Maryland’s Common Core Curriculum Frameworks Maryland’s State ...

Alignment for Five-Year-Olds with

Maryland's Common Core Curriculum Frameworks Maryland's State Curriculum Frameworks Social Foundations Frameworks

and FunShine Online? Learning Goals and Objectives

Maryland's Common Core, State, and Social Foundations Frameworks

Alignment with Preschool Curriculum by FunShine Online?

Age 5

Maryland's Common Core State Curriculum English Language Arts

Maryland's Common Core State Curriculum English Language Arts

Reading Literature A. Key Ideas and Details RL1 With prompting and support, ask and answer questions about key details in a text.

RL2 With prompting and support, retell familiar stories, including key details.

RL3 With prompting and support, identify characters, settings, and major events in a story.

B. Craft and Structure RL4 Ask and answer questions about unknown words in a text.

RL5 Recognize common types of texts (e.g., storybooks, poems). RL6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

C. Integration of Knowledge and Ideas RL7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

RL8 N/A to Literature RL9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

FunShine Online? Learning Goals and Objectives Emergent Reading, Listening, Conversation

L16 Understands text read aloud: recalling part or most of a text or representing it with play or media, asking and answering questions about text read aloud, making predictions based on text read aloud

L2 Gains meaning by listening to stories, informational texts, directions, conversations

L15 Shows interest/motivation in reading: following along as a book is read, attempting to read by looking at illustrations or from memory, handling books appropriately actively chooses books

L16 Understands text read aloud: recalling part or most of a text or representing it with play or media, asking and answering questions about text read aloud, making predictions based on text read aloud

L2 Gains meaning by listening to stories, informational texts, directions, conversations

L16 Understands text read aloud: recalling part or most of a text or representing it with play or media, asking and answering questions about text read aloud, making predictions based on text read aloud

L4 Listens and responds to rhymes and rhythms L2 Gains meaning by listening to stories,

informational texts, directions, conversations L11 Demonstrates growing understanding of

words and meanings, including language of specific learning domains L16 Understands text read aloud: recalling part or most of a text or representing it with play or media, asking and answering questions about text read aloud, making predictions based on text read aloud

L15 Shows interest/motivation in reading: following along as a book is read, attempting to read by looking at illustrations or from memory, handling books appropriately actively chooses books

L16 Understands text read aloud: recalling part or most of a text or representing it with play or media, asking and answering questions about text read aloud, making predictions based on text read aloud

L16 Understands text read aloud: recalling part or most of a text or representing it with play or media, asking and answering questions about

Sources:

Maryland Common Core State Curriculum Frameworks (2010) Maryland State Board of Education.

Maryland State Curriculum Frameworks (2011) Maryland State Department of Education

Social Foundations Framework (2012) Maryland State Department of Education.

Maryland's Common Core State Curriculum English Language Arts

RL10 Actively engage in group reading activities with purpose and understanding.

Reading Informational Text A. Key Ideas and Details RI1 With prompting and support, ask and answer questions about key details in a text.

RI2 With prompting and support, identify the main topic and retell key details of a text.

RI3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

B. Craft and Structure RI4 With prompting and support, ask and answer questions about unknown words in a text.

RI5 Identify the front cover, back cover, and title page of a book.

RI6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

C. Integration of Knowledge and Ideas RI7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). RI8 With prompting and support, identify the reasons an author gives to support points in a text.

RI9 With prompting and support, identify basic similarities in and differences between two texts on the

FunShine Online? Learning Goals and Objectives

text read aloud, making predictions based on text read aloud L8 Shares opinions, experiences, and ideas with others with words L16 Understands text read aloud: recalling part or most of a text or representing it with play or media, asking and answering questions about text read aloud, making predictions based on text read aloud L8 Shares opinions, experiences, and ideas with others with words Emergent Reading, Listening, Vocabulary

L16 Understands text read aloud: recalling part or most of a text or representing it with play or media, asking and answering questions about text read aloud, making predictions based on text read aloud

L2 Gains meaning by listening to stories, informational texts, directions, conversations

L16 Understands text read aloud: recalling part or most of a text or representing it with play or media, asking and answering questions about text read aloud, making predictions based on text read aloud

L2 Gains meaning by listening to stories, informational texts, directions, conversations

L16 Understands text read aloud: recalling part or most of a text or representing it with play or media, asking and answering questions about text read aloud, making predictions based on text read aloud

L16 Understands text read aloud: recalling part or most of a text or representing it with play or media, asking and answering questions about text read aloud, making predictions based on text read aloud

L11 Demonstrates growing understanding of words and meanings, including language of specific learning domains

L15 Shows interest/motivation in reading: following along as a book is read, attempting to read by looking at illustrations or from memory, handling books appropriately actively chooses books

L11 Demonstrates growing understanding of words and meanings, including language of specific learning domains

L16 Understands text read aloud: recalling part or most of a text or representing it with play or media, asking and answering questions about text read aloud, making predictions based on text read aloud

L16 Understands text read aloud: recalling part or most of a text or representing it with play or media, asking and answering questions about text read aloud, making predictions based on text read aloud

L16 Understands text read aloud: recalling part or most of a text or representing it with play or media, asking and answering questions about text read aloud, making predictions based on text read aloud

L16 Understands text read aloud: recalling part or most of a text or representing it with play or media, asking and answering questions about

Sources:

Maryland Common Core State Curriculum Frameworks (2010) Maryland State Board of Education.

Maryland State Curriculum Frameworks (2011) Maryland State Department of Education

Social Foundations Framework (2012) Maryland State Department of Education.

Maryland's Common Core State Curriculum English Language Arts

same topic (e.g., in illustrations, descriptions, or procedures). RI10 Actively engage in group reading activities with purpose and understanding.

