Ohio State Standards for Language Arts: Grade 1

OH.1. 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 the third grade, they demonstrate fluent oral reading, varying their intonation and timing as appropriate for the text.

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

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

1.1. Grade Level Indicator: Identify and distinguish between letters, words and sentences.

1.2. Grade Level Indicator: Identify and say the beginning and ending sounds in words.

1.3. Grade Level Indicator: 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.

1.4. Grade Level Indicator: Decode by using letter-sound matches.

1.5. Grade Level Indicator: Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words.

1.6. Grade Level Indicator: Blend two to four phonemes (sounds) into words.

1.7. Grade Level Indicator: Add, delete or change sounds in a given word to create new or rhyming words.

1.8. Grade Level Indicator: Demonstrate a growing stock of sight words.

1.9. Grade Level Indicator: Read text using fluid and automatic decoding skills, including knowledge of patterns, onsets and rimes.

1.10. Grade Level Indicator: Read aloud with changes in emphasis, voice, timing and expression that show a recognition of punctuation and an understanding of meaning.

OH.2. 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.

2.A. Use context clues to determine the meaning of new vocabulary.

2.B. Read accurately high-frequency sight words.

2.C. Apply structural analysis skills to build and extend vocabulary and to determine word meaning.

2.D. Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meanings.

2.E. Use resources to determine the meanings and pronunciations of unknown words.

2.1. Grade Level Indicator: Contextual Understanding: Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.

2.2. Grade Level Indicator: Conceptual Understanding: Identify words that have similar meanings (synonyms) and words that have opposite meanings (antonyms).

2.3. Grade Level Indicator: Conceptual Understanding: Classify words into categories (e.g., colors, fruits, vegetables).

2.4. Grade Level Indicator: Conceptual Understanding: Recognize common sight words.

2.5. Grade Level Indicator: Conceptual Understanding: Recognize that words can sound alike but have different meanings (e.g., homophones such as hair and hare).

2.6. Grade Level Indicator: Structural Understanding: Predict the meaning of compound words using knowledge of individual words (e.g., daydream, raindrop).

2.7. Grade Level Indicator: Structural Understanding: Recognize contractions (e.g., isn't, aren't, can't, won't) and common abbreviations (e.g., Jan., Feb.).

2.8. Grade Level Indicator: Structural Understanding: Read root words and their inflectional endings (e.g., walk, walked, walking).

2.9. Grade Level Indicator: Tools and Resources: Determine the meaning of unknown words using a beginner's dictionary.

OH.3. Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies: 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.

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

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

3.C. Draw conclusions from information in text.

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

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

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

3.1. Grade Level Indicator: Concepts of Print: Describe the role of authors and illustrators.

3.2. Grade Level Indicator: Comprehension Strategies: Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained).

3.3. Grade Level Indicator: Comprehension Strategies: Visualize the information in texts and demonstrate this by drawing pictures, discussing images in texts or writing simple descriptions.

3.4. Grade Level Indicator: Comprehension Strategies: Make predictions while reading and support predictions with information from the text or prior experience.

3.5. Grade Level Indicator: Comprehension Strategies: Compare information (e.g., recognize similarities) in texts with prior knowledge and experience.

3.6. Grade Level Indicator: Comprehension Strategies: Recall the important ideas in fictional and non-fictional texts.

3.7. Grade Level Indicator: Comprehension Strategies: Create and use graphic organizers such as Venn diagrams or webs, with teacher assistance, to demonstrate comprehension.

3.8. Grade Level Indicator: Comprehension Strategies: Answer literal, simple inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

3.9. Grade Level Indicator: Self-Monitoring Strategies: Monitor comprehension of independently- or group-read texts by asking and answering questions.

3.10. Grade Level Indicator: Independent Reading: Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

3.11. Grade Level Indicator: Independent Reading: Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

OH.4. 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 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.

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

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

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

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

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

4.1. Grade Level Indicator: Use title page, photographs, captions and illustrations (text features) to develop comprehension of informational texts.

4.2. Grade Level Indicator: Identify the sequence of events in informational text.

4.3. Grade Level Indicator: Ask questions concerning essential elements of informational text (e.g., why, who, where, what, when and how).

4.4. Grade Level Indicator: Identify central ideas and supporting details of informational text with teacher assistance.

4.5. Grade Level Indicator: Identify and discuss simple diagrams, charts, graphs and maps as characteristics of nonfiction.

4.6. Grade Level Indicator: Follow multiple-step directions.

OH.5. 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, 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.

5.A. Compare and contrast plot across literary works.

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

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

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

5.E. Identify the theme of a literary text.

5.1. Grade Level Indicator: Provide own interpretation of story, using information from the text.

5.2. Grade Level Indicator: Identify characters, setting and events in a story.

5.3. Grade Level Indicator: Retell the beginning, middle and ending of a story, including its important events.

5.4. Grade Level Indicator: Identify differences between stories, poems and plays.

5.5. Grade Level Indicator: Recognize predictable patterns in stories and poems.

OH.6. Writing Process: 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.

6.A. Generate ideas for written compositions.

6.B. Develop audience and purpose for self-selected and assigned writing tasks.

6.C. Use organizers to clarify ideas for writing assignments.

6.D. Use revision strategies and resources to improve ideas and content, organization, word choice and detail.

6.E. Edit to improve sentence fluency, grammar and usage.

