Ohio's Academic Content Standards in English Language Arts
Grade Level Indicators
Phonemic Awareness, Word Recognition and Fluency StandardStudents 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.
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| PreK | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
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| Prekindergarten |
| 1. | Identify matching sounds and recognize rhymes in familiar stories, poems, songs and words. (ORC Resources) | | 2. | Hear sounds in words by isolating the syllables of a word using snapping, clapping or rhythmic movement (e.g., cat, ap-ple). (ORC Resources) | | 3. | Differentiate between sounds that are the same and different(e.g., environmental sounds, animal sounds, phonemes). (ORC Resources) | | 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). (ORC Resources) | | 5. | Identify own name in print. (ORC Resources) | | 6. | Recognize and name some upper and lower case letters in addition to those in first name. (ORC Resources) | | 7. | Recognize that words are made up of letters. (ORC Resources) | | 8. | Recognize and "read" familiar words or environmental print. (ORC Resources) | | 9. | Demonstrate an understanding of reading fluency by use of phrasing, intonation and expression in shared reading (e.g., Brown Bear, Brown Bear). (ORC Resources) |
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| PreK | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
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| Kindergarten |
| 1. | Read own first and last name. (ORC Resources) | | 2. | Identify and complete rhyming words and patterns. (ORC Resources) | | 3. | Distinguish the number of syllables in words by using rhythmic clapping, snapping or counting. (ORC Resources) | | 4. | Distinguish and name all upper- and lower-case letters. (ORC Resources) | | 5. | Recognize, say and write the common sounds of letters. (ORC Resources) | | 6. | Distinguish letters from words by recognizing that words are separated by spaces. (ORC Resources) | | 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. (ORC Resources) | | 8. | Read one-syllable and often-heard words by sight. (ORC Resources) | | 9. | Reread stories independently or as a group, modeling patterns of changes in timing, voice and expression. (ORC Resources) |
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| PreK | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
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| Grade 1 |
| 1. | Identify and distinguish between letters, words and sentences. (ORC Resources) | | 2. | Identify and say the beginning and ending sounds in words. (ORC Resources) | | 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. (ORC Resources) | | 4. | Decode by using letter-sound matches. (ORC Resources) | | 5. | Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words. (ORC Resources) | | 6. | Blend two to four phonemes (sounds) into words. (ORC Resources) | | 7. | Add, delete or change sounds in a given word to create new or rhyming words. (ORC Resources) | | 8. | Demonstrate a growing stock of sight words. (ORC Resources) | | 9. | Read text using fluid and automatic decoding skills, including knowledge of patterns, onsets and rimes. (ORC Resources) | | 10. | Read aloud with changes in emphasis, voice, timing and expression that show a recognition of punctuation and an understanding of meaning. (ORC Resources) |
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| PreK | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
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| Grade 2 |
| 1. | Identify rhyming words with the same or different spelling patterns. (ORC Resources) | | 2. | Read regularly spelled multi-syllable words by sight. (ORC Resources) | | 3. | Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables. (ORC Resources) | | 4. | Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words. (ORC Resources) | | 5. | Segment letter, letter blends and syllable sounds in words. (ORC Resources) | | 6. | Distinguish and identify the beginning, middle and ending sounds in words. (ORC Resources) | | 7. | Identify words as having either short- or long-vowel sounds. (ORC Resources) | | 8. | Demonstrate a growing stock of sight words. (ORC Resources) | | 9. | Read text using fluid and automatic decoding skills. (ORC Resources) | | 10. | Read passages fluently with appropriate changes in voice, timing and expression. (ORC Resources) |
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| PreK | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
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| Grade 3 |
| 1. | Identify rhyming words with the same or different spelling patterns. (ORC Resources) | | 2. | Use letter-sound knowledge and structural analysis to decode words. (ORC Resources) | | 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. (ORC Resources) | | 4. | Demonstrate a growing stock of sight words. (ORC Resources) | | 5. | Read text using fluid and automatic decoding skills. (ORC Resources) | | 6. | Read passages fluently with changes in tone, voice, timing and expression to demonstrate meaningful comprehension. (ORC Resources) |
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