Teacher Resources
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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. |
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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. |
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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. |
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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.
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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.
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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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Teacher Resources
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