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A Side-by-Side Analysis of The Oklahoma Academic Standards For English Language Arts Grades K-5
A Side-by-Side Analysis of The Oklahoma Academic Standards For English Language Arts Grades K-5
A Side-by-Side Analysis of The Oklahoma Academic Standards For English Language Arts Grades K-5
the
Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects
Grades K-5
Note: The right-hand column includes a rating of the alignment between OK and the CCSS for each statement, along with explanatory notes.
1 = Close Match
2 = Partial Match
3 = Partial Match (with OK missing key content; emphasizing content/performance that may be problematic; or providing too general/broad a statement to effectively guide teaching, learning, and assessment)
4 = No Match CCSS has expectation and Achieve sees the absence as a weakness.
5 = No Match CCSS has expectation, OK does not (but that is neither a strength or weakness)
6 = No Match OK has expectation, and Achieve sees the addition as appropriate or strengthening OKs standards
7 = No Match OK has expectation, and Achieve cautions against it (because it is confusing, unnecessary, unmeasurable, or otherwise problematic)
8 = No MatchOK has expectation which does not appear in CCSS, neither a strength nor a weakness
Note that the Final Oklahoma Academic Standards for English Language Arts (March 2016) use a new numbering system for the expectations: Grade . Standard Number . Strand . Objective
The Final Oklahoma Academic Standards for English Language Arts (March 2016) also follow a new order of standards, as shown here:
Draft # 3 (September, 2015)
Standard 1: Speaking and Listening
Standard 2: Reading Process/Writing Process
Standard 3: Vocabulary
Standard 4: Critical Reading & Critical Writing
Standard 5: Language
Standard 6: Research
Standard 7: Multimodal Literacies
Standard 8: Independent Reading and Writing
Notes
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
Notes
In terms of measurability, it may be challenging to assess
demonstrate interest and interact independently, but informal,
classroom nature of K assessments may facilitate.
1=Close Match
K.3.R.4 Students will ask and answer basic questions (e.g., who,
what, where, and when) about texts during shared reading or other
text experiences with guidance and support.
3=Partial Match; Clarity
K.2.R.3 Students will sequence the events/plot (i.e., beginning,
middle, and end) of a story or text with guidance and support.
K.2.R.1 Students will retell or reenact major events from a readaloud with guidance and support to recognize the main idea.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
Notes: OK does not specify that students will identify key details, so
a partial match with CCSS. Wording of K.2.R.1 is also unnecessarily
limitingdo students only retell to recognize the main idea? This
suggests that all texts have a main idea. Is this expectation
intended for informational texts only? Students might retell a
fictional story to demonstrate comprehension of the plot or begin
to summarize, but not to recognize the main idea.
Notes
K.2.R.1 Students will retell or reenact major events from a readaloud with guidance and support to recognize the main idea.
1=Close Match
2=Partial Match
Notes: Both focus on vocabulary acquisition but with different
approaches.
2=Partial Match
1=Close Match
Notes: What does roles of each in a particular story mean?
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
1=Close Match
Notes
Notes: The OK standard would be stronger if it asked students to
make connections between illustrations and the text.
5=No Match
K.3.R.4 Students will ask and answer basic questions (e.g., who,
what, where, and when) about texts during shared reading or other
text experiences with guidance and support.
K.8.R
Students will demonstrate interest in books during read-alouds and
shared reading, and interact independently with books.
1=Close Match
K.3.R.4 Students will ask and answer basic questions (e.g., who,
what, where, and when) about texts during shared reading or other
text experiences with guidance and support.
K.2.R.1 Students will retell or reenact major events from a readaloud with guidance and support to recognize the main idea.
1=Close Match
CCSS.RI.K.5: Identify the front cover, back cover, and title page of a
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
2=Partial Match
Notes: Both focus on vocabulary acquisition but with different
approaches.
1=Close Match
4
book.
CCSS.RI.K.6: Name the author and illustrator of a text and define
the role of each in presenting the ideas or information in a text.
identify the title, title page, and the front and back covers of a book.
Notes
3=Partial Match
Notes: OK statement appears for literaturenot for informational
text. While OK no longer has Literature subhead here, the
wording in a particular story suggests that this expectation is for
literary texts, not informational.
1=Close Match
Notes: Asking students to think about two texts on the same topic is
a critical component to building knowledge about the world.
K.3.R.4 Students will ask and answer basic questions (e.g., who,
what, where, and when) about texts during shared reading or other
text experiences with guidance and support.
K.8.R Students will demonstrate interest in books during readalouds and shared reading, and interact independently with books.
1=Close Match
1=Close Match
1=Close Match
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
Notes
1=Close Match
Phonological Awareness
CCSS.RF.K.2: Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
CCSS.RF.K.2: Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
b. Count, pronounce, blend, and segment syllables in spoken words.
CCSS.RF.K.2: Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
c. Blend and segment onsets and rimes of single-syllable spoken
words.
CCSS.RF.K.2: Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
d. Isolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (CVC) words.1 (This does not include
CVCs ending with /l/, /r/, or /x/.)
CCSS.RF.K.2: Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
e. Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words.
--
K.2.PWS.1
Students will name all uppercase and lowercase letters.
