MGOL helps to develop and strengthen MMSR (Maryland Model for School Readiness) Skills and also aligns with Core Curriculum Standards in the following areas:

Personal and Social Development

1.0 Personal self-regulation: Children will demonstrate effective personal functioning in group settings and as individuals

A. Self Concept and Control

• Demonstrates healthy self-confidence
  • Attempts new play and learning experiences independently
• Shows some self-direction
  • Makes choices with help and pursues tasks with intention
• Uses materials appropriately
  • Plays with and uses materials with appropriate intention and purpose

2.0 Social self-regulation: Children will demonstrate effective social functioning in group settings and as individuals

A. Interactions with others

• Initiates and maintains relationships with peers and adults
  • Interacts easily with one or more children
  • Interacts easily with familiar adults
• Participates cooperatively in group activities
  • Participates in the group life of the class
  • Listens to directions from peers and responds to simple tasks
  • Understands the rule of group activities with guidance
  • Understands basic feelings, such as happiness or sadness, as expressed by others verbally or non-verbally.
  • Speaks of individual contributions- and group accomplishments

Language and Literacy Development

1.0 General reading processes: Phonemic awareness:

A. Phonemic Awareness

• Discriminates sounds and words
  • Tells whether sounds are the same or different
  • Identifies and repeats initial sounds in words
• Discriminates and produces rhyming words and alliteration
  • Repeats rhyming words
  • Repeats phrases and sentences with alliteration
  • Discriminates rhyming words from non-rhyming words
  • Claps words in a sentence
  • Identifies the initial sound in a word

1.0 General reading processes: Fluency: Children will read orally with accuracy and expression at a rate that sounds like speech

C. Fluency: Engages in imitative reading at an appropriate rate

• Listens to models of fluent reading
• Recites nursery rhymes, poems, and finger plays with expression
• Develops beginning sight vocabulary or familiar words, such as first name, color words.

1.0 General reading processes: Vocabulary: Student will use a variety of strategies and opportunities to understand word meaning and to increase vocabulary

D. Vocabulary

Develops and applies vocabulary through exposure to a variety of texts

• Understands, acquires and uses new vocabulary
  • Uses illustrations to find meaning of unknown words
  • Uses newly learned vocabulary on multiple occasions to reinforce meaning

1.0 General reading processes: Comprehension:

• Shows appreciation for books and reading (WSS II C1)
• Shows beginning understanding of concepts about print (WSS II C2)
  • Understands that speech can be written and read
  • Understands that print conveys meaning
  • Demonstrates the proper use of a book

• Uses strategies to prepare for reading (before reading)
  • Makes connections to the text using illustrations/photographs from prior knowledge
  • Makes predictions by examining the title, cover, illustrations/photographs, and familiar author or topic
  • Helps set a purpose for reading.
  • Uses illustrations to construct meaning
  • Connects events, characters, and actions in stories to specific life experiences

6.0 Listening

A. Listening

• Demonstrates active listening strategies.
  • Attends to the speaker
• Gains meaning by listening (WSS A1)
• Follows two- or three- step directions (WSS II A2)
• Demonstrates phonological awareness (WSS II A3)
  • Determines a speaker's general purpose
  • Identifies rhythms and patterns of language, including rhyme and repetition
  • Demonstrates an understanding of what is heard by retelling and relating prior knowledge
  • Follows a set of two-or-three step directions
  • Listens carefully to expand and enrich vocabulary.

Cognition and General Knowledge: Fine Arts -- Music

1.0 Perceiving and Responding: Aesthetic Education. Children will demonstrate the ability to perceive, perform, and respond to music.

A.  Perceiving and Responding

• Develops awareness of the characteristics of musical sounds and the diversity of sounds in the environment.
  • Explores a range of classroom instruments such as wood blocks, triangles, rhythm sticks, maracas, guiros, jingle bells, sand blocks, cymbals, and tambourines.
  • Listens for repeated patterns in music
  • Responds to changes heard in music: Fast/slow, loud/soft (quiet), long/short, high/low
  • Experiences performance through singing, playing instruments, and listening to performances of others.
  • WSS VI A1: Participates in group music experiences.
  • Sings songs that use the voice in a variety of ways
  • Listens to examples of adult male voices, adult female voices, and children's voices
  • Waits and listens before imitating rhythmic and melodic patterns
  • Explores steady beat through singing, speaking, and playing classroom instruments.
    • Responds to music through movement
    • WSS VI A1: Participates in creative movement, dance, and drama
    • Expresses music through movement, developing the concept of personal space ("bubble space")
    • Responds to steady beat through locomotor and body movement
    • Listens for simple directions or verbal cues in singing games
    • Explores a variety of locomotor and non-locomotor movements to show meter.

2.0 Historical, Cultural, and Social Context:

• Explores music used in daily living
• Sings songs representative of different activities, holidays, and seasons in a variety of world cultures.
• Becomes acquainted with the roles of music in the lives of people
  • Explores a rich repertoire of music representing its roles in the lives of people, such as lullabies