This page connects Ohio's Early Learning and Development Standards (ELDS) for Language and Literacy to Every Child Ready to Read, 1st and 2nd editions (ECRR1 and ECRR2). For more information about the standards, visit the Ohio Department of Education website.

Ohio's Early Learning and Development Standards describe key concepts and skills that young children develop during the birth-to-five-year period. Their purpose is to support the development and well-being of young children and to foster their learning in five essential domains of school readiness. These five domains are:
  • Social and Emotional Development
  • Physical Well-being and Motor Development
  • Approaches Toward Learning
  • Language and Literacy Development
  • Cognition and General Knowledge

This crosswalk covers the Language and Literacy Development domain. Standards within the domain are organized according to strands, the developmental or conceptual components within each domain. Each strand contains one or more topics, areas of focus within each strand, and standard statements, those concepts and skills children should know and be able to do. Standard statements have been written for Infants (birth - 8 months), Young Toddlers (6 - 18 months), Older Toddlers (16 - 36 months), and Pre-Kindergarten (3 - 5 years). This crosswalk aligns at the topic level and includes representative standards statements. You may download and read the complete set of standards statements for Language and Literacy (PDF) on the ODE website.

Links below lead to the ECRR1 and ECRR2 Crosswalks, where you will find many activities to support the standards.


Strand: Listening and Speaking

Topic: Receptive Language and Comprehension
Example standards:
  • Attends and responds to language and sounds. (birth - 8 months)
  • Show understanding of simple requests and statements referring to people and objects around him/her. (6 - 18 months)
  • Demonstrate interest in and use words that are new or unfamiliar in conversation and play. (16 - 36 months)
  • Demonstrate understanding of increasingly complex concepts and longer sentences. (3 - 5 years)
ECRR1
Vocabulary
ECRR2
Talking, Reading, Singing

Topic: Expressive Language
Example standards:
  • Experiment intentionally with sound inflection and gestures in different ways to express wants, needs or feelings. (birth - 8 months)
  • Begin to use single words and conventional gestures to communicate with others. (6 - 18 months)
  • Combine words to express more complex ideas, or requests. (16 - 36 months)
  • Describe familiar people, places, things and experiences. (3 - 5 years)
ECRR1
Narrative Skills
ECRR2
Talking, Singing, Reading

Topic: Social Communication
Example standards:
  • Attempt to respond to basic forms of social communication with the appropriate facial expression, vocalization and/or gesture. (birth - 8 months)
  • Participate in and often initiate basic communications with family members or familiar others. (6 - 18 months)
  • Participate in and often initiate communication according to commonly accepted expectations with family members and in social groups. (16 - 36 months)
  • With modeling and support, follow typical patterns when communicating with others (e.g., listens to others, takes turns talking and speaks about the topic or text being discussed). (3 - 5 years)
ECRR1
Narrative Skills, Vocabulary
ECRR2
Talking, Singing

Strand: Reading

Topic: Early Reading
Example standards:
  • Show interest in books, pictures, songs and rhymes. (birth - 8 months)
  • Actively participate in book reading, story-telling, and singing. (6 - 18 months)
  • Show an appreciation for reading books, telling stories and singing. (16 - 36 months)
ECRR1
Narrative Skills, Vocabulary
ECRR2
Reading, Singing

Topic: Reading Comprehension
Example standards:
  • Attend and respond when familiar books are read aloud. (birth - 8 months)
  • Point to familiar pictures in books when labeled by adult.(6 - 18 months)
  • Demonstrate an understanding of the meaning of stories and information in books.(16 - 36 months)
  • Ask and answer questions, and comment about characters and major events in familiar stories. (3 - 5 years)
ECRR1
Print Motivation, Vocabulary, Narrative Skills
ECRR2
Reading, Playing

Topic: Fluency
Example standards:
  • With modeling and support use phrasing, intonation and expression in shared reading of familiar books, poems, chants, songs, nursery rhymes or other repetitious or predictable texts. (3 - 5 years)
ECRR1
Print Motivation
ECRR2
Reading, Talking, Singing

Topic: Print Concepts
Example standards:
  • Demonstrate interest in exploring books.(6 - 18 months)
  • Demonstrate a beginning understanding that print carries meaning. (16 - 36 months)
  • Orient books correctly for reading and turn pages one at a time. (3 - 5 years)
ECRR1
Print Motivation, Print Awareness
ECRR2
Reading

Topic: Phonological Awareness
Example standards:
  • Vocalize sounds. (birth - 8 months)
  • Explore sounds of materials and objects. (6 - 18 months)
  • Distinguish between sounds that are the same and different (e.g., environmental sounds, animal sounds, etc.). (16 - 36 months)
  • With modeling and support, recognize and produce rhyming words. (3 - 5 years)
ECRR1
Phonological Awareness
ECRR2
Talking, Singing, Reading

Topic: Letter and Word Recognition
Example standards:
  • With modeling and support recognize familiar logos and environmental print. (16 - 36 months)
  • With modeling and support, demonstrate understanding that alphabet letters are a special category of symbols that can be named and identified. (3 - 5 years)
ECRR1
Print Awareness, Letter Knowledge
ECRR2
Talking, Singing, Reading

Strand: Writing

Topic: Early Writing
Example standards:
  • Show ability to transfer and manipulate an object with hands. (birth - 8 months)
  • Use full-hand grasp (palmar grasp) to hold writing tool to make marks and scribble. (6 - 18 months)
  • Begin to use thumb and fingers (5-finger grasp) of one hand to hold writing tool. (16 - 36 months)
ECRR1
N/A
ECRR2
Writing

Topic: Writing Process
Example standards:
  • Use a 3-finger grasp of dominant hand to hold a writing tool. (3 - 5 years)
ECRR1
Print Awareness
ECRR2
Writing

Topic: Writing Application and Composition
Example standards:
  • Make marks and “scribble writing” to represent objects and ideas. (16 - 36 months)
  • With modeling and support, use a combination of drawing, dictating and emergent writing for a variety of purposes (e.g., letters, greeting cards, menus, lists, books). (3 - 5 years)
ECRR1
Narrative Skills, Vocabulary
ECRR2
Writing, Talking, Playing
CRR2