CROSSWALK: READING · The Crosswalk includes comparison as well as summary information on each...

Oregon Common Core State Standards (CCSS) English Language Arts (ELA)

CROSSWALK: READING

Oregon Department of Education

CONTENTS

CROSSWALK - ELA CCSSs and corresponding Oregon ELA Standards Summary Analysis, Gaps, Implications for Implementation

Reading Foundational Skills Standards 1 - 4, Grades K – 5: pp.1-5

Reading Literature Standards 1 - 10, Grades K - 11/12: pp. 6-18

Reading Informational Text Standards 1 - 10, Grades K - 11/12: pp.19-33

.

DRAFT

INTRODUCTION

Oregon Common Core State Standards (CCSS) English Language Arts (ELA) Crosswalk

Transitioning to the Common Core When Oregon adopted the Common Core State Standards in October 2010, our state joined other states in the pursuit of a common, standards-based education for our students, kindergarten through high school. Common standards can increase the likelihood that all students, no matter where they live, are prepared for success in college and the work place. Because skillful reading, writing, language use, and speaking and listening are similar across the states, common standards make sense. They make possible common achievement goals for grade level groups and also efficiencies of scale for instructional and professional development materials. In today’s world, common assessments and access to common resources also make sense. The Common Core State Standards (CCSS) for English Language Arts (ELA) & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) will prepare Oregon students and students in other CCSS states to be proficient in the four strands of the English language arts skills—Reading, Writing, Language, and Speaking and Listening. These skills are essential for success in school and beyond. Additionally in Oregon, proficiency in the Essential Skills of Reading, Writing, and Speaking and Listening will be required to earn an Oregon Diploma. The Common Core provides a clear continuum to teach students those specific skills, refining them year by year, from kindergarten through grade 12, across the four CCSS strands.

Change Because the CCSS will provide updated ELA expectations for our students, change will be required in curriculum and assessment. We acknowledge change is not easy because anything new requires time to learn. However, as the Common Core Standards build on the strong foundational standards already represented in many state standards, including those in Oregon, the changes are not overwhelming. The CCSS are new to every state adopting them—in part because they were developed from end-of-grade 12 College and Career Readiness (CCR) Anchor Standards down to kindergarten using a reverse design approach. Consequently, each grade-specific standard corresponds to the same CCR Anchor Standard by number. For easy reference, the strand-specific CCR Anchor Standards are displayed on the covers of the Crosswalk. The overarching goal of the Common Core is for all students to be college and career-ready. To make that goal a reality, an integrated model of literacy was used to design the standards. While the CCSS are made up of four separate strands to maintain clarity—Reading, Writing, Speaking and Listening, and Language—the standards across the four strands are interrelated and cross-referenced as they are intended to be clustered for instruction.

A Plan for Transition Planning how to begin using a new set of standards is challenging. Where does a district start implementing? With a particular grade? With a particular strand? With professional development for everyone? Having a crosswalk between the new and the old provides the context necessary to develop a plan for transition that can help answer those questions.

The CCSS ELA Crosswalk Designed as a planning tool to assist Oregon education leaders in the transition to the CCSS, the K-12 Crosswalk is made up of four documents, one for each strand, that compare the CCSS to the Oregon English Language Arts Standards adopted in 2003. The purpose of the Crosswalk is to help educators make sense of the CCSS within the context of the Oregon standards without having to create their own comparison. The Crosswalk includes comparison as well as summary information on each Common Core Standard.

Using the Crosswalk The CCR Anchor Standards are the backbone of the CCSS for every grade in every strand, with one exception—the Foundational Reading Skills Standards for K-5 do not have anchor standards. The Crosswalk provides an analysis of every CCSS with the CCRs as organizers:

Foundational Reading Skills Standards (CCSS), K-5 only Reading CCRs

Literature Standards (CCSS)

Informational Text Standards (CCSS)

Language CCRs

Language Standards (CCSS)

Writing CCRs

Writing Standards (CCSS)

Speaking and Listening CCRs

Speaking and Listening Standards (CCSS)

Here’s how it works: The CCR Anchor Standard appears in bold at the top of the page (with the exception of the Foundational Reading Skills Standards where the Standard is listed at the top of the page). The CCSS connected to that CCR are displayed in a table beneath. Related Oregon standards, shaded, follow. The bottom row of the table is a Summary Analysis of the comparison of the two sets of standards. Following the Summary Analysis is a list of noticeable Gaps and a place for noting Implications for Implementation. This last section has been left mostly blank for districts and schools to note site-specific implications during transition planning. The Comment column on the right side of the page aggregates observations for each row. (In order to display similar skills in the same row, a few of the CCSS lower case letters have been reordered.) In some instances, a Notes section appears before Gaps indicating differences in organizational structure between the two sets of standards.

CCSS Resources The department is finding ways to assist districts and to maximize efficiencies as Oregon transitions to the CCSS. Providing the ELA Crosswalk is one way. Similarly, the Council of Chief State School Officers (CCSSO), a co-sponsor of the Common Core States Standards Initiative (CCSSI), is assisting CCSS states. Creating professional development materials (including copyright permissions for grade band text) written by lead ELA standards writers, Sue Pimentel and David Coleman, is one way. These materials will be available beginning June 2011. Additional resources drawn from Oregon’s ELA Crosswalk will be available in June 2011.

As they are completed, the ELA Crosswalk and other Oregon-developed resources and resources from other organizations like CCSSO will be posted on the ODE ELA CCSS webpage that is linked from the ODE CCSS landing page (to find from the ODE homepage, search ccss or add go/commoncore to the address; then link to ELA). These web pages, continuously updated, are designed to assist Oregon educators in

Gathering information, resources, and tools, including examples submitted from Oregon districts, for planning their transition to the CCSS

Locating professional development materials to begin CCSS implementation.

Acknowledgements The Oregon Department of Education (ODE) acknowledges the Northwest Regional Comprehensive Center (NWRCC), in collaboration with Education Northwest, for convening representatives from higher education, state agencies, ESDs, and districts from across five states in a two-day symposium, February 8 - 9, 2011, in Portland that provided the context and impetus for the creation of the Oregon CCSS ELA Crosswalk. The Common Core State Standards: Planning for Effective Implementation focused on CCSS implementation challenges and potential solutions…and inspired collaborative work. Professor Beth LaForce, George Fox University, and Professor Mindy Legard Larson, Linfield College, offered to work with ODE on creating CCSS resources for Oregon districts and preservice teachers. Following the symposium, Professor LaForce sent ODE a grade 1-6 crosswalk of the CCSS to Oregon standards created by preservice students. That document provided the starting point for the crosswalk project. ODE wishes to thank Professor LaForce and her students.

DRAFT

http://www.ode.state.or.us/search/page/?=3251

http://www.ode.state.or.us/search/page/?id=2860

Oregon Department of Education Reading Crosswalk April 2011 1

DRAFT CCSS READING FOUNDATIONAL SKILLS

Print Concepts - Reading Foundational Skills Standard 1

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Comments

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1. Demonstrate understanding of the organization and basic features of print.

a. Follow words from left to right, top to bottom, and page by page.

b. Recognize that spoken words are represented in written language by specific sequences of letters.

c. Understand that words are separated by spaces in print.

d. Recognize and name all upper- and lowercase letters of the alphabet.

1. Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

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EL.00.RE.02 Follow words read aloud from left to right and from top to bottom of the page.

EL.01.RE.01 Identify letters, words, and sentences.

EL.00.RE.03 Know that print is spoken words written down and has meaning.

EL.01.RE.02 Match oral words to printed words.

EL.00.RE.04 Recognize that sentences in print are made up of separate words.

EL.01.RE.03 Recognize that sentences start with capital letters and end with punctuation such as periods, question marks, and exclamation points.

EL.00.RE.05 Distinguish letters from words.

EL.00.RE.06 Recognize and name all upper and lower case letters.

EL.00.RE.07 Listen to spoken sentences and recognize individual words in a sentence.

EL.00.RE.08 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).

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Oregon's cover the elements of the CCSS except "page by page" (a.).

Oregon's cover the elements of the CCSS.

Gaps

None Implications for Implementation



Phonological Awareness - Reading Foundational Skills Standard 2


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2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Recognize and produce rhyming words.

b. Count, pronounce, blend, and segment syllables in spoken words.

c. Blend and segment onsets and rimes of single-syllable spoken words.

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

a. Distinguish long from short vowel sounds in spoken single-syllable words.

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

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EL.00.RE.09 Given a spoken word, produce another word that rhymes with it.

EL.01.RE.04 Create and state a series of rhyming words including consonant blends (e.g., flat, slat).

EL.00.RE.10 Listen to one-syllable words and tell the beginning and ending sounds.

EL.01.RE.05 Listen and distinguish initial, medial, and final sounds in single-syllable words.

EL.00.RE.11 Given oral sets like "pan, pan, pen," identify the first two as being the same and the third as different.

EL.01.RE.06 Listen and distinguish long and short vowel sounds in stated single-syllable words (bit/bite).

EL.00.RE.12 Given oral sets like "sat, cap, run," identify the first two as sharing a same sound.

EL.01.RE.07 Listen and count the number of sounds in a syllable; count the number of syllables in a word.

EL.00.RE.13 Orally blend two to three spoken sounds into recognizable words (e.g., /a/t/=at; /c/a/t/=cat).

EL.01.RE.08 Orally blend two to four spoken phonemes (sounds) into recognizable words (e.g., /c/a/t/=cat; /f/l/a/t/=flat).

EL.00.RE.14 Orally segment single syllable spoken words into their components (e.g., cat=/c/a/t/).

EL.01.RE.09 Orally segment single syllable spoken words into their components (e.g., cat=/c/a/t; splat=/s/p/l/a/t; rich=/r/i/ch).

EL.01.RE.10 Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an).

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Oregon's includes all elements of the CCSS except segment and count syllables (b) and substitute sounds to make new words (e), both included at grade 1 in Oregon's

Oregon's includes all elements of the CCSS.

Gaps

CCSSs include segmenting and counting syllables and substituting sounds to make new words at grade K. Oregon's includes these at grade 1.

Implications for Implementation



Phonics and Word Recognition - Reading Foundational Skills Standard 3


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3. Know and apply grade-level phonics and word analysis skills in decoding words.






a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

a. Know the spelling-sound correspondences for common consonant digraphs.

c. Know final -e and common vowel team conventions for representing long vowel sounds.

a. Distinguish long and short vowels when reading regularly spelled one-syllable words.

b. Know spelling-sound correspondences for additional common vowel teams.

