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Structure of Ohio's Learning Standards for English Language Arts

Revision of Ohio's Learning Standards in English Language Arts

Ohio educators, many of whom engage daily with Ohio students, drove the process to make improvements to Ohio's Learning Standards for English Language Arts as part of a periodic review. In many cases, the changes reflect instruction already taking place in Ohio's classrooms. The clarifications in the revised standards will guide districts in modifying, not replacing their existing local curriculum, instructional plans and materials. In addition to the information available now, we will be providing additional resources to help educators learn about, and begin using, the revised standards.

Ohio's Learning Standards for English Language Arts (adopted 2017)

In 2015-2016, Ohio embarked on an updating process resulting in revised standards that the State Board of Education adopted in February 2017. The 2018-2019 Ohio's State Tests will assess the content of the revised 2017 standards.

Appendices to the Standards

The updated appendices to the standards reflect the revisions adopted in 2017 for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Go to our Instructional Strategies page to find more information on text complexity, as described in Appendix A.

These documents, represented by strand, show how the standards progress from kindergarten through grade 12 for each of the college and career readiness anchor standards.

Additional Resources for Understanding Ohio's English Language Arts Learning Standards

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Ohio's Learning Standards for English Language Arts

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Structure of Ohio's Learning Standards for English Language Arts Revision of Ohio's Learning Standards in English Language Arts Ohio educators, many of whom engage daily with Ohio students, drove the process to make improvements to Ohio's Learning Standards for English Language Arts as part of a periodic review.

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CT: Julie Miller
School: Triway Wooster Township Elementary - 4th Grade
CT Email: jumiller@triway.us
Supervisor: Dayna Smith

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Observation Grid - My Class Observations

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Observation Grid - My Class Observations

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- Tasting Tuesday: introducing a new book every Tuesday to students so that way they are kept interested in reading and exploring new books.
- cliff hangers = important for engagement
- language comprehension vs. reading the words

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Copy of Chapter 5 Guided Notes - 361 Literacy

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Before the Lesson: building vocabulary and background
During the Lesson: I Do, We Do, and You Do
After the Lesson: assessments
throughout the lesson make sure to enable discussion and writing
Orbital Structure: work outside of the curriculum example: tic tac toe board for gifted students when others are finishing their work

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- Most popular forms of formative assessments discussed in class are: observations, asking questions, work samples, worksheets, participation, and read aloud discussions
- independent practice - allows us to evaluate how students think and interpret the material given
- Portfolios: process, product, and showcase their work

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- you have the power to make or break a child's day -- the smallest thing can make more break a child's day and its your responsibility to make that child's day.
-noticing is the first step to knowing a child -- take the next step.
- Louise Rosenblatt (transactional theory): says when we read, its a transaction of the text and what we personally interpret — personal take away is the biggest form of higher level thinking

- Robert Probst: we read to be changed

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-Social Emotional: critical of themselves, likes to work in partners and likes to negotiate
-Communication: enjoys exaggerations, can tend to make inappropriate jokes, enjoys technology, and enjoys talking
-Cognitive Capacity: able to copy from board, intellectually curious, and wants to explore more vast concepts
-Social and Emotional Development: quick to get angry, generally happy, and generally truthful

Reading:
- tackles reading that discusses beginning research and students volunteer to read for class reading assignments.
-trade books are being used within the books
-enjoy comic books and other grade level novels
Writing:
- drafting is strongly encouraged and practiced - multiple types of writing is being practiced.
- Spelling is improved but children do still need to use dictionary to look up words
Math:
-word problems are still be asked
-mastery of multiplication tables are still being practiced.
- students are working with double digit division

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When analyzing my field students compared to these students listed in yardsticks, I am drawn to the social emotional, and communication abilities of a typical 9 and 10-year-old. Students within my field love to negotiate with all staff members when being told to do something. I have also noticed the inappropriate jokes being said in this class and how it sometimes disrupts the instruction being taught. I have seen multiple occurrences where my CT has had to discuss using appropriate language at school. When looking at the cognitive abilities of my students, I see their intellectually curious attributes within my class. Students are constantly exploring topics and ideas.

When looking at the reading within my class, I can see a lot of what is touched on yardsticks, within my class. Students tend to gravitate towards comic books when choosing their independent reading books, and trade books are being used for educational purposes. Drafting is huge within all writing pieces, and during these drafting times, spelling is always needed to be touched up.

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- reading strategies in the classroom - fiction
- workshop discussion was insightful

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- i do, we do
- when do you an interactive read aloud you must model the way students must think about the text for future use - partner use or individual use.
-discussion should focus on the learning standard