Appendix B to Ohio's Learning Standards
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Appendix B to Ohio’s Learning Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Text Exemplars and Sample Performance Tasks Ohio Department of Education January 2017 Performance Tasks Related to Core Standards Selecting Text Exemplars The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that students should encounter in the text types required by the Standards. The choices should serve as useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do not represent a partial or complete reading list. The process of text selection was guided by the following criteria: Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on qualitative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group began by soliciting contributions from teachers, educational leaders, and researchers who have experience working with students in the grades for which the texts have been selected. These contributors were asked to recommend texts that they or their colleagues have used successfully with students in a given grade band. The work group made final selections based in part on whether qualitative and quantitative measures indicated that the recommended texts were of sufficient complexity for the grade band. For those types of texts—particularly poetry and multimedia sources—for which these measures are not as well suited, professional judgment necessarily played a greater role in selection. Quality. While it is possible to have high-complexity texts of low inherent quality, the work group solicited only texts of recognized value. From the pool of submissions gathered from outside contributors, the work group selected classic or historically significant texts as well as contemporary works of comparable literary merit, cultural significance, and rich content. Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to ensure that the samples presented in each band represented as broad a range of sufficiently complex, high-quality texts as possible. Among the factors considered were initial publication date, authorship, and subject matter. Copyright and Permissions For those exemplar texts not in the public domain, we secured permissions and in some cases employed a conservative interpretation of Fair Use, which allows limited, partial use of copyrighted text for a nonprofit educational purpose as long as that purpose does not impair the rights holder’s ability to seek a fair return for his or her work. In instances where we could not employ Fair Use and have been unable to secure permission, we have listed a title without providing an excerpt. Thus, some short texts are not excerpted here, as even short passages from them would constitute a substantial portion of the entire work. In addition, illustrations and other graphics in texts are generally not reproduced here. Such visual elements are particularly important in texts for the youngest students and in many informational texts for readers of all ages. (Using the qualitative criteria outlined in Appendix A, the work group considered the importance and complexity of graphical elements when placing texts in bands.) When excerpts appear, they serve only as stand-ins for the full text. The Standards require that students engage with appropriately complex literary and informational works; such complexity is best found in whole texts rather than passages from such texts. Please note that these texts are included solely as exemplars in support of the Standards. Any additional use of those texts that are not in the public domain, such as for classroom use or curriculum development, requires independent permission from the rights holders. Sample Performance Tasks The text exemplars are supplemented by brief performance tasks that further clarify the meaning of the Standards. These sample tasks illustrate specifically the application of the Standards to texts of sufficient complexity, quality, and range. Relevant Reading standards are noted in brackets following each task, and the words in italics in the task reflect the wording of the Reading standard itself. (Individual grade- specific Reading standards are identified by their strand, grade, and number, so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3.) How to Read This Document The materials that follow are divided into text complexity grade bands as defined by the Standards: Kindergarten to grade 1, grades 2 & 3, grades 4 & 5, grades 6 to 8, grades 9 & 10, and grades 11 to College and Career Readiness. Each band’s exemplars are divided into text types matching those required in the Standards for a given grade. Kindergarten through grade 5 