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Ohio Academic Content Standards Correlations and Competencies

English Language Arts

Standard: Communication: Oral and Visual
A: Use effective listening strategies, summarize major ideas, and draw logicalinferences from presentations and visual media. (Grades 5-12)
B: Explain a speaker’s point of view and use of persuasive techniques inpresentations and visual media. (Grades 5-12)
C: Evaluate the content and purpose of a presentation by analyzing the languageand delivery choices made by a speaker. (Grades 8-10)

Standard: Writing Applications:
A: Compose narratives that establish a specific setting, plot and a consitentpoint of view, and develop characters by using sensory details and concrete language. (Grades8-10)
Alternate Assessment Application Examples:
222. Document events around a specific topic. (High)
224. Use pictures and/or symbols to produce a purposeful document. (Medium)
233. Use a switch to tell a story or personal event. (Low)

D: Use documented textual evidence to justify interpretations of literatureor to support a research topic. (Grades 8-10)
Alternate Assessment Application Examples:
222. Produce a simple informational report. (High)
E: Write a persuasive piece that states a clear position includes relevant informationand offers compelling evidence in the form of facts and details. (Grades8-10)

Standard: Writing Processes
A: Generate writing topics and establish a purpose appropriate for the audience. (Grades5-12)
Alternate Assessment Application Examples.
200. Select and develop writing topic through discussion. (High)
207. Select pictures to generate ideas for a writing topic. (Medium)
214. Select pictures or symbols for organizing ideas related to a topic. (Low)
B: Determine audience and purpose for self-selected and assigned writing tasks. (Grades5-12)
Alternate Assessment Application Examples.
202. Generate a written document as the result of a planning process. (High)
208. Use pictures, drawings, and/or words to organize ideas and events. (Medium)
C: Clarify ideas for writing assignments by using graphics or other organizers. (Grades5-12)
Alternate Assessment Application Examples.
203. Write a report with a beginning, middle, and end. (High)
210. Combine words and/or pictures to create simple sentences. (Medium)
215. Select a symbol or object to convey a message or idea related to a topic.(Low)
D: Use revision strategies to improve the overall organization, the clarity andconsistency of ideas within and among paragraphs and the logic and effectivenessof word choices. (Grades 5-12)
Alternate Assessment Application Examples.
205. Use simple resource tools to select words/information for writing. (High)
213. Recognize errors within a sentence that needs revision. (Medium)
---    (Low) None
E: Select more effective vocabulary when editing by using a variety of resourcesand reference materials. (Grades 5-12)
Alternate Assessment Application Examples.
204. Edit and revise a written document using available tools and supports. (High)
---     (Medium) None
217. Use a switch to convey a sentence for a specific purpose. (Low)
F: Edit to improve fluency, grammar and usage. (Grades 5-12)
Alternate Assessment Application Examples.
206. Publish a written document in a format appropriate to the purpose. (High)
212. Publish a written document for sharing. (Medium)
216. Use a switch to retell a story or events. (Low)
G: Apply tools to judge the quality of writing. (Grades 5-7)
H: Prepare writing for publication that is legible, follows an appropriate formatand uses techniques such as electronic resources and graphics. (Grades 5-7)


Standard: Life Sciences
C: Explain the genetic mechanisms and molecular basis of inheritance. (Endof Grade 10)
Alternate Assessment Application Examples.
426. Compare characteristics of adults and offspring. (High)
235. Identify stages of development in human life. (Medium)
238. Match animals with their parents. (Low)

E: Explain how evolutionary relationships contribute to an understanding ofthe unity and diversity of life. (End of Grade 10)

