|
|
|
Web Resources Supporting the Maryland Voluntary State Curriculum
|
Reading/English Language Arts - Kindergarten
Reading | Informational | Literary | Writing | Language | Listening | Speaking |
READING
Standard 1.0 General Reading Processes |
Topic
A. Phonemic Awareness |
Indicator
1. Discriminate sounds and words
Objectives
a.Identify whether isolated sounds are same or different
b. Identify initial and final sounds in a word
c. Categorize words as same or different by initial or final sounds
Indicator
2. Discriminate and produce rhyming words and alliteration
Objectives
a. Repeat and produce rhyming words
b. Identify and repeat sentences that use alliteration
Indicator
3.Blend sounds and syllables to form words
Objectives
a. Orally blend syllables into a whole word, such as fun-ny=funny
b. Orally blend onset and rimes (word families) into a whole word, such as b-at=bat
c. Orally blend 2-3 phonemes into one syllable words, such as m-e=me; f-u-n=fun
Indicator
4. Segment and manipulate sounds in spoken words and sentences
Objectives
a. Clap words in a sentence
b.Clap syllables in a word
c. Say syllables
d. Identify the initial sound in a word
e. Segment individual sounds in words
f. Substitute initial sounds in words to form new words
|
Syllables
Children are able to see and hear how to recognize syllables in words. Teachers may want to go to the home page for other resources. (active, reflective, global understanding, auditory, visual) |
Topic
B. Phonics |
Indicator
1. Identify letters and corresponding sounds
Objective
a. Identify in isolation all upper and lower case letters of the alphabet
b.Identify letters matched to sounds
c. Generate the sounds associated with individual letters and letter patterns, such as s-,st-, -at, -ack, -ed
Indicator
2. Decode words in grade-level texts
Objectives
a. Identify similarities and differences in letters and words
b. Blend letter sounds in one-syllable words (CVC)
c. Use onset and rime (word families) to decode one-syllable words
|
|
Topic
C. Fluency |
Indicator
1. Engage in imitative reading at an appropriate rate
Objective
a.Listen to models of fluent reading
b. Recite nursery rhymes, poems, and finger plays with expression
Indicator
2. Read orally from familiar texts at an appropriate rate
Objectives
a. Read familiar text with accuracy and expression
b. Use knowledge of end punctuation to signal expression in reading
c. Recognize some words by sight, such as student's first and last name, a, the, my, you, is, are
|
Valiant Chris James
A read aloud story from the Reading is Fundamental web site. A young knight is bold and brave enough to help a sick dragon. See how the dragon repays Chris' kindness. Teachers can even pause the story so that children can make predictions and answer questions. (auditory, visual, global understanding, reflective, sequential) |
|
Indicator
1. Develop and apply vocabulary through exposure to a variety of texts
Objectives
a. Acquire new vocabulary through listening to and reading 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 to clarify meaning about objects and words related to topics discussed
d. Ask questions to clarify meaning about objects and words related to topics discussed
e. Listen to and identify the meaning of new vocabulary in multiple contexts
f. Read signs, labels, and environmental print
g. Collect and manipulate favorite words
Indicator
2. Develop a conceptual understanding of new words
Objectives
a. Use words to describe location, size, color, and shape
b. Name pictures of common concepts, such as sleeping, running, walking
c. Use names and labels of basic concepts, such as stop, go, boys, girls, in, out, poison
d. Identify and sort pictures of common words into basic categories, such as colors, numbers, seasons
Indicator
3. Understand, acquire, and use new vocab
Objectives
a. Use text and illustrations to identify meaning of unknown words
b. Use newly learned vocabulary on multiple occasions to reinforce meaning
c. Use word structure to determine meaning of words
d. Use resources to determine meaning of unknown words
- Picture dictionaries
- Charts
- Diagrams
- Poste
|
The Right Place
Children can place animals into their proper place. (visual, active, global understanding)
Letters and Pictures
Children can enhance their knowledge of the aplhabet by selecting the picture that begins with the letter on the screen. (active, tactile, sequential, global understanding, visual) |
Topic
E. General Reading Comprehension |
Indicator
1. Demonstrate an understanding of concepts of print to determine how print is organized and read
Objectives
a. Understand that speech can be written and read
b. Read a minimum of 15 books, both literary and informational
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
d. Track print from left to right and top to bottom
e. Make return sweep to next line of text
f. Match oral words to printed words
g. Differentiate numerals, letters and words
h. Recognize that printed words are separated by spaces
i. Recognize that letters build words and words build sentences
Indicator
2. Use strategies to prepare for reading (before reading)
Objectives
a. Make connections to the text using illustrations, photographs, and prior knowledge
b. Make predictions by examining the title, cover, illustrations/photographs/text, and familiar author or topic
c. Ask questions about the text by examining the title, cover, illustrations, photographs, text
d. Set a purpose for reading
Indicator
3. Use strategies to make meaning from text (during reading)
Objectives
a.Use illustrations to construct meaning from text
b. Make, confirm, or adjust predictions
c. Make comments and ask relevant questions
d. Reread sentences when meaning is not clear
e. Connect events, characters, and actions in stories to specific life experiences
Indicator
4. Demonstrate understanding of text (after reading)
Objectives
a. Recall and discuss information from text
b. Respond to questions (who, what, and where) and verify answers using illustrations/text
c. Respond to text by drawing, speaking, dramatizing, or writing
d. Compare information in text with prior knowledge
e. Validate/determine the purpose for reading