1=Close Match
K.2.PC.2
Students will demonstrate their understanding that print carries a
message by recognizing labels, signs and other print in the
environment.
8=No Match
1=Close Match
1=Close Match
1=Close Match
K.2.PA.6 Students will blend and segment onset and rime in one
syllable spoken words (e.g., Blending: /ch/ + at = chat; segmenting:
cat = /c/ + at).
K.2.PA.8 Students will segment phonemes in one syllable spoken
words with 3 to 5 phonemes (e.g., fast = /f/ /a/ /s/ /t/).
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
1=Close Match
1=Close Match.
8=No Match
6
Notes
-Writing Standards
Text Types and Purposes
CCSS.W.K.1: Use a combination of drawing, dictating, and writing to
compose opinion pieces in which they tell a reader the topic or the
name of the book they are writing about and state an opinion or
preference about the topic or book (e.g., My favorite book is . . .).
CCSS.W.K.2: Use a combination of drawing, dictating, and writing to
compose informative/explanatory texts in which they name what
1=Close Match
1=Close Match
1=Close Match
5=No Match
5=No Match
K.2.PWS.4 Students will blend letter sounds to decode simple
Vowel/Consonant (VC) and Consonant/Vowel/Consonant (CVC)
words (e.g., VC words = at, in, up; CVC words = pat, hen, lot).
K.2.F.1 Students will read first and last name in print.
2=Partial Match
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
Notes: The CCSS is more specific with the criteria for the three
writing genres than OK in K.
they are writing about and supply some information about the
topic.
CCSS.W.K.3: Use a combination of drawing, dictating, and writing to
narrate a single event or several loosely linked events, tell about the
events in the order in which they occurred, and provide a reaction
to what happened.
Production and Distribution of Writing
(Begins in grade 3)
CCSS.W.K.5: With guidance and support from adults, respond to
questions and suggestions from peers and add details to strengthen
writing as needed.
CCSS.W.K.6: With guidance and support from adults, explore a
K.7.W.1 Students will use appropriate technology to communicate
variety of digital tools to produce and publish writing, including in
with others with guidance and support.
collaboration with peers.
Research to Build and Present Knowledge
CCSS.W.K.7: Participate in shared research and writing projects
(e.g., explore a number of books by a favorite author and express
opinions about them).
Notes
5=No Match
1=Close Match
Notes: Both address digital toolsCCSS emphasizes use for
publication; OK emphasizes use for communication.
2=Partial Match
Notes: Both emphasize shared or group research experiences; OK
emphasizes locating information in a source.
2=Partial Match
Notes: Both address idea of determining a topic or identifying a
question and gathering information.
K.6.R.1Students will identify relevant pictures, charts, gradeappropriate texts, or people as sources of information on a topic of
interest.
(Begins in grade 4)
(Begins in grade 3)
--
Notes
1=Close Match
1=Close Match
CCSS.SL.K.1: .
a. Follow agreed-upon rules for discussions (e.g., listening to
others and taking turns speaking about the topics and texts
under discussion).
CCSS.SL.K.1: .
b. Continue a conversation through multiple exchanges.
K.1.R.2 Students will ask and answer questions to seek help, get
information, or clarify about information presented orally or
through text or other media with guidance and support.
K.1.R.2 Students will ask and answer questions to seek help, get
information, or clarify about information presented orally or
through text or other media with guidance and support.
K.1.R.4 Students will follow one and two step directions.
1=Close Match.
1=Close Match
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
Notes
--
K.7.R.1 Students will recognize formats of print and digital text with
guidance and support.
Language Standards
Conventions of Standard English
CCSS.L.K.1: Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
K.2.PC.1 Students will correctly form letters to write their first and
last name and most uppercase and lowercase letters correctly.
1=Close Match
3=Partial Match
5=No Match
K.3.R.4 Students will ask and answer basic questions (e.g., who,
what, where, and when) about texts during shared reading or other
text experiences with guidance and support.
e. Use the most frequently occurring prepositions (e.g., to, from, in,
out, on, off, for, of, by, with).
f. Produce and expand complete sentences in shared language
activities.
1=Close Match
5=No Match
10
Notes
1=Close Match
Notes: Parenthetical is helpful in OK.
5=No Match
5=No Match.
5=No Match.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
1=Close Match
5=No Match
11
Notes
5=No Match
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
2=Partial Match
Notes: CCSS does not specify academic and content-specific gradelevel vocabulary in K; OK emphasizes prior knowledge connection.
12
GRADE 1
Common Core State Standards for ELA/Literacy Grade 1
--
Notes
6 = No Match; Strengthens OKs standards
1.3.R.4 Students will ask and answer basic questions (e.g., who,
what, where, why, and when) about texts.
1=Close Match
Notes: OK does not include that students can identify the central
message or lesson. OKs inclusion of the main idea suggests focus
on informational text rather than literary text (which would have a
central message or lesson or theme).
1=Close Match
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
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Notes
1=Close Match
1.3.R.2 Students will describe who is telling the story (i.e. point of
view).
1=Close Match
5=No Match
CCSS.RI.1.2: Identify the main topic and retell key details of a text.