Standard: Science and Technology
A: Give examples of how technological advances influenced by scientific knowledge,affect the quality of life. (Grades 6-8)
A: Explain the ways in which the processes of technological design respond tothe needs of society. (End of Grade 10)
Alternate Assessment Application Examples.
460. Describe or illustrate technologies that have improved human life (High)
463. Identify simple tools used within daily living activities. (Medium)
469. Complete a series of steps in daily living tasks using technology/tools.(Medium)
470. Use technology for a purpose. (Low)
B: Design a solution or product taking into account needs and constraints. (Grades6-8)
Alternate Assessment Application Examples
            463. Completea series of tasks within an assembly line project. (High)
466. Follow written directs or diagrams to construct or make something. (Medium)
472. Participate in an assembly line project (Low)

Standard: Scientific Ways of Knowledge
C: Give examples of how thinking scientifically is helpful in daily life. (Grades6-8)
Alternate Assessment Application Examples
                        488.Identify jobs people do in science. (High)
494. Identify a common problem and suggest solutions. (Medium)
---     (Low) None

Social Studies

Standard: History:
A: Construct time lines to demonstrate an understanding of units of time andchronological order. (Grade 3-5)
A: Interpret relationships between events shown on multiple-tier time lines.(Grade 6-8)
Alternate Assessment Application Examples
500. Use a time line to describe history (High)
504. Sequence events of a timeline using pictures (Medium)
508 Communicate about a series of activities in personal life. (Low)
509. Select pictures on a daily/weekly calendar to organize events. (Low)
F: Identify major historical patterns in the domestic affairs of the United Statesduring the 20th century and explain their significance. (End of Grade 10)
Alternate Assessment Application Examples
502. Retell information about an event in world or U.S. History. (High)
504. Retell information related to an event or person in history. (Medium)
508. Communicate about a series of activities in personal life.

Standard: People in Societies
A: Compare practices and products of North American cultural groups. (Grade3-5)
A: Analyze the influence of different cultural perspectives on the actions ofgroups. (End of Grade 10)
B: Analyze examples of interactions between cultural groups and explain the factorsthat contribute to cooperation and conflict. (Grade 6-8)
Alternate Assessment Application Examples
511. Describe similarities and differences in how people meet human needs (High)
512. Identify major events/people in history that are associated with the causefor human equality. (High)
517. Prepare foods from other cultures (Medium)
521. Identify similarities and differences between self and others. (Medium)
522. Identify own family members. (Low)

Standard: Geography
A: Identify on a map the location of major physical and human features of eachcontinent. (Grade 6-8)
Alternate Assessment Application Examples
            525. Locateinformation on a map. (High)
528. Describe or illustrate plans to travel to a desired destination. (High)
534. Find locations on a map. (Medium)
546. Use a switch to give directional instructions. (Low)
547. Use a switch to state personal address or town. (Low)

Standard: Economics
B: Explain how the U.S. government provides public services, redistributes income,regulates economic activity, and promotes economic growth and stability. (Endof Grade 10)
C: Identify connections between government policies and the economy. (Grade6-8)
Alternate Assessment Application Examples
549. Use basic banking activities. (High)
554. Explain impact of tax on cost of total purchase. (High)
555. Identify personal needs and community  source of support. (High)
556. Match community resources with needed goods or services. (Medium)
563. Participate in a token economy in the classroom environment. (Low)

Standard: Citizen Rights and Responsibilities
A: Show the relationship between civic participation and attainment of civicand public goals. (Grade 6-8)
A: Analyze ways people achieve governmental changes, including political action,social protest and revolution. (End of Grade 10)
Alternate Assessment Application Examples
580. Contribute suggestions to group planning. (High)
581. Identify ways to participate in the community. (High)
587. Participate in community-sponsored activities. (Medium)
591. Make a selection within a group activity. (Low)
B: Identify historical origins that influenced the rights U.S. citizens havetoday. (Grade 6-8)
Alternate Assessment Application Examples
582. Demonstrate sportsmanlike conduct in group activities. (High)
588. Identify personal needs or goals. (Medium)
590. Take turns in group activities. (Low)

Standard: Social Studies Skills and Methods
D:  Work effectively in a group. (Grade 6-8)
Alternate Assessment Application Examples
598. Follow simple steps of problem solving process for a real life problem.(High)
605. Follow simple steps to solve a problem. (Medium)
608. Use a switch to answer an information question. (Low)

