Common Core State Standards for English Language Arts
Kindergarten–Grade 5
Reading: Literature
Kindergarten
Key Ideas and Details
RL.K.1
With prompting and support, ask and answer questions about key details in a text.
RL.K.2
With prompting and support, retell familiar stories, including key details.
RL.K.3
With prompting and support, identify characters, settings, and major events in a story.
Craft and Structure
RL.K.4
Ask and answer questions about unknown words in a text.
RL.K.5
Recognize common types of texts (e.g., storybooks, poems).
RL.K.6
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
Integration of Knowledge and Ideas
RL.K.7
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
RL.K.9
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Range of Reading and Level of Text Complexity
RL.K.10
Actively engage in group reading activities with purpose and understanding.
Grade 1
Key Ideas and Details
RL.1.1
Ask and answer questions about key details in a text.
RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3
Describe characters, settings, and major events in a story, using key details.
Craft and Structure
RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.1.5
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
RL.1.6
Identify who is telling the story at various points in a text.
Integration of Knowledge and Ideas
RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.9
Compare and contrast the adventures and experiences of characters in stories.
Range of Reading and Level of Text Complexity
RL.1.10
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Grade 2
Key Ideas and Details
RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.3
Describe how characters in a story respond to major events and challenges.
Craft and Structure
RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Integration of Knowledge and Ideas
RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Range of Reading and Level of Text Complexity
RL.2.10
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.
Writing
Kindergarten
Research to Build and Present Knowledge
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).
Grade 1
Production and Distribution of Writing
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).
Grade 2
Research to Build and Present Knowledge
W.2.7
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Ohio English Language Arts Standards (2001)
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
Benchmarks (K–3)
D.
Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas.
Grade Level Indicators (Grade Kindergarten)
6.
Compare information (e.g., recognize similarities) in texts using prior knowledge and experience.
Grade Level Indicators (Grade 1)
5.
Compare information (e.g., recognize similarities) in texts with prior knowledge and experience.
7.
Create and use graphic organizers such as Venn diagrams or webs, with teacher assistance, to demonstrate comprehension.
Grade Level Indicators (Grade 2)
3.
Compare and contrast information in texts with prior knowledge and experience.
4.
Summarize text by recalling main ideas and some supporting details.
5.
Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.
Reading Applications: Informational, Technical and Persuasive Text Standard
Benchmarks (K–3)
C.
Identify the central ideas and supporting details of informational text.
Grade Level Indicators (Grade Kindergarten)
3.
Tell the main idea of a selection that has been read aloud.
Grade Level Indicators (Grade 1)
4.
Identify central ideas and supporting details of informational text with teacher assistance.
Grade Level Indicators (Grade 2)
4.
Classify ideas from informational texts as main ideas or supporting details.
Reading Applications: Literary Text Standard
Benchmarks (K–3)
A.
Compare and contrast plot across literary works.
B.
Use supporting details to identify and describe main ideas, characters and setting.
C.
Recognize the defining characteristics and features of different types of literary forms and genres.
Grade Level Indicators (Grade Kindergarten)
2.
Identify the characters and setting in a story.
3.
Retell or re-enact a story that has been heard.
4.
Distinguish between fantasy and reality.
Grade Level Indicators (Grade 1)
2.
Identify characters, setting and events in a story.
3.
Retell the beginning, middle and ending of a story, including its important events.
Grade Level Indicators (Grade 2)
1.
Compare and contrast different versions of the same story.
2.
Describe characters and setting.
3.
Retell the plot of a story.
Writing Process Standard
Benchmarks (K–2)
A.
Generate ideas for written compositions.
B.
Develop audience and purpose for self-selected and assigned writing tasks.
C.
Use organizers to clarify ideas for writing assignments.
D.
Use revision strategies and resources to improve ideas and content, organization, word choice and detail.
G.
Publish writing samples for display or sharing with others, using techniques such as electronic resources and graphics.
Grade Level Indicators (Grade Kindergarten)
1.
Generate writing ideas through discussions with others.
2.
Choose a topic for writing.
4.
Organize and group related ideas.
Grade Level Indicators (Grade 1)
1.
Generate writing ideas through discussions with others.
2.
Develop a main idea for writing.
3.
Determine purpose and audience.
7.
Mimic language from literature when appropriate.
8.
Use available technology to compose text.
Grade Level Indicators (Grade 2)
1.
Generate writing ideas through discussions with others.
2.
Develop a main idea for writing.
3.
Develop a purpose and audience for writing.
8.
Use language for writing that is different from oral language, mimicking writing style of books when appropriate.
9.
Use available technology to compose text.
Writing Applications Standard
Benchmarks (K–2)
A.
Compose writings that convey a clear message and include well-chosen details.
Grade Level Indicators (Grade 1)
1.
Write simple stories with a beginning, middle and end that include descriptive words and details.
Grade Level Indicators (Grade 2)
1.
Write stories that convey a clear message, include details, use vivid language and move through a logical sequence of steps and events.