1.3.R.4 Students will ask and answer basic questions (e.g., who,
what, where, why, and when) about texts.
1=Close Match
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
Notes
Expectation is for two thingsstudents can retell a text (beginning
of summary) AND they can identify the main idea and focus on
important details. They do not necessarily retell only to recognize
main idea. Also, many informational texts may not be organized in
terms of events. History texts may be retold as a series of major
events, but many other informational texts would not be organized
as a series of major events.
4=No Match; Critical content missing
Notes: Asking students to make connections between elements in
texts prompts critical thinking.
1.4.R.1 Students will acquire new academic, content-specific, gradelevel vocabulary, relate new words to prior knowledge, and apply
vocabulary in new situations.
2=Partial Match
Notes: OK does not specify that in grade 1 students will ask and
answer questions about word meaning but the standards do
include requirements that students will acquire new vocabulary.
Building vocabularies in young children is crucial to building their
reading comprehension skills.
2=Partial Match.
2=Partial Match
2=Partial Match
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
15
Notes
Notes: OK standard appears under Standard 6: Research; grade 1
reading (Standards 2 and 3) does not include an expectation around
illustrations or text graphics.
1.3.R.5 Students will begin to locate facts that are clearly stated in a
text.
2=Partial Match.
Notes: This is a skill that will prepare students to look for the
evidence that authors provide for their claims. Understanding the
reasons in addition to the facts that an author uses is important.
4=No Match; Critical content missing
Notes: Asking students to think about two texts on the same topic is
a critical component to building knowledge about the world.
*Pages 90-91 in the ELA Final Version of Standards from OK detail
expectations regarding text complexity
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
1=Close Match.
16
Notes
1=Close Match.
1=Close Match
1=Close Match
1=Close Match
--
1.2.PA.1 Students will blend and segment onset and rime in spoken
words (e.g., /ch/ + /at/ = chat).
8=No Match
--
8=No Match
Notes: Not in CCSS at 1 see K
CCSS.RF.K.2: Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
e. Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
17
Notes
1=Close Match
1=Close Match
1=Close Match
5=No Match
1=Close Match
8=No Match
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
1=Close Match
1=Close Match
18
Notes
--
8=No Match
--
7=No Match
7=No Match
--
--
Fluency
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
19
W: Writing Standards
Text Types and Purposes
CCSS.W.1.1: Write opinion pieces in which they introduce the topic
or name the book they are writing about, state an opinion, supply a
reason for the opinion, and provide some sense of closure.
CCSS.W.1.2: Write informative/explanatory texts in which they
name a topic, supply some facts about the topic, and provide some
sense of closure.
CCSS.W.1.3: Write narratives in which they recount two or more
appropriately sequenced events, include some details regarding
what happened, use temporal words to signal event order, and
provide some sense of closure.
Production and Distribution of Writing
(Begins in grade 3)
CCSS.W.1.5: With guidance and support from adults, focus on a
topic, respond to questions and suggestions from peers, and add
details to strengthen writing as needed.
CCSS.W.1.6: With guidance and support from adults, use a variety
of digital tools to produce and publish writing, including in
collaboration with peers.
Research to Build and Present Knowledge
CCSS.W.1.7: Participate in shared research and writing projects
(e.g., explore a number of how-to books on a given topic and use
them to write a sequence of instructions).
Notes
2=Partial Match
1=Close Match
2=Partial Match
Notes: OK focus is on developing a draft; CCSS focus is on drafting,
revising, and editing.
1=Close Match
Notes: CCSS emphasizes use of digital tools to produce and publish;
OK emphasizes digital tools for communication.
1=Close Match
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
20
Notes
2=Partial Match
7=No Match
1=Close Match
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
21
Notes
1=Close Match
1.1.R.2 Students will ask and answer questions to seek help, get
information, or clarify about information presented orally through
text or other media, to confirm understanding.
1.1.R.2 Students will ask and answer questions to seek help, get
information, or clarify about information presented orally through
text or other media, to confirm understanding.
1.1.R.4 Students will restate and follow simple two-step directions.
1.1.W.2 Students will work respectfully in groups.
1.1.W.1 Students will orally describe people, places, things, and
events with relevant details expressing their ideas.
1=Close Match
1=Close Match
1.2.PC.1 Students will correctly form letters and use appropriate
spacing for letters, words, and sentences using left-to-right and topto-bottom progression.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
22
1.5.R.3
Students will identify color and number word adjectives.
Notes: The CCSS does not specify that students will identify nouns,
pronouns, etc. The focus in CCSS is on use, not recognition.
Recognition may be a focus in OK partly because of the format of
the standards; identification appears in the Reading (Listening)
column. Also: Is people persons an error in OK?
3=Partial Match
Notes: Focus in CCSS is on use, not recognition.
3=Partial Match
Notes: Focus in CCSS is on use, not recognition.
In addition, OK is more limited than CCSS in expectations around
pronouns in grade 1.
3=Partial Match
Notes: Again, difference in performanceuse vs. identify.
CCSS more comprehensive and high-level in expectations around
verbs in grade 1.
3=Partial Match
Notes: Focus in CCSS is on use, not recognition.
