Connections with Core Standards

Connections With Core Standards

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