What's New: English Language Arts Worksheets and Study Guides

Counting Syllables Kindergarten English Language Arts
Beginning and Ending Sounds Kindergarten English Language Arts
Simple Sentences Kindergarten English Language Arts
Letter Sounds - Same & Different Kindergarten English Language Arts
Write the word Kindergarten English Language Arts
Capital Letters Kindergarten English Language Arts
Simple Sentences Kindergarten English Language Arts

Ohio Standards for First Grade English Language Arts

AlphabetizingFreeWorksheets: 29Study Guides: 1Capitalizing IWorksheets: 3Study Guides: 1Long Vowel - Silent eWorksheets: 4Study Guides: 1Periods and Question MarksWorksheets: 4Study Guides: 1Real or FantasyWorksheets: 3Study Guides: 1Three Step DirectionsWorksheets: 3Study Guides: 1Words with -ce and -seWorksheets: 3Study Guides: 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.

1.2. 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.

1.5. Grade Level Indicator: Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar 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.B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.

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.

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

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.

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

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

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.

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

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

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

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

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.

4.4. 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.

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

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

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.

5.2. 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.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.

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.

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

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.

8.2. 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.

8.7. 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).

8.B. Spell grade-appropriate words correctly.

8.D. Use grammatical structures in written work.

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

21st Century Skills FrameworkAlabama Common Core StandardsAlabama StandardsAlaska StandardsArizona Common Core StandardsArizona StandardsArkansas Common Core StandardsArkansas StandardsCalifornia Common Core StandardsCalifornia StandardsColorado Common Core StandardsColorado StandardsCommon Core State StandardsConnecticut Common Core StandardsConnecticut StandardsDelaware Common Core StandardsDelaware StandardsFlorida Common Core StandardsFlorida Standards (NGSSS)Georgia Common Core StandardsGeorgia StandardsHawaii Common Core StandardsHawaii StandardsIdaho Common Core StandardsIdaho StandardsIllinois Common Core StandardsIllinois StandardsIndiana Common Core StandardsIndiana StandardsIowa Common Core StandardsIowa Core StandardsKansas Common Core StandardsKansas StandardsKentucky Common Core StandardsKentucky StandardsLouisiana Common Core StandardsLouisiana StandardsMaine Common Core StandardsMaine StandardsMaryland Common Core StandardsMaryland StandardsMassachusetts Common Core StandardsMassachusetts StandardsMichigan Common Core StandardsMichigan StandardsMinnesota Common Core StandardsMinnesota StandardsMississippi Common Core StandardsMississippi StandardsMissouri Common Core StandardsMissouri StandardsMontana Common Core StandardsMontana StandardsNebraska StandardsNevada Common Core StandardsNevada StandardsNew Hampshire Common Core StandardsNew Hampshire StandardsNew Jersey Common Core StandardsNew Jersey StandardsNew Mexico Common Core StandardsNew Mexico StandardsNew York Common Core StandardsNew York StandardsNorth Carolina Common Core StandardsNorth Carolina StandardsNorth Dakota Common Core StandardsNorth Dakota StandardsOhio Common Core StandardsOhio StandardsOklahoma Common Core StandardsOklahoma StandardsOregon Common Core StandardsOregon StandardsPennsylvania Common Core StandardsPennsylvania StandardsRhode Island Common Core StandardsRhode Island StandardsSouth Carolina Common Core StandardsSouth Carolina StandardsSouth Dakota Common Core StandardsSouth Dakota StandardsTennessee Common Core StandardsTennessee StandardsTexas TEKS StandardsU.S. National StandardsUtah Common Core StandardsUtah StandardsVermont Common Core StandardsVermont StandardsVirgin Islands Common Core StandardsVirginia StandardsWashington Common Core StandardsWashington DC Common Core StandardsWashington DC StandardsWashington StandardsWest Virginia Common Core StandardsWest Virginia StandardsWisconsin Common Core StandardsWisconsin StandardsWyoming Common Core StandardsWyoming Standards