School Improvement in Maryland

Reading Grade PK State Curriculum

Document Date:
11/15/07
PK All Content Areas with WSS Alignment (Acrobat 335k)  
PK Fall Exemplars (Acrobat 341k)  
PK Spring Exemplars (Acrobat 331k)  
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The Pencil icon represents key indicators of the MMSR Prekindergarten Assessment.

Standard 1.0 General Reading Processes


For more Prekindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Phonemic Awareness

Indicator

  • 1. Discriminate sounds and words
  • AssessedWSS II A3 Demonstrates phonological awareness.

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

  • AssessedWSS II A3 Demonstrates phonological awareness.

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

Indicator

  • 1. Recognize that letters have corresponding sounds
  • WSS II C3 Begins to develop knowledge about letters.

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 *

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

Indicator

  • 1. Develop and apply vocabulary through exposure to a variety of texts
  • WSS II B2 Uses expanded vocabulary and language for a variety of purposes.
  • AssessedWSS II C2 Shows beginning understanding of concepts about print.

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

Indicator

  • 1. Demonstrate an understanding of concepts of print to determine how print is organized and read
  • WSS II C1 Shows appreciation for books and reading.
  • AssessedWSS II C2 Shows beginning understanding of concepts about print.

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)
  • AssessedWSS II C4 Comprehends and responds to stories read aloud.

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)
  • AssessedWSS II C4 Comprehends and responds to stories read aloud.

Objectives

  1. Recall information from text
  2. Respond orally to questions
  3. Respond to text in a variety of ways
  4. Review the purpose for reading
  5. Retell a story as though reading a book


Standard 2.0 Comprehension of Informational Text

Students will read, comprehend, interpret, analyze, and evaluate informational text.
For more Prekindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Comprehension of Informational Text

Indicator

Objectives

  1. Listen to nonfiction materials
  2. Listen to and read functional documents by following simple oral or rebus directions
  3. Listen to and use personal interest materials, such as books and magazines

Indicator

Objectives

  1. Recognize print features
  2. Recognize graphic aids

Indicator

Objective

  1. Recognize sequential order

Indicator

Objectives

  1. Retell important facts from a text
  2. Identify how someone might use the text

Indicator

Objective



Standard 3.0 Comprehension of Literary Text

Students will read, comprehend, interpret, analyze, and evaluate literary texts.
For more Prekindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Comprehension of Literary Text

Indicator

  • 1. Develop comprehension skills by listening to a variety of self-selected and assigned literary texts
  • AssessedWSS II C4 Comprehends and responds to stories read aloud.

Objectives

  1. Listen to and discuss a variety of literary texts representing diverse cultures, perspectives, and ethnicities
  2. Listen to and discuss a variety of different types of fictional literary text, such as stories, poems, nursery rhymes, realistic fiction, and fairy tales

Indicator

  • 2. Use text features to facilitate understanding of literary texts

Objectives

  1. Identify and explain how the title contributes to meaning
  2. Identify and explain how text features, such as illustrations, punctuation, and print features, contribute to meaning

Indicator

  • 3. Use elements of narrative texts to facilitate understanding

Objectives

  1. Identify the beginning and end of a story
  2. Identify the characters of a story

Indicator

  • 4. Use elements of poetry to facilitate understanding

Objective

  1. Identify rhyme, rhythm, and repetition in poems read to them

Indicator

  • 5. Use elements of drama to facilitate understanding

Objective

  1. Recognize that a play has characters, dialogue, scenery, and tells a story

Indicator

  • 6. Determine important ideas and messages in literary texts

Objectives

  1. Retell the story by sequencing the main events
  2. Identify a personal connection to the text


Standard 4.0 Writing

Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.
For more Prekindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Writing

Indicator

  • 1. Compose texts using the prewriting and drafting strategies of effective writers and speakers
  • AssessedWSS II D2 Uses letter-like shapes, symbols, letters, and words to convey meaning.
  • WSS II D3 Understands purposes for writing.

Objectives

  1. Recognize that writing conveys meaning
  2. Generate ideas by using letter-like shapes, symbols, and letters, dictating words and phrases, and using drawings to represent ideas

Indicator

  • 2. Compose oral and visual presentations that express personal ideas
  • WSS II D1 Represents ideas and stories through pictures, dictation, and play.
  • WSS II D3 Understands purposes for writing.

Objectives

  1. Write to express personal ideas using letter-like shapes, symbols, and letters
  2. Contribute to a shared writing experience or topic of interest
  3. Use drawings, letters, or symbols to express personal ideas

Indicator

  • 3. Identify how language choices in writing and speaking affect thoughts and feelings

Objectives

  1. Identify and use words to communicate feelings
  2. Acquire and use new vocabulary


Standard 5.0 Controlling Language

Students will control language by applying the conventions of Standard English in speaking and writing.**
For more Prekindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Grammar

Indicator

  • 1. Use grammar concepts and skills that strengthen oral language
  • AssessedWSS II B1 Speaks clearly enough to be understood without contextual clues.

Objective

  1. Use complete sentences to respond to questions

Topic

B. Usage

Indicator

  • 1. Comprehend and apply standard English in oral language

Objectives

  1. Use sentences with subject/verb agreement
  2. Use correct verb tense

Topic

C. Mechanics

Indicator

  • 1. Explain the purpose of mechanics to make and clarify meaning
  • AssessedWSS II D2 Uses letter-like shapes, symbols, letters, and words to convey meaning.

Objective

Indicator

  • 2. Comprehend basic punctuation and capitalization in written language

Objectives

  1. Recognize that names begin with a capital letter
  2. Recognize that space is used to separate words


Standard 6.0 Listening

Students will demonstrate effective listening to learn, process, and analyze information.
For more Prekindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Listening

Indicator

  • 1. Demonstrate active listening strategies

Objective

  1. Attend to the speaker

Indicator

  • 2. Comprehend and analyze what is heard
  • AssessedWSS II A1 Gains meaning by listening.
  • WSS II A2 Follows two- or three-step directions.
  • AssessedWSS II A3 Demonstrates phonological awareness.

Objectives

  1. Determine a speaker's general purpose
  2. Identify rhythms and patterns of language, including rhyme and repetition
  3. Demonstrate an understanding of what is heard by retelling and relating prior knowledge
  4. Follow a set of two- or three-step directions
  5. Listen carefully to expand and enrich vocabulary


Standard 7.0 Speaking

Student will communicate effectively in a variety of situations with different audiences, purposes, and formats.
For more Prekindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Speaking

Indicator

  • 1. Use organization and delivery strategies
  • AssessedWSS II B1 Speaks clearly enough to be understood without contextual clues.

Objective

  1. Speak clearly enough to be heard and understood in a variety of settings

Indicator

  • 2. Make oral presentations

Objectives

  1. Speak in a variety of situations to inform and/or relate experiences, such as retelling stories
  2. Use props in situations, such as show-and-tell


*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). **Emphasis is on application of conventions rather than memorization of terms. 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