ELA Literacy - Ohio ABLE

49 Pages·2014·0.64 MB·English

by  Angela Wilson

Crosswalk of 2014 and 2009 Ohio ABE/ASE Standards for ELA/Literacy
What is a crosswalk?
A crosswalk shows the relationship between two sets of criteria, in this case new (2014) and former (2009) standards. In general, a
crosswalk aids teachers in determining where resources (e.g., lessons, textbooks, activities) match or have gaps with new standards.
Because the new Adult Basic Education (ABE) and Adult Secondary Education (ASE) standards are the adopted College and Career
Readiness Standards and not a minor revision of the 2009 standards, this crosswalk was created to assist you in your transition from
the 2009 to the 2014 standards.

What is the value of this crosswalk?
The four content areas for 2014 English Language Arts and Literacy (ELA/Literacy) standards are Reading, Writing, Speaking and
Listening, and Language. The 2009 Reading benchmarks were crosswalked to the 2014 Reading and Language benchmarks. The
2009 Writing benchmarks were crosswalked to the 2014 Writing and Language benchmarks. Speaking and Listening is specific to
the 2014 standards and was not included in this crosswalk, as no 2009 benchmarks mapped to this content area.

This crosswalk does… This crosswalk does not…
 show the relationship between the 2014 and 2009  contain all of the 2009 benchmarks.
standards.  match all aspects of the listed 2009 benchmarks.
 list multiple 2009 benchmarks, where appropriate.  address 2014 benchmarks in their entirety.
 repeat 2009 benchmarks, where appropriate.

This crosswalk was developed with existing lessons in mind to show where those lessons can be applied. Because the crosswalk is
not an exact alignment, lessons must be modified and adapted to meet the 2014 benchmarks fully. Due to the increase in rigor, some
previous higher level lessons will need to be taught at lower levels. In addition, this crosswalk should be used to assist in the
continuation of your program’s curricular unit retrofitting, rather than starting over.

If you require assistance navigating and applying this crosswalk in your instructional planning and delivery, or if you have any
questions, please contact the Ohio ABLE Professional Development Network at [email protected].

References:
U.S. Department of Education. (2013). College and Career Readiness Standards for Adult Education. Washington, D.C.

Ohio ABLE Professional Development Network – Crosswalk of 2014 and 2009 Ohio ABE/ASE Standards for ELA/Literacy Page 1 of 49
Reading (R)
2014 ABE/ASE 2009 ABE/ASE
Benchmark Benchmark
Level 1
R.1.1. Demonstrate understanding of spoken words, syllables,
and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Distinguish long from short vowel sounds in spoken
single-syllable words.
c. Count, pronounce, blend, and segment syllables in
spoken words.
d. Blend and segment onsets and rimes of single-syllable
spoken words.

e. Orally produce single-syllable words by blending sounds
(phonemes), including consonant blends.
f. Segment spoken single-syllable words into their
complete sequence of individual sounds (phonemes).
g. Isolate and pronounce initial, medial vowel, and final
sounds (phonemes) in spoken single-syllable words.
h. Add or substitute individual sounds (phonemes) in
simple, one-syllable words to make new words. (RF.K.2
and 1.2 merge)
Ohio ABLE Professional Development Network – Crosswalk of 2014 and 2009 Ohio ABE/ASE Standards for ELA/Literacy Page 2 of 49
2014 ABE/ASE 2009 ABE/ASE
Benchmark Benchmark
R.1.2. 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 sound
or many of the most frequent sounds for each
consonant.
b. Associate the long and short sounds with common
spellings (graphemes) for the five major vowels.
c. Know the spelling-sound correspondences for common
consonant digraphs.
R.1.3 Identify and apply phonemic awareness and decoding
d. Decode regularly spelled one-syllable words.
skills (for example, alphabetic knowledge, phonics, sight words)
e. Distinguish between similarly spelled words by
to read words.
identifying the sounds of the letters that differ.

f. Know final -e and common vowel team conventions for
R.2.3 Identify and apply decoding skills (for example, phonics,
representing long vowel sounds.
sight words, compound words) to read words.
g. Use knowledge that every syllable must have a vowel
sound to determine the number of syllables in a printed
word.
h. Decode two-syllable words following basic patterns by
breaking the words into syllables.
i. Read words with inflectional endings.
j. Read common high-frequency words by sight (e.g., the,
of, to, you, she, my, is, are, do, does).
k. Recognize and read grade-appropriate irregularly
spelled words. (RF.K.3 and 1.3 merge)
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2014 ABE/ASE 2009 ABE/ASE
Benchmark Benchmark
R.1.5 Use context clues (for example, word order) to determine
R.1.3. Read with sufficient accuracy and fluency to support
the meaning of words in texts.
comprehension.

