VSC - Reading/English Language Arts

- School Boundaries
- Registration & Relocation

21st Century Teaching & Learning Resources

Baltimore County Public Library

Citing Sources

Destiny School Library Catalog

Digital Content, Databases, eBooks

SAILOR: MD's Public Information Network

School Library Cohort

Summer Reading

VSC/CLG Aligned Web Resources

Research Resources

Digital Content, Databases, & eBooks

Online Research Models

Research & Investigation Guide K-5

Research & Investigation Guide 6-12

Web Resources Supporting the Maryland Voluntary State Curriculum Reading/English Language Arts - Pre-K 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.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 Indicator 2. Discriminate and produce rhyming words and alliteration Objectives a. Repeat rhyming words b. Repeat phrases and sentences with alliteration c. Discriminate rhyming words from non-rhyming words Indicator 3.Blend sounds and syllables to form words Objectives a. Orally blend syllables into a whole word, such as fun-ny=funny Indicator 4. Segment sounds in spoken words and sentences Objectives a. Clap words in a sentence b.Identify the initial sound in a word	Alphabet Action Children can watch the colorful letters as they learn the sounds associated with the letters. (auditory, visual, global understanding, reflective) Learn the ABCs Children are able to learn their ABCs by watching colorful letters and hearing the pronunciation.(audio, visual, reflective, global understanding, sequential) How the Alphabet Got its Order This activity reinforces the alphabet for the children. (audio, visual, reflective, global understanding) Alphabet Soup Cafe With the click of a mouse, children are able to learn everything about the alphabet, including how to write the letters, say the letters and the difference between capital and lower case letters. Children can even create an Alphabet Scrapbook. (audio, visual, reflective, global understanding, kinesthetic, tactile, sequential) Suessville Go to this web site and click playground in order to play Fox in Sox and Sam I Says. (audio, visual, reflective, global understanding, kinesthetic, tactile, sequential) Curious George Learns the Alphabet Use this page to print a worksheet. You can cut out the letters and make words. (visual, reflective, global understanding, kinesthetic, tactile, sequential)
Topic B. Phonics
Indicator 1. Recognize that letters have corresponding sounds Objective a. Recognize similarities and differences in letter shapes b.Match familiar consonant sounds to appropriate letters, such as m, b, f, t, p Indicator 2. Decode words in grade-level texts Objectives a. Identify and name some upper and lower case letters in words, especially those in the student's own name	Boowa and Koala - Alphabet Game Children can hear the alphabet, as well as create their own words.(audio, visual, reflective, global understanding, kinesthetic, tactile, sequential) 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)
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 c. Develop beginning sight vocabulary of familiar words, such as first name, color words	The Caboose Said A read aloud story that is entertaining for children. Teachers can choose Jack and Mr. Kear. (auditory, visual, relfective, global understanding) Sesame Street Music Zone Children can listen and recite a variety of songs. (audio, visual, reflective, global understanding, sequential) Pounce Select words that correspond to the pictures provided. ( visual, reflective, global understanding, kinesthetic, tactile) Think and Sink Pick the letter that completes the word. ( visual, reflective, global understanding, kinesthetic, tactile, sequential)
Topic D. Vocabulary
Indicator 1. Develop and apply vocabulary through exposure to a variety of texts Objectives 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. Asks 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 Indicator 2. Develop a conceptual understanding of new words Objectives a. Use words to describe size, color, and shape b. Name common objects shown in pictures Indicator 3. Understand, acquire, and use new vocabulary Objectives a. Use illustrations to find meaning of unknown words b. Use newly learned vocabulary on multiple occasions to reinforce meaning	Something from Something See how many words you can make from the words provided. (visual, reflective, global understanding, kinesthetic, tactile, sequential) Curious George's Transportation Look at the pictures and describe what form of transportation Curious George is using. (visual, reflective, global understanding, kinesthetic, tactile, sequential) 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, sequential)
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. 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 Indicator 2. Use strategies to prepare for reading (before reading) Objectives 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 Indicator 3. Use strategies to make meaning from text (during reading) Objectives a.Use illustrations to construct meaning b. Make and confirm predictions c. Connect events, characters, and actions in stories to specific life experiences Indicator 4. Demonstrate understanding of text (after reading) Objectives 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	TikkaBella Teachers can use this site to show read aloud stories to the children, as well as educational sing-alongs. (auditory, visual, global understanding, active)
