Maryland Early Learning Standards Birth – 8 Years

Maryland Early Learning StandardsBirth – 8 Years

Maryland State Department of EducationDivision of Early Childhood DevelopmentTABLE OF CONTENTSExecutive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Language & Literacy Domain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-53Mathematics Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55-77Social Studies Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78-90Science Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91-102Health Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103-110Physical Education Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111-116Fine Arts Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117-132Appendix 3Social Foundations Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133-167

4 Maryland Early Learning Standards Birth - 8 YearsEXECUTIVE SUMMARYEarly learning standards define the key aspects of development and learning that are the foundation for a child’s schooland life-long success. By outlining the expectations for what children should know and be able to do at different agesof early childhood, these standards represent the developmental and learning goals that early childhood administratorsand educators strive to meet for the children they serve. While the progress of children toward the standards will varydepending on a variety of factors, the standards act as a guide for the pedagogical and programmatic decisions of earlychildhood programs and providers. Decisions related to curriculum, assessment, professional development and familyengagement, among others, should be made with child progress toward the standards in mind.For early childhood programs in Maryland, expectations are defined by a set of early learning standards that came fromtwo sources: These are Healthy Beginnings: Supporting Development and Learning from Birth through Three Years of Ageand the Maryland College and Career-Ready Standards for Pre-K - 12.Healthy Beginnings was developed by the Maryland Department of Education and provides early learning standards forchildren birth through three-years-old. The document is intended for use by families or early childhood practitionersliving or working with infants or very young children (i.e., end of age four). The Maryland College and Career-ReadyStandards were developed by the Maryland Department of Education to align to the K-12 Common Core standards thatwere adopted in 2010. The Maryland Early Learning Standards document includes the prekindergarten to grade 2 portionof the Maryland College and Career-Ready Standards.In 2003, to help providers navigate the different standards, the Maryland Department of Education created a standardsalignment document. The document was developed to illustrate that there was in fact strong commonality among thestandards, and created a common frame of reference so providers could work collaboratively with families to meetexpectations regardless of the funding stream or program setting. Since the creation of that document, however, newversions of two of the standards documents have been published. Healthy Beginnings replaced the Maryland Guidelinesfor Healthy Child Development and Care for Young Children, and the Maryland College and Career- Ready Standardsreplaced the Common Core Frameworks and the State Curriculum.The full document provides an updated alignment based on the most recent versions of these early learning standards. Thegoal of this Executive Summary document is to provide examples from the standards in each of the content areas.The areas include: Language and Literacy, Mathematics, Social Studies, Science, Health, Physical Education, Fine Arts andSocial Foundations.

MDomain: Language & LiteracyStrand: Reading LiteratureStandard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textualevidence when writingg or speakingpg to supportpp conclusions drawn from the text.1 Year2 Years3 Years4 YearsKindergartenGrade 1Grade 2Demonstrateincreasingvocabulary andcomprehension byusing words andphrases (e.g., repeatrepetitive phrasesfrom a story).Showcomprehension bydemonstratingunderstanding oftext during andafter reading (e.g.,answer simplequestions about astory).Developcomprehension bydemonstratingunderstanding oftext during andafter reading (e.g.,make guesses aboutwhat a story isabout).A. Key Ideas &DetailsA. Key Ideas &DetailsA. Key Ideas &DetailsA. Key Ideas &DetailsRL1: Withmodeling andprompting, answerquestions aboutdetails in a text.RL1: Withprompting andsupport, ask andanswer questionsabout key details ina textRL1: Ask andanswer questionsabout key details ina text.RL1: Ask andanswer suchquestions as who,what, where, when,and how todemonstrateunderstanding in atext.Appendix 5

6 Maryland Early Learning Standards Birth - 8 YearsMDomain: Language & LiteracyStrand: Reading LiteratureStandard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details andideas.1 Year2 Years3 Years4 YearsKindergartenGrade 1Grade 2Demonstrateincreasingvocabulary andcomprehension byusing words andphrases (e.g.,answer simplequestions aboutdetails in a story).Showcomprehension bydemonstratingunderstanding oftext during andafter reading (e.g.,ask and/or answerquestions about astory while it isbeing read).Developcomprehension bydemonstratingunderstanding oftext during andafter reading (e.g.,point out familiarconcepts by lookingat pictures in atext).A. Key Ideas &DetailsA. Key Ideas &DetailsA. Key Ideas &DetailsA. Key Ideas &DetailsRL2: Withmodeling andsupport, retellfamiliarstories/poems.RL2: Withprompting andsupport, retellfamiliar stories,including keydetails.RL2: Retell stories,including keydetails, anddemonstrateunderstanding oftheir centralmessage or lesson.RL2: Recountstories, includingfables and folktalesfrom diversecultures, anddetermine theircentral message,lesson, or moral.

