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
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)
Content that is still included but may be
modified or at greater depth
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
Content that is no longer a focus at this
grade level
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 the
ELA Common Core State Standards and the Ohio ACS
Grade 1 – Reading Comparative Analysis
Content that is new to 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)
Content that is still included but may be
modified or at a greater depth
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
Content no longer a focus at this grade level
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
Reading Comparative Analysis of the
ELA Common Core State Standards and the Ohio ACS
Grade 2 – Reading Comparative Analysis
Content that is new to 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.
Content that is still included but may be
modified or at a greater depth
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
Content no longer a focus at this grade level
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)
Reading Comparative Analysis of the
ELA Common Core State Standards and the Ohio ACS
Grade 3 – Reading Comparative Analysis
Content that is new to 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.
Content that is still included but may be
modified or at a greater depth
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.
Content no longer a focus at this grade level
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.
Reading Comparative Analysis of the
ELA Common Core State Standards and the Ohio ACS
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
Attend to vocabulary that stems from
mythology (i.e., Herculean) RL.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
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
Content no longer a focus at this grade level
Self-monitoring as defined by the Ohio ACS is
embedded within the CCSS.

Use graphic organizers to aid
comprehension
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.
Reading Comparative Analysis of the
ELA Common Core State Standards and the Ohio ACS
Grade 5 – Reading Comparative Analysis
Content that is new to 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
Content that is still included but may be
modified or at a greater depth
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
Content no longer a focus at this grade level
Self-monitoring as defined by the Ohio ACS is
embedded within the CCSS.

Use graphic organizers to aid
comprehension
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.
Reading Comparative Analysis of the
ELA Common Core State Standards and the Ohio ACS
Grade 6 – Reading Comparative Analysis
Content that is new to 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.
Content that is still included but may be
modified or at a greater depth
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
Content no longer a focus at this grade level
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.
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
Reading Comparative Analysis of the
ELA Common Core State Standards and the Ohio ACS
Grade 7 – Reading Comparative Analysis
Content that is new to 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 a text;
include how sections contribute to
Content that is still included but may be
modified or at a greater depth
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.
Content no longer a focus at this grade level
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.
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.
Reading Comparative Analysis of the
ELA Common Core State Standards and the Ohio ACS



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 Comparative Analysis of the
ELA Common Core State Standards and the Ohio ACS
Grade 8 – Reading Comparative Analysis
Content that is new to this grade level
Text Complexity –In the Standards, a threepart 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
Content that is still included but may be
Content no longer a focus at this grade level
modified or at a greater depth
Reading – Literature
 Many of the Reading Process indicators
 Determine, explain and analyze the theme
from the Ohio Academic Content
of a text and its development throughout
Standards, while not stated explicitly in
the Common Core State Standards, are
 Explain universal themes across different
embedded in larger concepts in the
works by the same or different authors.
Common Core State Standards.
 Analyze how authors develop points of
view and how those affect text.
 Analyze how text structure contributes to  Identify/Analyze elements of literary text
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
Reading Comparative Analysis of the
ELA Common Core State Standards and the Ohio ACS



refining a concept. RI.8.5
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
Reading Comparative Analysis of the
ELA Common Core State Standards and the Ohio ACS
Grade 9-10 – Reading Comparative Analysis
Content that is new to this grade level
Text complexity, in the Standards is a threepart 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)
Content that is still included but may be
modified or at a greater depth
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
Content no longer a focus at this grade level
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.
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
Reading Comparative Analysis of the
ELA Common Core State Standards and the Ohio ACS
Grade 11-12 – Reading Comparative Analysis
Content that is new to this grade level
Text complexity - in the Standards, a threepart 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.1112.8) 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)
Content that is still included but may be
modified or at a greater depth
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
Content no longer a focus at this grade level
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.
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
Reading Comparative Analysis of the
ELA Common Core State Standards and the Ohio ACS