Maryland Pre-Kindergarten ELA Standards

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RL.PK Reading: Literature

• Key Ideas and Details
  • RL.PK.1 With modeling and support, answer questions about details in a text.
  • RL.PK.2 With modeling and support, retell familiar stories/poems.
  • RL.PK.3 With modeling and support, identify characters, settings, and major events in a story.
• Craft and Structure
  • RL.PK.4 With modeling and support, answer questions about unknown words in stories and poems.
  • RL.PK.5 Gain exposure to common types of literary texts (e.g., storybooks, poems).
  • RL.PK.6 With modeling and support, identify the role of author and illustrator.
• Integration of Knowledge and Ideas
  • RL.PK.7 With modeling and support, tell how the illustrations support the story.
  • RL.PK.9 With modeling and support, compare adventures and experiences of characters in familiar stories.
• Range of Reading and Level of Text Complexity
  • RL.PK.10 Actively engage in-group reading activities with purpose and understanding.

RI.PK Reading: Informational Text

• Key Ideas and Details
  • RI.PK.1 With modeling and support, answer questions about details in an informational text.
  • RI.PK.2 With modeling and support, recall one or more detail(s) related to the main topic from an informational text.
  • RI.PK.3 With modeling and support, connect individuals, events, and pieces of information in text to life experiences.
• Craft and Structure
  • RI.PK.4 With modeling and support, answer questions about unknown words in a text.
  • RI.PK.5 With modeling and support, identify the front cover and back cover of a book.
  • RI.PK.6 With modeling and support, define the role of the author and illustrator/photographer in presenting the ideas or information in a text.
• Integration of Knowledge and Ideas
  • RI.PK.7 With modeling and support, tell how the illustrations/photographs support the text.
  • RI.PK.8 With modeling and support, identify the reasons an author gives to support points in a text.
  • RI.PK.9 With prompting and support, discuss similarities and differences between two texts on the same topic (e.g., in illustrations or descriptions).
• Range of Reading and Level of Text Complexity
  • RI.PK.10 Actively engage in-group reading activities with purpose and understanding.

RF.PK Reading: Foundational Skills

• Print Concepts
  • RF.PK.1 Demonstrate understanding of basic features of print.
    • RF.PK.1.a Demonstrate an awareness that words are read from left to right, top to bottom, and page by page.
    • RF.PK.1.b Recognize that spoken words can be written and read.
    • RF.PK.1.c Understand that words are separated by spaces in print.
    • RF.PK.1.d Recognize and name some upper- and lowercase letters of the alphabet.
• Phonological Awareness
  • RF.PK.2 Demonstrate understanding of spoken words and sounds (phonemes).
    • RF.PK.2.a Recognize rhyming words in spoken language.
    • RF.PK.2.b Identify and isolate individual words in a spoken sentence.
    • RF.PK.2.c Count, pronounce, blend, and segment syllables in spoken words.
    • RF.PK.2.d Blend and segment onsets and rimes of single-syllable spoken words.
    • RF.PK.2.e Isolate and pronounce the initial sound in spoken words.
    • RF.PK.2.f Orally blend and segment individual phonemes in two-to-three phoneme words.
• Phonics and Word Recognition
  • RF.PK.3 Know and apply grade-level phonics and word analysis skills in decoding words.
    • RF.PK.3.a Recognize that words are made up of letters and their sounds.
    • RF.PK.3.b Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the most frequent sound for some consonants.
    • RF.PK.3.c Recognize name in print as well as some environmental print (symbols/words).
• Fluency
  • RF.PK.4 Engage with a variety of texts (e.g., a variety of structures and/or genres) with purpose and understanding.

L.PK Language

• Conventions of Standard English
  • L.PK.1 Demonstrate beginning understanding of the conventions of standard English grammar and usage when engaged in literacy activities.
    • L.PK.1.a Print upper- and lowercase letters in first name.
    • L.PK.1.b Use frequently occurring nouns and verbs.
    • L.PK.1.c Develop understanding of singular and plural nouns (e.g., dog means one dog; dogs means more than one).
    • L.PK.1.d Understand and begin to use question words (e.g., interrogatives who, what, where, when, why, how).
    • L.PK.1.e Gain exposure to the most frequently occurring prepositions (e.g. to, from, in, out, on, off, for, of, by, with).
    • L.PK.1.f Produce complete sentences in shared language activities.
  • L.PK.2 Gain exposure to conventions of standard English capitalization, punctuation, and spelling during shared reading and writing experiences.
    • L.PK.2.a Recognize that their name begins with a capital letter.
    • L.PK.2.b Demonstrate awareness of name and function of end punctuation (e.g., period, question mark, exclamation point).
    • L.PK.2.c Use letter-like shapes, symbols, letters, and words to convey meaning.
    • L.PK.2.d Develop fine motor skills necessary to control and sustain handwriting.
• Vocabulary Acquisition and Use
  • L.PK.4 Determine or clarify the meaning of unknown words and phrases based on pre-kindergarten reading and content.
  • L.PK.5 With modeling and support from adults, explore word relationships and nuances in word meanings.
    • L.PK.5.a With modeling and support, sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
    • L.PK.5.b With modeling and support, demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
    • L.PK.5.c Identify real-life connections between words and their use (e.g., note objects in the classroom that are small).
  • L.PK.6 Use words and phrases acquired through conversations, being read to, and responding to texts.