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The purpose of this document is to show the relationship between Ohio’s Standards and Competencies, Equipped for the Future’s (EFF)
Standards and Components of Performance, and Ohio’s Revised Benchmarks. Think of the EFF Components of Performance, collectively, as the
hinge that connects Ohio’s current standards to its revised standards.
LEVEL 1 READING (BEGINNING LITERACY)
EFF standard and
Ohio’s Standards and Competencies Ohio’s Revised Benchmarks
Components of
(July 2000-June 2003) (July 2003- )
Performance
1. Use word recognition skills to decode, pronounce, and comprehend the meaning of Read with understanding. 2.1.1 Identify prior knowledge about topic. C.1,
familiar words and of new words introduced through instruction. C.2 C.1 Determine the reading C.5
1.1 Recognize selected words by sight (sight vocabulary). C.2 purpose. 2.1.2 Identify reasons for reading. C.1
1.2 Apply basic symbol/sound correspondences for the letters of the alphabet to C.2 Select reading strategies 2.1.3 Use decoding skills (e.g., phonemic
pronounce and identify words (phonics skills). C.2 appropriate to the awareness, alphabetic knowledge, word
1.3 Apply basic word/language patterns (e.g., syllables, common affixes) to purpose. recognition) to read. C.2
pronounce and identify words. C.2 C.3 Monitor comprehension
2.1.4 Use context clues (e.g., word order) to
1.4 Use context clues to identify unfamiliar words. C.2 and adjust reading
read text (i.e., words, sentences, ideas). C.2
1.5 Apply picture clues to identify unfamiliar words. C.2 strategies.
2.1.5 Use comprehension strategies (e.g.,
1.6 Use simple reference tools (e.g., picture dictionary, word lists, electronic spellers) C.4 Analyze information and
questioning, retelling). C.2
as source of information about unfamiliar words in text. C.2 reflect on its underlying
2.1.6 Use fix-up strategies (e.g., look back or
1.7 Display an understanding of the concepts of print (left to right, return sweep, and meaning.
read on, identify word errors, alter
top to bottom). C.2 C.5 Integrate it with prior
reading rate) when lack of understanding
1.8 Read and comprehend simple sentences. C.2 knowledge to address
occurs. C.3
1.9 Apply simple punctuation knowledge to interpret meaning. C.2 reading purpose.
2.1.7 Identify the stated main idea of the text.
C.4
2. Demonstrate knowledge of principles of alphabetization. C.2
2.1.8 Draw conclusions about the ideas in the
2.1 Write and say alphabet in correct order. C.2
text (e.g., true or false). C.4
2.2 Distinguish upper and lower case letters of the alphabet. C.2
2.1.9 Connect new information with prior
2.3 Apply knowledge to arrange selected words in alphabetical order. C.2
knowledge to address reading purpose.
C.5
3. Apply reading skills to functional and information texts. C.4
3.1 Recognize common symbols (e.g., $, %, &). C.2
3.2 Identify common functional and survival signs (e.g., stop, restroom, fire). C.2
4. Apply basic comprehension-monitoring (metacognitive) strategies. C.3
4.1 Use pre-reading strategies (e.g., prediction, questioning, prior knowledge). C.1
4.2 Use comprehension checking strategies (e.g., rereading, self-questioning). C.3
7/29/2011 1
The purpose of this document is to show the relationship between Ohio’s Standards and Competencies, Equipped for the Future’s (EFF)
Standards and Components of Performance, and Ohio’s Revised Benchmarks. Think of the EFF Components of Performance, collectively, as the
hinge that connects Ohio’s current standards to its revised standards.
LEVEL 2 READING (BEGINNING ABLE)
EFF standard and
Ohio’s Standards and Competencies Ohio’s Revised Benchmarks
Components of
(July 2000-June 2003) (July 2003- )
Performance
1. Demonstrate knowledge of vocabulary in selected instructional contexts. C.2 Read with understanding. 2.2.1 Identify prior knowledge about topic. C.1,
1.1 Identify and comprehend the meaning of basic functional (i.e., life skills), C.1 Determine the reading C.5
occupational, and content-specific (i.e., academic) vocabulary. C.2 purpose. 2.2.2 Select purpose (e.g., to be informed, to be
1.2 Use context clues and the meaning of common affixes to select or infer the C.2 Select reading strategies entertained, to practice skills) to focus
meaning of unfamiliar words. C.2 appropriate to the reading. C.1
1.3 Use context clues to distinguish meanings of synonyms, antonyms, and purpose. 2.2.3 Use decoding skills (e.g., phonemic
homonyms. C.2 C.3 Monitor comprehension awareness, alphabetic knowledge, word
1.4 Apply vocabulary knowledge to comprehend text on familiar topics introduced and adjust reading recognition) to read. C.2
through instruction. C.2 strategies. 2.2.4 Use knowledge of word parts (e.g., word
C.4 Analyze information and families, suffixes, abbreviations) to read.