5=No Match
Notes
3=Partial Match
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
2=Partial Match.
1=Close Match
23
Notes
3=Partial Match
Notes: The CCSS does not appear to specify that students will
produce complete sentences at grade 1 in writingdoes state this
for speaking:
CCSS.SL.1.6: Produce complete sentences when appropriate to task
and situation.
Is composing grammatically correct sentences with correct
punctuation an appropriate expectation for grade 1?
5=No Match
3/16 NOTE: Commas appear in OK grade 3, 3.5.W.3.
1=Close Match
1=Close Match
8=No Match
Notes: Not in CCSS at grade 1 for spelling; CCSS.L.2.4.e includes
resources for meaning-- Use glossaries and beginning dictionaries,
both print and digital, to determine or clarify the meaning of words
and phrases.
Knowledge of Language
(Begins in grade 3)
Vocabulary Acquisition and Use
CCSS.L.1.4: Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 1 reading and
content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a
word or phrase.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
1=Close Match
24
Notes
1=Close Match
1.4.R.2 Students will use word parts (e.g., affixes, roots, stems) to
define unfamiliar words with guidance and support.
2=Partial Match.
Notes: OK does not include inflectional forms.
1.4.R.4 Students will name and sort words into categories based on
common attributes.
1=Close Match
1.4.R.4 Students will name and sort words into categories based on
common attributes.
1=Close Match
1.4.R.1
Students will acquire new academic, content- specific, grade-level
vocabulary, relate new words to prior knowledge, and apply
vocabulary in new situations.
2=Partial Match
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
2=Partial Match
Notes: OK does not specify conjunctions.
25
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
Notes
8=No Match
26
GRADE 2
Common Core State Standards for ELA/Literacy Grade 2
Notes
6 = No Match; Strength in OKs standards
1=Close Match
5=No Match
5=No Match
5=No Match
2=Partial Match
Notes: Both address point of view; CCSS focus is on varied points of
view of characters in literature.
5=No Match
27
Notes
2.2.R.1 Students will locate the main idea and supporting details of
a text.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
1=Close Match
Notes: OK focuses on higher-level questioning to draw inferences;
CCSS focus is on comprehension.
1=Close Match
4=No Match; Critical content missing
Notes: In order to build knowledge, students should attend to how
ideas and concepts connect.
28
Notes
2=Partial Match
CCSS.RI.2.5: 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 quickly and efficiently.
Notes: OK does not specify that in grade 2 students will ask and
answer questions about word meaning but the standards do
include requirements that students will acquire new vocabulary.
Building vocabularies in young children is crucial to building their
reading comprehension skills.
1=Close Match.
Notes: CCSS focus is on using features to find information; OKs is
on using features to understand.)
2=Partial Match
Notes: Note that OK is slightly lower rigor than CCSS hereOK asks
basically about genre (is it informational or narrative?) vs. CCSS ask
students to think more closely about the specific purpose of an
informational text.
2=Partial Match.
2=Partial Match
Notes: CCSS is higher level with expectation that students describe
how author supports ideas; OK is on fact identification.
3=Partial Match; Difference in Focus
Notes: Both statements ask students to compare and contrast, but
the CCSS is more tailored to informational rather than literary texts.
In addition, the focus is different. In OK, performance is in service of
discriminating genres.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
29
--
Notes
Notes: The progression of text complexity across grade levels is
essential for vertical progression and, ultimately, for college and
career readiness. OK has included some information around text
complexity, but within the standards themselves, no expectation is
clearly focused on text complexity, other than the Standard 2:
Reading and Writing Process strand description for Reading which
states that: Students will read and comprehend increasingly
complex literary and informational texts. If students are held
accountable to the standards statements themselves, text
complexity will not necessarily be an expectation; does not come
across as a priority.
Phonics and Word Study: Students will decode and read words in
context and isolation by applying phonics and word analysis skills.
1=Close Match
1=Close Match
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
1=Close Match
1=Close Match
8=No Match
30
Notes
1=Close Match
1=Close Match
1=Close Match
8=No Match
Notes: Not in CCSS at grade 2 for decoding
Grade 1
CCSS.RF.1.3.e Decode two-syllable words following basic patterns
by breaking the words into syllables.
CCSS.RF.1.3.f Read words with inflectional endings.
Compound words appear in grade 2 but with emphasis on meaning
in CCSS:
CCSS.L.2.4.d Use knowledge of the meaning of individual words to
predict the meaning of compound words (e.g., birdhouse,
lighthouse, housefly; bookshelf, notebook, bookmark).
Contractions appear in grade 2 but with emphasis on
spelling/punctuation conventions in CCSS:
CCSS.L.2.2.c Use an apostrophe to form contractions and frequently
occurring possessives.
Fluency
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
31
W: Writing Standards
Text Types and Purposes
CCSS.W.2.1: Write opinion pieces in which they introduce the topic
or book they are writing about, state an opinion, supply reasons
that support the opinion, use linking words (e.g., because, and, also)
to connect opinion and reasons, and provide a concluding
statement or section.
CCSS.W.2.2: Write informative/explanatory texts in which they
introduce a topic, use facts and definitions to develop points, and
provide a concluding statement or section.
