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Ohio English Language Arts StandardsPhonemic Awareness, Word Recognition and Fluency |
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| Grade: K Phonemic Awareness, Word Recognition and Fluency Standard Number: 1. Read own first and last name. Standard Number: 2. Identify and complete rhyming words and patterns. Standard Number: 3. Distinguish the number of syllables in words by using rhythmic clapping, snapping or counting. Standard Number: 4. Distinguish and name all upper- and lower-case letters. Standard Number: 5. Recognize, say and write the common sounds of letters. Standard Number: 6. Distinguish letters from words by recognizing that words are separated by spaces. Standard Number: 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. Standard Number: 8. Read one-syllable and often-heard words by sight. Standard Number: 9. Reread stories independently or as a group, modeling patterns of changes in timing, voice and expression. Grade: Gr. 1 Phonemic Awareness, Word Recognition and Fluency Standard Number: 1 Identify and distinguish between letters, words and sentences. Standard Number: 2. Identify and say the beginning and ending sounds in words. Standard Number: 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. Standard Number: 4. Decode by using letter-sound matches. Standard Number: 5. Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words. Standard Number: 6. Blend two to four phonemes (sounds) into words. Standard Number: 7. Add, delete or change sounds in a given word to create new or rhyming words. Standard Number: 8. Demonstrate a growing stock of sight words. Standard Number: 9. Read text using fluid and automatic decoding skills, including knowledge of patterns, onsets and rimes. Standard Number: 10. Read aloud with changes in emphasis, voice, timing and expression that show a recognition of punctuation and an understanding of meaning. Grade: Gr. 2 Phonemic Awareness, Word Recognition and Fluency Standard Number: 1. Identify rhyming words with the same or different spelling patterns. Standard Number: 2. Read regularly spelled multi-syllable words by sight. Standard Number: 3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables. Standard Number: 4. Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words. Standard Number: 5. Segment letter, letter blends and syllable sounds in words. Standard Number: 6. Distinguish and identify the beginning, middle and ending sounds in words. Standard Number: 7. Identify words as having either short- or long-vowel sounds. Standard Number: 8. Demonstrate a growing stock of sight words. Standard Number: 9. Read text using fluid and automatic decoding skills. Standard Number: 10. Read passages fluently with appropriate changes in voice, timing and expression. Grade: Gr. 3 Phonemic Awareness, Word Recognition and Fluency Standard Number: 1. Identify rhyming words with the same or different spelling patterns. Standard Number: 2. Use letter-sound knowledge and structural analysis to decode words. Standard Number: 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. Standard Number: 4. Demonstrate a growing stock of sight words. Standard Number: 5. Read text using fluid and automatic decoding skills. Standard Number: 6. Read passages fluently with changes in tone, voice, timing and expression to demonstrate meaningful comprehension. Grade: Gr. 4 Phonemic Awareness, Word Recognition and Fluency Standard Number: 1. Fluency continues to develop past the primary grades. Readers increase their rate of oral reading to near conversational pace. They show their appropriate use of pauses, pitch, stress and intonation that they are reading in clauses and sentence units to support comprehension. They gain control over a wider, complex sight vocabulary and over longer syntactic structures, so that they are able to read progressively more demanding texts with greater ease. Silent reading becomes considerably faster than oral reading and becomes the preferred, more efficient way to process everyday texts. Grade: Gr. 5 Phonemic Awareness, Word Recognition and Fluency Standard Number: 1. Fluency continues to develop past the primary grades. Readers increase their rate of oral reading to near conversational pace. They show their appropriate use of pauses, pitch, stress and intonation that they are reading in clauses and sentence units to support comprehension. They gain control over a wider, complex sight vocabulary and over longer syntactic structures, so that they are able to read progressively more demanding texts with greater ease. Silent reading becomes considerably faster than oral reading and becomes the preferred, more efficient way to process everyday texts. Grade: Gr. 6 Phonemic Awareness, Word Recognition and Fluency Standard Number: 1. Fluency continues to develop past the primary grades. Readers increase their rate of oral reading to near conversational pace. They show their appropriate use of pauses, pitch, stress and intonation that they are reading in clauses and sentence units to support comprehension. They gain control over a wider, complex sight vocabulary and over longer syntactic structures, so that they are able to read progressively