CONTENT STANDARDS
English
Language Arts - Reading
Early Learning
Phonological, Phonemic
Awareness, Word Recognition and Fluency Standard
Acquisition
of Vocabulary Standard
Reading Process:Concepts of Print, Comprehension Strategies and
Self-Monitoring Strategies Standard
Informational,
Technical, and Persuasive Text Standard
Literary
Text Standard
Phonemic Awareness, Word Recognition and Fluency Standard
| Students in the primary grades learn to
recognize and decode printed words, developing the skills that are the
foundations
for independent reading. They discover the alphabetic principle
(soundsymbol
match) and learn to use it in figuring out new words. They build a
stock
of sight words that helps them to read quickly and accurately with
comprehension.
By the end of third grade, they demonstrate fluent oral reading,
varying
their intonation and timing as appropriate for the text. Phonological and Phonemic Awareness 1. Identify matching sounds and recognize rhymes in familiar stories, poems, songs and words. 2. Hear sounds in words by isolating the syllables of a word using snapping, clapping or rhythmic movement (e.g., cat, ap-ple). 3. Differentiate between sounds that are the same and different (e.g., environmental sounds, animal sounds, phonemes). 4. Recognize when words share phonemes (sounds) and repeat the common phoneme (e.g., /b/ as in Bob, ball, baby; /t/ as in Matt, kite, boat). Word Recognition 5. Identify own name in print. 6. Recognize and name some upper and lower case letters in addition to those in first name. 7. Recognize that words are made up of letters. Fluency 8. Recognize and “read” familiar words or environmental print. 9. Demonstrate an understanding of reading fluency by use of phrasing, intonation and expression in shared reading (e.g., Brown Bear, Brown Bear). |
Acquisition of Vocabulary StandardAcquisition
of Vocabulary Standard
| Students acquire vocabulary through exposure
to language-rich situations, such as reading books and other texts and
conversing with adults and peers. They use context clues, as well as
direct explanations provided by others, to gain new words. They learn
to apply word analysis
skills to build and extend their own vocabulary. As students progress
through
the grades, they become more proficient in applying their knowledge of
words
(origins, parts, relationships, meanings) to acquire specialized
vocabulary
that aids comprehension. Contextual Understanding 1. Understand the meaning of new words from context of conversations, the use of pictures that accompany text or the use of concrete objects. 2. Recognize and demonstrate an understanding of environmental print. Conceptual Understanding 3. Name items in common categories (e.g., animals, food, clothing, transportation, etc) 4. Demonstrate or orally communicate position and directional words. Tools and Resources 5. Determine the meaning of unknown words with assistance or cues from an adult (e.g., providing a frame of reference, context or comparison). |
Reading Process:Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
| Students develop and learn to apply
strategies, such as predicting recalling, that help them to comprehend
and interpret
informational and literary texts. Reading and learning to read are
problem
solving processes that require strategies for the reader to make sense
of
written language and remain engaged with texts. Beginners develop basic
concepts
about print (e.g., that print holds meaning) and how books work (e.g.,
text
organization). As strategic readers, students learn to analyze and
evaluate
texts to demonstrate their understanding of text. Additionally,
students
learn to self-monitor their own comprehension by asking and answering
questions about the text, self-correcting errors and assessing their
own understanding.
They apply these strategies effectively to assigned and self-selected
texts
read in and out of the classroom. Concepts of Print 1. Understand that print has meaning by demonstrating the functions of print through play activities. 2. Hold books right side up, know that people read pages from front to back and read, top to bottom and read words 3. Begin to distinguish print from pictures. 4. Visualize and represent understanding of text through a variety of media and play. Comprehension Strategies 5. Predict what might happen next during reading of text. 6. Connect information or ideas in text to prior knowledge and experience. 7. Begin to represent text sequences through media and play. 8. Answer literal questions to demonstrate comprehension of orally read age-appropriate texts. 9. Respond to oral reading by commenting or questioning. Self-Monitoring Strategies Independent Reading from left to right. 10. Select favorite books and poems and participate in shared oral reading and discussions. |
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Informational,
Technical, and Persuasive Text Standard
| Students gain information from reading for
purposes of learning about a subject, doing a job, making decisions and
accomplishing a task. Students need to apply the reading process to
various types of informational texts, including essays, magazines,
newspapers, textbooks, instruction manuals, consumer and workplace
documents, reference materials, multimedia and electronic resources.
They learn to attend to text features, such as titles, subtitles and
visual aids, to make predictions and build text knowledge. They learn
to read diagrams, charts, graphs, maps and displays in text as
structure
to organize content information, analyze it and draw inferences from
it.
Strategic readers learn to recognize arguments, bias, stereotyping and
propaganda
in informational text sources. 1. Use pictures and illustrations to aid comprehension. 2. Retell information from informational text. 3. Tell the topic of a selection that has been read aloud (e.g., What is the book about?). 4. Gain text information from pictures, photos, simple charts and labels. 5. Follow simple directions. |
| Students enhance their understanding of the
human story by reading literary texts that represent a variety of
authors,
cultures and eras. They learn to apply the reading process to the
various
genres of literature, including fables, tales, short stories, novels,
poetry
and drama. They demonstrate their comprehension by describing and
discussing
the elements of literature (e.g., setting, character and plot),
analyzing
the author’s use of language (e.g., word choice and figurative
language),
comparing and contrasting texts, inferring theme and meaning and
responding
to text in critical and creative ways. Strategic readers learn to
explain,
analyze and critique literary text to achieve deep understanding. 1. Identify characters in favorite books and stories. 2. Retell or re-enact events from a story through a variety of media and play events. 3. Begin to demonstrate an understanding of the differences between fantasy and reality. 4. Participate in shared reading of repetitious or predictable text. |
| All of the information
on this site is available in pdf and/or Word format at the
Ohio Department of Education Web Site at http://www.ode.state.oh.us/
|
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