[Graphemes]

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

b. Decode regularly spelled one-syllable words.

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

c. Decode regularly spelled two-syllable words with long vowels.

c. Decode multi-syllable words. [Decoding, syllabication]

f. Read words with inflectional endings. d. Decode words with common prefixes and suffixes.

a. Identify and know the meaning of the most common prefixes and derivational suffixes.

b. Decode words with common Latin suffixes.

[Morphemes]

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

g. Recognize and read grade-appropriate irregularly spelled words.

e. Identify words with inconsistent but common spelling-sound correspondences.

f. Recognize and read grade- appropriate irregularly spelled words.

d. Read grade-appropriate irregularly spelled words.

[Word recognition, irregular spellings]

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

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EL.00.RE.15 Understand that as letters of words change, so do the sounds (alphabetic principle).

EL.01.RE.11 Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns, and blend those sounds into recognizable words.

EL.02.RE.01 Read regular multi-syllabic words.

EL.03.RE.01 Read regular words with several syllables.

EL.00.RE.16 Learn most one-to-one letter sound correspondences.

EL.01.RE.12 Use letter-sound correspondence knowledge to sound out unknown words.

EL.02.RE.02 Use letter-sound correspondence knowledge to sound out unknown words.

EL.03.RE.02 Use letter-sound correspondence knowledge and structural analysis to decode words.

EL.00.RE.17 Blend sounds to read one-syllable decodable words.

EL.01.RE.13 Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words (e.g., ea in beat, and ea in ear).

EL.02.RE.03 Recognize and use knowledge of spelling patterns (such as cut/cutting, slide/sliding, and the vowel sound "oy" in boy) when reading.

EL.03.RE.03 Know and use more complex word patterns when reading (e.g., -ight) to decode unfamiliar words.

EL.00.RE.18 Recognize some words by sight, including a few very common ones (a, the, I, my, you, is, are).

EL.01.RE.14 Read compound words and contractions.

EL.02.RE.04 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/per, vowel-consonant/consonant-vowel = sup/per)

EL.01.RE.16 Read common word patterns (e.g., -ite, -ate in words such as gate, late, kite, and bite).

EL.02.RE.06 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.).

EL.01.RE.17 Read common irregular sight words accurately and fluently (e.g., the, have, said, come, give, of).

EL.01.RE.15 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking).

EL.02.RE.05 Recognize and correctly read and use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/flies, wife/wives).

EL.03.RE.17 Infer word meanings from taught roots, prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-), and suffixes (e.g., -er, -est, -ful).

EL.04.RE.14 Use knowledge of root words to determine the meaning of unknown words within a passage (nation, national, nationality).

EL.05.RE.15 Know less-common roots (graph = writing, logos = the study of) and word parts (auto = self, bio = life) from Greek and Latin, and use this knowledge to analyze the meaning of complex words (autograph, autobiography, biography, biology).

[Some of these related standards appear in the Vocabulary section and imply the decoding/word recognition ability indicated in the CCSS.]

EL.02.RE.19 Know the meaning of simple prefixes (word parts added at the beginning of words such as un-) and suffixes (word parts added at the end of words such as -ful).

EL.04.RE.15 Use common roots (meter = measure) and word parts (therm = heat) derived from Greek and Latin, and use this knowledge to analyze the meaning of complex words (thermometer).


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Oregon's address long and short vowel sounds (b) in grade 1.

Oregon's do not call for (c) at K or 1.

Oregon's cover all the elements of the CCSS although some are implied. (Oregon's include consonant blends and vowel digraphs, but not consonant digraphs; compound words are included, but syllabication is not referenced until grade 2.)

Oregon's cover the elements of the CCSS (some by implication) except Oregon's do not address irregularly spelled words.

Oregon's cover the elements of the CCSS (some by implication) except Oregon's do not address irregularly spelled words.

Oregon's cover the elements of the CCSS (some by implication) except Oregon's do not specifically address sound-letter correspondence and syllabication at this level.

Oregon's cover the elements of the CCSS (some by implication) except Oregon's do not specifically address sound-letter correspondence and syllabication at this level.

Gaps

CCSSs include common spellings of the long and short sounds of the five major vowels at K. Oregon's include that at grade 1 (EL.01.RE.11).

CCSSs call for students to "distinguish between similarly spelled words by identifying the sounds of the letters that differ" at grade K. Oregon has no corresponding standard at K or 1.

CCSSs address “irregularly spelled words”; Oregon has no corresponding standard.





Fluency - Reading Foundational Skills Standard 4


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4. Read emergent-reader texts with purpose and understanding.

4. Read with sufficient accuracy and fluency to support comprehension.





Identical standards grades 1-5.

a. Read on-level text with purpose and understanding.






b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Identical standards grades 1-2 and 3-5.

"Prose and poetry" added at grades 3-5.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.






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EL.01.RE.18 Read aloud grade-level text with accuracy and comprehension in a manner that sounds like natural speech, using cues of punctuation to assist.

EL.02.RE.07 Read aloud grade-level text fluently and accurately with appropriate intonation and expression using cues of punctuation to assist.

EL.03.RE.04 Read aloud grade-level narrative (story) text and expository (information) text fluently and accurately with appropriate pacing, change in voice, and expression.

EL.04.RE.01 Read aloud grade-level narrative text and informational text fluently and accurately with effective pacing, intonation, and expression;

EL.05.RE.01 Read aloud grade-level narrative text and informational text fluently and accurately with effective pacing, intonation, and expression;

[Read aloud]

EL.01.RE.19 By the end of the first grade, read aloud unpracticed grade-level text at a target rate of 40-60 wcpm (words correct per minute).

EL.02.RE.08 By the end of the second grade, read aloud unpracticed grade-level text at a target rate of 90-100 wcpm (words correct per minute).

EL.03.RE.05 Read aloud unpracticed grade-level text at a target rate of 110-120 wcpm (words correct per minute).

by the end of fourth grade, read aloud unpracticed grade-level text at a rate of 115-140 wcpm (words correct per minute).

by the end of fifth grade, read aloud unpracticed grade-level text at a rate of 125-150 wcpm (words correct per minute).

[wcpm target rate]

EL.02.RE.09 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.




Identical standards at grades 2-5.

EL.01.RE.23 Monitor own reading and self-correct when an incorrectly identified word does not fit with cues provided by the letters in the word or the context surrounding the word.

EL.02.RE.12 Draw upon a variety of comprehension strategies as needed--re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources.

EL.03.RE.09 Draw upon a variety of comprehension strategies as needed--re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources.

EL.04.RE.07 Understand and draw upon a variety of comprehension strategies as needed--re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources.

EL.05.RE.07 Understand and draw upon a variety of comprehension strategies as needed--re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources.

Identical standards at grades 2-3 and 4-5.

[Comprehension strategies]

EL.01.RE.24 Notice when difficulties are encountered in understanding text.

EL.02.RE.13 Reread sentences when meaning is not clear.

EL.03.RE.10 Point to or clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct.

EL.04.RE.08 Clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct.

EL.05.RE.08 Clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct.

[From Vocabulary section]

[Identify difficulties]

EL.01.RE.28 Use context to understand word and sentence meanings.

EL.02.RE.20 Use context to identify simple multiple-meaning words (change, duck).

EL.03.RE.15 Use sentence and word context to find the meaning of unknown words.

EL.04.RE.11 Determine meanings of words using contextual and structural clues.

EL.05.RE.11 Determine meanings of words using contextual and structural clues.

[From Vocabulary section]

[Context]

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No corresponding Oregon standards. Oregon's cover all elements of the CCSS.

Oregon's cover all elements of the CCSS.

Oregon's cover all elements of the CCSS except CCSS specifies prose and poetry while Oregon's specifies narrative and expository text for oral reading.



Gaps

CCSSs call for students to read poetry (as well as prose) orally at grades 3-5. Oregon's calls for prose only (narrative and expository).



DRAFT CCSS READING LITERATURE

Key Ideas & Details - Reading Literature Standard 1 CCR Anchor Standard: "Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text."

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-10 Grade 11-12 Comments

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support, ask and answer questions about key details in a text.

1. Ask and answer questions about key details in a text.

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Ask as well as answer questions at grades K - 3

Link responses to textual support beginning at grade 3.

Evaluate supporting text beginning at grade 8.

Draw inferences beginning at grade 4.

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EL.01.LI.04 Recollect, talk, and write about books read during the school year.

EL.04.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections

EL.05.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections.




EL.HS.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections.

No general comprehension standards at grades 2 and 3.

Identical standards at grades 4-9/10.

EL.00.LI.08 Make predictions based on illustrations or portions of the story.

EL.01.LI.08 Predict and justify what will happen next in stories.

EL.02.LI.05 Make and confirm predictions about what will happen next.

EL.03.LI.08 Predict probable future outcomes or actions.

EL.04.LI.05 Make and confirm predictions about text using ideas presented in the text itself.

EL.05.LI.05 Predict future outcomes supported by the text.



EL.08.LI.04 Predict probable future outcomes supported by the text, including foreshadowing clues.

EL.HS.LI.04 Predict probable future outcomes supported by the text, including foreshadowing clues.

Prediction is stressed at each grade level.

Identical standards at grades 5-7; 8-9/10.

EL.02.LI.06 Describe cause-and-effect of specific events.

EL.03.LI.10 Recognize cause-and-effect relationships in literary text.

EL.04.LI.08 Draw inferences or conclusions about a text based on explicitly stated information.

EL.05.LI.08 Draw inferences, conclusions or generalizations about text, and support them with textual evidence and prior knowledge.

EL.06.LI.09 Infer the main idea when it is not explicitly stated.

EL.07.LI.08 Infer the main idea when it is not explicitly stated, and support with evidence from the text.

EL.08.LI.07 Infer the main idea when it is not explicitly stated, and support with evidence from the text.

EL.HS.LI.07 Infer the main idea when it is not explicitly stated, and support with evidence from the text.

Drawing and supporting inferences begins at grade 4.

Inferences about cause/effect and "reasons for actions" are emphasized.

EL.06.LI.10 Make reasonable inferences, statements, and conclusions about a text, supporting them with accurate examples.

