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Alphabetizing First Grade English Language Arts
Punctuation/Capitalization Fifth Grade English Language Arts
Alphabetizing First Grade English Language Arts
Parts of Speech Fifth Grade English Language Arts
Adjectives/Adverbs/Vivid Language Third Grade English Language Arts
Capitalization/Punctuation Fourth Grade English Language Arts

Ohio Standards for Third Grade English Language Arts

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.

1.1. Grade Level Indicator: Identify rhyming words with the same or different spelling patterns.

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

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

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: Determine the meaning of unknown words using a variety of context clues, including word, sentence and paragraph clues.

2.2. Grade Level Indicator: Contextual Understanding: Use context clues to determine the meaning of homophones, homonyms and homographs.

2.3. Grade Level Indicator: Conceptual Understanding: Apply the meaning of the terms synonyms and antonyms.

2.4. Grade Level Indicator: Conceptual Understanding: Read accurately high-frequency sight words.

2.5. Grade Level Indicator: Structural Understanding: Apply knowledge of individual words in unknown compound words to determine their meanings.

2.6. Grade Level Indicator: Structural Understanding: Use knowledge of contractions and common abbreviations to identify whole words.

2.7. Grade Level Indicator: Structural Understanding: Apply knowledge of prefixes, including un-, re-, pre-and suffixes, including -er, -est, -ful and -less to deter-mine meaning of words.

2.8. Grade Level Indicator: Structural Understanding: Decode and determine the meaning of words by using knowledge of root words and their various inflections.

2.9. Grade Level Indicator: Tools and Resources: Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars.

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

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

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.

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.

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

3.2. Grade Level Indicator: Comprehension Strategies: Predict content, events and outcomes by using chapter titles, section headers, illustrations and story topics, and support those predictions with examples from the text.

3.4. Grade Level Indicator: Comprehension Strategies: Summarize texts, sequencing information accurately and include main ideas and details as appropriate.

3.5. Grade Level Indicator: Comprehension Strategies: Make inferences regarding events and possible outcomes from information in text.

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

3.C. Draw conclusions from information in text.

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.

4.1. Grade Level Indicator: Use the table of contents, chapter headings, glossary, index, captions and illustrations to locate information and comprehend texts.

4.3. Grade Level Indicator: Identify and list the important central ideas and supporting details of informational text.

4.4. Grade Level Indicator: Draw conclusions from information in maps, charts, graphs and diagrams.

4.5. Grade Level Indicator: Analyze a set of directions for proper sequencing, clarity and completeness.

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

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.

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: Use concrete details from the text to describe characters and setting.

5.3. Grade Level Indicator: Retell the plot sequence.

5.4. Grade Level Indicator: Identify and explain the defining characteristics of literary forms and genres, including fairy tales, folk tales, poetry, fiction and non-fiction.

5.6. Grade Level Indicator: Identify stated and implied themes.

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.E. Identify the theme of a literary text.

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.

6.1. Grade Level Indicator: Prewriting: Generate writing ideas through discussions with others and from printed material.

6.10. Grade Level Indicator: Drafting, Revising and Editing: Reread and assess writing for clarity, using a variety of methods (e.g., writer's circle or author's chair).

6.11. Grade Level Indicator: Drafting, Revising and Editing: Add descriptive words and details and delete extraneous information.

6.12. Grade Level Indicator: Drafting, Revising and Editing: Rearrange words, sentences and paragraphs to clarify meaning.

6.13. Grade Level Indicator: Drafting, Revising and Editing: Use resources and reference materials, including dictionaries, to select more effective vocabulary.

6.14. Grade Level Indicator: Drafting, Revising and Editing: Proofread writing and edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization) and identify and correct fragments and run-ons.

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

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

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

6.3. Grade Level Indicator: Prewriting: Develop a purpose and audience for writing.

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 by providing a simple introduction, body and a clear sense of closure.

6.6. Grade Level Indicator: Drafting, Revising and Editing: Use a wide range of simple, compound and complex sentences.

6.7. Grade Level Indicator: Drafting, Revising and Editing: Create paragraphs with topic sentences and supporting sentences that are marked by indentation and are linked by transitional words and phrases.

6.8. Grade Level Indicator: Drafting, Revising and Editing: Use language for writing that is different from oral language, mimicking writing style of books when appropriate.

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

6.A. Generate ideas and determine a topic suitable for writing.

6.D. Spend the necessary amount of time to revisit, rework and refine pieces of writing.

6.E. Use revision strategies to improve the coherence of ideas, clarity of sentence structure and effectiveness of word choices.

6.F. Use a variety of resources and reference materials to select more effective vocabulary when editing.

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

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.

7.1. Grade Level Indicator: Write stories that sequence events and include descriptive details and vivid language to develop characters, setting and plot.

7.3. Grade Level Indicator: Write formal and informal letters (e.g., thank you notes, letters of request) that include relevant information and date, proper salutation, body, closing and signature.

7.4. Grade Level Indicator: Write informational reports that include the main ideas and significant details from the text.

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

7.C. Write formal and informal letters that include important details and follow correct letter format.

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.

8.10. Grade Level Indicator: Punctuation and Capitalization: Use correct capitalization.

8.11. Grade Level Indicator: Grammar and Usage: Use nouns, verbs and adjectives correctly.

8.12. Grade Level Indicator: Grammar and Usage: Use subjects and verbs that are in agreement.

8.13. Grade Level Indicator: Grammar and Usage: Use irregular plural nouns.

8.14. Grade Level Indicator: Grammar and Usage: Use nouns and pronouns that are in agreement.

8.15. Grade Level Indicator: Grammar and Usage: Use past, present and future verb tenses.

8.16. Grade Level Indicator: Grammar and Usage: Use possessive nouns and pronouns.

8.17. Grade Level Indicator: Grammar and Usage: Use conjunctions.

8.2. Grade Level Indicator: Spelling: Spell multi-syllabic words correctly.

8.3. Grade Level Indicator: Spelling: Spell all familiar high-frequency words, words with short vowels and common endings correctly.

8.4. Grade Level Indicator: Spelling: Spell contractions, compounds and homonyms (e.g., hair and hare) correctly.

8.5. Grade Level Indicator: Spelling: Use correct spelling of words with common suffixes such as -ion, -ment and -ly.

8.6. Grade Level Indicator: Spelling: Follow common spelling generalizations (e.g., consonant doubling, dropping e and changing y to i).

8.8. Grade Level Indicator: Punctuation and Capitalization: Use end punctuation marks correctly.

8.9. Grade Level Indicator: Punctuation and Capitalization: Use quotation marks around dialogue, commas in a series and apostrophes in contractions and possessives.

8.B. Spell grade-appropriate words correctly.

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

8.D. Use grammatical structures to effectively communicate ideas in writing.

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.

9.4. Grade Level Indicator: Identify important information found in the sources and summarize the important findings.

9.B. Select and summarize important information and sort key findings into categories about a topic.

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

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