a. Read grade-level text with purpose and understanding.
R.1.10 Read own writing and level‐appropriate texts (see the
b. Read grade-level text orally with accuracy, appropriate
text complexity chart) smoothly with appropriate pauses,
rate, and expression on successive readings.
expression and accuracy (with few errors).
c. Use context to confirm or self-correct word recognition

and understanding, rereading as necessary. (RF.K.4
R.2.2 Select text to match purpose, appropriate complexity and
and 1.4 merge)
reading level. (See the text complexity chart.)
R.1.11 Apply, monitor and adjust comprehension strategies (for
R.1.4. Ask and answer questions about key details in a text. example, activate prior knowledge, make predictions, find key
(RI/RL.1.1) information, compare understanding with another reader,
reread) to understand text.
R.1.5. Identify the main topic and retell key details of a text.
R.1.15 Identify the stated main idea and supporting details.
(RI.1.2)
R.1.6. Describe the connection between two individuals, events,

ideas, or pieces of information in a text. (RI.1.3)
R.1.11 Apply, monitor and adjust comprehension strategies (for
R.1.7. Ask and answer questions to help determine or clarify the example, activate prior knowledge, make predictions, find key
meaning of words and phrases in a text. (RI.1.4) information, compare understanding with another reader,
reread) to understand text.
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2014 ABE/ASE 2009 ABE/ASE
Benchmark Benchmark
R.1.12 Locate and use basic structural elements (for example,
title page, columns), basic punctuation clues and visual/graphic
cues (for example, drawings, photographs, bold, italics,
underlining, web links) to aid in comprehension of print and
electronic texts.

R.2.6 Select and use print and electronic reference materials
R.1.8. Know and use various text features (e.g., headings,
(for example, glossary, simplified dictionary) to determine word
tables of contents, glossaries, electronic menus, icons) to locate
meaning.
key facts or information in a text. (RI.1.5)

R.2.12 Identify and use structural elements (for example,
headings, subheadings, indentations, table of contents),
visual/graphic cues (for
example, basic maps, charts, graphs), punctuation clues and
organizational strategies (for example, chronological order,
sequence) to aid in comprehension of print and electronic texts.
R.1.12 Locate and use basic structural elements (for example,
title page, columns), basic punctuation clues and visual/graphic
cues (for example, drawings, photographs, bold, italics,
underlining, web links) to aid in comprehension of print and
electronic texts.
R.1.9. Use the illustrations and details in a text to describe its

key ideas (e.g., maps, charts, photographs, political cartoons,
R.2.12 Identify and use structural elements (for example,
etc.). (RI.1.7)
headings, subheadings, indentations, table of contents),
visual/graphic cues (for example, basic maps, charts, graphs),
punctuation clues and organizational strategies (for example,
chronological order, sequence) to aid in comprehension of print
and electronic texts.
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2014 ABE/ASE 2009 ABE/ASE
Benchmark Benchmark
R.1.10. Identify the reasons an author gives to support points in

a text. (RI.1.8)
R.1.11. Identify basic similarities in and differences between two
texts on the same topic (e.g., in illustrations, descriptions, or
procedures). (RI.1.9)
Level 1
R.2.1. Know and apply grade-level phonics and word analysis
skills in decoding words.
a. Distinguish long and short vowels when reading
regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional R.1.3 Identify and apply phonemic awareness and decoding
common vowel teams. skills (for example, alphabetic knowledge, phonics, sight words)
to read words.
c. Identify and know the meaning of the most common

prefixes and derivational suffixes.
R.2.3 Identify and apply decoding skills (for example, phonics,
d. Identify words with inconsistent but common spelling-
sight words, compound words) to read words.
sound correspondences.

e. Identify words with inconsistent but common spelling-
R.4.3 Apply decoding skills (for example, multi‐syllabic words)
sound correspondences.
to read words.
f. Decode words with common Latin suffixes.
g. Decode multisyllable words.
h. Recognize and read grade-appropriate irregularly
spelled words. (RF.2.3 and 3.3 merge)
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2014 ABE/ASE 2009 ABE/ASE
Benchmark Benchmark
R.1.5 Use context clues (for example, word order) to determine
the meaning of words in texts.
R.2.2. Read with sufficient accuracy and fluency to support

comprehension.
R.2.2 Select text to match purpose, appropriate complexity and
a. Read grade-level text with purpose and understanding.
reading level. (See the text complexity chart.)
b. Read grade-level prose and poetry orally with accuracy,

appropriate rate, and expression on successive
R.2.5 Use context clues (for example, in‐sentence definitions) to
readings.
determine the meaning of words in texts.
c. Use context to confirm or self-correct word recognition