f. Retell a story using text as support
|
|
INFORMATIONAL
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
a. Listen to nonfiction materials
- Nonfiction trade books
- Picture dictionaries
- Simple maps
- Magazines
- Newspapers
- Multimedia resources
b. Listen to and use functional documents by following simple oral or rebus directions
- Science investigations
- Recipes
- Rules
- Signs and posters
- Center activities
- Labels
- Classroom schedules
c. Listen to and use personal interest materials, such as books and magazines
Indicator
2. Identify and use text features to facilitate understanding of informational texts
Objectives
a.Identify print features
- Bold print
- Print size
- Labels
- Numbered steps
b.Identify graphic aids
- Illustrations
- Pictures
- Photographs
- Drawings
- Maps
- Graphs
- Charts
- Diagrams
c. Use informational aids
- Materials lists
- Labels
- Numbered steps
d. Identify organizational aids
- Title
- Table of contents
- Numbered steps
Indicator
3. Develop knowledge of organizational structure of informational text to understand what is read
Objectives
a. Recognize sequential order
b. Recognize similarities and differences
c. Recognize description
Indicator
4. Determine important ideas and messages in informational texts
Objectives
a. State the text's purpose
b. Identify the main idea/text's message
c. Retell important facts from a text
d. Identify how someone might use the text
Indicator
5. Evaluate informational text
Objectives
a. State whether the text fulfills the reading purpose
b. Tell what the author could have done to make the text easier to understand
c.Tell whether the author's ideas are clear
|
Elmo Goes to the Doctor
An interactive site that gives children a chance to help Elmo during a visit to the doctor. (auditory, visual, global understanding, reflective)
Fun with Spot
With a simple click on an animal, children can use this interactive site to enhance their understanding of the following:
reading
identify smilar animals
counting,
watch a video version of a Fun with Spot book.
Boowa and Kowala - Shapes
Children can enhance thier ability to recognize similarities in shapes. They can also identify differences.
Recipes
Children can enhance their ability to follow directions and completing a list. (auditory, visual, tactile,global understanding, active)
Lemonade Stand
Children can help Elmo select the ingredients for lemonade. (auditory,visual, global understanding, active) |
LITERARY
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 and reading a variety of self-selected and assigned literary texts
Objectives
a. Listen to and discuss a variety of literary texts representing diverse cultures, perspectives, and ethnicities
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
Indicator
2. Use text features to facilitate understanding of literary texts
Objectives
a. Identify and explain how the title contributes to meaning
b. 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
a. Identify the beginning, middle, and end of a story, including the problem, and solution
b. Identify the characters, sequence of events, and setting of a story
Indicator
4. Use elements of poetry to facilitate understanding
Objectives
a. Identify rhyme, rhythm, and repetition in poems read to them
b. Retell the events of the poem
Indicator
5. Use elements of drama to facilitate understanding
Objectives
a. Identify the characters, dialogue, and scenery of a play read to them
Indicator
6. Determine important ideas and messages in literary texts
Objectives
a. Retell the story by sequencing the main events
b. Identify a personal connection to the text
Indicator
7. Identify and describe the author's use of language
Objectives
a. Identify descriptive words in text read to them
|
A Surprise for Mitzi Mouse
A visual read aloud story. (visual, auditory, global understanding, reflective)
Hannah Banana
A visual read aloud story. (visual, auditory, global understanding, reflective)
Thumbelina
Visuals that enhance the popular children's story. (visual, auditory, global understanding, reflective)
Rumplestiltskin
Visuals that enhance the popular children's story. (visual, auditory, global understanding, reflective)
Barnyard Babies
A fun read aloud story with animation. The sentences are highlighted as they are read. (audio, visual, reflective, global understanding)
Headin' South
An entertaining read aloud story with animation. The sentences are highlighted as they are read. (audio, visual, reflective, global understanding)
The Runamuck Pigbot
Children can listen and watch what happens when a mad scientist creates a pig robot and unleashes the creation on the town. Other visual read alouds can be found on the Reading is Fundamental website. (visual, auditory, reflective,global understanding) |
WRITING
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
a. Generate ideas and topics for writing
b. Dictate or write words, phrases, or sentences related to ideas or illustrations
Indicator
2. Compose oral, written, and visual presentations that express personal ideas and inform
Objectives
a. Write to express personal ideas using drawings, symbols, letters, or words
b. Contribute to a shared writing experience or topic of interest
c. Use sensory details to expand ideas
d. Dictate, draw, or write to inform
e. Dictate, draw, or write a response to text, such as response logs and journals
Indicator
3. Compose texts using the revising and editing strategies of effective writers and speakers
Objectives
a. Prepare writing for display by revising and editing using rules, such as capital letters and periods
Indicator
4. Identify how language choices in writing and speaking affect thoughts and feelings
Objectives
a. Identify and use words to communicate feelings
b. Acquire and use new vocabulary
Indicator
5. Use effective details, words, and figurative language in the student's own composing
Objectives
a. Use descriptive words and other details to expand and improve student's own writing
Indicator
6. Use word lists as a source of information in writing
|
Description: Robin Family
Children view a picture and write a
description. Instructions ( Make Them Laugh is another prompt that can be used.
