CAAP Common Core: Chinese - Reading

The CAAP Common Core for Chinese remains textbook neutral and serves only as guidance for Chinese teachers in Ohio. Each level subsumes the previous level descriptors.

In Chinese, adding new vocabulary and more complex structures is the logical progression, as opposed to adding new topics and new tenses as in other languages.

  • ASSUMPTIONS: Most readings will be from the textbook and supplemental materials, authentic where possible.
  • FUNCTIONS: processing information from short descriptions, narrations, and lists.
  • FORMATS: excerpts from simple forms, menus, notes, lists, calendars, invitations, flyers, catalogues and stories. Materials can be printed or online.
  • EXERCISES: matching visuals with narratives, answering questions, completing forms, graphic organizers, and global comprehension checks.
  • STRATEGIES: understanding the Pinyin system, gleaning information from a variety of texts, deriving meaning from contextualization, understanding written texts in order to provide basic personal information, and applying knowledge of radicals (bushou) and character (hanzi) association to facilitate comprehension.
  1. I can read a short text to describe my family members and/or friends (e.g., names, nationalities, ages, birthdays, genders, relationships, basic interests, basic occupations, etc.).
  2. I can read about planned activities with time, dates, and location (e.g., bookstore hours, movie time, TV program schedule, a to-do list, etc.).
  3. I can read an invitation to a party (e.g., food to bring, time, place, date, etc.).
  4. I can read a short note (e.g., a text message, an email, a request for a meeting time with a teacher, etc.).
  5. I can read a simple survey (e.g., likes and dislikes, personal information, etc.).
  6. I can read about basic food and beverages (e.g., a simple menu, restaurant signs, etc.).
  7. I can read a short story written for learners at this level.
  • ASSUMPTIONS: Most readings will be from the textbook and supplemental materials, authentic where possible. Sources listed below, however, will appear with greater frequency.
  • FUNCTIONS: processing information from short descriptions, narrations, and lists.
  • FORMATS: forms, menus, text messages, letters/emails, lists, calendars, invitations, pamphlets, catalogues, and stories. Materials can be printed or online.
  • EXERCISES: matching visuals with narratives, answering questions, completing forms, graphic organizers, global comprehension checks and writing summaries.
  • STRATEGIES: gleaning more detailed information from a variety of texts, applying knowledge of radicals (bushou) and character (hanzi) association to facilitate comprehension.
  1. I can read about people’s hobbies and interests (e.g. sports and activities, etc.).
  2. I can read basic descriptions of clothing (e.g., types, price, size, color, styles, etc.).
  3. I can read simple directions to a place (e.g., means of transportation, directions, landmarks, and distance, etc.).
  4. I can read a more detailed restaurant/café menu and understand the selection of food/beverages available (e.g. vegetarian dumplings, spicy chicken, hot and sour soup, etc.).
  5. I can read simple descriptions about weather (e.g., online weather forecast chart, general weather conditions in major cities, etc.).
  6. I can read descriptions of common daily activities (e.g., waking up, brushing teeth, taking a shower, getting dressed, going to school, attending classes, etc.).
  7. I can read a short story written for learners at this level.
  • ASSUMPTIONS: Most readings will be from the textbook and supplemental materials, however, authentic materials will appear with greater frequency.
  • FUNCTIONS: processing information from descriptions, lists, narrations, comparisons and contrasts.
  • FORMATS: forms, menus, letters/emails, blogs, lists, calendars, invitations, pamphlets, catalogues, and stories.
  • EXERCISES: following directions, answering questions, completing forms, comparing and contrasting, and writing summaries.
  • STRATEGIES: gleaning more detailed information from a variety of texts, applying knowledge of radicals (bushou) and character (hanzi) association to facilitate comprehension.
  • I can read descriptions about homes and surroundings (e.g., house or apartment, location, neighborhood, types of rooms, furniture, comparing places, etc.).
  1. I can read about physical features and comparisons of people (e.g., tall, short, thin, dark-skinned, straight hair, small eyes, double eyelids, etc.).
  2. I can read about a travel plan (e.g., activities, prices, reservations, landmarks, maps, etc.).
  3. I can read descriptions of someone’s health and well-being (e.g., common illnesses, instructions for taking medication, doctor’s orders, etc.).
  4. I can read information about weather conditions and forecast (e.g., changes in weather during the day/week, seasons, cities and regions).
  5. I can read descriptions about student life (e.g., a school schedule, courses, class periods, teachers, school supplies, etc.).
  6. I can read event information (e.g., birthday parties, holiday celebrations, after- school activities, etc.).
  7. I can read advertisements (e.g., shopping discounts, quantities, weights and measures, prices, etc.).
  8. I can read simple folk stories (e.g., Meng Mu San Qian, Kong Rong Rang Li, etc.)
  • ASSUMPTIONS: Readings will be from the textbook and supplemental materials, either printed or electronic, however, authentic materials will appear with greater frequency.
  • FUNCTIONS: processing information from descriptions, narrations, lists, comparisons and contrasts.
  • FORMATS: forms, menus, letters/emails, lists, blogs, stories, calendars, news media headings, invitations, pamphlets, catalogues and subtitles.
  • EXERCISES: following directions, answering questions, completing forms, comparing and contrasting, writing summaries and reactions.
  • STRATEGIES: grasping the main contextual ideas and more specific detailed information from a variety of longer texts, applying knowledge of radicals (bushou) and character (hanzi) association to facilitate comprehension of main ideas, using context to derive meaning, and using cursor pop-up dictionaries to read online media (e.g., Pleco, Perapera, Zhongwen).
  1. I can read media program guides (e.g., types of shows, schedules, brief descriptions, ratings and reviews, etc.).
  2. I can read simple descriptions and recipes about regional cuisines (e.g. northern and southern cuisines, Si Da or Ba Da Cai Xi, etc.).
  3. I can read certain job postings (e.g., resumes, education requirements, workplace locations, salary, physical requirements, work schedule and experiences, etc.).
  4. I can read about common lifestyles and personality traits (e.g., celebrities, friends, family, hobbies, dating, meeting people, etc.)
  5. I can read descriptions of selected provinces and major cities (e.g., regional climates, geographic variations, natural, manmade and historical landmarks such as The Great Wall, The Terracotta Warriors, etc.).
  6. I can read about Chinese customs and traditions (e.g. holidays, red envelopes, etc.).
  7. I can read textbook novels and graded readers (e.g., The Lady in the Painting, Wu Song Da Hu, etc.).