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Language Arts

Ohio's Learning Standards in Reading
We can ask and answer questions about key details in a text.

We can retell stories, including key details, and demonstrate understanding of their central message or lesson.
We can describe characters, settings, and major events.

We can identify words and phrases in stories or poems that suggest
feelings or appeal to the senses.

We can explain major differences between books that tell stories
and books that give information.

We can identify who is telling the story at various points in a text.

We can use illustrations and details in a story to describe its characters, setting, or events.

We can compare and contrast the adventures and experiences of
characters in stories.

With prompting and support, we can read prose and poetry of appropriate complexity for grade 1.

We can ask and answer questions about key details in a text.

We can identify the main topic and retell key details in a text.

We can describe the connection between two individuals, events,
ideas, or pieces of information in a text.

We can ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

We know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

We can distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

We can use the illustrations and details in a text to describe its key ideas.

We can identify the reasons an author gives to support points in a text.

We can identify basic similarities and differences between two texts on the same topic.

With prompting and support, we can read informational texts appropriately complex for grade 1.

We can recognize the distinguishing features of a sentence.

We can read grade-level text with purpose and understanding.

We can read grade-level text orally with accuracy, appropriate rate, and expression.

We can use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Ohio's  New Learning Standards in Vocabulary,
Phonics and Spelling

We can distinguish long from short vowel sounds in spoken single-syllable words.

We can orally produce single-syllable words by blending sounds including consonant blends.

We can isolate and pronounce the beginning, middle and ending sounds in spoken single syllable words.

We can segment spoken single-syllable words into their complete sequence of individual sounds.

We know the spelling-sound correspondences for common consonant digraphs.

We can decode regularly spelled one-syllable words.

We know the final -e and
common vowel team conventions for representing long vowel sounds.

We use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

We can decode two-syllable words following basic patterns by breaking the words into syllables.

We can read words with inflectional endings.

We can recognize and read grade-appropriate irregularly spelled words.

We can use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word.

We can identify frequently occurring root words (e.g., look) and their inflectional forms. (e.g., looks, looked, looking).

We can sort common objects into categories (e.g., shapes, foods) and understand why they belong in the category.

We can define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

We can identify real-life connections between words and their use.

We can distinguish meanings among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or acting out the meanings.

We can use words and phrases learned from conversations and reading.

Ohio's Common Core Standards in Speaking & Listening

We can participate in conversations about first grade topics and texts with peers and adults in small and larger groups.

We can follow rules for speaking and listening during conversations.

We can continue a conversation with multiple exchanges.

We can ask and answer questions to help us gain an understanding of information.

We can describe people, places, things, and events with relevant
details, expressing ideas and feelings clearly.

We can add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

We can produce complete sentences when appropriate to task and situation.

We can speak and write using grammar and conventions.

Ohio's Common Core Standards in Writing

We can write an opinion piece which tells the reader the topic or name of the book we are writing about and state an opinion, a reason for the opinion and provide a sense of closure.

We can write informative/explanatory texts in which we name a topic, supply some facts about the topic, and provide some sense of closure.

We can write narratives in which we tell about two or more sequenced events, include details about what happened, use words to signal event order, and provide some sense of closure.

We can focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

We can explore a variety of digital tools and collaborate with friends to produce and publish writing.

We can participate in shared research and writing projects.
(e.g., explore a number of ‚how-to? books on a given topic and use them to write a sequence of instructions).

We can speak and write using grammar and conventions.

We can recall information from experiences or gather information from provided sources to answer a question.

We can write sentence which include capitalization, punctuation, and
spelling when writing.

We can use sentence-level context as a clue to the meaning of a word or phrase.

To access the Ohio Common Core and Academic Standards in Language Arts online:

English Language Arts

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