( visual, reflective, global understanding, kinesthetic, tactile, sequential)
Kindergarten Potluck Project
Going from A to Z, children create a recipe book that they can share with others. (visual, activem tactile, reflective, global understanding, sequential)
Create Your Own Underwater Scene
Children can create their own story by placing objects and characters into a scene. (visual, reflective, global understanding, kinesthetic, sequential)
Write Your Own Story
Children are given the beginning of a story and are asked to complete it. This page can be printed for classroom use. (visual, reflective, global understanding, tactile, sequential) |
LANGUAGE
Standard 5.0 Controlling Language |
| Students will control language by applying the conventions of Standard English in speaking and writing. |
|
Indicator
1. Use grammar concepts and skills that strengthen oral language
Objectives
a. Use complete sentences in conversation and to respond to questions
|
Nursery rhymes
A large selection of nursery rhymes. (audio, visual, reflective) |
Topic
B. Usage |
Indicator
1. Comprehend and apply standard English in oral language
Objectives
a. Use sentences with subject/verb agreement
b. Use correct verb tense
c. Use sentences with noun/pronoun agreement
d. Use commonly confused words correctly, such as get/got, have/has
|
|
Topic
C. Mechanics |
Indicator
1. Explain the purpose of mechanics to make and clarify meaning
Indicator
2. Comprehend and use basic punctuation and capitalization in written language
Objecitves
a. Use periods at the end of sentences
b. Use capital letters for first letters of names and beginning sentences
|
A Capital Idea
A PowerPoint that explains capitalization. (auditory. visual, reflective, global understanding, sequential) |
|
Indicator
1. Apply conventional spelling in written language
Objectives
a. Spell first and last name correctly
b. Spell a few high frequency words correctly
c. Use letters to represent phonemes in words
d. Use classroom resources to spell unknown words, such as labeled objects, word walls, charts, pictionaries
|
Missing Letter of the Alphabet
Children can enhance their knowledge of the alphabet by selecting the missing letter in the sequence. (visual, active, global understanding, sequential)
|
Topic
E. Handwriting |
Indicator
1. Produce writing that is legible to the audience
Objectives
a. Develop fine motor skills necessary to control and sustain handwriting
b. Form upper case and lower case manuscript letters
|
Upper and Lower Case Concentration
This printable page can be used for children to identify upper and lower case letters. ( visual, reflective, global understanding, kinesthetic, tactile, sequential) |
LISTENING
Standard 6.0 Listening |
| Students will demonstrate effective listening to learn, process, and analyze information. |
Topic
A. Listening |
Indicator
1. Demonstrate active listening strategies
Objectives
a.Attend to the speaker
Indicator
2. Comprehend and analyze what is heard
Objectives
a. Determine a speaker's general purpose
b. Identify rhythms and patterns of language, including rhyme and repetition
c. Demonstrate an understanding of what is heard by retelling and relating prior knowledge
d. Follow a set of two- or three-step directions
e. Listen carefully to expand and enrich vocabulary
|
Moogle the Messy Beastie
A fun read aloud story with animation. The sentences are highlighted as they are read. (audio, visual, reflective, global understanding)
Barnyard Babies
A fun read aloud story with animation. The sentences are highlighted as they are read. (audio, visual, reflective, global understanding, sequential) |
SPEAKING
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
Objectives
a. Speak clearly enough to be heard and understood in a variety of settings
Indicator
2. Make oral presentations
Objectives
a. Speak in a variety of situations to inform and/or relate experiences, such as retelling stories and/or state an opinion
b. Use props in situations, such as show-and-tell
|
Songs from Boowa and Koala
Children can learn about numbers, parts of the body, etc. while they learn these popular childhood songs. (audio, visual, reflective, global understanding, kinesthetic, tactile, sequential) |
|
|
|
|