6.F. Apply tools to judge the quality of writing.

6.G. Publish writing samples for display or sharing with others, using techniques such as electronic resources and graphics.

6.1. Grade Level Indicator: Prewriting: Generate writing ideas through discussions with others.

6.2. Grade Level Indicator: Prewriting: Develop a main idea for writing.

6.3. Grade Level Indicator: Prewriting: Determine purpose and audience.

6.4. Grade Level Indicator: Prewriting: Use organizational strategies (e.g., brainstorming, lists, webs and Venn diagrams) to plan writing.

6.5. Grade Level Indicator: Drafting, Revising and Editing: Organize writing to include a beginning, middle and end.

6.6. Grade Level Indicator: Drafting, Revising and Editing: Construct complete sentences with subjects and verbs.

6.7. Grade Level Indicator: Drafting, Revising and Editing: Mimic language from literature when appropriate.

6.8. Grade Level Indicator: Drafting, Revising and Editing: Use available technology to compose text.

6.9. Grade Level Indicator: Drafting, Revising and Editing: Reread own writing for clarity.

6.10. Grade Level Indicator: Drafting, Revising and Editing: Add descriptive words and details.

6.11. Grade Level Indicator: Drafting, Revising and Editing: Use resources (e.g., a word wall, beginner's dictionary, word bank) to select effective vocabulary.

6.12. Grade Level Indicator: Drafting, Revising and Editing: Proofread writing to improve conventions (e.g., grammar, spelling, punctuation and capitalization).

6.13. Grade Level Indicator: Drafting, Revising and Editing: Apply tools (e.g., rubric, checklist, feedback) to judge the quality of writing.

6.14. Grade Level Indicator: Publishing: Rewrite and illustrate writing samples for display and for sharing with others.

OH.7. 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 their writing according to audience and purpose.

7.A. Compose writings that convey a clear message and include well-chosen details.

7.B. Write responses to literature that demonstrate an understanding of a literary work.

7.C. Write friendly letters and invitations complete with date, salutation, body, closing and signature.

7.1. Grade Level Indicator: Write simple stories with a beginning, middle and end that include descriptive words and details.

7.2. Grade Level Indicator: Write responses to stories that include simple judgments about the text.

7.3. Grade Level Indicator: Write friendly letters or invitations that follow a simple letter format.

7.4. Grade Level Indicator: Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.

OH.8. 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 purpose 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.

8.A. Print legibly using appropriate spacing.

8.B. Spell grade-appropriate words correctly.

8.C. Use conventions of punctuation and capitalization in written work.

8.D. Use grammatical structures in written work.

8.1. Grade Level Indicator: Handwriting: Print legibly, and space letters, words and sentences appropriately.

8.2. Grade Level Indicator: Spelling: Spell words correctly with regular short vowel patterns and most common long vowel words (e.g., time, name).

8.3. Grade Level Indicator: Spelling: Spell high-frequency words correctly.

8.4. Grade Level Indicator: Spelling: Create phonetically-spelled written work that can usually be read by the writer and others.

8.5. Grade Level Indicator: Spelling: Spell unfamiliar words using strategies such as segmenting, sounding out and matching familiar words and word parts.

8.6. Grade Level Indicator: Punctuation and Capitalization: Use end punctuation correctly, including question marks, exclamation points and periods.

8.7. Grade Level Indicator: Punctuation and Capitalization: Use correct capitalization (e.g., the first word in a sentence, names and the pronoun I).

8.8. Grade Level Indicator: Grammar and Usage: Use nouns, verbs and adjectives (descriptive words).

OH.9. 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.

9.A. Generate questions for investigation and gather information from a variety of sources.

9.B. Retell important details and findings.

9.1. Grade Level Indicator: Discuss ideas for investigation about a topic or area of personal interest.

9.2. Grade Level Indicator: Utilize appropriate searching techniques to gather information, with teacher assistance, from a variety of locations (e.g., classroom, school library, public library or community resources).

9.3. Grade Level Indicator: Use books or observations to gather information to explain a topic or unit of study with teacher assistance.

9.4. Grade Level Indicator: Recall important information about a topic with teacher assistance.

9.5. Grade Level Indicator: Report information to others.

OH.10. Communications: 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.

10.A. Use active listening strategies to identify the main idea and to gain information from oral presentations.

10.B. Connect prior experiences, insights and ideas to those of a speaker.

10.C. Follow multi-step directions.

10.D. Speak clearly and at an appropriate pace and volume.

10.E. Deliver a variety of presentations that include relevant information and a clear sense of purpose.

10.1. Grade Level Indicator: Listening and Viewing: Use active listening skills, such as making eye contact or asking questions.

10.2. Grade Level Indicator: Listening and Viewing: Compare what is heard with prior knowledge and experience.

10.3. Grade Level Indicator: Listening and Viewing: Follow simple oral directions.

10.4. Grade Level Indicator: Speaking Skills and Strategies: Speak clearly and understandably.

10.5. Grade Level Indicator: Speaking Applications: Deliver brief informational presentations that: demonstrate an understanding of the topic; include and sort relevant information and details to develop topic; organize information with a clear beginning and ending; and express opinions.

10.6. Grade Level Indicator: Speaking Applications: Deliver brief informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details.

10.7. Grade Level Indicator: Speaking Applications: Deliver simple dramatic presentations (e.g., recite poems, rhymes, songs and stories).