CCSS.W.2.3: Write narratives in which they recount a wellelaborated event or short sequence of events, include details to
describe actions, thoughts, and feelings, use temporal words to
signal event order, and provide a sense of closure.
Production and Distribution of Writing
(Begins in grade 3)
CCSS.W.2.5: With guidance and support from adults and peers,
focus on a topic and strengthen writing as needed by revising and
editing.
Notes
2=Partial Match
2=Partial Match
Notes: OK level of detail does not match the specific criteria of the
CCSS.
INFORMATIVE 2.3.W.2 Students will write facts about a subject and
include a main idea with supporting details.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
2=Partial Match
Notes: OK level of detail is improved does not match the specific
criteria of the CCSS.
2=Partial Match
Notes: OK level of detail is improved does not match the specific
criteria of the CCSS.
2=Partial Match.
Notes: Editing and revision for clarity and organization becomes a
focus in OK grades 3 and 4.
32
Notes
1=Close Match
1=Close Match
Notes: Focus of OK statements on research different from specific
focus of CCSSbut both expect students at grade 2 to engage in
research and organize information on a topic.
1=Close Match
Notes: Focus of OK statements on research different from specific
focus of CCSSbut both expect students at grade 2 to engage in
research and organize information on a topic.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
33
(Begins in grade 4)
Range of Writing
(Begins in grade 3)
--
--
Notes
1=Close Match
1=Close Match
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
34
Notes
2=Partial Match
2.1.R.2 Students will ask and answer questions to seek help, get
information, or clarify about information presented orally, through
text or other media to confirm understanding.
1=Close Match
1=Close Match
5=No Match
4=No Match
5=No Match
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
3=Partial Match
Notes: Focus in CCSS is on use, not recognition.
3=Partial Match
Notes: Focus in CCSS is on use, not recognition.
3=Partial Match
35
Knowledge of Language
CCSS.L.2.3
Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
a. Compare formal and informal uses of English.
Notes
Notes: Focus in CCSS is on use, not recognition.
3=Partial Match
Notes: Focus in CCSS is on use, not recognition.
1=Close Match
Notes: The CCSS includes expanding and rearranging sentences in
addition to producing sentences.
1=Close Match
5=No Match
1=Close Match
2=Partial Match
1=Close Match
8=No Match
8=No Match
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36
Notes
1=Close Match
2.4.R.2 Students will use word parts (e.g., affixes, roots, stems) to
define and determine the meaning of new words.
1=Close Match
2.4.R.2 Students will use word parts (e.g., affixes, roots, stems) to
define and determine the meaning of new words.
2.2.PWS.2 -compound words
1=Close Match
2=Partial Match
Notes: OK specifies that students will use compound words for
decodingbut not to determine meaning.
1=Close Match.
2=Partial Match
5=No Match.
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37
GRADE 3
Common Core State Standards for ELA/Literacy Grade 3
---
Notes
3.3.R.7 Students will ask and answer inferential questions, using the
text to support answers with guidance and support.
1=Close Match
3.2.R.1 Students will locate the main idea and key supporting
details of a text or section of text.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
Notes: OK does not include expectation that students will read tales
form diverse cultures, or that they will explain how the moral or
theme of the story is conveyed. 3.2.R.1 addresses key details, but
suggests informational text only (not literary); the main idea would
rarely be stated so that students could locate it in a literary text.
3=Partial Match; Broad
Notes
5=No Match
3=Partial Match
3.7.R.2 Students will compare how ideas and topics are depicted in
a variety of media and formats.
3=Partial Match
39
Notes
3.3.R.7 Students will ask and answer inferential questions, using the
text to support answers with guidance and support.
1=Close Match
3.2.R.1 Students will locate the main idea and key supporting
details of a text or section of text.
1=Close Match
4=No Match; Critical content missing
Notes: In order to build knowledge, students should attend to how
ideas and concepts connect.
3.4.R.1 Students will increase knowledge of academic, domainappropriate, grade-level vocabulary to infer meaning of grade-level
text.
3.6.R.2 Students will use graphic features including photos,
illustrations, captions, titles, labels, headings, subheadings, italics,
sidebars, charts, graphs, and legends to define a text.
1=Close Match
3.7.R.2 Students will compare how ideas and topics are depicted in
a variety of media and formats.
2=Partial Match.
2= Partial Match
Notes: OK language is somewhat unclear; how do students use
features to define a text? Does this mean categorize it in a
specific genre?
5=No Match
Notes: The CCSS standard is a skill that will prepare students to look
for the evidence that authors provide for their claims.
4=No Match
40
--
a. Identify and know the meaning of the most common prefixes and
derivational suffixes.
Notes
Notes: Asking students to think about two texts on the same topic is
a critical component to building knowledge about the world.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
1=Close Match
1=Close Match
1=Close Match
41
Notes
1=Close Match
1=Close Match
8=No Match
2=Partial Match.
W:Writing Standards
Text Types and Purposes
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42
Notes
2=Partial Match
INFORMATIVE
3.3.W.2 Students will write facts about a subject, including a main
idea with supporting details, and use transitional and signal words.
