Reading

Comparative Analysis of the

ELA Common Core State Standards

and 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

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

Grade 2 – 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
  • 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)

Grade 3 – 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
  • 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.

Grade 4 – 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
  • 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

Grade 5 – 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
  • 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

Grade 6 – 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
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.

Grade 7 – 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
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 atext; include how sections contribute to whole/to development of ideas. RI.7.5
  • 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
/ Reading – Literature
  • Analyze elements of literary text
  • Cite/Explain textual evidence
  • Analyze defining characteristics/ featuresof 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.
/ 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.
  • 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.

Grade 8 – 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
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 identifyparallels 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 orrefining a concept. RI.8.5
  • Evaluate advantages & disadvantages of using different mediums to present a particular topic or idea. RI8.7
  • Analyze textsthat 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
/ 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
/
  • 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.
  • Identify/Analyze elements of literary text

Grade 9-10 – Reading Comparative Analysis