with factual account of the same to understand how authors use or alter history. RL.7.9

By the end of the year, read and comprehend literature at the high end of grades 6-8 text complexity band. RL.7.10

Reading – Informational Text Cite text evidence in an analysis of text.

RI.7.1 Analyze development of central ideas;

provide an objective summary of the text. RI.7.2

Analyze the organizational of a text; include how sections contribute to whole/to development of ideas. RI.7.5

Reading – Literature Analyze elements of literary text Cite/Explain textual evidence Analyze defining characteristics/ features

of text and how text structure contributes to meaning.

Analyze how authors develop points of view and how these affect text

Compare/contrast literature from different eras and cultures

Interpret the meaning of words and phrases including figurative/connotative meaning and how they affect mood.

Reading – Informational Text Analyze information found in text, maps,

charts, tables, graphs, diagrams, cutaways and overlays.

Determine author’s point of view/purpose for writing/analyze how the author distinguishes his or her viewpoint from others.

Integrate information presented in different media or format.

Compare/contrast different sources of information to draw conclusions about a topic.


Use text features, such as chapter titles, headings and subheadings; parts of books including index, appendix, table of contents and online tools (search engines) to locate information.


Evaluate argument/specific claims in a text, assess reasoning/evidence. R.I.7.8

Analyze how authors writing about the same topic shape presentation of information with evidence/differing interpretations. R.I.7.9

By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band. R.I.7.10





Text Complexity –In the Standards, a three-part assessment of text difficulty that pairs qualitative and quantitative measures with reader-task considerations

Reading - Literature Determine meaning of textual allusions.

RL.8.4 Compare/contrast structure of multiple

texts & analyze how structure contributes to meaning and style. RL.8.5

Analyze a filmed or live production of a story or drama and identify parallels to original text or script, evaluating choices made by the director or actors. RL8.6

Analyze a modern work based on myths, traditional stories, or religious works and describe how material is rendered new. RL.8.9

By the end of the year, read/comprehend literary text independently/proficiently. RL.8.10

Reading – Informational Text Analyze connections among/distinctions

between individuals, ideas, or events RI.8.3

Analyze structure of a paragraph in a text; include role of sentences in developing or refining a concept. RI.8.5

Reading – Literature Determine, explain and analyze the theme

of a text and its development throughout Explain universal themes across different

works by the same or different authors. Analyze how authors develop points of

view and how those affect text. Analyze how text structure contributes to

its meaning. Determine the meaning of words/phrases

as they are used in text including figurative and connotative meaning and how they affect mood.

Reading – Informational Text Analyze information found in maps,

charts, tables, graphs, diagrams, cutaways and overlays.

Determine author’s point of view/purpose in a text and analyze how the author acknowledges/responds to conflicting evidence or viewpoints.

Integrate information presented in different media or format.

Delineate and evaluate argument & specific claims in a text, assessing whether the reasoning is sound, the evidence is relevant/sufficient


Identify/Analyze elements of literary text


Evaluate advantages & disadvantages of using different mediums to present a particular topic or idea. RI8.7

Analyze texts that provide conflicting information on same topic and identify conflicts in fact/interpretation. RI.8.9

By the end of the year, read/comprehend literary nonfiction independently and proficiently. RI.8.10


Grade 9-10 – Reading Comparative Analysis



Text complexity, in the Standards is a three-part assessment of text difficulty that pairs qualitative and quantitative measures with reader-task considerations (RI.9-10.10)

Reading for Literature Analyze subject/key scene in different

mediums (RL.9-10.7) Analyze how an author uses/transforms

source material (RL.9-10.9) By the end of grade 9, read and

comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently.

By end of grade 10, read/comprehend literature, at high end of 9-10 text complexity band independently/ proficiently (RL. 9-10.10)

Reading for Informational Text Analyze seminal U.S. documents (RI.9-10.9) By the end of grade 9, read/comprehend

literary nonfiction in the grades 9-10 text complexity band proficiently

By the end of grade 10, read/comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently (RI.9-10.10)

Reading for Literature Cite textual evidence, draw inferences and

identify theme Analyze character development and point

of view, determining tone Determine meanings of words/phrases Analyze diction Analyze treatment/scope/organization of

text

Reading for Informational Text Cite textual evidence, draw inferences and

determine and analyze development of the central idea

Analyzing author’s purpose Determine the meaning of words and

phrases and how they are used in a text Evaluate arguments Analyze multiple sources to critique a topic

The concepts and skills found in the Reading Process Standard of the Ohio Academic Content Standards are embedded in larger ideas within the Reading, Writing, Speaking and Listening, and Language Strands of the Common Core State Standards.


Grade 11-12 – Reading Comparative Analysis



Text complexity - in the Standards, a three-part assessment of text difficulty that pairs qualitative and quantitative measures with reader-task considerations (RL.11-12.10)

Reading for Literature Analyze multiple interpretations of a story,

drama, or poem, evaluate how each version interprets the source text (RL.11-12.7)

Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American literature (RL.11-12.9)

By end of grade 11, read/comprehend literature in the grades 11-CCR text complexity band proficiently. (RL. 11-12.10)

By end of grade 12, read/comprehend literature in 11-CCR text complexity band proficiently/independently. (RL. 11-12.10)

Reading for Informational Text Delineate/evaluate seminal U.S. texts (RI.11-

12.8) and analyze 17th, 18th, and 19th century foundational U.S. texts (RI.11-12.9)

By end of grade 12, read/comprehend literary nonfiction at high end of 11-CCR text complexity band independently and proficiently (RI.11-12.10)

Reading for Literature Cite textual evidence, draw inferences

identify theme and analyze character development

Determine tone/ analyze point of view Determine meanings of words /phrases Analyze diction Analyze treatment, scope, and

organization of text

Reading for Informational Text Cite textual evidence, draw inferences Determine the central idea and analyze

it development in the text Analyze/evaluate author’s purpose/

arguments Determining the meaning of words and

phrases and how they are used in a text Analyzing multiple sources to critique a

topic

The concepts and skills found in the Reading Process Standard of the Ohio Academic Content Standards are embedded in larger ideas within the Reading, Writing, Speaking and Listening, and Language Strands of the Common Core State Standards.


Documents

Comparative … · Web viewCriteria for recognition of initial, medial vowel and final sounds in 3-letter words (RF.K.2d)