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Word Study Kindergarten English Language Arts
Beginning and Ending Sounds Kindergarten English Language Arts
Capital Letters Kindergarten English Language Arts
Word Families Kindergarten English Language Arts
Word Chains Kindergarten English Language Arts
Same & Different Sounds Kindergarten English Language Arts

Ohio Standards for Kindergarten 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.

1.2. Grade Level Indicator: Identify and complete rhyming words and patterns.

1.7. Grade Level Indicator: Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.

1.8. Grade Level Indicator: Read one-syllable and often-heard words by sight.

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

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.

2.3. Grade Level Indicator: Conceptual Understanding: Identify words in common categories such as color words, number words and directional words.

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.

3.5. Grade Level Indicator: Comprehension Strategies: Predict what will happen next, using pictures and content as a guide.

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.

4.3. Grade Level Indicator: Tell the main idea of a selection that has been read aloud.

4.5. Grade Level Indicator: Follow simple 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 the characters and setting in a story.

5.3. Grade Level Indicator: Retell or re-enact a story that has been heard.

5.4. Grade Level Indicator: Distinguish between fantasy and reality.

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

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.

8.3. Grade Level Indicator: Spelling: Show characteristics of early letter name-alphabetic spelling.

8.4. Grade Level Indicator: Spelling: Use some end consonant sounds when writing.

8.B. Spell grade-appropriate words correctly.

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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