EL.07.LI.09 Infer unstated reasons for actions based on events and images in the text.

EL.08.LI.08 Infer unstated reasons for actions based on evidence in the text.

EL.HS.LI.08 Identify and analyze unstated reasons for actions or beliefs based on explicitly stated information.

EL.00.RE.27 Correctly answer simple questions about a text read aloud.

EL.01.SL.09 Ask questions for clarification and understanding.

EL.02.SL.07 Ask for clarification and explanation of stories and ideas.

EL.03.SL.09 Answer questions completely and with appropriate elaboration.

EL.04.SL.07 Ask thoughtful questions and respond orally to questions with appropriate discussion

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Oregon's cover all elements of the CCSS except asking questions and focusing on key details.

Oregon's cover all elements of the CCSS except focusing on key details.

Oregon's call for predictions and cause/effect only.

CCSS calls for students to focus on key details.

Oregon's call for predictions and cause/effect only.

CCSS calls for students to refer explicitly to the text.


Oregon's cover all elements of the CCSS except "quote accurately."

Oregon's cover all elements of the CCSS except "cite."



CCSS raises rigor by calling for evaluation of the textual evidence ("most strongly").


CCSS raises rigor by calling for evaluation of the textual evidence ("strong and thorough").

No Oregon standards at grades 11/12.

Gaps

CCSSs do not include the specific focus on predicting that Oregon's do.

CCSSs do not include the specific focus on cause/effect and reasons for actions that Oregon's do.

CCSSs grades 7 - 9/10 increase the rigor at each level relative to evaluating the textual evidence: "several pieces "(7), "most strongly (8), "strong and thorough" (9/10). Oregon's are the same grades 7 - 9/10 ("supporting details," supported by the text," and "support with evidence from the text" are identical at each level.)

CCSSs call for students to focus on key details at grades K-2 and refer "explicitly to the text" at grade 3; Oregon's do not call for this until grade 4.

CCSSs include general comprehension questions at each grade; Oregon has very specific standards (predict and cause/effect) at grades 2 and 3 rather than general comprehension. Implications for Implementation


DRAFT CCSS READING LITERATURE Key Ideas & Details - Reading Literature Standard 2 CCR Anchor Standard: "Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas."


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support, retell familiar stories, including key details.

2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Retell/recount is called for at grades K-3.

Central message begins at grade 1.

Objective summary begins at grade 6.

High levels of literary analysis are included at grades 9/10, 11/12.

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EL.00.LI.04 Tell the sequence of events in a story.

EL.01.LI.05 Retell the main events of the story describing the beginning, the middle, and the end.

EL.02.LI.03 Retell the sequence of the story.

EL.03.LI.06 Summarize major points from literary text.






EL.HS.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections.

Summary begins in grade 3.

Identical standards at grades 4 - 9/10.

EL.00.LI.06 Retell, reenact, dramatize, or draw stories or parts of stories.

EL.02.LI.09 Take part in creative responses to texts such as dramatizations and oral presentations.

EL.03.LI.09 Determine and discuss the underlying theme or author's message in literary text.

EL.04.LI.07 Identify the main idea of a passage when it is not explicitly stated.

EL.05.LI.07 Identify the theme, understanding that theme refers to the lesson, moral, or meaning of a selection, whether it is implied or stated directly.

EL.06.LI.08 Identify and examine the development of themes in literary works.

EL.07.LI.07 Identify and analyze development of themes conveyed through characters, actions, and images.

EL.08.LI.06 Identify and analyze the development of themes in literary works based on evidence in the text.

EL.HS.LI.06 Identify themes in literary works, and provide support for interpretations from the text.

Theme begins at grade 3.

EL.08.LI.05 Identify the actions and motives (e.g., loyalty, selfishness, conscientiousness) of characters in a work of fiction, including contrasting motives that advance the plot or promote the theme, and discuss their importance to the plot or theme.

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Oregon's cover all elements of the CCSS except "central message or lesson."

Oregon's specifies a "creative response" which CCSS does not.

Oregon's cover all elements of the CCSS except "central message," specific genres, and diverse cultures.

Oregon's cover all elements of the CCSS except specific genres and diverse cultures.


Oregon's cover all elements of the CCSS except analysis of how characters respond to challenges or speaker reflects on topic.

Oregon's cover all elements of the CCSS except that the summary be "distinct from personal opinions."

Oregon's cover all elements of the CCSS except that the summary be "objective."

Oregon's cover all elements of the CCSS except that the summary be "objective."

CCSS calls for analysis of development (present in Oregon's grade 8 but not specified in grade 9).

The language in CCSS ("emerges," "shaped and refined") calls for a more in-depth analysis than Oregon's language ("identify").

No Oregon standards at grade 11/12.

Gaps

CCSSs call for students to address a "central message" beginning in grade 1; Oregon's do not call for this until grade 3.

CCSSs do not require a "creative response" to the literature.

CCSSs call for "objective" summary, which Oregon standards do not specifically address; this begins in grade 6 with the students' awareness of their own opinions/judgments.

CCSSs specify a high level of literary analysis at grades 9/10 and 11/12. Implications for Implementation

CCSSs call for specific instructional materials:

o "fables and folktales from diverse cultures" at grade 2;

a different set of "fables, folktales and myths from diverse cultures" at grade 3.


DRAFT CCSS READING LITERATURE Key Ideas & Details - Reading Literature Standard 3 CCR Anchor Standard: "Analyze how and why individuals, events, and ideas develop and interact over the course of a text."


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support, identify characters, settings, and major events in a story.

3. Describe characters, settings, and major events in a story, using key details.

3. Describe how characters in a story respond to major events and challenges.

3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Plot, setting, and character begin in grade K.

The incremental progression is identify (K); describe (1-4); compare (5) elements; then, from 6-11/12, the focus is on the interaction of elements.

Interaction begins in grade 2.

Development begins in grade 6.

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EL.01.LI.06 Sequence the events in the story.

EL.02.LI.04 Identify and describe the plot, setting, and character(s) in the story.

EL.03.LI.04 Distinguish the order of events or a specific event from a sequence of events.

EL.04.LI.04 Identify the main problem or conflict of the plot, and explain how it is resolved.

EL.05.LI.04 Identify the main events of the plot, their causes, and the influence of specific events on future actions.

[EL.06.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections.]

EL.07.LI.05 Identify events that advance the plot, and determine how each event explains past or present action(s) or foreshadows future action(s). .

EL.08.LI.05 Identify the actions and motives (e.g., loyalty, selfishness, conscientiousness) of characters in a work of fiction, including contrasting motives that advance the plot or promote the theme, and discuss their importance to the plot or theme.

EL.HS.LI.05 Analyze interactions between characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and how these interactions affect the plot.

Plot begins at grade 1.

Character begins at grade 2.

Setting begins at grade 2.

Interaction begins in grade 5.

Development begins in grade 7.

EL.03.LI.05 Determine significant events from the story.

EL.04.LI.06 Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions.

EL.05.LI.06 Identify the qualities of the character (e.g., courage, cowardice, ambition), and analyze the effect of these qualities on the plot and the resolution of the conflict.

EL.06.LI.06 Determine characters' traits by what the characters say in narration and dialogue.

EL.07.LI.06 Analyze characterization as revealed through a character's thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters

EL.08.LI.12 Analyze the importance of the setting (place, time, customs) to the mood, tone, and meaning of the text.

EL.03.LI.07 Determine what characters are like by what they say or do and by how the author or illustrator portrays them.

EL.06.LI.07 Analyze the influence of setting on the conflict and its resolution.

EL.08.LI.13 Analyze how dialogue is used to develop characters and mood in a selection.

EL.05.LI.12 Evaluate the believability of characters and the degree to which a plot is believable or realistic.

EL.06.LI.11 Evaluate the author's use of techniques to influence readers' attitudes and feelings (e.g., use of first person sets a particular tone, exaggeration sets a humorous tone, structure is used to build suspense, logic contributes to believability of plots and settings, figurative language influences tone).

EL.07.LI.11 Evaluate how well literary elements contribute to the overall effectiveness of a selection (e.g., point of view, importance of the setting to create a mood).

EL.08.LI.10 Evaluate how well literary elements contribute to the overall effectiveness of a selection.

EL.HS.LI.10 Interpret and evaluate the impact of subtleties, contradictions, and ironies in a text.

Evaluation is specified at grades 5, 7, 8, 9/10.

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No similar Oregon standards at grade K.

Oregon's include only plot sequence, not character and setting.

Oregon's asks students to describe the character.

CCSS asks specifically about characters' responses (interaction of character and events).

Oregon's address both character and plot, but the CCSS asks specifically for students to explain the interaction between them.

Oregon's cover all the elements of the CCSS.

EL.05.LI.06 is a good match to the CCR, but the CCSS at grade 5 asks specifically for compare/contrast.

Setting not addressed in Oregon's at grade 5.

Oregon's ask for evaluation at grade 5; CCSS asks for analysis.

Oregon's do not specifically address development (i.e., character change).

Oregon standards ask for evaluation at grade 7; CCSS asks for analysis.

CCSS addresses the interaction of elements and matches EL.06.LI.07 (grade 6).




Perfect match to EL.HS.LI.05

EL.HS.LI.10 seems to fit better at CCSS grades 11/12

No Oregon standards at 11/12, but EL.HS.LI.10 seems to fit at this level.

Gaps

CCSSs and Oregon standards address the same set of elements.


DRAFT CCSSs call for students to analyze how elements interact and develop starting at grade 2. Oregon's do not call for this until grade 5.

CCSSs call for students to analyze specific interactions in grades 5 - 11/12; these are not necessarily the interactions specified in Oregon standards.

CCSSs call for analysis; Oregon's include evaluation. Implications for Implementation


DRAFT CCSS READING LITERATURE Craft and Structure - Reading Literature Standard 4 CCR Anchor Standard: "Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone."


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questions about unknown words in a text.

4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Figurative language begins in grade 5.

"Connotative meaning" is specifically included in grades 6 - 1/12.

"Determine the meaning" is carried through from grade 3 - 11/12.

"Analyze the impact" is carried through from grade 6 - 11/12.

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EL.02.LI.08 Recognize the use of rhyme, rhythm, and alliteration (using words with repeating consonant sounds) by a poet, and discuss its use.

EL.04.LI.09 Recognize that certain words (buzz, clang) and rhyming patterns can be used in a selection to imitate sound (onomatopoeia).

