Common Planner
K–12 Standards

Language and Literacy

Other Ohio Early Learning and Development sets

Language and Communication 1

  • a

    Demonstrates understanding of increasingly complex language. 1.a

    1. 1

      Attends to language. 1.a.1

    2. 2

      Engages in back-and-forth interactions with caregiver. 1.a.2

    3. 3

      Shows understanding of simple requests and statements referring to nearby people and objects.  1.a.3

    4. 4

      Shows understanding of requests and statements referring to people, objects, ideas, and feelings.  1.a.4

    5. 5

      Demonstrates understanding of complex concepts and longer sentences. 1.a.5

  • b

    Develops and expands understanding of vocabulary and concepts.1.b

    1. 1

      Attends to language. 1.b.1

    2. 2

      Engages in back-and-forth interactions with caregiver. 1.b.2

    3. 3

      Connects words with objects. 1.b.3

    4. 4

      Attends to an unfamiliar word. 1.b.4

    5. 5

      Demonstrates interest in new vocabulary and uses new words. 1.b.5

    6. 6

      Demonstrates understanding of categories of words (nouns, verbs, adjectives, pronouns, prepositions) and relationships between word meanings.1.b.6

  • c

    Communicates using increasingly complex language. 1.c

    1. 1

      Expresses needs and feelings in a variety of ways. 1.c.1

    2. 2

      Engages in back-and-forth interactions with caregiver. 1.c.2

    3. 3

      Makes vowel and consonant sounds (babbles). 1.c.3

    4. 4

      Communicates purposefully using single words and gestures. 1.c.4

    5. 5

      Combines words into simple two-word phrases. 1.c.5

    6. 6

      Communicates using simple three- and four-word phrases or sentences to express complex ideas or requests. 1.c.6

    7. 7

      Communicates using sentences that include the following components: subject, verb, object, descriptive words, and prepositions. 1.c.7

  • d

    Participates in conversations with increasing application of turn-taking skills. 1.d

    1. 1

      Directs attention to caregiver’s communication. 1.d.1

    2. 2

      Engages in back-and-forth interactions with caregiver. 1.d.2

    3. 3

      Participates in and initiates basic communications with family members or others who are familiar.  1.d.3

    4. 4

      Participates in and initiates communication by switching communication skills to fit the need of the audience.  1.d.4

    5. 5

      Follows typical patterns when communicating with others (e.g., listens to others, takes turns talking and speaking about the topic or text being discussed).  1.d.5

  • e

    Develops comprehension of read-aloud text. 1.e

    1. 1

      Attends to language. 1.e.1

    2. 2

      Shows interest in books, pictures, songs, and rhymes. 1.e.2

    3. 3

      Participates in book reading, storytelling, and singing. 1.e.3

    4. 4

      Demonstrates understanding of a read-aloud text by answering literal questions. 1.e.4

    5. 5

      Demonstrates understanding of a read-aloud text by answering inferential questions. 1.e.5