2. Read and interpret common signs, symbols, and abbreviations. C.2 reflect on its underlying C.2
2.1 Identify and interpret basic social and survival signs (e.g., classified ads, clothing meaning. 2.2.5 Use word relationships (e.g., synonyms,
labels, road signs, and alpha-numeric codes, such as aisle numbers). C.2 C.5 Integrate it with prior antonyms) to read. C.2
2.2 Identify and interpret common safety codes and symbols. C.2 knowledge to address 2.2.6 Use context clues (e.g., word order) to
2.3 Identify and interpret commonly-used abbreviations (e.g., weights, measures, and reading purpose. read text (i.e., words, sentences, ideas). C.2
sizes). C.2 2.2.7 Use comprehension strategies (e.g.,
2.4 Apply knowledge of signs, symbols, and abbreviations to comprehend and questioning, retelling). C.2
perform simple tasks (e.g., recipes, prescriptions, public signs, laundering labels). 2.2.8 Use fix-up strategies (e.g., look back or
C.2 read on, identify word errors, alter
reading rate) when lack of understanding
3. Apply skills to read and interpret simple functional and informational documents occurs. C.3
(e.g., tables, schedules, charts, graphs, maps, forms). C.4 2.2.9 Identify the stated main idea of the text.
3.1 Locate information in simple documents and common reference sources (e.g., C.4
telephone directory, encyclopedia). C.4 2.2.10 Draw conclusions about the ideas in the
3.2 Follow directions for completing common documents (e.g., forms, schedules). C.4 text (e.g., true or false). C.4
3.3 Interpret abbreviations commonly used in documents. C.2 2.2.11 Connect new information with prior
3.4 Apply knowledge of simple documents to perform basic tasks. C.4 knowledge to address reading purpose.
C.5
7/29/2011 2
The purpose of this document is to show the relationship between Ohio’s Standards and Competencies, Equipped for the Future’s (EFF)
Standards and Components of Performance, and Ohio’s Revised Benchmarks. Think of the EFF Components of Performance, collectively, as the
hinge that connects Ohio’s current standards to its revised standards.
LEVEL 3 READING (LOW INTERMEDIATE ABLE)
EFF standard and
Ohio’s Standards and Competencies Ohio’s Revised Benchmarks
Components of
(July 2000-June 2003) (July 2003- )
Performance
1. Select and apply appropriate word recognition skills to pronounce and comprehend Read with understanding. 2.3.1 Identify prior knowledge about topic. C.1,
the meaning of familiar words and to estimate the pronunciation of unfamiliar C.1 Determine the reading C.5
words. C.2 purpose. 2.3.2 Select purpose (e.g., to be informed, to be
1.1 Recognize increasing number of words by sight (sight vocabulary). C.2 C.2 Select reading strategies entertained, to interpret, to solve
1.2 Apply knowledge of language patterns (e.g., syllables, common affixes) to appropriate to the problems) to focus reading. C.1
pronounce and predict the meaning of unfamiliar words. C.2 purpose. 2.3.3 Use knowledge of word parts (e.g., word
1.3 Use context clues to approximate the pronunciation of unfamiliar words. C.2 C.3 Monitor comprehension families, prefixes, suffixes, root/base
1.4 Identify and use references to pronounce and identify the meanings of unfamiliar and adjust reading words, compounds, contractions,
words in text. C.2 strategies. abbreviations, symbols, acronyms) to
C.4 Analyze information and read. C.2
2. Demonstrate knowledge of vocabulary in varied instructional contexts. C.2 reflect on its underlying 2.3.4 Use word relationships (e.g., synonyms,
2.1 Recognize and comprehend the meaning of moderately complex occupational, meaning. antonyms, multiple meaning words,
technical, and content-specific vocabulary. C.2 C.5 Integrate it with prior connotation, denotation, idioms) to read.