EL.05.LI.09 Identify and describe the function and effect of common literary devices, such as imagery, metaphor, and symbolism.


EL.07.LI.10 Explain the effects of common literary devices, such as symbolism, imagery, and metaphor in a variety of literary texts.

EL.08.LI.09 Identify significant literary devices, such as simile, metaphor, personification, symbolism, dialect, and irony which define a writer's style, and use those elements to analyze and evaluate the work.

EL.HS.LI.09 Identify various literary devices, including figurative language, imagery, allegory, and symbolism; evaluate the significance of the devices; and explain their appeal.


Evaluation is called for in grades 6, 8, 9/10.

EL.05.LI.10 Define figurative language, including simile, metaphor, exaggeration, and personification, and explain the effects of its use in a particular work.

EL.06.LI.12 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.

EL.HS.LI.13 Evaluate the impact of word choice and figurative language on tone, mood, and theme.

EL.05.RE.13 Determine the meanings of figurative expressions, such as those in similes and metaphors.

EL.06.RE.12 Interpret figurative language, including similes, metaphors, and words with multiple meanings.

EL.07.RE.11 Demonstrate understanding of idioms and comparisons, such as analogies, metaphors, and similes, in prose (informational and literary text) and poetry.

EL.08.RE.11 Analyze idioms and comparisons, such as analogies, metaphors, and similes, to infer the literal and figurative meanings of phrases.

EL.HS.RE.11 Identify and use the literal and figurative meanings of words and phrases.

These very similar standards are included in Reading: Vocabulary.

Connotation begins in grade 9/10 (although "shades of meaning" is included at grade 6. EL.06.RE.13 Understand

and explain "shades of meaning" in related words.

EL.HS.RE.12 Distinguish between the denotative and connotative meanings of words, and interpret the connotative power of words.

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No corresponding Oregon standards at grade K.

No corresponding Oregon standards at grade 1.

Oregon's covers all the elements of the CCSS.


CCSS specifically includes allusions to mythology, which is not included in Oregon standards at any level.

Oregon standards include figurative language at grade 4; the CCSSs not until grade 5.


CCSS specifies "as they are used in a text."

Oregon's covers all the elements of the CCSS except the CCSS adds connotation.

CCSS asks students to "analyze the impact"; Oregon's ask students to "evaluate" and "define."

Oregon's covers all the elements of the CCSS except connotation.

Repetition and rhymes are included in Oregon's grade 6.

Oregon's covers all the elements of the CCSS except allusions.

CCSS asks students to analyze the impact; Oregon's ask students to evaluate the work.

Oregon's reference writer's style.


CCSS asks students to "analyze the cumulative impact"; Oregon standard asks students to "evaluate" the significance and impact."


Notes

Relevant Oregon standards do not fit easily into a particular CCSS, so many repetitions and overlap are included here and in subsequent sections.


DRAFT o Oregon Standards address understanding and interpreting figurative language, etc. appear in two places. Reading: Literary Text (code LI) Reading: Vocabulary (code RE)

o The CCSSs address the interpretation of words in three sections of the CCRs Anchor Reading Informational Text Standard 4: (Craft & Structure ... "how specific word choices shape meaning and tone") Anchor Reading Literature Standard 4: (Craft & Structure... "how specific word choices shape meaning and tone") Anchor Language Standard 5 (Vocabulary Acquisition and Use - "Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.")

Gaps

CCSSs calls for students to begin considering how words shape tone in grade 1; Oregon's do not start this until grade 4.

CCSSs call for students to "analyze the impact" of word choices from grade 6 through grades 11/12. Oregon standards call for evaluation at grades 6 and 9/10.

CCSSs call for allusions to mythology in grade 4; Oregon's do not include this at any grade.

CCSSs call for understanding connotations beginning in grade 6. Oregon's includes this only at grades 9/10. Implications for Implementation



Craft and Structure - Reading Literature Standard 5 CCR Anchor Standard: "Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole."


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types of texts (e.g., storybooks, poems).

5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Part/whole analysis begins at grade 2.

Impact of the structure on meaning, effect begins at grade 6.

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EL.01.LI.09 Distinguish fantasy from realistic text.

EL.04.LI.11 Differentiate among various imaginative forms of literature (e.g., fantasies, fables, myths, and fairy tales).

EL.05.LI.11 Differentiate among the different types of fiction, and apply knowledge of the major characteristics of each (e.g., folklore, mystery, science fiction, adventure, fantasy).

EL.06.LI.13 Identify and analyze the characteristics of poetry, drama, fiction, and non-fiction, and explain the appropriateness of the literary forms chosen by an author for a specific purpose.

EL.07.LI.13 Differentiate among and discuss the purposes and characteristics of different forms of prose (e.g., short story, novel, essay).

EL.HS.LI.15 Analyze the impact the choice of literary form has on the author's message or purpose.

Literary form is the focus of the analysis throughout.

EL.03.LI.12 Create different endings to stories and identify the reason and the impact of the endings.


EL.08.LI.14 Evaluate the structural elements of the plot, such as subplots, parallel episodes, and climax, including the way in which conflicts are (or are not) addressed and resolved.

EL.HS.LI.12 Analyze an author's development of time and sequence, including the use of complex literary devices, such as foreshadowing or flashbacks.

Analysis of structure begins in grade 8.

Evaluation is called for in grade 8; analysis in grades 9/10.

No parallel standard at grade 7.

EL.HS.LI.14 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage directions in dramatic literature.

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No corresponding Oregon standards

Oregon standard is more limited than the CCSS.



Oregon's includes only prose, focuses on form, and does not address structural features or differences.

Oregon's includes only prose, focuses on form, and does not address structural features or differences.

Limited analysis of structure in Oregon's standards.

CCSS specifies drama or poetry; Oregon's specifies prose forms.

Structure is not addressed specifically in Oregon standards.

Oregon's addresses structure, but does not call for comparison/contrast.

Oregon's addresses structure, but the CCSS emphasizes the effects of the structural choices.


Gaps

CCSSs have limited corresponding Oregon standards. (Oregon standards focus on characteristics of literary forms rather than their structure.)

CCSSs emphasize a part/whole structural analysis beginning in grade 2 and focus on how the parts contribute to the whole. Oregon's include structural analysis at grades 8 and 9/10, and focus on differentiating and evaluating literary form.



DRAFT CCSS READING LITERATURE Craft and Structure - Reading Literature Standard 6 CCR Anchor Standard: "Assess how point of view or purpose shapes the content and style of a text."


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support, name the author and illustrator of a story and define the role of each in telling the story.

6. Identify who is telling the story at various points in a text.

6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

6. Distinguish their own point of view from that of the narrator or those of the characters.

6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

6. Describe how a narrator’s or speaker’s point of view influences how events are described.

6. Explain how an author develops the point of view of the narrator or speaker in a text.

6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Concepts of narrator and point of view begin in grade1 and build in each grade.

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EL.00.LI.02 Name some book titles and authors.

EL.01.LI.03 Describe the roles of authors and illustrators.

EL.02.LI.09 Take part in creative responses to texts such as dramatizations and oral presentations.

EL.03.LI.03 Identify the speaker or narrator in a selection.

EL.06.LI.04 Identify the speaker and recognize the difference between first and third-person narration (e.g., autobiography compared with biography).

EL.08.LI.11 Analyze and contrast the use of point of view, such as first-person, third-person, limited and omniscient, and subjective and objective, in literary text, and explain how it affects text.

EL.HS.LI.11 Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.

Concepts of narrator and point of view begin in grade 3 and build at some grade levels.

EL.03.RE.34 Take part in creative response to text, such as dramatizations and oral presentations.

EL.04.LI.10 Compare and contrast tales from different cultures, and tell why there are similar tales in diverse cultures.


EL.07.LI.11 Evaluate how well literary elements contribute to the overall effectiveness of a selection (e.g., point of view, importance of the setting to create a mood).

EL.HS.LI.19 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author.

These standards are in general consistent with the CCR, but they do not particularly match the CCSSs at each grade.

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Oregon's do not address the roles of author and illustrator until grade 1.

Oregon's do not call for students to identify the story-teller until grade 3.

Oregon's do not address the points of view.

Oregon's do not address the students' own point of view.

Oregon's do not call for students to contrast points of view (including first- and third-person) until grade 6.

No corresponding Oregon standard.

Oregon's address point of view, but not how the author develops it.

No corresponding Oregon standard.

Oregon's address the CCSS, but do not specifically call for an analysis of how the audiences' point of view differs from the characters'.

EL.HS.LI.19 is a partial match, but does not specify works from outside the U.S.A.


Notes

Reading Literature CCSSs do not include literary nonfiction (e.g., biography and autobiography). These are included in Reading Informational Text CCSSs. Gaps

Several of the CCSSs begin in earlier grades than in Oregon standards: o the roles of author and illustrator begin in grade K, but not until grade 1 in Oregon's; o the concept of story-teller/narrator begins in grade 1, but not until grade 3 in Oregon's; o the difference between first- and third-person point of view begins in grade 4, but not until grade 6 in Oregon's; o Some elements of the CCSSs at grades 3, 5, 6, 7, 8, 9/10, and 11/12 are not addressed specifically in Oregon's standards.


Instructional materials will need to meet certain criteria: o At grade 8 they will need to include works showing examples of dramatic irony.

At grades 9/10 they will need to include literary works from outside the United States.


DRAFT CCSS READING LITERATURE Integration of Knowledge and Ideas - Reading Literature Standard 7 CCR Anchor Standard: "Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*"


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support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

7. Use illustrations and details in a story to describe its characters, setting, or events.

7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Grades K-3 address integration of text and illustration.

Grades 4 - 11/12 address analysis, comparison, and evaluation of film, stage, audio, video, and visual art.

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EL.00.LI.08 Make predictions based on illustrations or portions of the story.

EL.01.RE.33 Obtain information from print illustrations.

EL.03.LI.07 Determine what characters are like by what they say or do and by how the author or illustrator portrays them.

EL.04.SL.10 Identify and discuss the use of cadence, repetitive patterns, and onomatopoeia for intent and effect.

EL.05.SL.10 Identify and discuss the purposes of media--information, entertainment, persuasion, interpretation of events, and transmission of culture.

Diverse media in Oregon standards is limited to print illustrations.

Oregon Literature standards do not address visual or oral presentations of literary works.

