Common Core State Standards for English Language Arts
Kindergarten–Grade 5
Reading: Literature
Kindergarten
Craft and Structure
RL.K.5
Recognize common types of texts (e.g., storybooks, poems).
Grade 1
Craft and Structure
RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Range of Reading and Level of Text Complexity
RL.1.10
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Grade 2
Craft and Structure
RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Range of Reading and Level of Text Complexity
RL.2.10
By the end of the year, read and comprehend
literature, including stories and poetry, in the
grades 2–3 text complexity band proficiently,
with scaffolding as needed at the high end of the
range.
Grade 3
Craft and Structure
RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Range of Reading and Level of Text Complexity
RL.3.10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
Reading: Foundational Skills
Kindergarten
Phonological Awareness
RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- Recognize and produce rhyming words.
- Count, pronounce, blend, and segment syllables in spoken words.
- Blend and segment onsets and rimes of single-syllable spoken words.
- Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)
- Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Phonics and Word Recognition
RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
- Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
- Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
- Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
- Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Fluency
RF.K.4
Read emergent-reader texts with purpose and understanding.
Grade 1
Phonological Awareness
RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- Distinguish long from short vowel sounds in spoken single-syllable words.
- Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
- Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
- Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Phonics and Word Recognition
RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
- Know the spelling-sound correspondences for common consonant digraphs.
- Decode regularly spelled one-syllable words.
- Know final -e and common vowel team conventions for representing long vowel sounds.
- Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
- Decode two-syllable words following basic patterns by breaking the words into syllables.
- Read words with inflectional endings.
- Recognize and read grade-appropriate irregularly spelled words.
Fluency
RF.1.4
Read with sufficient accuracy and fluency to support comprehension.
- Read on-level text with purpose and understanding.
- Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Grade 2
Phonics and Word Recognition
RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
- Distinguish long and short vowels when reading regularly spelled one-syllable words.
- Know spelling-sound correspondences for additional common vowel teams.
- Decode regularly spelled two-syllable words with long vowels.
- Decode words with common prefixes and suffixes.
- Identify words with inconsistent but common spelling-sound correspondences.
- Recognize and read grade-appropriate irregularly spelled words.
Fluency
RF.2.4
Read with sufficient accuracy and fluency to support comprehension.
- Read on-level text with purpose and understanding.
- Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Grade 3
Phonics and Word Recognition
RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words.
- Identify and know the meaning of the most common prefixes and derivational suffixes.
- Decode words with common Latin suffixes.
- Decode multisyllable words.
- Read grade-appropriate irregularly spelled words.
Fluency
RF.3.4
Read with sufficient accuracy and fluency to support comprehension.
- Read on-level text with purpose and understanding.
- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Speaking & Listening
Grade 2
Presentation of Knowledge and Ideas
SL.2.5
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Ohio English Language Arts Standards (2001)
Phonemic Awareness, Word Recognition and Fluency Standard
Benchmarks (K–3)
B.
Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.
Grade Level Indicators (Grade Kindergarten)
9.
Reread stories independently or as a group, modeling patterns of changes in timing, voice and expression.
Grade Level Indicators (Grade 1)
10.
Read aloud with changes in emphasis, voice, timing and expression that show a recognition of punctuation and an understanding of meaning.
Grade Level Indicators (Grade 2)
10.
Read passages fluently with appropriate changes in voice, timing and expression.
Reading Applications: Literary Text Standard
Benchmarks (K–3)
C.
Recognize the defining characteristics and features of different types of literary forms and genres.
Grade Level Indicators (Grade 1)
4.
Identify differences between stories, poems and plays.
5.
Recognize predictable patterns in stories and poems.
Grade Level Indicators (Grade 2)
4.
Distinguish between stories, poems, plays, fairy tales and fables.
Communications: Oral and Visual Standard
Benchmarks (K–2)
A.
Use active listening strategies to identify the main idea and to gain information from oral presentations.
D.
Speak clearly and at an appropriate pace and volume.
E.
Deliver a variety of presentations that include relevant information and a clear sense of purpose.
Grade Level Indicators (Grade Kindergarten)
1.
Listen attentively to speakers, stories, poems and songs.
4.
Speak clearly and understandably.
6.
Recite short poems, songs and nursery rhymes.
Grade Level Indicators (Grade 1)
4.
Speak clearly and understandably.