2.2 Apply knowledge of context clues to predict the meaning of unfamiliar words and knowledge to address C.2
to distinguish meanings of homographs and words with multiple meanings. C.2 reading purpose. 2.3.5 Use context clues (e.g., sentence and
2.3 Use context clues to infer appropriate meaning of moderately complex passages. paragraph structure, definition,
C.2 restatement, example) to comprehend text.
2.4 Use the meaning of affixes and roots to build vocabulary in specific contexts. C.2 C.2
2.5 Apply knowledge of synonyms, antonyms, homonyms, homographs, and words 2.3.6 Use comprehension strategies (e.g.,
with multiple definitions to determine meanings of unfamiliar words. C.2 summarizing, predicting). C.2
2.3.7 Use fix-up strategies (e.g., look back or
3. Read and interpret signs, symbols, abbreviations, and common acronyms. C.2 read on, identify word errors, alter
3.1 Identify and interpret codes and symbols found in various contexts (e.g., specific reading rate) when lack of understanding
home, work, or community environments). C.2 occurs. C.3
3.2 Apply knowledge of signs, symbols, abbreviations, and common acronyms to 2.3.8 Identify the unstated main idea and
comprehend and apply to moderately complex tasks. C.2 supporting details of the text. C.4
3.3 Interpret simple dials and scales. C.2 2.3.9 Draw conclusions based on the
information in the text (e.g., fact vs.
4. Apply reading skills to interpret functional and informational texts (e.g., consumer opinion). C.4
information, newspapers, civic documents). C.4 2.3.10 Connect new information with prior
4.1 Identify and summarize main idea and critical details and relate them to other knowledge to address reading purpose.
topics. C.4 C.5
4.2 Identify author’s point of view and relate it to other sources, real life experiences,
different genre, and related topics. C.4
4.3 Makes inferences and draw conclusions from author’s purpose and point of view.
C.4
4.4 Distinguish facts from opinions. C.4
7/29/2011 3
The purpose of this document is to show the relationship between Ohio’s Standards and Competencies, Equipped for the Future’s (EFF)
Standards and Components of Performance, and Ohio’s Revised Benchmarks. Think of the EFF Components of Performance, collectively, as the
hinge that connects Ohio’s current standards to its revised standards.
LEVEL 4 READING (HIGH INTERMEDIATE ABLE)
EFF standard and
Ohio’s Standards and Competencies Ohio’s Revised Benchmarks
Components of
(July 2000-June 2003) (July 2003- )
Performance
Read with understanding. 2.4.1 Identify prior knowledge about topic. C.1,
1. Demonstrate literal and inferential comprehension of simply written materials. C.4 C.1 Determine the reading C.5
1.1 Identify directly stated main ideas. C.4 purpose. 2.4.2 Select purpose (e.g., to be informed, to be
1.2 Identify inferred main ideas. C.4 C.2 Select reading strategies entertained, to interpret, or to solve
1.3 Locate directly stated details (e.g., examples, facts, descriptions, reasons) that appropriate to the problems) to focus reading. C.1
contribute to understanding the main idea. C.4 purpose. 2.4.3 Use knowledge of word parts (e.g., word
1.4 Paraphrase and summarize (e.g., retell, recall, or explain) information in simple C.3 Monitor comprehension families, prefixes, suffixes, root/base