EL.05.SL.11 Identify and discuss the role of media in focusing people's attention on events and influencing their opinions on issues.

EL.06.SL.13 Compare ideas and points of view expressed in broadcast, print media, and electronic media.

EL.08.SL.12 Interpret and evaluate the various ways in which visual image-makers (e.g., graphic artists, illustrators, news photographers, film makers) communicate information and affect impressions and opinions.

EL.HS.SL.14 Identify the aesthetic effects of a media presentation, and evaluate the techniques used to create them.

These standards appear in the Speaking/Listening Oregon standards.

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Oregon's address illustrations, but do not call for students to describe a relationship between them and the story.

Oregon's are general and inclusive; CCSS specifies character, setting, or events.

Oregon's are a good match for characterization, but do not address setting and plot.

No corresponding Oregon standards.


No corresponding Oregon standards addressing how "elements" contribute to meaning, etc.

No corresponding Oregon standards addressing performed works of literature.



This is the only Oregon standard that partially addresses the CCR; it is similar to the grade 6 CCSS or the grade 7 one (minus comparison).


"*Please see “Research to Build Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources."

Gaps

CCSSs call for students to compare text with non-text artistic forms and mediums at each grade level from grade 4 to grade 11/12, each level increasing in rigor. Oregon standards do not presently address the anchor standard with respect to literature except for illustrations (grades K-2) and partially by one 9/10 Speaking/Listening standard.


Instructional materials will need to include sets of materials (including other art forms and media) that meet certain criteria at each grade: o at grades 4 - 11/12, performed versions of literature (audio, video, stage, film, multimedia). o at grades 9/10, art sets that include two different artistic mediums (e.g., painting and poetry) representing the same subject or key scene. o at grades 11/12, multiple performances/interpretations of the same literary work, including at least one play by Shakespeare and one play by an American dramatist.

Teacher repertoire at grades 5 - 11/12 will need to include vocabulary and analysis of media other than literature. The example of film (elements of lighting, sound, color, camera focus and angles) is given in the grade 7 standard.



Integration of Knowledge and Ideas - Reading Literature Standard 8 CCR Anchor Standard: "Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence."

(NOT APPLICABLE TO LITERATURE)


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Integration of Knowledge and Ideas - Reading Literature Standard 9 CCR Anchor Standard: "Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take."


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support, compare and contrast the adventures and experiences of characters in familiar stories.

Compare and contrast the adventures and experiences of characters in stories.

Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Comparison and contrast of two or more stories begin in grade K.

Sets of text with specific criteria required beginning in grade 2.

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EL.00.LI.07 Connect events in text to life experiences.

EL.01.LI.07 Relate prior knowledge to the story.

EL.02.LI.07 Connect and compare similarities in characters and events across stories.

EL.03.LI.11 Compare and contrast versions of the same stories from different cultures.

EL.04.LI.10 Compare and contrast tales from different cultures, and tell why there are similar tales in diverse cultures.

EL.07.LI.12 Identify and analyze general themes, such as bravery, loyalty, friendship, loss, and loneliness that appear in many different works.

EL.08.LI.15 Identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works.

EL.HS.LI.16 Analyze the way in which a work of literature is related to the themes and issues of its historical period.

Comparison of texts begins in grade 2.

Comparison of text from different cultures is specifically addressed in grades 3 and 4.

Different time period is addressed in grade 8

Historical periods are addressed in grades 9/10.

No corresponding standards at grades 5 and 6.

EL.HS.LI.17 Compare works that express a universal theme, and provide evidence to support the ideas expressed in each work.

EL.00.LI.01 Listen, make connections, and respond to stories based on well-known characters, themes, plots, and settings.

EL.01.LI.01 Listen to text and read text to make connections and respond to a wide variety of significant works of children's literature--including poetry, fiction, non-fiction, and drama--from a variety of cultures and time periods.



EL.04.LI.01 Listen to text and read text to make connections and respond to a wide variety of significant works of literature, including poetry, fiction, non-fiction, and drama, from a variety of cultures and time periods that enhance the study of other subjects.


EL.06.LI.01 Listen to text and read text to make connections and respond to historically or culturally significant works of literature that enhance the study of other subjects.



EL.HS.LI.01 Listen to text and read text to make connections and respond to historically or culturally significant works of literature that enhance the study of other subjects.

This set of standards is somewhat related to this CCR though not as specific.

Identical standards at grades 1-3, 4-5, 6- 9/10.

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Oregon's do not call for students to compare and contrast texts.

Oregon's do not call for students to compare and contrast texts.

Oregon's grade 2 standard is similar to CCSSs grades K and 1.

CCSS specifies two versions of same story.

Oregon grade 3 standard is similar to CCSS grade 2 (but adds different cultures).

CCSS specifies books in a series.

Oregon's is general and inclusive; the CCSS focuses on the treatment of themes, topics, and patterns of events.

Oregon standard adds analysis of why similar tales exist in diverse cultures.



Oregon's grade 7 standard is similar to CCSS grade 5

CCSS focuses on a comparison of the portrayal (rather than analysis of the theme itself),

CCSS specifies comparison of a fictional work with a historical account.

CCSS focuses on the treatment of the material (rather than the theme itself) and calls on students to relate it to the source material.

CCSS specifies an analysis with reference to source material.


Gaps

CCSSs call for students to compare and contrast multiple literary works at every level, beginning in grade K. Oregon's begin comparison in grade 2, and do not include it at grades 5 and 6.

There are many specific similarities between the Oregon standards and the CCSS; however, the approaches (e.g., across cultures, across time periods) occur at different levels. Additionally, the CCSSs are more specific in prescribing certain types of texts to be compared and, in many cases, the type of comparison to be made (e.g., "how the material is rendered new").


Instructional materials will need to include multiple sets of literary texts that meet specific criteria at each level. (Presumably, at minimum one set for instruction, one for practice, and one for assessment.)


DRAFT o at grade 2, two or more versions of the same stories. o at grade 3, two or more stories by the same author about the same or similar characters. o at grade 4, stories, myths, and traditional literature from different cultures with similar themes and topics. o at grade 5, two or more stories in the same genre with similar themes and topics. o at grade 6, different literary forms or genres with similar themes or topics. o at grade 7, fictional portrayals and historical accounts of the same period. o at grade 8, traditional or religious works and modern fiction that draws upon the same themes, pattern of events, characters. o at grades 9/10, source material and later works that draw on it. o at grades 11/12, 18th, 19th, and early 20th century foundational works, including two or more texts from the same period that treat similar themes or topics.



Range of Reading and Level of Text Complexity - Reading Literature Standard 10 CCR Anchor Standard: "Read and comprehend complex literary and informational texts independently and proficiently."


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10. Actively engage in group reading activities with purpose and understanding.

10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.

Complexity band specified at each grade level.

Scaffolding called for at lower end of grade band.

Stories and poetry called for at grades 1 - 2.

Stories, dramas, and poetry called for at grades 3 - 11/12

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EL.00.LI.01 Listen, make connections, and respond to stories based on well-known characters, themes, plots, and settings.









EL.HS.LI.01 Listen to text and read text to make connections and respond to historically or culturally significant works of literature that enhance the study of other subjects.

Significant works of poetry, fiction, non-fiction and drama called for at grades 1 -5.

Literature from a variety of cultures and time periods is called for at grades 1 - 5.

Culturally and historically significant works are called for at grades 6 - 9/10

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Oregon's covers the CCSS.

CCSS adds complexity band.

CCSS does not include drama at this level nor address cultures or time periods.


CCSS does not include drama at this level nor address cultures or time periods.


CCSS does not address cultures or time periods.






CCSS does not address whether the works enhance the study of other subjects.








Gaps

CCSSs reference grade band complexity. Oregon's do not reference a similar scheme.

CCSSs include literary nonfiction in Informational Text; Oregon standards include it in Literature. Only stories, dramas, and poetry are specifically included in the CCR Standard 10 for Literature.

This CCR makes no reference to cultures, significance of works, or whether they enhance the study of other subjects as Oregon's Standards do. CCR Reading Literature Standard 9 (Literature includes some of these specification at various levels.


Instructional materials will need to be keyed to the criteria of the complexity bands in the CCSS document.

Scaffolding strategies may need to be clarified or enumerated for high school teachers who may not be familiar with them, or know them by that term.


DRAFT CCSS READING INFORMATIONAL TEXT

Key Ideas & Details - Reading Informational Text Standard 1 CCR Anchor Standard: "Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text."


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support, ask and answer questions about key details in a text.

1. Ask and answer questions about key details in a text.

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Asking as well as answering questions is included in grades K-3.

"Key details" are the focus grades K-2.

Supplying key details to support explication is the focus grades 3 - 11/12.

"Drawing inferences" begins in grade 4.

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EL.00.RE.27 Correctly answer simple questions about a text read aloud.

EL.01.RE.36 Answer simple written comprehension questions based on material read.

EL.02.RE.27 Read informational texts for answers to specific questions or for specific purposes.

EL.03.RE.25 Demonstrate comprehension by identifying answers to questions about the text.

EL.04.RE.20 Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections.

EL.05.RE.21 Recognize and/or summarize sequence of events and main ideas presented in informational texts, identifying evidence that supports those ideas.




EL.HS.RE.19 Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections.

Standards are identical grades 6-9/10.

EL.01.RE.35 Describe new information gained from text in own words.

EL.02.RE.28 Recall facts and details in the text to clarify and organize ideas.

EL.03.RE.27 Determine significant information from the text, including problems and solutions.

EL.01.RE.38 Discuss how, why, and what-if questions in sharing informational texts.

EL.02.RE.29 Pose possible answers to how, why, and what-if questions.

EL.03.RE.31 Ask how, why, and what-if questions in interpreting informational texts.

Asking questions is included only at grade 3.

EL.00.RE.28 Use pictures or portions of the text to make predictions about the text.

EL.03.RE.29 Recall major points in the text and make predictions about forthcoming information.

EL.04.RE.22 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, and important words.

EL.05.RE.23 Predict future outcomes supported by the text.



EL.08.RE.19 Predict probable future outcomes supported by the text.

EL.HS.RE.21 Predict probable future outcomes supported by the text.

Predicting outcomes begins at grade K, extends grades 3 - 9/10

Identical standards at grades 5 -7, 8 - 9/10.