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 Magazines Multimedia resources b. Listen to and read functional documents by following simple oral or rebus directions Recipes Rules Signs Center activities Labels Classroom schedules c. 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 a. Recognize print features Print size b. Identify graphic aids Photographs Drawings Maps Graphs Diagrams Indicator 3. Develop knowledge of organizational structure of informational text Objectives a. Recognize sequential order Indicator 4. Determine important ideas and messages in informational texts Objectives a. Retell important facts from a text b. Identify how someone might use the text Indicator 5. Evaluate informational text	Elmo in Buckle Up Teddy An interactive site that teaches children the importance of seat belts. (audio, visual, reflective, global understanding, sequential) Elmo in Wear Your Helmet, Teddy! An interactive site that teaches children about helmet safety. (audio, visual, reflective, global understanding, sequential)
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 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, and fairy tales 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 and end of a story b. Identify the characters of a story Indicator 4. Use elements of poetry to facilitate understanding Objectives a. Identify rhyme, rhythm, and repetition in poems read to them Indicator 5. Use elements of drama to facilitate understanding Objectives a. Recognize that a play has characters, dialogue, scenery, and tells a story 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	Readalong Nursery Rhymes Teachers are able to share this site with the children in order to enhance the students' listening skills, word recognition and rhyme. The website also includes resources that the teacher can use in the classroom, such as sequence cards, a printable poster, etc. (visual, auditory, reflective, global understanding, sequential) Culture Quest World Tour Go on a tour of different cultures and learn about the country's art, language, foods and much more. (auditory, visual, reflective, global understanding, kinesthetic, tactile, sequential) International Kids Quest Links children to a variety of myths and fables from around the world. ( visual, reflective, global understanding, sequential) Grandpa Tucker's Rhymes and Tales Learn new songs and poems. The subject matter ranges from animals to geography and geometry. (auditory, visual, reflective, global understanding, sequential) The Spider and the Lie Children can read a story and click links to audio sound of certain words in the story. (auditory, visual, reflective, global understanding, kinesthetic, tactile, sequential) Lionel's Tall Tales Kids can learn how to make their own stories, as well as the necessary sequence for an effective story. ( visual, reflective, global understanding, kinesthetic, tactile, sequential) Barnyard Babies A fun read aloud story with animation. The sentences are highlighted as they are read. (auditory, visual, reflective, sequential) Headin' South An entertaining read aloud story with animation. The sentences are highlighted as they are read. (auditory, visual, 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. Recognize that writing conveys meaning b. 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 a. Write to express personal ideas using letter-like shapes, symbols, and letters b. Contribute to a shared writing experience or topic of interest c. Use drawings, letters, or symbols to express personal ideas Indicator 3. 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
LANGUAGE 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 Objectives a. Use complete sentences to respond to questions	When Two Vowels Go Walking A sing-along that teaches children how to pronounce words that have two vowels side-by-side. (auditory, visual, reflective, global understanding, sequential)
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
Topic C. Mechanics
Indicator 1. Explain the purpose of mechanics to make and clarify meaning Indicator 2. Comprehend basic punctuation and capitalization in written language Objectives a. Recognize that names begin with a capital letter b. Recognize that space is used to separate words	A Capital Idea A PowerPoint that explains capitalization. (auditory. visual, reflective, global understanding, 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 direct 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. (auditory, visual, reflective, global understanding) Boowa and Koala- Stories Children can watch chapters of their favorite Boowa and Koala stories come to life. With the click of the mouse, children can also hear songs for certain chapters. (auditory, visual, reflective) A Surprise for Mitzi Mouse A visual read aloud story.(auditory, visual, reflective) The Little Lighthouse A story that can be read aloud. (auditory, visual, reflective) Storytime Children can listen to Beatrix Potter stories. (auditory, visual, reflective)
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 b. Use props in situations, such as show-and-tell

Reading/English Language Arts - Pre-K

READING

Standard 1.0 General Reading Processes

INFORMATIONAL

Standard 2.0 Comprehension of Informational Text

LITERARY

Standard 3.0 Comprehension of Literary Text

WRITING

Standard 4.0 Writing

LANGUAGE

Standard 5.0 Controlling Language

LISTENING

Standard 6.0 Listening

SPEAKING

Standard 7.0 Speaking