The Common Core in Maryland

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Skills available for Maryland pre-K language arts standards

Standards are in black and IXL language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

Show alignments for:

Maryland College and Career-Ready Standards Maryland College and Career-Ready Standards
Maryland Model for School Readiness: Controlling Language Maryland Model for School Readiness: Controlling Language
Maryland Model for School Readiness: Reading Processes Maryland Model for School Readiness: Reading Processes

Actions

Print standards

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

A Phonemic Awareness
- 1 Discriminate sounds and words
  - a Tell whether sounds are same or different
  - b Recognize that letters represent sounds
  - c Identify and repeat initial sounds in words
  - d Classify words by initial sounds
    - Which two words start with the same sound? (P-I.1)
    - Find the word that begins with a given sound (P-L.1)
- 2 Discriminate and produce rhyming words and alliteration
  - a Repeat rhyming words
    - Which two words have the same ending? (P-G.2)
    - Choose the picture that rhymes with the word (P-G.3)
  - b Repeat phrases and sentences with alliteration
    - Find the word that begins with a given sound (P-L.1)
  - c Discriminate rhyming words from non-rhyming words
- 3 Blend sounds and syllables to form words
  - a Orally blend syllables into a whole word, such as fun-ny = funny
- 4 Segment sounds in spoken words and sentences
  - a Clap words in a sentence
    - Find a word in a sentence (P-F.3)
  - b Identify the initial sound in a word
B Phonics
- 1 Recognize that letters have corresponding sounds
  - a Recognize similarities and differences in letter shapes
  - b Match familiar consonant sounds to appropriate letters, such as m, b, f, t, p
- 2 Decode words in grade-level texts
  - a Identify and name some upper and lower case letters in words, especially those in the student's own name
C Fluency
- 1 Engage in imitative reading at an appropriate rate
  - a Listen to models of fluent reading
  - b Recite nursery rhymes, poems, and finger plays with expression
  - c Develop beginning sight vocabulary of familiar words, such as first name, color words
D Vocabulary
- 1 Develop and apply vocabulary through exposure to a variety of texts
  - a Acquire new vocabulary through listening to a variety of texts on a daily basis
  - b Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation
  - c Ask questions about unknown objects and words related to topics discussed
    - Which one is not like the others? (P-BB.2)
  - d Listen to and identify the meaning of content-specific vocabulary
  - e Identify some signs, labels, and environmental print
  - f Collect and play with favorite words
- 2 Develop a conceptual understanding of new words
  - a Use words to describe size, color, and shape
    - Use color words (P-V.1)
    - Compare pictures using adjectives (P-Y.1)
  - b Name common objects shown in pictures
    - Choose the singular or plural noun that matches the picture (P-W.1)
- 3 Understand, acquire, and use new vocabulary
  - a Use illustrations to find meaning of unknown words
  - b Use newly learned vocabulary on multiple occasions to reinforce meaning
E General Reading Comprehension
- 1 Demonstrate an understanding of concepts of print to determine how print is organized and read
  - a Understand that speech can be written and read
    - Find a word in a sentence (P-F.3)
  - b Understand that print conveys meaning
    - Find a word in a sentence (P-F.3)
  - c Demonstrate the proper use of a book
    - Identify book parts and features (P-S.1)
  - d Identify the title of a book
    - Identify book parts and features (P-S.1)
  - e Demonstrate that text is read from left to right and top to bottom
    - Identify book parts and features (P-S.1)
  - f Identify pictures, shapes, letters, and numerals
- 2 Use strategies to prepare for reading (before reading)
  - a Make connections to the text using illustrations/ photographs from prior knowledge
  - b Make predictions by examining the title, cover, illustrations/photographs, and familiar author or topic
    - Identify book parts and features (P-S.1)
  - c Help set a purpose for reading
- 3 Use strategies to make meaning from text (during reading)
  - a Use illustrations to construct meaning
    - Which could happen in real life? (P-T.1)
    - Which feeling matches the picture? (P-U.1)
  - b Make and confirm predictions
    - What will happen next? (P-U.2)
  - c Connect events, characters, and actions in stories to specific life experiences
    - Which could happen in real life? (P-T.1)
- 4 Demonstrate understanding of text (after reading)
  - a Recall information from text
  - b Respond orally to questions
  - c Respond to text in a variety of ways
    - Retell
    - Dramatize
    - Draw
  - d Review the purpose for reading
  - e Retell a story as though reading a book

The Common Core in Maryland

Show alignments for:

Actions

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

A Phonemic Awareness

1 Discriminate sounds and words

a Tell whether sounds are same or different

b Recognize that letters represent sounds

c Identify and repeat initial sounds in words

d Classify words by initial sounds

2 Discriminate and produce rhyming words and alliteration

a Repeat rhyming words

b Repeat phrases and sentences with alliteration

c Discriminate rhyming words from non-rhyming words

3 Blend sounds and syllables to form words

a Orally blend syllables into a whole word, such as fun-ny = funny

4 Segment sounds in spoken words and sentences

a Clap words in a sentence

b Identify the initial sound in a word

B Phonics

1 Recognize that letters have corresponding sounds

a Recognize similarities and differences in letter shapes

b Match familiar consonant sounds to appropriate letters, such as m, b, f, t, p

2 Decode words in grade-level texts

a Identify and name some upper and lower case letters in words, especially those in the student's own name

C Fluency

1 Engage in imitative reading at an appropriate rate

a Listen to models of fluent reading

b Recite nursery rhymes, poems, and finger plays with expression

c Develop beginning sight vocabulary of familiar words, such as first name, color words

D Vocabulary

1 Develop and apply vocabulary through exposure to a variety of texts

a Acquire new vocabulary through listening to a variety of texts on a daily basis

b Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation

c Ask questions about unknown objects and words related to topics discussed

d Listen to and identify the meaning of content-specific vocabulary

e Identify some signs, labels, and environmental print

f Collect and play with favorite words

2 Develop a conceptual understanding of new words

a Use words to describe size, color, and shape

b Name common objects shown in pictures

3 Understand, acquire, and use new vocabulary

a Use illustrations to find meaning of unknown words

b Use newly learned vocabulary on multiple occasions to reinforce meaning

E General Reading Comprehension

1 Demonstrate an understanding of concepts of print to determine how print is organized and read

a Understand that speech can be written and read

b Understand that print conveys meaning

c Demonstrate the proper use of a book

d Identify the title of a book

e Demonstrate that text is read from left to right and top to bottom

f Identify pictures, shapes, letters, and numerals

2 Use strategies to prepare for reading (before reading)

a Make connections to the text using illustrations/ photographs from prior knowledge

b Make predictions by examining the title, cover, illustrations/photographs, and familiar author or topic

c Help set a purpose for reading

3 Use strategies to make meaning from text (during reading)

a Use illustrations to construct meaning

b Make and confirm predictions

c Connect events, characters, and actions in stories to specific life experiences

4 Demonstrate understanding of text (after reading)

a Recall information from text

b Respond orally to questions

c Respond to text in a variety of ways

Retell

Dramatize

Draw

d Review the purpose for reading

e Retell a story as though reading a book