and understanding, rereading as necessary. (RF.2.4 and
R.2.10 Read own writing and level‐appropriate texts (see the
3.4 merge)
text complexity chart) smoothly with appropriate pauses,
expression and accuracy (with few errors).
R.2.3. Ask and answer such questions as who, what, where,
R.1.13 Identify basic story elements (for example, character,
when, why, and how to demonstrate understanding of key
setting, plot).
details in a text. (RI/RL.2.1)
R.2.4. Determine the main idea of a text; recount the key details R.2.15 Determine a possible implied main idea and supporting
and explain how they support the main idea. (RI.3.2) details.
R.2.5. 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. (RI.3.3)
R.2.6. Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a topic

or subject area. (RI.3.4)
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2014 ABE/ASE 2009 ABE/ASE
Benchmark Benchmark
R.2.6 Select and use print and electronic reference materials
(for example, glossary, simplified dictionary) to determine word
meaning.
R.2.7. Know and use various text features (e.g., captions, bold
print, subheadings, glossaries, indexes, electronic menus, R.2.12 Identify and use structural elements (for example,
icons) to locate key facts or information in a text efficiently. headings, subheadings, indentations, table of contents),
(RI.2.5) visual/graphic cues (for
example, basic maps, charts, graphs), punctuation clues and
organizational strategies (for example, chronological order,
sequence) to aid in comprehension of print and electronic texts.
R.3.12 Use structural elements (for example, captions,
R.2.8. Use text features and search tools (e.g., key words, sidebars), visual/graphic cues (for example, maps, charts,
sidebars, hyperlinks) to locate information relevant to a given graphs), complex punctuation clues and organizational
topic efficiently. (RI.3.5) strategies (for example, description, compare and contrast) to
aid in comprehension of print and electronic texts.
R.2.9. Identify the main purpose of a text, including what the

author wants to answer, explain, or describe. (RI.2.6)
R.2.10. Distinguish their own point of view from that of the

author of a text. (RI.3.6)
R.2.11. 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). (RI.3.7)
R.2.12. 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).
(RL.3.7)
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2014 ABE/ASE 2009 ABE/ASE
Benchmark Benchmark
R.2.13. Describe how reasons support specific points the author

makes in a text. (RI.2.8)
R.5.11 Apply, monitor and adjust comprehension strategies (for
R.2.14. Compare and contrast the most important points and
example, compare and contrast information) across multiple
key details presented in two texts on the same topic. (RI.3.9)
texts.
Level 3
R.3.1. Know and apply grade-level phonics and word analysis R.1.3 Identify and apply phonemic awareness and decoding
skills in decoding words. skills (for example, alphabetic knowledge, phonics, sight words)
a. Use combined knowledge of all letter-sound to read words.
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately R.2.4 Identify and apply knowledge of word parts (for example,
unfamiliar multisyllabic words in context and out of complex word families, prefixes, suffixes, contractions) to
context. (RF.4.3 and 5.3 merge) determine word meaning.

R.3.2. Read with sufficient accuracy and fluency to support
R.2.5 Use context clues (for example, in‐sentence definitions) to
comprehension.
determine the meaning of words in texts.
a. Read grade-level text with purpose and understanding.

b. Read grade-level prose and poetry orally with accuracy,
R.3.2 Select text to match purpose, appropriate complexity and
appropriate rate, and expression on successive
reading level. (See the text complexity chart.)
readings.

c. Use context to confirm or self-correct word recognition
R.3.10 Read own writing and level‐appropriate texts (see the
and understanding, rereading as necessary. (RF.4.4 and
text complexity chart) smoothly with appropriate pauses,
5.4 merge)
expression and accuracy (with few errors).
R.3.3. Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences from
the text. (RI/RL.4.1)
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2014 ABE/ASE 2009 ABE/ASE
Benchmark Benchmark
R.3.4. Quote accurately from a text when explaining what the
text says explicitly and when drawing inferences from the text.
(RI/RL.5.1)
R.2.15 Determine a possible implied main idea and supporting
details.

R.3.11 Apply, monitor and adjust comprehension strategies (for
R.3.5. Determine the main idea of a text and explain how it is example, adjust reading rate, read ahead, skim text,
supported by key details; summarize the text. (RI.4.2) summarize, make simple inferences) to understand text.

R.3.15 Draw conclusions about text using knowledge of main
idea(s) and supporting details, consistent with complexity of the
text.
R.3.6. Determine a theme of a story, drama, or poem from

details in the text; summarize the text. (RL.4.2)
R.3.7. 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. (RI.4.3)
R.3.8. Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a topic
or subject area. (RI.5.4)
R.3.9. Determine the meaning of words and phrases as they are
R.3.9 Identify and explain use of figurative language (for
used in a text, including figurative language such as metaphors
example, metaphor, simile, idioms) in text.
and similes. (RL.5.4)
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