Phonemic Awareness, Word Recognition and Fluency Standard

Grades K-3

Ohio Benchmarks

Grades K-3

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

Grade-Level Indicators

Grade 3

A.       Use letter-sound correspondence knowledge and structural analysis to decode words.

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2.       Identify and complete rhyming words and patterns.

3.       Distinguish the number of syllables in words by using rhythmic clapping, snapping or counting.

4.       Distinguish and name all upper- and lower-case letters.

5.       Recognize, say and write the common sounds of letters.

6.       Distinguish letters from words by recognizing that words are separated by spaces.

1.       Identify and distinguish between letters, words and sentences.

2.       Identify and say the beginning and ending sounds in words.

3.       Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long-and short-vowel patterns, and by matching sounds to the corresponding letters.

4.       Decode by using letter-sound matches.

1.       Identify rhyming words with the same or different spelling patterns.

3.       Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.

4.       Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words.

5.       Segment letter, letter blends and syllable sounds in words.

6.       Distinguish and identify the beginning, middle and ending sounds in words.

1.       Identify rhyming words with the same or different spelling patterns.

2.       Use letter-sound knowledge and structural analysis to decode words.

3.       Use knowledge of common word families (e.g., -ite or -ate) and complex word families (e.g., -ould, -ight) to sound out unfamiliar words.

Phonemic Awareness, Word Recognition and Fluency Standard

Grades K-3

Ohio Benchmarks

Grades K-3

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

Grade-Level Indicators

Grade 3

A.       Use letter-sound correspondence knowledge and structural analysis to decode words.

7.       Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.

5.       Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words.

6.       Blend two to four phonemes (sounds) into words.

7.       Add, delete or change sounds in a given word to create new or rhyming words.

7.     Identify words as having either short- or long-vowel sounds.

Phonemic Awareness, Word Recognition and Fluency Standard

Grades K-3

Ohio Benchmarks

Grades K-3

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

Grade-Level Indicators

Grade 3

B.      Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.

1.       Read own first and last name.

8.       Read one-syllable and often-heard words by sight.

9.       Reread stories independently or as a group, modeling patterns of changes in timing, voice and expression.

8.       Demonstrate a growing stock of sight words.

9.       Read text using fluid and automatic decoding skills, including knowledge of patterns, onsets and rimes.

10.   Read aloud with changes in emphasis, voice, timing and expression that show a recognition of punctuation and an understanding of meaning.

2.       Read regularly spelled multi-syllable words by sight.

8.       Demonstrate a growing stock of sight words.

9.       Read text using fluid and automatic decoding skills.

10.   Read passages fluently with appropriate changes in voice, timing and expression.

4.       Demonstrate a growing stock of sight words.

5.       Read text using fluid and automatic decoding skills.

6.       Read passages fluently with changes in tone, voice, timing and expression to demonstrate meaningful comprehension.

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard

Grades K-3

Ohio Benchmarks

Grades K-3

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

Grade-Level

Indicators

Grade 3

A.       Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.

4.       Visualize the information in texts, and demonstrate this by drawing pictures, discussing images in texts or dictating simple descriptions.

2.       Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained).

3.       Visualize the information in texts and demonstrate this by drawing pictures, discussing images in texts or writing simple descriptions.

1.       Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained).

5.       Create and use graphic organizers, such as Venn diagrams or webs, to demonstrate comprehension.

1.       Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained).

6.       Create and use graphic organizers, such as Venn diagrams or webs, to demonstrate comprehension.

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard

Grades K-3

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

Grade-Level

Indicators

Grade 3

B.      Make predictions from text clues and cite specific examples to support predictions.

5.       Predict what will happen next, using pictures and content as a guide.

4.       Make predictions while reading and support predictions with information from the text or prior experience.

2.       Predict content, events and outcomes from illustrations and prior experience and support those predictions with examples from the text or background knowledge.

2.       Predict content, events and outcomes by using chapter titles, section headers, illustrations and story topics, and support those predictions with examples from the text.

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard

Grades K-3

Ohio Benchmarks

Grades K-3

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

Grade-Level

Indicators

Grade 3

C.      Draw conclusions from information in the text.

7.       Recall information from a story by sequencing pictures and events.

6.       Recall the important ideas in fictional and non-fictional texts.

4.       Summarize text by recalling main ideas and some supporting details.

4.       Summarize texts, sequencing information accurately and include main ideas and details as appropriate.

5.       Make inferences regarding events and possible outcomes from information in text.

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard

Grades K-3

Ohio Benchmarks

Grades K-3

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

Grade-Level

Indicators

Grade 3

D.      Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas.

6.       Compare information (e.g., recognize similarities) in texts using prior knowledge and experience.

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.