MDomain: Language & LiteracyStrand: Reading LiteratureStandard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.1 Year2 Years3 Years4 YearsKindergartenGrade 1Demonstrateincreasingvocabulary andcomprehension byusing words andphrases (e.g., beginto identify simplepictures or familiarpeople).Demonstratevocabulary andcomprehension bylistening withinterest anddisplayingunderstanding (e.g.,perform an actionshown in a book).kDevelopcomprehension bydemonstratingunderstanding oftext during andafter reading (e.g.,begin to understandthat stories can beacted out).Grade 2A. Key Ideas &DetailsA. Key Ideas &DetailsA. Key Ideas &DetailsA. Key Ideas &DetailsRL3: Withmodeling andsupport, identifycharacters, settingsand major events ina story.RL3: Withprompting andsupport, identifycharacters, settings,and major events ina story.RL3: Describecharacters, settings,and major events ina story, using keydetails.RL3: Describe howcharacters in a storyrespond to majorevents andchallenges.Appendix 7

8 Maryland Early Learning Standards Birth - 8 YearsMDomain: Language & LiteracyStrand: Reading LiteratureStandard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurativeg and analyzey how specificpp meaningg or tone.meanings,word choices shape1 Year2 Years3 Years4 YearsKindergartenGrade 1Grade 2Demonstrateincreasingvocabulary andcomprehension byusing words andphrases (e.g., learnsome simple wordsand phrases frombooks).Developvocabulary,language usage andsome conventionsof speech (e.g.,name an increasingnumber of objectsin a book, anddescribe actions).Expand vocabularyand language usage(e.g., discover themeaning of newwords from thecontext orpictures).A. Craft &StructureA. Craft &StructureA. Craft &StructureA. Craft &StructureRL4: Withmodeling andsupport, answerquestions aboutunknown words instories and poems.RL4: Ask andanswer questionsabout unknownwords in a text.RL4: Identifywords and phrasesin stories or poemsthat suggest feelingsor appeal to thesenses.RL4: Describe howwords and phrases(e.g., regular beats,alliteration, rhymes,repeated lines)supply rhythm andmeaning in a story,poem, or song.

MDomain: Language & LiteracyStrand: Reading LiteratureStandard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., apsection, chapter,scene, or stanza)) relate to each other and the whole.1 Year2 Years3 Years4 YearsKindergartenGrade 1Grade 2Demonstrateincreasingvocabulary andcomprehension byusing words andphrases (e.g., learnsome simple wordsand phrases fromfamiliar books).Showcomprehension bydemonstratingunderstanding oftext during andafter reading (e.g.,listen to fiction andnon-fictionmaterials).Developcomprehension bydemonstratingunderstanding oftext during andafter reading (e.g.,listen to a variety offiction and nonfiction materials).A. Craft &StructureA. Craft &StructureA. Craft &StructureA. Craft &StructureRL5: Gainexposure tocommon types ofliterary texts (e.g.,storybooks,poems).RL5: Recognizecommon types oftexts (e.g.,storybooks,poems).RL5: Explain majordifferences betweenbooks that tellstories and booksthat giveinformation,drawing on a widereading of a rangeof text types.RL5: Describe theoverall structure ofa story, includingdescribing how thebeginningintroduces the storyand the endingconcludes theaction.Appendix 9

10 Maryland Early Learning Standards Birth - 8 YearsMDomain: Language & LiteracyStrand: Reading LiteratureStandard: Assess how point of view or purpose shapes the content and style of a text.1 Year2 Years3 Years4 YearsKindergartenDemonstrateincreasingvocabulary andcomprehension byusing words andphrases (e.g., learnsome simple wordsand phrases fromfamiliar books).Showcomprehension bydemonstratingunderstanding oftext during andafter reading (e.g.,listen to fiction andnon-fictionmaterials).Developcomprehension bydemonstratingunderstanding oftext during andafter reading (e.g.,listen to and discussa variety of books).Grade 1Grade 2A. Craft &StructureA. Craft &StructureA. Craft &StructureA. Craft &StructureRL6: Withmodeling andsupport, identifythe role of authorand illustrator.RL6: Withprompting andsupport, name theauthor andillustrator of a storyand define the roleof each in tellingthe story.RL6: Identify whois telling the story atvarious points in atext.RL6: Acknowledgedifferences in thepoints of view ofcharacters,including byspeaking in adifferent voice foreach characterwhen readingdialogue aloud.