2=Partial Match
2=Partial Match
2=Partial Match.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
Notes
2=Partial Match
Notes: Use of technology to communicate is shared idea across
CCSS and OK.
4=No Match
Range of Writing
CCSS.W.3.10: Write routinely over extended time frames (time for
1=Close Match
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44
Notes
1=Close Match
8=No Match
1=Close Match
3.1.R.2 Students will ask and answer questions to seek help, get
information, or clarify about information presented orally through
text or other media to confirm understanding.
2=Partial Match
5=No Match
2=Partial Match
3.1.R.2 Students will ask and answer questions to seek help, get
information, or clarify about information presented orally through
text or other media to confirm understanding.
3.1.W.1 Students will report on a topic or text, tell a story, or
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
1=Close Match
45
Notes
4=No Match
Notes: OK should think about adding a standard that requires
students to produce complete sentences when appropriate.
2=Partial Match
e. Form and use the simple (e.g., I walked; I walk; I will walk) verb
tenses.
1=Close Match
1=Close Match
5=No Match
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
--
Notes
Notes: Focus in CCSS is on use, not identification.
1=Close Match
1=Close Match
1=Close Match
Notes: Why specify just for as needed for dialogue?
1=Close Match
3=Partial Match
Notes: Focus in CCSS is on use, not recognition.
2=Partial Match
2=Partial Match
1=Close Match
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
8=No Match
Notes: Prepositions not in grade 3 CCSS
8=No Match
Notes: End marks and apostrophes not specified in CCSS grade 3.
8=No Match
47
Knowledge of Language
CCSS.L.3.3: Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
a. Choose words and phrases for effect.*
b. Recognize and observe differences between the conventions of
spoken and written standard English.
Notes
5=No Match
1=Close Match
3.4.R.2 Students will use word parts (e.g., affixes, roots, stems) to
define and determine the meaning of new words.
3.4.R.5 Students will use a dictionary or glossary (print and/or
electronic) to determine or clarify the meanings, syllabication, and
pronunciation of words.
1=Close Match
1=Close Match
1=Close Match
1=Close Match
5=No Match
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
2=Partial Match
Notes: Both address word relationshipsspecifics differ between
48
Notes
CCSS and OK.
CCSS in grade 4 addresses synonyms and antonyms:
CCSS.L.4.5: Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
a. Explain the meaning of simple similes and metaphors (e.g.,
as pretty as a picture) in context.
b. Recognize and explain the meaning of common idioms,
adages, and proverbs.
c. Demonstrate understanding of words by relating them to
their opposites (antonyms) and to words with similar but
not identical meanings (synonyms).
2=Partial Match; Measurability, clarity
Notes: How would one know if a student is applying knowledge of
word parts to communicate ideas in writing? Why just specify
vocabulary usage in writing? Might make sense to broaden
application to oral communication as well.
This statement could be more to the point:
Students will use descriptive, academic, and domain-specific
vocabulary in oral and written communication.
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49
GRADE 4
Common Core State Standards for ELA/Literacy Grade 4
--
Notes
6 = No Match; Strengthens OKs standards
Notes: Regular independent reading is a good and important
practice. However, the additional requirement that students select
appropriate texts seems unnecessary and hard to measure.
Consider simplifying.
4.3.R.7 Students will ask and answer inferential questions using the
text to support answers.
4.2.R.3 Students will summarize events or plots (i.e., beginning,
middle, end, conflict, and climax) of a story or text.
4.3.R.3 Students will describe key literary elements:
theme
4.3.R.3 Students will describe key literary elements:
setting
plot
characters (i.e., protagonist, antagonist)
characterization
theme
4.4.R.1 Students will increase knowledge of academic, domainappropriate, grade-level vocabulary to infer meaning of grade-level
text.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
1=Close Match
Notes: Shared focus on textual support
1=Close Match
2=Partial Match
Notes: Both address literary elements.
2=Partial Match
Notes: The state is addressing vocabulary, but the standards miss all
the ways that this CCS standard addresses poetry, mythology, and
foundational texts across the grade levels.
3=Partial Match; With recommendations
Notes: OK structures seem more relevant to informational texts
than to literary texts.
50
Notes
1=Close Match.
--
5=No Match
--
--
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51
Notes
4.3.R.7 Students will ask and answer inferential questions using the
text to support answers.
1=Close Match
4.2.R.1 Students will distinguish how key details support the main
idea of a passage.
4.2.R.3 Students will summarize events or plots (i.e., beginning,
middle, end, conflict, and climax) of a story or text.
4.4.R.1 Students will increase knowledge of academic, domainappropriate, grade-level vocabulary to infer meaning of grade-level
text.
4.3.R.6 Students will describe the structure of a text (e.g.,
description, compare/contrast, sequential, problem/solution,
cause/effect).
4.3.R.2 Students will infer whether a story is narrated in first or
third person point of view in grade-level literary and/or
informational text.
1=Close Match
1=Close Match
2=Partial Match
Notes: As worded, OK statement seems focused on literary text
whether a story
4.7.R.2 Students will compare and contrast how ideas and topics
are depicted in a variety of media and formats.
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52
CCSS.RI.4.9: Integrate information from two texts on the same topic 4.2.R.2 Students will compare and contrast details in literary and
in order to write or speak about the subject knowledgeably
nonfiction/informational texts to discriminate various genres.