Reading Foundational Skills A. Print Concepts RF1 Demonstrate understanding of the organization and basic features of print. RF1.a Follow words from left to right, top to bottom, and page by page. RF1.b Recognize that spoken words are represented in written language by specific sequences of letters.

RF1.c Understand that words are separated by spaces in print. RF1.d Recognize and name all upper and lowercase letters of the alphabet.

B. Phonological Awareness RF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF2.a Recognize and produce rhyming words.

RF2.b Count, pronounce, blend, and segment syllables in spoken words.

RF2.c Blend and segment onsets and rimes of singlesyllable spoken words.

RF2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)

RF2.e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

C. Phonics and Word Recognition

FunShine Online? Learning Goals and Objectives

text read aloud, making predictions based on text read aloud L16 Understands text read aloud: recalling part or most of a text or representing it with play or media, asking and answering questions about text read aloud, making predictions based on text read aloud L8 Shares opinions, experiences, and ideas with others with words L2 Gains meaning by listening to stories, informational texts, directions, conversations Emergent Reading, Emergent Writing

L19 Understands left to right, top to bottom process of reading

L22 Shows awareness of the uses and functions of environmental print, symbols, and other forms of print to convey meaning and recognizes that different text forms are used for different purposes

L23 Shows awareness that a word is made up of letters

L23 Shows awareness that a word is made up of letters

L18 Demonstrates alphabetic knowledge: can recite the alphabet, names or recognizes some letters and sounds ? especially own name, recognizes and names most letters

L25 Demonstrates age-appropriate writing: tracing, copying letters and numbers, copying shapes and symbols

L17 Exhibits age-appropriate phonological awareness: combines syllables to make a word, combines words to make compound words, recognizes words that rhyme, associates sounds with letters and words, recognizes alliteration and words that rhyme

L17 Exhibits age-appropriate phonological awareness: combines syllables to make a word, combines words to make compound words, recognizes words that rhyme, associates sounds with letters and words, recognizes alliteration and words that rhyme

L17 Exhibits age-appropriate phonological awareness: combines syllables to make a word, combines words to make compound words, recognizes words that rhyme, associates sounds with letters and words, recognizes alliteration and words that rhyme

L17 Exhibits age-appropriate phonological awareness: combines syllables to make a word, combines words to make compound words, recognizes words that rhyme, associates sounds with letters and words, recognizes alliteration and words that rhyme

L17 Exhibits age-appropriate phonological awareness: combines syllables to make a word, combines words to make compound words, recognizes words that rhyme, associates sounds with letters and words, recognizes alliteration and words that rhyme

Sources: Maryland Common Core State Curriculum Frameworks (2010) Maryland State Board of Education. Maryland State Curriculum Frameworks (2011) Maryland State Department of Education Social Foundations Framework (2012) Maryland State Department of Education.

Maryland's Common Core State Curriculum English Language Arts

RF3 Know and apply grade- level phonics and word analysis skills in decoding words. RF3.a Demonstrate basic knowledge of one-to-one letter-sound correspondence by producing the primary or many of the most frequent sound for each consonant.

RF3.b Associate the long and short sounds with common spellings (graphemes) for the five major vowels

RF3.c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

RF3.d Distinguish between similarly spelled words by identifying the sounds of the letter that differ.

D. Fluency RF4 Read emergent-reader texts with purpose and understanding.

Writing

A. Text Types and Purposes W1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is..........)

W2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

W3 Use combination of drawing, dictating, or writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

W4 Begins in 3rd Grade B. Production and Distribution of Writing W5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

W6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing including collaboration with peers.

FunShine Online? Learning Goals and Objectives

L17 Exhibits age-appropriate phonological awareness: combines syllables to make a word, combines words to make compound words, recognizes words that rhyme, associates sounds with letters and words, recognizes alliteration and words that rhyme

L23 Shows awareness that a word is made up of letters

L17 Exhibits age-appropriate phonological awareness: combines syllables to make a word, combines words to make compound words, recognizes words that rhyme, associates sounds with letters and words, recognizes alliteration and words that rhyme

L23 Shows awareness that a word is made up of letters

L22 Shows awareness of the uses and functions of environmental print, symbols, and other forms of print to convey meaning and recognizes that different text forms are used for different purposes

L17 Exhibits age-appropriate phonological awareness: combines syllables to make a word, combines words to make compound words, recognizes words that rhyme, associates sounds with letters and words, recognizes alliteration and words that rhyme

L15 Shows interest/motivation in reading: following along as a book is read, attempting to read by looking at illustrations or from memory, handling books appropriately actively chooses books

Emergent Writing, Conversation, Family and Community, Relationships

L21 Shows interest in written expression: scribbling, drawing a person

L25 Demonstrates age-appropriate writing: tracing, copying letters and numbers, copying shapes and symbols

L8 Shares opinions, experiences, and ideas with others with words

L25 Demonstrates age-appropriate writing: tracing, copying letters and numbers, copying shapes and symbols

L8 Shares opinions, experiences, and ideas with others with words

L25 Demonstrates age-appropriate writing: tracing, copying letters and numbers, copying shapes and symbols

L8 Shares opinions, experiences, and ideas with others with words

L20 Understands structure: beginning, middle, end of a story

L7 L25

SS11 L8

Initiates asking questions and responds in conversation with others Demonstrates age-appropriate writing: tracing, copying letters and numbers, copying shapes and symbols Exhibits some knowledge of technology and media Shares opinions, experiences, and ideas with others with words

Sources:

Maryland Common Core State Curriculum Frameworks (2010) Maryland State Board of Education.

Maryland State Curriculum Frameworks (2011) Maryland State Department of Education

Social Foundations Framework (2012) Maryland State Department of Education.

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