Maryland State Standards for Language Arts: Kindergarten

MD.1.0. General Reading Processes: Phonemic Awareness: Students will master the ability to hear, identify, and manipulate individual sounds in spoken words by the end of grade one.

1.A.1. Phonemic Awareness: Discriminate sounds and words.

1.A.1.a. Identify whether isolated sounds are same or different.

1.A.1.b. Identify initial and final sounds in a word.

1.A.1.c. Categorize words as same or different by initial or final sounds.

1.A.2. Phonemic Awareness: Discriminate and produce rhyming words and alliteration.

1.A.2.a. Repeat and produce rhyming words.

1.A.2.b. Identify and repeat sentences that use alliteration.

1.A.3. Phonemic Awareness: Blend sounds and syllables to form words.

1.A.3.a. Orally blend syllables into a whole word, such as fun-ny=funny.

1.A.3.b. Orally blend onset and rimes (word families) into a whole word, such as b-at=bat.

1.A.3.c. Orally blend 2-3 phonemes into one syllable words, such as m-e=me; f-u-n=fun.

1.A.4. Phonemic Awareness: Segment and manipulate sounds in spoken words and sentences.

1.A.4.a. Clap words in a sentence.

1.A.4.b. Clap syllables in a word.

1.A.4.c. Say syllables.

1.A.4.d. Identify the initial sound in a word.

1.A.4.e. Segment individual sounds in words.

1.A.4.f. Substitute initial sounds in words to form new words.

1.B.1. Phonics: Identify letters and corresponding sounds.

1.B.1.a. Identify in isolation all upper and lower case letters of the alphabet.

1.B.1.b. Identify letters matched to sounds.

1.B.1.c. Generate the sounds associated with individual letters and letter patterns, such as s-,st-, -at, -ack, -ed.

1.B.2. Phonics: Decode words in grade-level texts.

1.B.2.a. Identify similarities and differences in letters and words.

1.B.2.b. Blend letter sounds in one-syllable words (CVC).

1.B.2.c. Use onset and rime (word families) to decode one-syllable words.

1.C.1. Fluency: Engage in imitative reading at an appropriate rate.

1.C.1.a. Listen to models of fluent reading.

1.C.1.b. Recite nursery rhymes, poems, and finger plays with expression.

1.C.2. Fluency: Read orally from familiar texts at an appropriate rate.

1.C.2.a. Read familiar text with accuracy and expression.

1.C.2.b. Use knowledge of end punctuation to signal expression in reading.

1.C.2.c. Recognize some words by sight, such as student's first and last name, a, the, my, you, is, are.

1.D.1. Vocabulary: Develop and apply vocabulary through exposure to a variety of texts.

1.D.1.a. Acquire new vocabulary through listening to and reading a variety of texts on a daily basis.

1.D.1.b. Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation.

1.D.1.c. Ask questions to clarify meaning about objects and words related to topics discussed.

1.D.1.d. Listen to and identify the meaning of new vocabulary in multiple contexts.

1.D.1.e. Listen to and identify the meaning of content-specific vocabulary.

1.D.1.f. Read signs, labels, and environmental print.

1.D.1.g. Collect and manipulate favorite words.

1.D.2. Vocabulary: Develop a conceptual understanding of new words.

1.D.2.a. Use words to describe location, size, color, and shape.

1.D.2.b. Name pictures of common concepts, such as sleeping, running, walking.

1.D.2.c. Use names and labels of basic concepts, such as stop, go, boys, girls, in, out, poison.

1.D.2.d. Identify and sort pictures of common words into basic categories, such as colors, numbers, seasons.

1.D.3. Vocabulary: Understand, acquire, and use new vocabulary.

1.D.3.a. Use text and illustrations to identify meaning of unknown words.

1.D.3.b. Use newly learned vocabulary on multiple occasions to reinforce meaning.

1.D.3.c. Use word structure to determine meaning of words (Inflectional endings).

1.D.3.d. Use resources to determine meaning of unknown words (Picture dictionaries; Charts; Diagrams; Posters).

1.E.1. General Reading Comprehension: Demonstrate an understanding of concepts of print to determine how print is organized and read.

1.E.1.a. Understand that speech can be written and read.

1.E.1.b. Read a minimum of 15 books, both literary and informational.

1.E.1.c. Identify title, cover page, front and back of book, table of contents, page numbers, and describe what information is presented on the title and cover pages.

1.E.1.d. Track print from left to right and top to bottom.