texts. C.4 and adjust reading words, compounds, contractions,
1.5 Draw conclusions based on details in the text. C.4 strategies. abbreviations symbols, acronyms) to read.
1.6 Identify and interpret basic figurative language (e.g., similes, metaphors, idioms). C.4 Analyze information and C.2
C.4 reflect on its underlying 2.4.4 Use word relationships (e.g., synonyms,
meaning. antonyms, multiple meaning words,
2. Demonstrate knowledge of paragraph structure and document organization. C.2 C.5 Integrate it with prior connotation, denotation, idioms, simile,
2.1 Identify basic organizational patterns (e.g., cause-effect, sequence, chronology, knowledge to address metaphor, personification) to read. C.2
compare-contrast) for different types of reading material or documents. C.2 reading purpose. 2.4.5 Use context clues (e.g., word, sentence and
2.2 Use syntactic clues (e.g., sequence pattern: first, second, then) that guide the reader paragraph structure, definition,
through selected text organization patterns. C.2 restatement, example, comparison,
2.3 Summarize information according to organizational pattern of materials. C.4 contrast, cause and effect) to comprehend
text. C.2
3. Demonstrate skill in varying reading rate for specific purposes. C.1 2.4.6 Use comprehension strategies (e.g.,
3.1 Read carefully to learn new information. C.2, C.4 identifying narrative and/or expository
3.2 Skim to determine main idea. C.2, C.4 writing, making inferences). C.2
3.3 Scan to locate a specific detail. C.2, C.4 2.4.7 Use fix-up strategies (e.g., look back or
read on, identify word errors, alter
reading rate) when lack of understanding
occurs. C.3
2.4.8 Identify the unstated main idea and
supporting details of the text. C.4
2.4.9 Identify figurative language (e.g.,
metaphor, simile, personification) in the
text. C.4
2.4.10 Draw conclusions based on elements of a
narrative (e.g., setting, plot, character,
point of view). C.4
2.4.11 Connect new information with prior
knowledge to address reading purpose.
C.5
7/29/2011 4
The purpose of this document is to show the relationship between Ohio’s Standards and Competencies, Equipped for the Future’s (EFF)
Standards and Components of Performance, and Ohio’s Revised Benchmarks. Think of the EFF Components of Performance, collectively, as the
hinge that connects Ohio’s current standards to its revised standards.
LEVEL 5 READING (LOW ADULT SECONDARY EDUCATION)
EFF standard and
Ohio’s Standards and Competencies Ohio’s Revised Benchmarks
Components of
(July 2000-June 2003) (July 2003- )
Performance
1. Demonstrate knowledge of vocabulary in varied instructional contexts. C.2 Read with understanding. 2.5.1 Identify prior knowledge about topic. C.1,
1.1 Use word structures (e.g., affixes, synonyms, multiple meanings) to expand C.1 Determine the reading C.5
vocabulary in specific contexts. C.2 purpose. 2.5.2 Select purpose (e.g., to be informed, to be
1.2 Recognize and comprehend the meaning of complex occupational, technical, and C.2 Select reading strategies entertained, to interpret, to solve
content-specific (academic) vocabulary. C.2 appropriate to the problems) to focus reading. C.1
1.3 Use context clues and knowledge of word structures to predict meaning of purpose.
unfamiliar words and to infer appropriate meaning of complex passages. C.4 2.5.3 Use knowledge of word parts (e.g., word
C.3 Monitor comprehension families, prefixes, suffixes, root/base
and adjust reading words, compounds, contractions,
2. Demonstrate literal and inferential comprehension of moderately complex materials.
strategies. abbreviations, symbols, acronyms) to
C.4
2.1 Identify directly stated main ideas. C.4 C.4 Analyze information and read. C.2
2.2 Identify inferred main ideas. C.4 reflect on its underlying
2.5.4 Use word relationships (e.g. synonyms,
2.3 Demonstrate understanding of abstract themes. C.4 meaning.
antonyms, multiple meaning words,
2.4 Distinguish a conclusion from a supporting statement or detail. C.4 C.5 Integrate it with prior
connotation, denotation, idioms, simile,
2.5 Locate directly stated details (e.g., examples, facts, descriptions, reasons) that knowledge to address
metaphor, personification) to read. C.2
contribute to understanding the main idea. C.4 reading purpose.