Phonological Awareness 2

  • a

    Develops awareness of syllables in spoken words. 2.a

    1. 1

      Attends to language and sounds. 2.a.1

    2. 2

      Vocalizes sounds. 2.a.2

    3. 3

      Engages in back-and-forth interactions with caregiver. 2.a.3

    4. 4

      Imitates and uses single words. 2.a.4

    5. 5

      Uses spoken words with meaning in phrases. 2.a.5

    6. 6

      Recognizes individual words that make up a spoken sentence.2.a.6

    7. 7

      Blends and segments spoken compound words.2.a.7

    8. 8

      Blends and segments syllables in spoken words.2.a.8

  • b

    Develops awareness of initial sounds, onsets, and rimes in spoken words. 2.b

    1. 1

      Attends to language and sounds. 2.b.1

    2. 2

      Vocalizes sounds. 2.b.2

    3. 3

      Engages in back-and-forth interactions with caregiver. 2.b.3

    4. 4

      Imitates and uses single words. 2.b.4

    5. 5

      Uses spoken words with meaning in phrases. 2.b.5

    6. 6

      Recognizes words in spoken sentences.2.b.6

    7. 7

      Segments syllables in spoken words. 2.b.7

    8. 8

      Recognizes when the beginning sounds of words are the same or different. 2.b.8

    9. 9

      Isolates the initial sound in a spoken word.2.b.9

    10. 10

      Blends and segments onset and rime in a single-syllable spoken word. 2.b.10

  • c

    Develops understanding of rhyme. 2.c

    1. 1

      Attends to language and sounds. 2.c.1

    2. 2

      Vocalizes sounds.2.c.2

    3. 3

      Engages in back-and-forth interactions with caregiver. 2.c.3

    4. 4

      Recognizes familiar environmental sounds. 2.c.4

    5. 5

      Distinguishes between sounds that are the same and different. 2.c.5

    6. 6

      Repeats rhyming words. 2.c.6

    7. 7

      Identifies rhyming words. 2.c.7

Print Awareness 3

  • a

    Develops knowledge of print organization. 3.a

    1. 1

      Demonstrates interest in books. 3.a.1

    2. 2

      Selects books for adult to read. 3.a.2

    3. 3

      Shows an understanding of book covers by self-selecting books to explore independently.  3.a.3

    4. 4

      Orients books correctly and turns pages when “reading” from beginning to end.  3.a.4

    5. 5

      Knows some characteristics of books, such as cover, author and illustrator.3.a.5

    6. 6

      Demonstrates understanding of book and print organization in nonfiction and fiction books.  3.a.6

  • b

    Develops knowledge of the alphabet. 3.b

    1. 1

      Notices when adult points to print. 3.b.1

    2. 2

      Says the names of some letters by rote (without print). 3.b.2

    3. 3

      Recognizes first letter and sound of own name and names a few letters in own name. 3.b.3

    4. 4

      Recognizes some letters and their sounds in addition to those in first name.3.b.4

    5. 5

      Demonstrates understanding that letters can be uppercase and lowercase.3.b.5

    6. 6

      Identifies and names 18 uppercase and 15 lowercase letters. 3.b.6

Emergent Writing 4

  • a

    Develops understanding that writing represents spoken language. 4.a

    1. 1

      Tracks objects visually and focuses on an object or person.9 4.a.1

    2. 2

      Notices familiar environmental signs and symbols. 4.a.2

    3. 3

      Scribbles or makes marks. 4.a.3

    4. 4

      Imitates adults reading and writing. 4.a.4

    5. 5

      Recognizes that print conveys a message. 4.a.5

    6. 6

      Interprets own writing for others. 4.a.6

    7. 7

      Uses a combination of drawing, dictating, and emergent writing for a variety of purposes. 4.a.7

  • b

    Draws and writes using increasingly sophisticated grasp.4.b

    1. 1

      Transfers objects from one hand to the other.4.b.1

    2. 2

      Holds object with one hand while the other manipulates the object. 4.b.2

    3. 3

      Makes marks and scribbles using a fist to hold writing tool against the palm of the hand (palmar grasp). 4.b.3

    4. 4

      Scribbles and draws using thumb and fingers (five-finger grasp) of one hand to hold writing tool.4.b.4

    5. 5

      Imitates drawing prewriting strokes (|, −, +, O) using an inconsistent threeor four-finger grasp of dominant hand to hold a writing tool. 4.b.5

    6. 6

      Copies letters of own name and other meaningful words with letter approximations and some actual letters using a stable three-finger grasp. 4.b.6

    7. 7

      Prints letters of own name with letter approximations and some actual letters using a stable three-finger grasp. 4.b.7

Frequently asked questions

What grade levels do these standards cover?
PRE-K and Kindergarten
Where can I read the official document?
Early Learning and Development Standards

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