1.E.1.e. Make return sweep to next line of text.

1.E.1.f. Match oral words to printed words.

1.E.1.g. Differentiate numerals, letters and words.

1.E.1.h. Recognize that printed words are separated by spaces.

1.E.1.i. Recognize that letters build words and words build sentences.

1.E.2. General Reading Comprehension: Use strategies to prepare for reading (before reading).

1.E.2.a. Make connections to the text using illustrations, photographs, and prior knowledge.

1.E.2.b. Make predictions by examining the title, cover, illustrations/photographs/text, and familiar author or topic.

1.E.2.c. Ask questions about the text by examining the title, cover, illustrations, photographs, text.

1.E.2.d. Set a purpose for reading.

1.E.3. General Reading Comprehension: Use strategies to make meaning from text (during reading).

1.E.3.a. Use illustrations to construct meaning from text

1.E.3.b. Make, confirm, or adjust predictions

1.E.3.c. Make comments and ask relevant questions

1.E.3.d. Reread sentences when meaning is not clear

1.E.3.e. Connect events, characters, and actions in stories to specific life experiences

1.E.4. General Reading Comprehension: Demonstrate understanding of text (after reading).

1.E.4.a. Recall and discuss information from text.

1.E.4.b. Respond to questions (who, what, and where) and verify answers using illustrations/text.

1.E.4.c. Respond to text by drawing, speaking, dramatizing, or writing.

1.E.4.d. Compare information in text with prior knowledge.

1.E.4.e. Validate/determine the purpose for reading.

1.E.4.f. Retell a story using text as support.

MD.2.0. Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text.

2.A.1. Comprehension of Informational Text: Develop comprehension skills by reading a variety of informational texts.

2.A.1.a. Listen to nonfiction materials (Nonfiction trade books; Picture dictionaries; Simple maps; Magazines; Newspapers; Multimedia resources).

2.A.1.b. Listen to and use functional documents by following simple oral or rebus directions (Classroom schedules; Labels; Science investigations; Recipes; Rules; Signs and posters; Center activities).

2.A.1.c. Listen to and use personal interest materials, such as books and magazines.

2.A.2. Comprehension of Informational Text: Identify and use text features to facilitate understanding of informational texts.

2.A.2.a. Identify print features (Bold print; Print size; Labels; Numbered steps).

2.A.2.b. Identify graphic aids (Illustrations; Pictures; Photographs; Drawings; Maps; Graphs; Charts; Diagrams).

2.A.2.c. Use informational aids (Materials lists; Labels; Numbered steps).

2.A.2.d. Identify organizational aids (Title; Table of contents; Numbered steps).

2.A.3. Comprehension of Informational Text: Develop knowledge of organizational structure of informational text to understand what is read.

2.A.3.a. Recognize sequential order.

2.A.3.b. Recognize similarities and differences.

2.A.3.c. Recognize description.

2.A.4. Comprehension of Informational Text: Determine important ideas and messages in informational texts.

2.A.4.a. State the text's purpose.

2.A.4.b. Identify the main idea/text's message.

2.A.4.c. Retell important facts from a text.

2.A.4.d. Identify how someone might use the text.

2.A.5. Comprehension of Informational Text: Evaluate informational text.

2.A.5.a. State whether the text fulfills the reading purpose.

2.A.5.b. Tell what the author could have done to make the text easier to understand.

2.A.5.c. Tell whether the author's ideas are clear.

MD.3.0. Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts.

3.A.1. Comprehension of Literary Text: Develop comprehension skills by listening to and reading a variety of self-selected and assigned literary texts.

3.A.1.a. Listen to and discuss a variety of literary texts representing diverse cultures, perspectives, and ethnicities.

3.A.1.b. Listen to and discuss a variety of different types of fictional literary text, such as stories, poems, nursery rhymes, realistic fiction, fairy tales, and fantasy.

3.A.2. Comprehension of Literary Text: Use text features to facilitate understanding of literary texts.

3.A.2.a. Identify and explain how the title contributes to meaning.

3.A.2.b. Identify and explain how text features, such as illustrations, punctuation, and print features, contribute to meaning.

3.A.3. Comprehension of Literary Text: Use elements of narrative texts to facilitate understanding.

3.A.3.a. Identify the beginning, middle, and end of a story, including the problem, and solution.

3.A.3.b. Identify the characters, sequence of events, and setting of a story.

3.A.4. Comprehension of Literary Text: Use elements of poetry to facilitate understanding.