2.5.5 Use context clues (e.g., word, sentence and
2.6 Paraphrase and summarize (e.g., retell, recall, or explain) information in
paragraph structure, definition,
moderately complex texts. C.4
restatement, example, comparison,
2.7 Draw conclusions based on details in the text. C.4
2.8 Identify and interpret common figurative language found in texts. C.4 contrast, cause and effect) to comprehend
2.9 Apply knowledge and skills to interpret and analyze information in various text. C.2
contexts (e.g. health, work, parenting, community agencies). C.4 2.5.6 Match choice of comprehension strategies
to a variety of reading materials (e.g.,
3. Read and interpret moderately complex documents (i.e., tables, schedules, charts, periodicals, journals, literature). C.2
graphs, maps, forms, diagrams). C.4 2.5.7 Use fix-up strategies (e.g., look back or
3.1 Locate several pieces of information in moderately complex documents. C.4 read on, identify word errors, alter
3.2 Follow directions for completing moderately complex documents. C.4 reading rate) when lack of understanding
3.3 Summarize information located in moderately complex documents. C.4 occurs. C.3
3.4 Identify relationships between similar documents (e.g., charge slip and invoice) 2.5.8 Identify the unstated main idea and
and compare information. C.4 supporting details of the text. C.4
3.5 Apply prior knowledge to comprehend signs, symbols, abbreviations, and 2.5.9 Identify figurative language (e.g.,
acronyms. C.5 metaphor, simile, personification) in the
text. C.4
4. Demonstrate knowledge of paragraph structure and document organization. C.2
2.5.10 Draw conclusion based on elements of a
4.1 Apply knowledge of organizational patterns to improve comprehension and
narrative (e.g., setting, plot, character,
organize summary of text. C.2
4.2 Integrate information from charts, graphs, and tables to improve comprehension point of view). C.4
of text. C.5 2.5.11 Connect new information with prior
4.3 Use resources such as bibliographies and footnotes to gather additional knowledge to address reading purpose.
information. C.4 C.5
7/29/2011 5
The purpose of this document is to show the relationship between Ohio’s Standards and Competencies, Equipped for the Future’s (EFF)
Standards and Components of Performance, and Ohio’s Revised Benchmarks. Think of the EFF Components of Performance, collectively, as the
hinge that connects Ohio’s current standards to its revised standards.
LEVEL 6 READING (HIGH ADULT SECONDARY EDUCATION)
EFF standard and
Ohio’s Standards and Competencies Ohio’s Revised Benchmarks
Components of
(July 2000-June 2003) (July 2003- )
Performance
1. Demonstrate literal and inferential comprehension of complex materials. C.4 Read with understanding. 2.6.1 Identify prior knowledge about topic. C.1,
1.1 Identify directly stated and inferred main ideas. C.4 C.1 Determine the reading C.5
1.2 Identify implied details and unstated assumptions that contribute to purpose. 2.6.2 Select purpose (e.g., to be informed, to be
understanding the main idea. C.4 C.2 Select reading strategies entertained, to interpret, to solve
1.3 Recognize and understand complex instructions or directions that include appropriate to the problems) to focus reading. C.1
conditionals and multiple steps. C.4 purpose. 2.6.3 Use knowledge of word parts (e.g., word
1.4 Identify and interpret figurative language found in texts. C.4 C.3 Monitor comprehension families, prefixes, suffixes, root/base
1.5 Apply knowledge and skills to interpret, analyze, draw conclusions, and and adjust reading words, compounds, contractions,
generalize from written information. C.4 strategies. abbreviations, symbols, acronyms) to
1.6 Identify opinions, propaganda, bias, and sources to evaluate written materials. C.4 C.4 Analyze information and read. C.2
1.7 Apply information and ideas to new contexts or situations. C.5 reflect on its underlying
2.6.4 Use word relationships (e.g., synonyms,
1.8 Analyze a variety of genre (non-fiction and fiction). C.4 meaning.
antonyms, multiple meaning words,
C.5 Integrate it with prior
connotation, denotation, idioms, simile,
2. Read and interpret complex documents (i.e., tables, schedules, charts, graphs, maps, knowledge to address
metaphor, personification) to read. C.2
and forms, diagrams). C.4 reading purpose.
2.6.5 Confirm meanings of words using context
2.1 Follow directions for completing complex documents. C.4
clues (e.g., word, sentence and paragraph
2.2 Summarize and compare information in complex documents. C.4
structure, definition, restatement,
2.3 Draw conclusions from information presented in documents. C.4
example, comparison, contrast, cause and
2.4 Analyze information in documents to predict or make decisions. C.4
effect). C.2
2.6.6 Match choice of comprehension strategies
to a variety of reading materials (e.g.,
periodicals, journals, literature). C.2
2.6.7 Use fix-up strategies (e.g., look back or
read on, identify word errors, alter
reading rate) when lack of understanding
occurs. C.3
2.6.8 Identify the unstated main idea and
supporting details of the text. C.4
2.6.9 Recognize bias, propaganda, stereotyping,
and exaggeration in the text. C.4
2.6.10 Identify satire and irony in the text. C.4
2.6.11 Draw conclusion based on the
appropriateness of the details to support
the writer’s argument or position. C.4
2.6.12 Connect new information with prior
knowledge to address reading purpose.
C.5
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