Notes
4=No Match
Notes: This is a skill that will prepare students to analyze
arguments, looking for the evidence that authors provide for their
claims.
4=No Match
Notes: Asking students to think about two texts on the same topic is
a critical component to building their knowledge and analytic skills.
The OK standard is too limiting by specifying that students do this
only to discriminate various genres.
--
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
8=No Match
8=No Match
1=Close Match
53
Notes
8=No Match
2=Partial Match
5=No Match
2=Partial Match
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54
Notes
2=Partial Match
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55
Notes
2=Partial Match
Notes: Both sets of standards emphasize use of technology to
communicate content but CCSS focuses on publishing and
collaborating while OK focuses on using multimedia to more
effectively communicate ideas.
2=Partial Match
1=Close Match
8=No Match
4.6.R.2 Students will use graphic features including photos,
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
56
Range of Writing
CCSS.W.4.10: Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
--
Notes
Notes: See CCSS grade 1:
CCSS.RI.1.5: 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.
1=Partial Match
4.2.PC Students will correctly form letters in print and cursive and
use appropriate spacing for letters, words, and sentences.
1=Close Match
4=No Match
Notes: Given OKs emphasis on research and students drawing
evidence from texts, its curious why OK would not include a similar
standard. This skill is important for students to master for college
work and on the job.
2=Partial Match
Notes: The OK standards refer to actively listening and speaking
clearly; CCSS focuses on rules, goals, and roles.
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57
d. Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
CCSS.SL.4.2: Paraphrase portions of a text read aloud or
information presented in diverse media formats, including visually,
quantitatively, and orally.
SL.4.3: Identify the reasons and evidence a speaker provides to
support particular points.
Presentation of Knowledge and Ideas
CCSS.SL.4.4: Report on a topic or text, tell a story, or recount an
experience in an organized manner, using appropriate facts and
relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
CCSS.SL.4.5: Add audio recordings and visual displays to
presentations when appropriate to enhance the development of
main ideas or themes.
Notes
3=Partial Match
Notes: Both statements address asking and answering questions,
but CCSS ties this specifically to collaborative discussions, while OK
is written more broadly to encompass any ideas presented orally,
through text or other media.
5=No Match
4=No Match; Critical content missing
--
1=Close Match
1=Close Match
Notes: CCSS suggests that students will Add audioand visual
whereas OK focus is on the creation of multimodal content. But
both address expectation for facility with digital presentations that
go beyond text/written papers.
4=No Match; Critical content missing
Notes: Understanding of formal vs. informal English (and ability to
adapt to context/task) is a crucial element of literacy. Note how
CCSS builds in this statement across grade levels.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
3=Partial Match
Notes: Focus in CCSS is on use, not recognition.
58
--
--
5=No Match
3=Partial Match
--
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
Notes
3=Partial Match
5=No Match
1=Close Match
1=Close Match
8=No Match
59
--
Notes
1=No Match (at grade)
Notes: CCSS grade 3 includes this statement under L.3.1 with an
asterisk indicating that this statement is particularly likely to
require continued attention in higher grades as . Applied to
increasingly sophisticated writing and speaking (see CCSS
standards page 30)
f. Ensure subject-verb and pronoun-antecedent agreement.*
8=No Match (at grade)
Notes: CCSS grade 3 L.3.1 included statement on comparative and
superlative adjectives and adverbs:
Form and use comparative and superlative adjectives and adverbs,
and choose between them depending on what is to be modified.
Knowledge of Language
CCSS.L.4.3 Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
a. Choose words and phrases to convey ideas precisely.*
b. Use punctuation for effect.*
c. Differentiate between contexts that call for formal English (e.g.,
presenting ideas) and situations where informal discourse is
appropriate (e.g., small-group discussion).
--
5=No Match
---
5=No Match
4=No Match; Critical content missing
Notes: Understanding of formal vs. informal English (and ability to
adapt to context/task) is a crucial element of literacy. Note how
CCSS builds in this statement across grade levels.
4.4.R.1 Students will increase knowledge of academic, domainappropriate, grade-level vocabulary to infer meaning of grade-level
text.
4.4.R.3 Students will use context clues to determine the meaning of
words or distinguish among multiple-meaning words.
4.4.R.2 Students will use word parts (e.g., affixes, Greek and Latin
roots, stems) to define and determine the meaning of new words.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
1=Close Match
1=Close Match
60
Notes
1=Close Match.
2=Partial Match.
Notes: OK focus is on locating examples; CCSS focus is on explaining
meaning.
5=No Match
1=Close Match
2=Partial Match
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61
GRADE 5
Common Core State Standards for ELA/Literacy Grade 5
--
Notes
6 = No Match; Strength in OKs standards
Notes: Regular independent reading is a good and important
practice. However, the additional requirement that students select
appropriate texts seems unnecessary and hard to measure.
3=Partial Match
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62
Notes
5.4.R.1 Students will increase knowledge of academic, domainappropriate, grade-level vocabulary to infer meaning of grade-level
text.
5.3.R.2 Students will determine the point of view and describe how
it affects grade-level literary and/or informational text.