more demanding texts with greater ease. Silent reading becomes considerably faster than oral reading and becomes the preferred, more efficient way to process everyday texts. Conceptual Understanding Standard Number: 2. Apply knowledge of connotation and denotation to determine the meaning of words. Standard Number: 3. Identify analogies and other word relationships, including synonyms and antonyms, to determine the meaning of words. Standard Number: 4. Interpret metaphors and similes to understand new uses of words and phrases in text. Standard Number: 5. Recognize and use words from other languages that have been adopted into the English language. Contextual Understanding Standard Number: 1. Define the meaning of unknown words by using context clues and the author's use of definition, restatement and example. Structural Understanding Standard Number: 6. Apply the knowledge of prefixes, suffixes and roots and their various inflections to analyze the meanings of words. Standard Number: 7. Identify symbols and acronyms and connect them to whole words. Tools and Resources Standard Number: 8. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars. Grade: Gr. 7 Phonemic Awareness, Word Recognition and Fluency Standard Number: 1. Fluency continues to develop past the primary grades. Readers increase their rate of oral reading to near conversational pace. They show their appropriate use of pauses, pitch, stress and intonation that they are reading in clauses and sentence units to support comprehension. They gain control over a wider, complex sight vocabulary and over longer syntactic structures, so that they are able to read progressively more demanding texts with greater ease. Silent reading becomes considerably faster than oral reading and becomes the preferred, more efficient way to process everyday texts. Grade: Gr. 8 Phonemic Awareness, Word Recognition and Fluency Standard Number: 1. Fluency continues to develop past the primary grades. Readers increase their rate of oral reading to near conversational pace. They show their appropriate use of pauses, pitch, stress and intonation that they are reading in clauses and sentence units to support comprehension. They gain control over a wider, complex sight vocabulary and over longer syntactic structures, so that they are able to read progressively more demanding texts with greater ease. Silent reading becomes considerably faster than oral reading and becomes the preferred, more efficient way to process everyday texts. Grade: Gr. 9 Phonemic Awareness, Word Recognition and Fluency Standard Number: 1. Fluency continues to develop past the primary grades. Readers increase their rate of oral reading to near conversational pace. They show their appropriate use of pauses, pitch, stress and intonation that they are reading in clauses and sentence units to support comprehension. They gain control over a wider, complex sight vocabulary and over longer syntactic structures, so that they are able to read progressively more demanding texts with greater ease. Silent reading becomes considerably faster than oral reading and becomes the preferred, more efficient way to process everyday texts. Grade: Gr. 10 Phonemic Awareness, Word Recognition and Fluency Standard Number: 1. Fluency continues to develop past the primary grades. Readers increase their rate of oral reading to near conversational pace. They show their appropriate use of pauses, pitch, stress and intonation that they are reading in clauses and sentence units to support comprehension. They gain control over a wider, complex sight vocabulary and over longer syntactic structures, so that they are able to read progressively more demanding texts with greater ease. Silent reading becomes considerably faster than oral reading and becomes the preferred, more efficient way to process everyday texts. Grade: Gr. 11 Phonemic Awareness, Word Recognition and Fluency Standard Number: 1. Fluency continues to develop past the primary grades. Readers increase their rate of oral reading to near conversational pace. They show their appropriate use of pauses, pitch, stress and intonation that they are reading in clauses and sentence units to support comprehension. They gain control over a wider, complex sight vocabulary and over longer syntactic structures, so that they are able to read progressively more demanding texts with greater ease. Silent reading becomes considerably faster than oral reading and becomes the preferred, more efficient way to process everyday texts. Grade: Gr. 12 Phonemic Awareness, Word Recognition and Fluency Standard Number: 1. Fluency continues to develop past the primary grades. Readers increase their rate of oral reading to near conversational pace. They show their appropriate use of pauses, pitch, stress and intonation that they are reading in clauses and sentence units to support comprehension. They gain control over a wider, complex sight vocabulary and over longer syntactic structures, so that they are able to read progressively more demanding texts with greater ease. Silent reading becomes considerably faster than oral reading and becomes the preferred, more efficient way to process everyday texts. |
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