The Common Core in Maryland

RL.PK Reading: Literature

• Key Ideas and Details

  • RL.PK.1 With modeling and support, answer questions about details in a text.

    • Which feeling matches the picture? (P-U.1)

  • RL.PK.2 With modeling and support, retell familiar stories/poems.

    • Order images in a story (K-EE.1)

  • RL.PK.3 With modeling and support, identify characters, settings, and major events in a story.

    • Choose the picture that matches the setting or character (K-DD.1)

• Craft and Structure

  • RL.PK.4 With modeling and support, answer questions about unknown words in stories and poems.

  • RL.PK.5 Gain exposure to common types of literary texts (e.g., storybooks, poems).

  • RL.PK.6 With modeling and support, identify the role of author and illustrator.

• Integration of Knowledge and Ideas

  • RL.PK.7 With modeling and support, tell how the illustrations support the story.

    • Which feeling matches the picture? (P-U.1)

  • RL.PK.9 With modeling and support, compare adventures and experiences of characters in familiar stories.

• Range of Reading and Level of Text Complexity

  • RL.PK.10 Actively engage in-group reading activities with purpose and understanding.

RI.PK Reading: Informational Text

• Key Ideas and Details

  • RI.PK.1 With modeling and support, answer questions about details in an informational text.

    • What is the picture about? (K-BB.1)

  • RI.PK.2 With modeling and support, recall one or more detail(s) related to the main topic from an informational text.

  • RI.PK.3 With modeling and support, connect individuals, events, and pieces of information in text to life experiences.

• Craft and Structure

  • RI.PK.4 With modeling and support, answer questions about unknown words in a text.

  • RI.PK.5 With modeling and support, identify the front cover and back cover of a book.

    • Identify book parts and features (P-S.1)

  • RI.PK.6 With modeling and support, define the role of the author and illustrator/photographer in presenting the ideas or information in a text.

• Integration of Knowledge and Ideas

  • RI.PK.7 With modeling and support, tell how the illustrations/photographs support the text.

  • RI.PK.8 With modeling and support, identify the reasons an author gives to support points in a text.

  • RI.PK.9 With prompting and support, discuss similarities and differences between two texts on the same topic (e.g., in illustrations or descriptions).

• Range of Reading and Level of Text Complexity

  • RI.PK.10 Actively engage in-group reading activities with purpose and understanding.

RF.PK Reading: Foundational Skills

• Print Concepts

  • RF.PK.1 Demonstrate understanding of basic features of print.

    • RF.PK.1.a Demonstrate an awareness that words are read from left to right, top to bottom, and page by page.

      • Find a word in a sentence (P-F.3)
      • Identify book parts and features (P-S.1)

    • RF.PK.1.b Recognize that spoken words can be written and read.

      • Choose the two words that are the same (P-F.1)

    • RF.PK.1.c Understand that words are separated by spaces in print.

      • Choose the sentence that is spaced correctly (P-F.2)
      • Find a word in a sentence (P-F.3)

    • RF.PK.1.d Recognize and name some upper- and lowercase letters of the alphabet.

      • Find the letter in the alphabet: uppercase (P-D.1)
      • Find the letter in the alphabet: lowercase (P-D.2)

• Phonological Awareness

  • RF.PK.2 Demonstrate understanding of spoken words and sounds (phonemes).

    • RF.PK.2.a Recognize rhyming words in spoken language.

      • Choose the picture that rhymes with the word (P-G.3)

    • RF.PK.2.b Identify and isolate individual words in a spoken sentence.

      • Find a word in a sentence (P-F.3)

    • RF.PK.2.c Count, pronounce, blend, and segment syllables in spoken words.

      • How many syllables does the word have? (K-H.1)

    • RF.PK.2.d Blend and segment onsets and rimes of single-syllable spoken words.

      • Blend onset and rime together to make a word (P-H.2)
      • Blend each sound in a word together (P-H.3)
      • Identify the first sound in a word (P-H.4)

    • RF.PK.2.e Isolate and pronounce the initial sound in spoken words.

      • Which two words start with the same sound? (P-I.1)
      • Find the word that begins with a given sound (P-L.1)

    • RF.PK.2.f Orally blend and segment individual phonemes in two-to-three phoneme words.

      • Blend each sound in a word together (P-H.3)
      • Put the sounds in order (P-H.5)

• Phonics and Word Recognition

  • RF.PK.3 Know and apply grade-level phonics and word analysis skills in decoding words.

    • RF.PK.3.a Recognize that words are made up of letters and their sounds.

    • RF.PK.3.b Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the most frequent sound for some consonants.

      • Choose the lowercase letter that matches the consonant sound: review (P-L.5)

    • RF.PK.3.c Recognize name in print as well as some environmental print (symbols/words).

• Fluency

  • RF.PK.4 Engage with a variety of texts (e.g., a variety of structures and/or genres) with purpose and understanding.

L.PK Language

• Conventions of Standard English

  • L.PK.1 Demonstrate beginning understanding of the conventions of standard English grammar and usage when engaged in literacy activities.

    • L.PK.1.a Print upper- and lowercase letters in first name.

    • L.PK.1.b Use frequently occurring nouns and verbs.

      • Choose the singular or plural noun that matches the picture (P-W.1)
      • Find the picture that matches the action verb (P-X.1)

    • L.PK.1.c Develop understanding of singular and plural nouns (e.g., dog means one dog; dogs means more than one).

      • Choose the singular or plural noun that matches the picture (P-W.1)

    • L.PK.1.d Understand and begin to use question words (e.g., interrogatives who, what, where, when, why, how).

      • Who, what, when, where, or why? (K-NN.1)

    • L.PK.1.e Gain exposure to the most frequently occurring prepositions (e.g. to, from, in, out, on, off, for, of, by, with).

      • Inside and outside (P-Z.1)
      • Above and below (P-Z.2)
      • Next to and beside (P-Z.3)

    • L.PK.1.f Produce complete sentences in shared language activities.

      • Find the complete sentence (K-RR.3)

  • L.PK.2 Gain exposure to conventions of standard English capitalization, punctuation, and spelling during shared reading and writing experiences.

    • L.PK.2.a Recognize that their name begins with a capital letter.

    • L.PK.2.b Demonstrate awareness of name and function of end punctuation (e.g., period, question mark, exclamation point).

      • Identify and use end marks (K-RR.2)

    • L.PK.2.c Use letter-like shapes, symbols, letters, and words to convey meaning.

    • L.PK.2.d Develop fine motor skills necessary to control and sustain handwriting.

• Vocabulary Acquisition and Use

  • L.PK.4 Determine or clarify the meaning of unknown words and phrases based on pre-kindergarten reading and content.

  • L.PK.5 With modeling and support from adults, explore word relationships and nuances in word meanings.

    • L.PK.5.a With modeling and support, sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

      • Sort objects into categories (P-BB.1)

    • L.PK.5.b With modeling and support, demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

      • Match antonyms to pictures (P-AA.1)

    • L.PK.5.c Identify real-life connections between words and their use (e.g., note objects in the classroom that are small).

      • Find the picture that matches the action verb (P-X.1)
      • Inside and outside (P-Z.1)
      • Above and below (P-Z.2)
      • Next to and beside (P-Z.3)

  • L.PK.6 Use words and phrases acquired through conversations, being read to, and responding to texts.