EL.04.RE.23 Draw inferences or conclusions about an author's meaning supported by facts and events from the text.

EL.05.RE.25 Determine unstated ideas and concepts, noting and analyzing evidence that supports those unstated ideas, such as images, patterns, or symbols in the text.

EL.06.RE.22 Make reasonable, logical statements, conclusions, and inferences about a text, supporting them with accurate examples from the text.

EL.07.RE.21 Make valid inferences about an author's unstated meaning and valid conclusions about an author's stated meaning, based on facts, events, and images.

EL.08.RE.21 Infer the main idea when it is not explicitly stated, and support with evidence from the text.

EL.HS.RE.22 Infer an author's unstated meaning and draw conclusions about an author's stated meaning based on facts, events, images, patterns or symbols found in text.

Inferences are included in the standards starting at grade 4.

Supplying supporting evidence for the inferences is included starting at grade 4.

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Oregon's don't call for students to ask the questions at grade K.

CCSS focuses on "key details."

Oregon's don't call for students to ask the questions at grade 1.


Oregon's don't call for students to ask the questions at grade 2.


Oregon's cover the elements of the CCSS except for referring to the text for support.


Oregon's cover all the elements of the CCSS except "quote accurately."

Oregon's cover all the elements of the CCSS except the CCSS uses the more formal "cite."

Oregon's cover all the elements of the CCSS except the CCSS uses the more formal "cite."

Oregon's cover all the elements of the CCSS except the CCSS uses the more formal "cite" and asks for evaluation of evidence ("most strongly").

Oregon's cover all the elements of the CCSS except the CCSS uses the more formal "cite" and asks for evaluation of evidence ("strong and thorough").

No Oregon standards at 11/12.

Gaps

CCSSs do not specifically include making predictions at any level; Oregon's standards emphasize this across the grades.

CCSSs call for students to ask the questions about the text at grades K - 3. Oregon standards include this only at grade 3.

CCSSs includes an emphasis on form ("quote accurately" and "cite") and evaluation of the evidence ("strong and thorough) Implications for Implementation



Key Ideas & Details - Reading Informational Text Standard 2 CCR Anchor Standard: "Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas."


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support, identify the main topic and retell key details of a text.

2. Identify the main topic and retell key details of a text.

2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Central idea is addressed starting at grade K.

Development of the central idea is addressed starting at grade 7.

Objective summary is addressed starting at grade 7.

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EL.03.RE.26 Distinguish the main idea and supporting details in informational text.

EL.04.RE.24 Identify the main idea of a passage when it is not explicitly stated.

EL.05.RE.24 Draw inferences, conclusions, or generalizations about main ideas in text, and support them with textual evidence and prior knowledge.




EL.HS.RE.25 Infer the main idea when it is not explicitly stated, and support with evidence from the text.

Identical standards at grades 6 - 11/12

EL.03.RE.28 Summarize major points from informational text.


EL.05.RE.21 Recognize and/or summarize sequence of events and main ideas presented in informational texts, identifying evidence that supports those ideas.




EL.HS.RE.19 Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections.

Identical standards at grades 6 - 11/12.

Summary is included, but not "objective" summary.

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Oregon's cover all elements of the CCSS except "distinct from personal opinions."

Oregon's cover all elements of the CCSS except an analysis of the development and objective summary.




Gaps

CCSSs call for identification of the main idea starting in grade K; Oregon's standards begin addressing main idea in grade 3.

Beginning in grade 6, the CCSSs call for students to separate their own opinions and provide an objective summary, which Oregon's standards do not address.

Beginning in grade 7, the CCSSs call for student to analyze the development of the central idea, which Oregon's standards do not address. Implications for Implementation



Key Ideas & Details - Reading Informational Text Standard 3 CCR Anchor Standard: "Analyze how and why individuals, events, and ideas develop and interact over the course of a text."


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support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Connections are emphasized starting at grade K.

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EL.03.RE.30 Distinguish cause-and-effect and fact and opinion.

EL.04.RE.26 Distinguish between cause-and-effect and between fact and opinion in expository text.

EL.05.RE.27 Draw conclusions about whether portions of the passage are facts or opinions.

EL.07.RE.22 Identify and trace the development of an author's argument, point of view, or perspective in a specific text through a graphic organizer or a summary.

[These standards appear to be Oregon's closest ones, but they address a much smaller focus, and are closer to the CCSS evaluate argument standard.]

EL.04.RE.04 Make connections to text, within text, and among texts across the subject areas.




EL.HS.RE.03 Make connections to text, within text, and among texts across the subject areas.

Connections begin in grade 4.

These are the same across several grade levels do not become more specific than "make connections."

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No corresponding Oregon standards at grade K.




No corresponding Oregon standards at grade 5. Only the general "make connections."



No corresponding Oregon standards at grade7. Only the general "make connections."


No corresponding Oregon standards at grade 9/10. Only the general "make connections."

No Oregon standards at grades 11/12

Gaps

CCSS Reading Standard 3 focuses on a part/whole analysis of a variety of elements in a text. This is addressed in Oregon Literary Text Standards as it is applied to elements of fiction (plot, setting, character, theme, etc.). However, there are no corresponding Oregon Informational Text standards. The closest is the statement to "make connections... within text" at various levels.




Craft and Structure - Reading Informational Text Standard 4 CCR Anchor Standard: "Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone."


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support, ask and answer questions about unknown words in a text.

4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Academic and domain-specific words relevant to grade level subject areas is specified in grades 3-5.

Figurative and connotative meanings begin in grade 6.

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EL.00.RE.21 Understand, learn, and use new vocabulary that is introduced and taught directly through orally-read stories and informational text.

EL.01.RE.25 Understand, learn, and use new vocabulary that is introduced and taught directly through orally-read stories and informational text as well as student-read stories and informational text.



EL.04.RE.09 Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas.





EL.HS.RE.08 Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas.

Identical standards across grades 3 - 9/10.

EL.00.RE.22 Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud.




EL.04.RE.10 Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across the subject areas.





EL.HS.RE.09 Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across the subject areas.

EL.05.RE.13 Determine the meanings of figurative expressions, such as those in similes and metaphors.

EL.06.RE.12 Interpret figurative language, including similes, metaphors, and words with multiple meanings.

EL.07.RE.11 Demonstrate understanding of idioms and comparisons, such as analogies, metaphors, and similes, in prose (informational and literary text) and poetry.

EL.08.RE.11 Analyze idioms and comparisons, such as analogies, metaphors, and similes, to infer the literal and figurative meanings of phrases.

EL.HS.RE.11 Identify and use the literal and figurative meanings of words and phrases.


Connotative meaning appears only at grades 9/10. EL.HS.RE.12 Distinguish

between the denotative and connotative meanings of words, and interpret the connotative power of words.

EL.HS.RE.14 Understand technical vocabulary in subject area reading.

Technical vocabulary in subject areas appears only at grades 9/10.

EL.07.LI.10 Explain the effects of common literary devices, such as symbolism, imagery, and metaphor in a variety of literary texts.

EL.08.LI.09 Identify significant literary devices, such as simile, metaphor, personification, symbolism, dialect, and irony which define a writer's style, and use those elements to analyze and evaluate the work.

EL.HS.LI.13 Evaluate the impact of word choice and figurative language on tone, mood, and theme.

These are from Oregon's Literary Text standards, which include literary non-fiction.

CCSS includes literary non-fiction in Informational Text.

EL.HS.LI.09 Identify various literary devices, including figurative language, imagery, allegory, and symbolism; evaluate the significance of the devices; and explain their appeal.


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Figurative language begins at grade 6 in the CCSSs.

It is included at grade 5 in the CCSS Language Standards (but not in context until grade 6).

Oregon's cover the elements of the CCSS except connotative and technical meanings.

Good match to the first part of the CCSS.

Oregon Informational Text standards do not include analysis of the impact of word choice, but they are included in Oregon Literary Text at grades 9/10.

Oregon's standards do not include technical language until grades 9/10.

Oregon's cover the first part of the CCSS only.

Oregon Informational Text standards do not include analysis of the impact of word choice, but they are included in Oregon Literary Text at grades 9/10.

Allusions are not specifically addressed in Oregon standards.


No Oregon grade 11/12 standards.

Notes

CCSSs include literary non-fiction in Informational Text. Oregon standards included it in Literary Text.

There is overlap between CCSS Reading Standard 4 (Craft and Structure) and CCSS Language Standards 4, 5,and 6 (Vocabulary Acquisition and Use). o The Reading Standards 4 build toward students' ability to respond to, analyze, and evaluate the author's craft; o The Language Standards 4, 5, and 6 emphasize students' ability to acquire and use language themselves.

Gaps

CCSSs begin "connotative and technical meanings" at grade 6. Oregon's include them only at grades 9/10.

CCSSs include analysis of the impact of word choice at grades 7, 8, 9/10, and 11/12. Oregon's standards include this only at grade 9/10.

CCSSs include allusions at grade 8. Oregon's do not address them specifically. Implications for Implementation




Craft and Structure - Reading Informational Text Standard 5 CCR Anchor Standard: "Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole."


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cover, back cover, and title page of a book.

5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Locating information is the focus of grades K - 3, includes electronic media.

Organizational structure begins at grade 4.

Various aspects of the structure of the text itself is the focus of grades 4 - 11/12.

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EL.00.RE.01 Identify the front cover, back cover, and title page of a book.

EL.01.RE.30 Locate the title, name of author, name of illustrator, and table of contents.

EL.02.RE.23 Use titles, tables of contents, and chapter headings to locate information in text.

EL.03.RE.20 Use titles, tables of contents, chapter headings, illustrations, captions, glossaries, and indexes to locate information in text.

EL.04.RE.17 Locate information in titles, tables of contents, chapter headings, illustrations, captions, glossaries, indexes, graphs, charts, diagrams, and tables to aid understanding of grade-level text.

EL.05.RE.18 Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organizational devices to find information and support understanding



Using text features and locating information are the focus.

"Locate" standards at grades 4, 6, 7 are identical.

EL.03.RE.24 Use dictionaries, encyclopedias, CD ROMs, and Internet to locate information.

EL.04.RE.19 Use structural features found in informational text (e.g., headings and subheadings) to strengthen comprehension

EL.06.RE.17 Identify the structural features of newspapers, magazines, and online information, and use the features to obtain information

EL.01.RE.34 Identify text that uses sequence or other logical order (explain how informational text is different from a story).

