School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade PK

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Reading/ELA:

Reading/ELA:

Reading/ELA

Standard 1.0 General Reading Processes

Topic

A. Phonemic Awareness: Students will master the ability to hear, identify, and manipulate individual sounds in spoken words by the end of grade one.

Indicator

  • 1. Discriminate sounds and words
Objectives
  1. Tell whether sounds are same or different
  2. Recognize that letters represent sounds
  3. Identify and repeat initial sounds in words
  4. Classify words by initial sounds

Indicator

Objectives
  1. Repeat rhyming words
  2. Repeat phrases and sentences with alliteration
  3. Discriminate rhyming words from non-rhyming words

Indicator

  • 3. Blend sounds and syllables to form words
Objective
  1. Orally blend syllables into a whole word, such as fun-ny=funny

Indicator

  • 4. Segment sounds in spoken words and sentences
Objectives
  1. Clap words in a sentence
  2. Identify the initial sound in a word

Topic

B. Phonics: Students will apply their knowledge of letter/sound relationships and word structure to decode unfamiliar words.

Indicator

  • 1. Recognize that letters have corresponding sounds
Objectives
  1. Recognize similarities and differences in letter shapes
  2. Match familiar consonant sounds to appropriate letters, such as m, b, f, t, p

Indicator

  • 2. Decode words in grade-level texts
Objective
  1. Identify and name some upper and lower case letters in words, especially those in the student's own name

Topic

C. Fluency *: Students will read orally with accuracy and expression at a rate that sounds like speech.

Indicator

  • 1. Engage in imitative reading at an appropriate rate
Objectives
  1. Listen to models of fluent reading
  2. Recite nursery rhymes, poems, and finger plays with expression
  3. Develop beginning sight vocabulary of familiar words, such as first name, color words

Topic

D. Vocabulary: Students will use a variety of strategies and opportunities to understand word meaning and to increase vocabulary.

Indicator

  • 1. Develop and apply vocabulary through exposure to a variety of texts
Objectives
  1. Acquire new vocabulary through listening to a variety of texts on a daily basis
  2. Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation
  3. Asks questions about unknown objects and words related to topics discussed
  4. Listen to and identify the meaning of content-specific vocabulary
  5. Identify some signs, labels, and environmental print
  6. Collect and play with favorite words

Indicator

  • 2. Develop a conceptual understanding of new words
Objectives
  1. Use words to describe size, color, and shape
  2. Name common objects shown in pictures

Indicator

  • 3. Understand, acquire, and use new vocabulary
Objectives
  1. Use illustrations to find meaning of unknown words
  2. Use newly learned vocabulary on multiple occasions to reinforce meaning

Topic

E. General Reading Comprehension: Students will use a variety of strategies to understand what they read (construct meaning).

Indicator

  • 1. Demonstrate an understanding of concepts of print to determine how print is organized and read
Objectives
  1. Understand that speech can be written and read
  2. Understand that print conveys meaning
  3. Demonstrate the proper use of a book
  4. Identify the title of a book
  5. Demonstrate that text is read from left to right and top to bottom
  6. Identify pictures, shapes, letters, and numerals

Indicator

  • 2. Use strategies to prepare for reading (before reading)
Objectives
  1. Make connections to the text using illustrations/photographs from prior knowledge
  2. Make predictions by examining the title, cover, illustrations/photographs, and familiar author or topic
  3. Help set a purpose for reading

Indicator

  • 3. Use strategies to make meaning from text (during reading)
Objectives
  1. Use illustrations to construct meaning
  2. Make and confirm predictions
  3. Connect events, characters, and actions in stories to specific life experiences

Indicator

  • 4. Demonstrate understanding of text (after reading)
Objectives
  1. Recall information from text
  2. Respond orally to questions
  3. Respond to text in a variety of ways
    • Retell
    • Dramatize
    • Draw
  4. Review the purpose for reading
  5. Retell a story as though reading a book

*Independent level text (Put Reading First) is relatively easy text for the reader, with no more than approximately 1 in 20 words that are difficult for the reader (95% success). Instructional level text (Put Reading First) is challenging but manageable text for the reader, with no more than approximately 1 in 10 words difficult for the reader (90% success).

Indicators/objectives that include assessment limits are assessed on MSA *New Standards identifies the need for students to process 1 million words per year to maintain academic progress.

11/15/07