School Improvement in Maryland
Reading Grade PK Voluntary State Curriculum
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Document Date:
11/15/07
PK-3 VSC(Acrobat 117k)  (MS Word 351k)
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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
2. Discriminate and produce rhyming words and alliteration
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


Standard 2.0 Comprehension of Informational Text

Students will read, comprehend, interpret, analyze, and evaluate informational text.
Topic
A. Comprehension of Informational Text
Indicator
1. Develop comprehension skills by reading a variety of informational texts
Objectives
  1. Listen to nonfiction materials
    • Nonfiction trade books
    • Magazines
    • Multimedia resources
  2. Listen to and read functional documents by following simple oral or rebus directions
    • Recipes
    • Rules
    • Signs
    • Center activities
    • Labels
    • Classroom schedules
  3. Listen to and use personal interest materials, such as books and magazines
Indicator
2. Recognize and use text features to facilitate understanding of informational texts
Objectives
  1. Recognize print features
    • Print size
  2. Recognize graphic aids
    • Photographs
    • Drawings
    • Maps
    • Graphs
    • Diagrams
Indicator
3. Develop knowledge of organizational structure of informational text
Objective
  1. Recognize sequential order
Indicator
4. Determine important ideas and messages in informational texts
Objectives
  1. Retell important facts from a text
  2. Identify how someone might use the text
Indicator
5. Evaluate informational text
Objective


Standard 3.0 Comprehension of Literary Text

Students will read, comprehend, interpret, analyze, and evaluate literary texts.
Topic
A. Comprehension of Literary Text
Indicator
1. Develop comprehension skills by listening to a variety of self-selected and assigned literary texts
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.
Topic
A. Writing
Indicator
1. Compose texts using the prewriting and drafting strategies of effective writers and speakers
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
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.**
Topic
A. Grammar
Indicator
1. Use grammar concepts and skills that strengthen oral language
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
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.
Topic
A. Listening
Indicator
1. Demonstrate active listening strategies
Objective
  1. Attend to the speaker
Indicator
2. Comprehend and analyze what is heard
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.
Topic
A. Speaking
Indicator
1. Use organization and delivery strategies
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