EL.04.RE.28 Identify and analyze text that uses sequential or chronological order.

EL.05.RE.30 Identify and analyze text that uses prioritization as an organizational pattern (e.g., newspaper articles).

. EL.06.RE.27 Identify and analyze text that uses the compare-and-contrast and cause-and-effect organizational patterns.

EL.07.RE.28 Understand and analyze the differences in structure and purpose between various categories of informational text, including textbooks, newspapers, instructional manuals, essays, editorials, biographies, and autobiographies.

EL.08.RE.25 Identify and analyze text that uses proposition (statement of argument) and support patterns (e.g., editorials).

EL.HS.RE.24 Analyze implicit relationships, such as cause-and-effect, sequence-time relationships, comparisons, classifications, and generalizations.

Identification and analysis of the organizational structure is the focus.

EL.07.RE.26 Analyze text to determine the type and purpose of the organizational structure being used by the author (e.g., description, sequential/chronological, categorization, prioritization, comparison/contrast, or cause-and-effect).

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CCSS grade 1 best fits Oregon's standard at grade 2 and 3.

Organization of text (sequence and logical order) is not introduced in the CCSSs until grade 4.

CCSS has a broader list of text features, including electronic.

CCSS adds "efficiently."

Oregon's cover all the elements of the CCSS except "search tools" and relevance and efficiency.

CCSS includes text structures listed in Oregon's grade 4, and 6 standards.

CCSSs do not include "locate information" standards after grade 4

CCSS calls for comparison of multiple texts with multiple organizational structures, including structures introduced in Oregon's standards at a later grade level.

Oregon's cover all the elements of the CCSS except for consideration of how the structure "contributes to the development of ideas."

Oregon's call for the identification of organizational pattern, but do not address the development of ideas.

Oregon's call for the identification of one organizational pattern, but do not address the refinement and development of ideas.

Oregon's call for the analysis of organizational patterns, but do not address the refinement and development of ideas.



DRAFT Gaps

CCSSs focus on "use text features ...to locate information" beginning in grade 1 and discontinues it after grade 3. Oregon's begin it in grade 2 and continues it through grade 7.

CCSSs include electronic media. Oregon's do not.

CCSSs begin organizational structure in grade 4; Oregon's introduce it earlier, in grade 2. However, at grade 4, the CCSS includes multiple organizational structures (including comparison, cause/effect, problem/solution); Oregon's do not include comparison and cause/effect until grade 6 and do not specifically address problem/solution.

CCSSs do not include prioritization; Oregon's include it at grade 5.

CCSSs focus on how the ideas are refined and developed at grades 7 - 11/12. Oregon's are limited to locating information and identifying/analyzing organizational pattern. Implications for Implementation



Craft and Structure - Reading Informational Text Standard 6 CCR Anchor Standard: "Assess how point of view or purpose shapes the content and style of a text."


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illustrator of a text and define the role of each in presenting the ideas or information in a text.

6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

6. Distinguish their own point of view from that of the author of a text.

6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

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

6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Point of view is focus grades 3 through 11/12.

Extended responses are required at all levels.

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EL.03.RE.33 Use knowledge of the author's purpose to comprehend informational text.

EL.04.RE.25 Determine the author's purpose, and relate it to details in the text.

EL.05.RE.26 Determine the author's purpose, and relate it to specific details in the text.

EL.06.RE.24 Draw conclusions about the author's overall purpose as well as the author's placement and inclusion of specific information in the text.

EL.07.RE.24 Determine the author's purpose and how the author's perspective influences the text.

EL.08.RE.22 Determine the author's purpose and perspective and relate them to specific details in the text.

EL.HS.RE.26 Draw conclusions about the author's purpose based on evidence in the text.

Author's purpose is the focus grades 3 - 9/10.

Point of view ("perspective") is specifically addressed only at grades 7 and 8.

EL.00.RE.25 Locate the title and the name of the author of a book.

EL.01.RE.30 Locate the title, name of author, name of illustrator, and table of contents.

EL.04.RE.29 Distinguish text that is biographical and autobiographical.

EL.08.RE.20 Determine an author's implicit and explicit assumptions and beliefs about a subject based on evidence in the selection.

Extended response required only at grade 8.

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Oregon's cover the elements of the CCSS except illustrator and roles and does not require an extended response ("define...).

Oregon's do not address the CCSS.

The CCSS requires a comparison and extended response ("distinguish...).

No corresponding Oregon standard at grade 2.

Oregon's do not address point of view.

Oregon's grade 3 standard matches CCSS grade 2.

Oregon's do not call for a comparison or description relative to point of view.

Texts for CCSS could include more than biography and autobiography.

Oregon's do not call for comparison of multiple accounts or focus on point of view.

CCSS calls for analysis of specific set of texts (varying viewpoints on the same topic).

Oregon's cover the elements in the CCSS except for point of view.

Oregon's cover the elements in the CCSS except for how an author "distinguishes" his position.

CCSS calls for text in which an author addresses other positions.

Oregon's cover the elements in the CCSS except for how an author "responds to conflicting evidence or viewpoints."

CCSS calls for text in which an author addresses conflicting evidence or viewpoints.

Oregon's cover the elements in the CCSS except for how an author "uses rhetoric."

No Oregon standards at grade 11/12.

Gaps

CCSSs call for extended responses at all levels, grades K - 11/12. Oregon's do not require extended responses relative to point of view until grade 7.

CCSSs call for the concept of point of view starting at grade 3, including an awareness of one's own point of view.

CCSSs call for specific analyses at each grade level (e.g., "how the author distinguishes his or her position from that of others," and "how the author uses rhetoric to advance that point of view or purpose"). Oregon's are more general and are similar across the grades.

CCSSs include rhetoric and style at grades 9/10 and 11/12. Implications for Implementation

Instructional materials that include texts with specific attributes will be required at various grade levels: o Presenting firsthand and secondhand accounts of the same event or topic will be needed at grade 4; o Presenting differing points of view on the same topic will be needed at grade 5; o In which an author responds to conflicting viewpoints will be needed in grade 8.


DRAFT CCSS READING INFORMATIONAL TEXT Integration of Knowledge and Ideas - Reading Informational Text Standard 7 CCR Anchor Standard: "Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*"


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7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

7. Use the illustrations and details in a text to describe its key ideas.

7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Various media (audio, video, multimedia, animations, interactive Web pages, digital) in addition to print are specified grades 4 - 11/12.

Acquiring information is the focus in K-6.

Comparison or evaluation of multiple media sources is the focus grades 7-11/12.

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EL.01.RE.33 Obtain information from print illustrations.

EL.02.RE.24 Interpret information from diagrams, charts, and graphs.

EL.03.RE.21 Interpret information from diagrams, charts, and graphs.


EL.05.RE.18 Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organizational devices to find information and support understanding.



EL.08.RE.15 Synthesize information found in various parts of charts, tables, diagrams, glossaries, or related grade-level text to reach supported conclusions.

EL.HS.RE.16 Synthesize information found in various parts of charts, tables, diagrams, glossaries, or related grade-level text to reach supported conclusions.

Print sources are the only media referenced grades K-11/12.

Locating information is emphasized 6, 8, and 9/10.

EL.05.RE.25 Determine unstated ideas and concepts, noting and analyzing evidence that supports those unstated ideas, such as images, patterns, or symbols in the text.

EL.06.SL.12 Identify and discuss persuasive and propaganda techniques used in television, including false and misleading information and stereotypes.

EL.07.SL.10 Analyze how images, text, and sound in electronic journalism affect the viewer; identify the techniques used to achieve the effects in each instance.

EL.08.SL.08 Analyze oral presentations, including language choice and delivery, and the effect of the speaker's interpretations on the listener.

EL.HS.SL.14 Identify the aesthetic effects of a media presentation, and evaluate the techniques used to create them.

EL.06.SL.13 Compare ideas and points of view expressed in broadcast, print media, and electronic media.

EL.08.SL.12 Interpret and evaluate the various ways in which visual image-makers (e.g., graphic artists, illustrators, news photographers, film makers) communicate information and affect impressions and opinions.

EL.HS.SL.15 Compare and contrast the ways in which media genres (e.g., televised news, news magazines, documentaries, online information) cover the same event.

EL.HS.SL.14 Identify the aesthetic effects of a media presentation, and evaluate the techniques used to create them

L.HS.SL.16 Analyze historically significant speeches (e.g., Abraham Lincoln's "Gettysburg Address," Martin Luther King, Jr.'s "I Have a Dream") to find the rhetorical devices and features that make them memorable.

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Oregon's cover the CCSS.

Oregon's focus on interpreting information while the CCSS calls for the student to explain how images contribute or clarify.

Oregon's do not specifically address illustrations at this grade level.

Oregon's partially cover the CCSS, which includes information presented orally and interactive elements of Web pages.

CCSS calls for an extended response (students explain, rather than simply locate).

Oregon's cover the elements in the CCSS except "digital sources" and the elements of quickness and efficiency.

Oregon's do not address the focus of the CCSS.



Oregon's do not address the focus of the CCSS, but are relevant to the CCR.

No Oregon standards at 11/12.

"*Please see “Research to Build Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources."


DRAFT Gaps

CCSSs begin charts and graphs in grade 4. Oregon standards include them in grade 3.

CCSSs focus on the comparing or analyzing, etc. the impacts of various media themselves at grades 7 - 11/12. Oregon has standards relevant to the CCR at grades 7 - 9/10, but the focus is different from the CCSSs at the corresponding grade levels.


CCSSs require media resources in addition to print: Audio, video, multimedia, digital, animation, interactive Web pages, including collections that address the same topic or tell the same story in different media (grades 6 - 11/12).



Integration of Knowledge and Ideas - Reading Informational Text Standard 8 CCR Anchor Standard: "Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence."


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8. With prompting and support, identify the reasons an author gives to support points in a text.

8. Identify the reasons an author gives to support points in a text.

8. Describe how reasons support specific points the author makes in a text.

8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

8. Explain how an author uses reasons and evidence to support particular points in a text.

8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

Identification of reasons begins in grade 1; moves to description, explanation (analysis); then evaluation of argument by grade 6.

In-depth analysis and evaluation of seminal US texts called for at grades 11-12.

CCSS at grade 3 stands apart from all the others; seems more similar to Reading Informational Text Standard 5 ("Analyze the structure of text...").

