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
(sound-symbol 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 the third grade, they
demonstrate fluent oral reading, varying their intonation and timing as
appropriate for the text. |
Acquisition 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. |
Reading Process:Concepts
of
Print, Comprehension Strategies and Self-Monitoring Strategies
Standard
Students develop and learn to apply strategies 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. |
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 sources
of additional information. Students use
their knowledge of text 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.
|
Literary Text Standard
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, folk 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.
|
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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