4=No Match
Notes: Understanding how parts of a text fit together create
meaning is an important skill for students to know how to do.
3=Partial Match; Broad, Measurability
Notes: Breadth of OK statement may pose measurement challenges
as it asks for students to describe how point of view affects text.
5.7.R.1 Students will analyze the characteristics and effectiveness of 3=Partial Match; Broad, Measurability
a variety of written, oral, visual, digital, non-verbal, and interactive
texts to generate and answer literal and interpretive questions to
Notes: OK statement may pose challenges because it encompasses
create new understandings.
so muchdoes not clearly indicate one instructional approach or
assessment activity. Narrow focus of CCSS could fall under this
broad umbrella but not necessarily.
5.2.R.2 Students will compare and contrast details in literary and
nonfiction/informational texts to distinguish genres.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
3=Partial Match
Notes: In 5.2.R.2, OK includes qualifier: to distinguish genres. Is
63
Notes
that the only reason? To identify one as literary and one as
nonfiction? Seems as if by grade 5 students could be considering
how similar topics and ideas are developed differently and impact
the reader differently when conveyed through narrative vs.
nonfiction text? More likely they are comparing and contrasting
BOTH details AND structures/approaches/techniques/style. More
likely they are doing it not just to distinguish genres but to
evaluate the effectiveness or impact of each. 5.3.R.7 is just too
broad to meaningfully guide instruction and learning.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
Notes
reading standards and not in others.
--
5.4.R.1 Students will increase knowledge of academic, domainappropriate, grade-level vocabulary to infer meaning of grade-level
text.
2=Partial Match
5.3.R.7 Students will compare and contrast texts and ideas within
and between texts.
5.3.R.2 Students will determine the point of view and describe how
it affects grade-level literary and/or informational text.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
Notes
necessarily. Could be done at a lower level than that which CCSS is
suggesting.
2=Partial Match
5.7.R.2 Students will compare and contrast how ideas and topics
are depicted in a variety of media and formats.
--
--
--
8=No Match
Notes: Does not appear in CCSS as a reading expectation; see
writing expectation re: paraphrasing notes, CCSS.W.5.8.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
66
Notes
8=No Match
--
--
--
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67
Notes
NARRATIVE
5.3.W.1 Students will write narratives incorporating characters,
plot, setting, point of view, conflict (i.e., internal, external) and
dialogue.
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68
Notes
5.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as
necessary.
5.2.W.3 Students will develop drafts by choosing an organizational
structure (e.g., description, compare/contrast, sequential,
problem/solution, cause/effect, etc.) and building on ideas in multiparagraph essays.
5.2.4.W Students will edit and revise multiple drafts for intended
purpose (e.g., staying on topic), organization, and coherence.
5.7.W.1 Students will create multimodal content that effectively
communicates an idea using technology and appropriate media.
2=Partial Match
Notes: Both sets of standards emphasize use of technology to
communicate content but CCSS focuses on publishing and
collaborating while OK focuses on using multimedia to more
effectively communicate ideas.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
1=Close Match
69
Notes
5.6.R.1 Students will use their own viable research questions to find
information about a specific topic.
5.6.R.2 Students will record and organize information from a variety
of print and/or digital sources.
1=Close Match
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70
Notes
1=Close Match.
1=Close Match
4=No Match
Notes: This skill is important for students to master for college work
and on the job.
1=Close Match
3=Partial Match
--
--
--
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71
L: Language Standards
Conventions
CCSS.L.5.1: Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and
interjections in general and their function in particular
sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will
have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and
conditions.
d. Recognize and correct inappropriate shifts in verb tense.*
Notes
2=Partial Match
1=Close Match
--
1=Close Match
1=Close Match
5.5.W.3 Students will form and use the present and past verb
tenses.
5.5.W.4 Students will form and use verb tense to convey various
times, sequences, states, and conditions.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
5=No Match
2=Partial Match
Notes: CCSS very specific on comma use; OK much more general
72
--
Notes
here (in contrast to their statements on capitalization, which were
very specific in comparison).
2=Partial Match
8=No Match
--
--
5.5.W.2
Students will compose simple, compound and complex sentences
and questions, create sentences with an understood subject, and
correct fragments and run-on sentences.
5.4.R.3 Students will use context clues to determine or clarify the
meaning of words or distinguish among multiple-meaning words.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for English Language Arts and the English Language Arts Common Core State Standards
1=Close Match
73
Notes
1=Close Match
5.4.R.2 Students will use word parts (e.g., affixes, Greek and Latin
roots, stems) to define new words and determine the meaning of
new words.
5.4.R.5 Students will use a dictionary, glossary, or a thesaurus (print
and/or electronic) to determine or clarify the meanings,
syllabication, pronunciation, synonyms, and parts of speech of
words.
5.4.R.4 Students will infer the relationships among words with
multiple meanings, including synonyms, antonyms, analogies, and
more complex homographs and homonyms.
1=Close Match
5.4.R.1 Students will increase knowledge of academic, domainappropriate, grade-level vocabulary to infer meaning of grade-level
text.
2=Partial Match
1=Close Match
2=Partial Match
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74