Extended responses called for starting at grade 2.

Analyzing and evaluating reasons and evidence is the focus.

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EL.03.RE.30 Distinguish cause-and-effect and fact and opinion

EL.04.RE.26 Distinguish between cause-and-effect and between fact and opinion in expository text.

EL.04.RE.27 Recognize text that is written primarily to persuade, and distinguish between informational and persuasive text.

EL.05.RE.28 Recognize and analyze characteristics of persuasive text.

EL.06.RE.25 Distinguish among facts, supported inferences, and opinions in text.

EL.07.RE.25 Differentiate between conclusions that are based on fact and those that are based on opinions.

EL.08.RE.23 Note and analyze instances of unsupported inferences, deceptive reasoning, persuasion, and propaganda in text.

EL.HS.RE.27 Differentiate among reasoning based on fact versus reasoning based on opinions, emotional appeals, or other persuasive techniques.

Persuasive text begins in grade 4 with identification, differentiation.

Extended student response are called for at grade 8.

Differentiating fact/opinion and recognizing persuasive techniques is a focus.

EL.HS.RE.28 Evaluate if and how the author uses authoritative sources to establish credibility for arguments, proposed actions, or policies.

Credibility and authoritative sources begins in grades 9/10.

EL.HS.RE.31 Evaluate an author's argument or defense of a claim by evaluating the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent or bias affects the structure and tone of the text (e.g., in professional journals, sports journals, editorials, political speeches, primary source material).

Evaluating argument begins in grades 9/10.


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CCSS calls for an analysis and explanation. Oregon's call for identification of text type.


CCSS calls for an analysis and explanation of specific works. Oregon's call for analysis of text type.

Oregon's partially address the CCSS.

Both require students to identify support. CCSS calls for analysis and evaluation of the argument as a whole. Oregon's asks students to differentiate among types of support.

Oregon's standard does not ask students to address the soundness, relevance, or sufficiency of support.

This grade 7 Oregon standard most closely matches the second part of CCSS at grade 6.

Oregon's standard does not ask students to address the relevance or sufficiency of support.

Oregon's standard focuses on descriptions of poorly supported argument. This is addressed in CCSS Speaking Standard 3 at grades 9-10

Oregon's standards greatly increase rigor from grade 8 to grades 9-10.

The effect of author bias or point of view in Oregon's standard is addressed in CCSS Reading Informational Text Standard 3 at grades 11-12


Gaps

CCSSs begin addressing persuasive text in grade K. Oregon begins in grade 4.

CCSSs call for extended responses beginning at grade 2 (describing and explaining, then tracing and evaluating). Oregon's call for extended responses beginning in grade 8.

CCSSs frame the instructional conversation around "reasons and evidence," gradually progressing to evaluation of soundness, validity, relevance, and sufficiency. Oregon's focus on fact versus opinion and persuasive techniques at grades 3 - 8.




DRAFT CCSS READING INFORMATIONAL TEXT Integration of Knowledge and Ideas - Reading Informational Text Standard 9 CCR Anchor Standard: "Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take."


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support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

9. Compare and contrast the most important points presented by two texts on the same topic.

9. Compare and contrast the most important points and key details presented in two texts on the same topic.

9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

Comparison of texts begins at grade K.

Specific aspects of the text to be addressed are specified at each grade level.

Literary non-fiction (e.g., essay, biography) is included in the range of informational text.

Specific types of works are specified at grades 9/10 ("seminal U.S. documents...") and 11/12 ("foundational U.S. documents ...").

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EL.02.RE.31 Connect and compare information across selections.

EL.04.RE.21 Identify key facts and information after reading two passages or articles on the same topic.

EL.05.RE.22 Identify key facts and information after reading several passages or articles on the same topic.

EL.06.RE.28 Compare and contrast information on the same topic after reading two passages or articles.

EL.07.RE.27 Compare and contrast information on the same topic after reading several passages or articles.

EL.08.RE.24 Compare and contrast information on the same topic after reading several passages or articles.

EL.HS.RE.29 Compare and contrast information on the same topic after reading several passages or articles.

Comparison of multiple texts in Oregon's standards starts at grade 2 and skips grade 3.

Identical standards grades 6 through 9/10.

Scope identified as "passages or articles."

EL.06.RE.29 Connect and clarify main ideas by identifying their relationships to multiple sources, known information and ideas, and related topics.

EL.08.RE.26 Find similarities and differences between texts in the treatment, amount and depth of coverage, or organization of ideas on a particular subject.

EL.HS.RE.34 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.

Multiple texts on the same topic are required in grades 6, 8, and 9/10.

EL.02.RE.30 Connect the information in text to life experiences, text, and world.

EL.03.RE.32 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.






EL.HS.RE.03 Make connections to text, within text, and among texts across the subject areas.

Standards begin at grade 2.

Identical standards grades 2 - 9/10.

General "connections" are called for.

EL.07.LI.12 Identify and analyze general themes, such as bravery, loyalty, friendship, loss, and loneliness that appear in many different works.

EL.08.LI.15 Identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works.

EL.HS.LI.17 Compare works that express a universal theme, and provide evidence to support the ideas expressed in each work.

These are Oregon Literary Text standards (which include literary non-fiction).

Themes (rather than their treatment) are the focus of standards at grades 8 and 9/10.

EL.HS.LI.18 Compare and contrast the presentation of a similar theme or topic across literary forms to explain how the selection of form shapes the theme or topic.

Focus is on literary form.


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Good match at grade 4. Both standards require extended response

Multiple texts on the same topic seem to be implied in the Oregon standards.


Oregon's covers the elements of the CCSS.

Oregon's covers the elements of the CCSS.

Oregon's standards focus on the information while the CCSS focuses on the presentation.

CCSS is more specific. Oregon's standards do not specifically address the authors' emphasis on evidence or interpretation of facts.

CCSS specifically calls for texts with conflicting facts or interpretations. Oregon's are general, and EL.08.RE.26 matches better with CCSS grades 6 or 8 (presentation.

CCSS specifies the type and level of text where Oregon's do not.

Oregon's standard addressing multiple works by the same author is not addressed specifically in the CCSS.


Notes

Literary non-fiction forms (e.g., biography, essay), have been included in Oregon's standards for literary text but are now included in the CCSS informational text standards.

The range of informational text enumerated in the CCSS document for grades K-5 includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics.

The range of literary nonfiction enumerated in the CCSS document for grades 6-12 "includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience."

Gaps

CCSSs begins specific comparison of texts in grade K. Oregon begins it ("connect") more generally in grade 2.

CCSSs call for particularly challenging text types at grades 9/10 ("seminal U.S. documents of historical and literary significance") and 11/12 ("seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance"). Oregon's have no comparable specification.


Instructional materials that include o two or more informational texts on the same topic will be needed grades K - 11/12; o informational texts with conflicting information and/or interpretations at grade 8; o "seminal U.S. documents of historical and literary significance" at grades 9/10; o "seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance" at grades 11/12.

Multiple informational texts dealing with the same topic by the same author are no longer specifically required at grades 9/10.




Range of Reading and Level of Text Complexity - Reading Informational Text Standard 10 CCR Anchor Standard: "Read and comprehend complex literary and informational texts independently and proficiently."


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group reading activities with purpose and understanding.

10. With prompting and support, read informational texts appropriately complex for grade 1.

10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.

Complexity bands begin in grade 2.

Informational texts from subject areas are called for in grades 2-5 and literary nonfiction in grades 6-11/12.

Scaffolding as needed is called for at the lower grade levels of the complexity band; reading "independently and proficiently" at the higher grade levels of the band.

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EL.00.RE.19 Listen to and experience a wide variety of children's literature including alphabet books, informational stories, classic and contemporary literature, and nursery rhymes.







"Demonstrate progress" towards reading independently at each level.

EL.01.RE.21 Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children's magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry.



EL.04.RE.03 Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. *Suggested grade-level target for reading ON OWN: Fourth Grade: 500,000 words annually.

EL.05.RE.03 Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. *Suggested grade-level target for reading ON OWN: Fifth Grade: 625,000 words annually.

EL.06.RE.03 Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. *Suggested grade-level target for reading ON OWN: Sixth Grade: 750,000 words annually.

EL.07.RE.02 Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. *Suggested grade-level target for reading ON OWN: Seventh Grade: 875,000 words annually.

EL.08.RE.02 Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. *Suggested grade-level target for reading ON OWN: Eighth Grade: 1,000,000 words annually.

EL.HS.RE.02 Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. *Suggested grade-level target for reading ON OWN: High School: 1,500,000 words annually.

Rather than specifying the complexity of texts, these standards specify quantity read from grades 4 through 9/10.

Listening is included.

The text forms itemized here are more inclusive than in the CCSS.

EL.03.RE.11 Read longer selections and books independently.

EL.04.RE.16 Read textbooks, biographical sketches, letters, diaries, directions, procedures, catalogs, magazines, and informational books.

EL.05.RE.17 Read textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, news stories, and almanacs.

EL.06.RE.15 Read textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, bus routes, and catalogs.

EL.07.RE.14 Read textbooks; biographical sketches; letters; diaries; directions; procedures; magazines; essays; primary source historical documents; editorials; news stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents.

EL.08.RE.14 Read textbooks; biographical sketches; letters; diaries; directions; procedures; magazines; essays; primary source historical documents; editorials; news stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents.

EL.HS.RE.15 Read textbooks; biographical sketches; letters; diaries; directions; procedures; magazines; essays; primary source historical documents; editorials; news stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents.

The text forms itemized here are more inclusive than in the CCSS.

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CCSS specifies complexity band and calls specifically for subject area informational text and scaffolding strategies.


CCSS specifies complexity band and calls specifically for students to be able to read subject area informational text independently.


CCSS specifies complexity band and calls specifically for subject area informational text and scaffolding strategies.


CCSS specifies complexity band and calls specifically for students to be able to read subject area informational text independently.


CCSS specifies complexity band and calls specifically for literary nonfiction and scaffolding strategies.




CCSS specifies complexity band and calls specifically for students to be able to read literary nonfiction independently.




Notes

Literary nonfiction forms (e.g., biography, essay), have been included in Oregon's standards for literary text but are now included in the CCSS informational text standards.

The range of informational text enumerated in the CCSS document for grades K-5 includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics.

CROSSWALK: READING · The Crosswalk includes comparison as well as summary information on each...

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