exemplars are separated into stories, poetry, and informational texts (as well as read-aloud texts in kindergarten through grade 3). The grade 6 through College and Career Readiness exemplars are divided into English language arts, history, social studies, science, mathematics, and technical subjects, with the ELA texts further subdivided into stories, drama, poetry, and informational texts. (The history and social studies texts also include some arts-related texts.) Citations introduce each excerpt, and additional citations are included for texts not excerpted in the appendix. Within each grade band and after each text type, sample performance tasks are included for select texts. Media Texts Selected excerpts are accompanied by annotated links to related media texts freely available online at the time of the publication of this document. Table of Contents Kindergarten and Grade 1 Text Exemplars beginning on page 11 Stories page 11 Little Bear by Else Holmelund Minarik, page 11 Are You My Mother? by P. D. Eastman, page 12 Green Eggs and Ham by Dr. Seuss, page 12 Put Me in the Zoo by Robert Lopshire, page 12 Frog and Toad Together by Arnold Lobel, page 12 Owl at Home by Arnold Lobel, page 12 Pancakes for Breakfast by Tomie DePaola, page 13 Hi! Fly Guy by Tedd Arnold, page 13 Poetry page 13 “As I Was Going to St. Ives,” by Anonymous, page 13 “Mix a Pancake,” by Christina Rossetti, page 13 “Singing-Time,” by Rose Fyleman, page 13 “Halfway Down,” by A. A. Milne, page 13 “Drinking Fountain,” by Marchette Chute, page 13 “Poem,” by Langston Hughes, page 14 “Wouldn’t You?” by John Ciardi, page 14 “Laughing Boy,” by Richard Wright, page 14 “By Myself,” by Eloise Greenfield, page 14 “Covers,” by Nikki Giovanni, page 14 “It Fell in the City,” by Eve Merriam, page 14 “Celebration,” by Alonzo Lopez, page 14 “Two Tree Toads,” by Jon Agee, page 14 Read-Aloud Stories page 14 The Wonderful Wizard of Oz by Frank L. Baum, page 14 Little House in the Big Woods by Laura Ingalls Wilder, page 15 Mr. Popper’s Penguins by Richard and Florence Atwater, page 15 Finn Family Moomintroll by Tove Jansson, page 16 A Story, A Story by Gail E. Haley, page 16 The Paper Crane by Molly Bang, page 16 Lon Po Po: A Red-Riding Hood Story from China by Ed Young, page 17 Family Pictures by Carmen Lomas Garza, page 17 Tomás and the Library Lady by Pat Mora, page 17 Kitten’s First Full Moon by Kevin Henkes, page 17 Read-Aloud Poetry page 18 “The Fox’s Foray,” by Anonymous, page 18 “Over in the Meadow,” by John Langstaff, page 18 “The Owl and the Pussycat,” by Edward Lear, page 19 “April Rain Song,” by Langston Hughes, page 19 Zin! Zin! Zin! a Violin by Lloyd Moss, page 19 Sample Performance Tasks for Stories and Poetry page 19 Informational Texts page 20 A Tree Is a Plant by Clyde Robert Bulla, page 20 My Five Senses by Aliki, page 20 Starfish by Edith Thacher Hurd, page 21 A Weed is a Flower: The Life of George Washington Carver by Aliki, page 21 Truck by Donald Crews, page 21 I Read Signs by Tana Hoban, page 21 Let’s Find out about Ice Cream by Mary Ebeltoft Reid, page 21 “Garden Helpers,” National Geographic Young Explorers page 21 “Wind Power,” National Geographic Young Explorers page 21 Read-Aloud Informational Texts 21 The Year at Maple Hill Farm by Alice and Martin Provensen, page 21 Fire! Fire! by Gail Gibbons, page 21 Follow the Water from Brook to Ocean by Arthur Dorros, page 22 Water, Water Everywhere by Mark Rauzon and Cynthia Overbeck Bix, page 22 Earthworms by Claire Llewellyn, page 22 What Do You Do With a Tail Like This? by Steve Jenkins and Robin Page, page 22 From Seed to Pumpkin by Wendy Pfeffer, page 23 Amazing Whales! by Sarah L. Thomson, page 23 How People Learned to Fly by Fran Hodgkins and True Kelley, page 23 Sample Performance Tasks for Informational Texts page 24 Grades 2 and 3 Text Exemplars beginning on page 24 Stories page 24 My Father’s Dragon by Ruth Stiles Gannett, page 24 The Fire Cat by Esther Averill, page 25 Amos & Boris by William Steig, page 25 The Treasure by Uri Shulevitz, page 25 The Stories Julian Tells by Ann Cameron, page 25 Sarah, Plain and Tall by Patricia MacLachlan, page 25 Henry and Mudge: The First Book of Their Adventures by Cynthia Rylant, page 26 Tops and Bottoms by Janet Stevens, page 26 The Raft by Jim LaMarche, page 26 Poppleton in Winter by Cynthia Rylant, page 27 The Lighthouse Family: The Storm by Cynthia Rylant, page 27 The One-Eyed Giant (Book One of Tales from the Odyssey) by Mary Pope Osborne, page 27 Cowgirl Kate and Cocoa by Erica Silverman, page 28 Poetry page 28 “Autumn,” by Emily Dickinson, page 28 “Who Has Seen the Wind?” by Christina Rossetti, page 28 “Afternoon on a Hill,” by Edna St.