3.       Compare and contrast information in texts with prior knowledge and experience.

4.       Summarize text by recalling main ideas and some supporting details.

3.       Compare and contrast information between texts and across subject areas.

4.       Summarize texts, sequencing information accurately and include main ideas and details as appropriate.

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard

Grades K-3

Ohio Benchmarks

Grades K-3

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

Grade-Level

Indicators

Grade 3

E.      Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative).

8.       Answer literal questions to demonstrate comprehension of orally read grade-appropriate texts.

8.       Answer literal, simple inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

6.       Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

7.       Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard

Grades K-3

Ohio Benchmarks

Grades K-3

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

Grade-Level

Indicators

Grade 3

F.       Apply and adjust self-monitoring strategies to assess understanding of text.

9.       Monitor comprehension of orally read texts by asking and answering questions.

9.       Monitor comprehension of independently - or group-read texts by asking and answering questions.

7.       Monitor comprehension by recognizing when text does not make sense, and look back or read on to reinforce comprehension.

8.       Monitor reading comprehension by identifying word errors and self-correcting.

8.       Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on or looking back.

Reading Applications: Informational, Technical and Persuasive Text Standard

Grades K-3

Ohio Benchmarks

Grades K-3

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

Grade-Level

Indicators

Grade 3

A.       Use text features and structures to organize content, draw conclusions and build text knowledge.

1.       Use pictures and illustrations to aid comprehension.

1.       Use title page, photographs, captions and illustrations (text features) to develop comprehension of informational texts.

1.       Use the table of contents, glossary, captions and illustrations to identify information and to comprehend texts.

1.       Use the table of contents, chapter headings, glossary, index, captions and illustrations to locate information and comprehend texts.

B.      Ask clarifying questions concerning essential elements of informational text.

3.       Ask questions concerning essential elements of informational text (e.g., why, who, where, what, when and how).

3.       List questions about essential elements from informational text (e.g., why, who, where, what, when and how) and identify answers.

2.       List questions about essential elements (e.g., why, who, where, what, when and how) from informational text and identify answers.

Reading Applications: Informational, Technical and Persuasive Text Standard

Grades K-3

Ohio Benchmarks

Grades K-3

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

Grade-Level

Indicators

Grade 3

C.      Identify the central ideas and supporting details of informational text.

2.       Identify and discuss the sequence of events in informational text.

3.       Tell the main idea of a selection that has been read aloud.

2.       Identify the sequence of events in informational text.

4.       Identify central ideas and supporting details of informational text with teacher assistance.

2.       Arrange events from informational text in sequential order.

4.       Classify ideas from informational texts as main ideas or supporting details.

3.       Identify and list the important central ideas and supporting details of informational text.

D.      Use visual aids as sources to gain additional information from text.

4.       Identify and discuss simple maps, charts and graphs.

5.       Identify and discuss simple diagrams, charts, graphs and maps as characteristics of nonfiction.

5.       Identify information in diagrams, charts, graphs and maps.

4.       Draw conclusions from information in maps, charts, graphs and diagrams.

E.      Evaluate two- and three-step directions for proper sequencing and completeness.

5.       Follow simple directions.

6.       Follow multiple-step directions.

6.       Analyze a set of directions for proper sequencing.

5.       Analyze a set of directions for proper sequencing, clarity and completeness.

Literary Text Standard

Grades K-3

Ohio Benchmarks

Grades K-3

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

Grade-Level Indicators

Grade 3

A.       Compare and contrast plot across literary works.

1.       Identify favorite books and stories.

3.       Retell or re-enact a story that has been heard.

1.       Provide own interpretation of story, using information from the text.

3.       Retell the beginning, middle and ending of a story, including its important events.

1.       Compare and contrast different versions of the same story.

3.       Retell the plot of a story.

1.       Recognize and describe similarities and differences of plot across literary works.

3.       Retell the plot sequence.

B.      Use supporting details to identify and describe main ideas, characters and setting.

2.       Identify the characters and setting in a story.

2.       Identify characters, setting and events in a story.

2.       Describe characters and setting.

2.       Use concrete details from the text to describe characters and setting.

Literary Text Standard

Grades K-3

Ohio Benchmarks

Grades K-3

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

Grade-Level Indicators

Grade 3

C.      Recognize the defining characteristics and features of different types of literary forms and genres.

4.       Distinguish between fantasy and reality.

5.       Recognize predictable patterns in stories.

4.       Identify differences between stories, poems and plays.

5.       Recognize predictable patterns in stories and poems.

4.       Distinguish between stories, poems, plays, fairy tales and fables.

4.       Identify and explain the defining characteristics of literary forms and genres, including fairy tales, folk tales, poetry, fiction and non-fiction.

Literary Text Standard

Grades K-3

Ohio Benchmarks

Grades K-3

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

Grade-Level Indicators

Grade 3

D.      Explain how an author’s word choice and use of methods influences the reader.

5.       Identify words from texts that appeal to the senses.

5.       Explain how an author’s choice of words appeals to the senses.

7.       Describe methods authors use to influence readers’ feelings and attitudes (e.g., appeal of characters in a picture book; use of figurative language).

E.      Identify the theme of a literary text.

6.       Identify the theme of a text.

6.       Identify stated and implied themes.