3.A.4.a. Identify rhyme, rhythm, and repetition in poems read to them.

3.A.4.b. Retell the events of the poem.

3.A.5. Comprehension of Literary Text: Use elements of drama to facilitate understanding.

3.A.5.a. Identify the characters, dialogue, and scenery of a play read to them.

3.A.6. Comprehension of Literary Text: Determine important ideas and messages in literary texts.

3.A.6.a. Retell the story by sequencing the main events.

3.A.6.b. Identify a personal connection to the text.

3.A.7. Comprehension of Literary Text: Identify and describe the author's use of language.

3.A.7.a. Identify descriptive words in text read to them.

MD.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.

4.A.1. Writing: Compose texts using the prewriting and drafting strategies of effective writers and speakers.

4.A.1.a. Generate ideas and topics for writing.

4.A.1.b. Dictate or write words, phrases, or sentences related to ideas or illustrations.

4.A.2. Writing: Compose oral, written, and visual presentations that express personal ideas and inform.

4.A.2.a. Write to express personal ideas using drawings, symbols, letters, or words.

4.A.2.b. Contribute to a shared writing experience or topic of interest.

4.A.2.c. Use sensory details to expand ideas.

4.A.2.d. Dictate, draw, or write to inform.

4.A.2.e. Dictate, draw, or write a response to text, such as response logs and journals.

4.A.3. Writing: Compose texts using the revising and editing strategies of effective writers and speakers.

4.A.3.a. Prepare writing for display by revising and editing using rules, such as capital letters and periods.

4.A.4. Writing: Identify how language choices in writing and speaking affect thoughts and feelings.

4.A.4.a. Identify and use words to communicate feelings.

4.A.4.b. Acquire and use new vocabulary.

4.A.5. Writing: Use effective details, words, and figurative language in the student's own composing.

4.A.5.a. Use descriptive words and other details to expand and improve student's own writing.

4.A.6. Writing: Use word lists as a source of information in writing.

MD.5.0. Controlling Language: Students will control language by applying the conventions of Standard English in speaking and writing.

5.A.1. Grammar: Use grammar concepts and skills that strengthen oral language.

5.A.1.a. Use complete sentences in conversation and to respond to questions.

5.B.1. Usage: Comprehend and apply standard English in oral language.

5.B.1.a. Use sentences with subject/verb agreement.

5.B.1.b. Use correct verb tense.

5.B.1.c. Use sentences with noun/pronoun agreement.

5.B.1.d. Use commonly confused words correctly, such as get/got, have/has.

5.C.1. Mechanics: Explain the purpose of mechanics to make and clarify meaning.

5.C.2. Mechanics: Comprehend and use basic punctuation and capitalization in written language.

5.C.2.a. Use periods at the end of sentences.

5.C.2.b. Use capital letters for first letters of names and beginning sentences.

5.D.1. Spelling: Apply conventional spelling in written language.

5.D.1.a. Spell first and last name correctly.

5.D.1.b. Spell a few high frequency words correctly.

5.D.1.c. Use letters to represent phonemes in words.

5.D.1.d. Use classroom resources to spell unknown words, such as labeled objects, word walls, charts, pictionaries.

5.E.1. Handwriting: Produce writing that is legible to the audience.

5.E.1.a. Develop fine motor skills necessary to control and sustain handwriting.

5.E.1.b. Form upper case and lower case manuscript letters.

MD.6.0. Listening: Students will demonstrate effective listening to learn, process, and analyze information.

6.A.1. Listening: Demonstrate active listening strategies.

6.A.1.a. Attend to the speaker.

6.A.2. Listening: Comprehend and analyze what is heard.

6.A.2.a. Determine a speaker's general purpose.

6.A.2.b. Identify rhythms and patterns of language, including rhyme and repetition.

6.A.2.c. Demonstrate an understanding of what is heard by retelling and relating prior knowledge.

6.A.2.d. Follow a set of two- or three-step directions.

6.A.2.e. Listen carefully to expand and enrich vocabulary.

MD.7.0. Speaking: Student will communicate effectively in a variety of situations with different audiences, purposes, and formats.

7.A.1. Speaking: Use organization and delivery strategies.

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

7.A.2. Speaking: Make oral presentations.

7.A.2.a. Speak in a variety of situations to inform and/or relate experiences, such as retelling stories and/or state an opinion.

7.A.2.b. Use props in situations, such as show-and-tell.