Fine Arts: Art > Creating Art

Standard: Historical, Cultural, and Social Context
A: Compare and contrast the distinctive characteristics of artforms from various cultural, historical and social contexts. (Grades 5-8)
A. Explain how and why visual art forms develop in the contexts (e.g., cultural,social, historical and political) in which they were made. (Grades 9-12)
B: Compare works of art to one another in terms of the historical, cultural,social and political influences evident in the works. (Grades 9-12)
D: Select a culture and create an original work of art that demonstrates understandingof a historical, social or political issue of the culture. (Grades 9-12)

Standard: Creative Expression and Communication
A: Apply knowledge of materials, tools, media, techniques and processes to communicatesubject matter, themes or ideas in a variety of visual forms. (Grades 5-8)
A: Demonstrate mastery of materials, concepts and personal concentration whencreating original artworks. (Grades 9-12)
B: Create two- and three-dimensional original artwork that demonstrates personalvisual expression and communication. (Grades 5-8)
B: Create expressive artworks that demonstrate a sense of purpose and understandingof the relationship among form, materials, techniques and subject matter. (Grades9-12)
C: Achieve artistic purpose and communicate intent by selection and use of appropriatemedia. (Grades 5-8)
E: Identify and explain reasons to support artistic decisions in the creationof art work.

Standard: Analyzing and Responding
B: Present and support an individual interpretation of a work of art. (Grades5-8)
B: Explain how form, subject matter and context contribute to meanings in worksof art. (Grades 9-12)
C: Establish and use criteria for making judgments about works of art. (Grades5-8)

Standard: Valuing the Arts/Aesthetic Reflection
B: Analyze diverse points of view about artworks and explain the factors thatshape various perspectives. (Grades 5-8)
B: Identify and analyze a variety of viewpoints on aesthetic issues and themesin visual art and develop a personal point of view. (Grades 9-12)
C: Judge the merit of selected artworks and provide the aesthetic basis for theirpositions. (Grades 9-12)

Standard: Connections, Relationships and Applications
B: Apply and combine visual art, research and technology skills to communicateideas in visual form. (Grades 5-8)
D: Use words and images to explain the role of visual art in community and culturaltraditions and events. (Grades 5-8)
C: List and explain opportunities for lifelong involvement in the visual arts. (Grades9-12)

Family and Consumer Science (Grades7-12)

Standard: Build Relationships
A: Appraise methods that build and maintain healthy interpersonal relationships.
C: Recognize personal assets that demonstrate healthy, caring and responsiblecitizenship.

Standard: Design a Career Blueprint
A: Develop an individual academic career plan based on self-knowledge and interests.

Standard: Manage a Life Plan
A: Examine values and resources that support lifestyle goals.
F: Apply skills for resisting peer pressure and to resolve conflict in interpersonal,educational and workplace relationships.
G: Define multicultural awareness in interpersonal, educational and workplacerelationships.
H: Describe friend and family systems that support and sustain a productive andmeaningful life.

Standard: Manage Personal Transitions
C: Explore skills to express emotions and resolve differences and conflict inschool and family relationships.
D: Apply social skills that lead to effective school and family relationships.

Family and Consumer Sciences Competencies

Process Competencies
0.3 Relate to others in positive, caring ways. (Grades 6-12)
0.4 Assume leadership role as a responsible family member and citizen. (Grades6-12)

Career, Community, and Family Connections
1.3 Examine potential career choices to determine the knowledge, skills and attitudesassociated with each. (Grades 6-12)
1.6 Arrange a plan for individuals and families to select and develop skillsin community activities.
1.7 Analyze how community issues affect families. (Grades 6-12)

Personal Development
4.3 Create environment that encourages and respects the ideas, perspectives andcontributions of all group members. (Grades 6-8)
            1.1 Enhancepersonal development of self and others throughout the life span. (Grades9-12)
            1.2 Enhanceesteem of self and others. (Grades 9-12)