Ohio Academic Standards for Early Childhood
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Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies. 2

Reading Applications: Informational, Technical and Persuasive Text 2

Phonemic Awareness, Word Recognition and Fluency

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 third grade, they demonstrate fluent oral reading, varying their intonation and timing as appropriate for the text.

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).

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.

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

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.

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.

3. Name items in common categories (e.g., animals, food, clothing transportation, etc)

4. Demonstrate or orally communicate position and directional words.

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

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.

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 from left to right.

3. Begin to distinguish print from pictures.

4. Visualize and represent understanding of text through a variety of media and play.

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.

10. Select favorite books and poems and participate in shared oral reading and discussions.

Reading Applications: Informational, Technical and Persuasive Text

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.

Reading Applications: Literary Text

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.

Writing Processes

Students’ writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions.

1. Generate ideas for a story or shared writing with assistance.

2. Choose a topic for writing related to shared or personal experience.

3. Begin to determine purpose for writing.

4. Generate related ideas with assistance.

5. Dictate or produce “writing” to express thoughts.

6. Repeat message conveyed through dictation or “writing”.

7. Begin to use resources (e.g., labels, books, adults, word walls, computer, etc.) to convey meaning..

8. Display or share writing samples, illustrations and dictated stories with others.

Writing Applications

Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure in their writing according to audience and purpose.

1. Dictate stories or produce simple stories using pictures, mock letters or words.

2. Name objects and label with assistance from adult cues.

3. Play at writing from top to bottom, horizontal rows as format.

4. Dictate words or produce writing approximations for a variety of purposes (e.g., menus in dramatic play, note to friend).

Writing Conventions

Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with forms of written text. They learn the purposes of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their

understanding of the spelling system, using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively communicate ideas in writing and to express themselves.

1. Print letters of own name and other meaningful words with assistance using mock letters and/or conventional print.

2. Begin to demonstrate letter formation in “writing”.

3. Scribble write familiar words with mock letters and some actual letters.

4. Indicate an awareness of letters that cluster as words, words in phrases or sentences by use of spacing, symbols or marks.

Research

Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings.

1. Ask questions about experiences, areas of interest, pictures, letters, words, logos or icons.

2. Use a variety of resources to gather information with assistance.

3. Recall information about a topic dictated or constructed by child.

4. Share findings of information through retelling, media and play.

Communication: Oral and Visual

Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient

speakers control language and deliberately choose vocabulary to clarify points and adjust presentations according to audience and purpose.

1. Attend to speakers, stories, poems and songs.

2. Connect information and events to personal experiences by sharing or commenting.

3. Follow simple oral directions.

4. Speak clearly and understandably to express ideas, feelings and needs.

5. Initiate and sustain a conversation through turn taking.

6. Present own experiences, products, creations or writing through the use of language.

7. Participate in the recitation of books, poems, chants, songs and nursery rhymes.