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Maryland Standards Alignment Prekindergarten through Grade Three
Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries. P.O. Box 8036 • Wisconsin Rapids, WI 54495-8036 Phone: (800) 338-4204 • Fax: (715) 424-4242 www.renlearn.com
© 2010 by Renaissance Learning, Inc. All rights reserved. No portion of this document may be reproduced, by any process or technique, without the express written consent of Renaissance Learning, Inc.
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Maryland Standards Alignment
Standards List with Aligned Product Skills
The Standards List with Aligned Product Skills Report is a standards-oriented document showing the entire list of standards for the subject and grade on the left side of the report with the aligning product objectives on the right side. This alignment report shows the breadth of standards coverage for the purpose and focus of this product.
Note to Educator .....................................................iii
Prekindergarten ..................................................... 1
Kindergarten ....................................................11
Grade 1 ....................................................25
Grade 2 ....................................................40
Grade 3 ....................................................55
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Note to Educator: Thank you for your interest in Renaissance Learning technology. The attached document contains the alignment between the software and/or instructional materials and the skills described in the state standards documentation. At Renaissance Learning, we recognize the impact that the standards-based reform movement and high-stakes standardized testing have on schools, and we share the concerns of educators and administrators that students perform well on high-stakes assessments. We hope this report answers your questions regarding the alignment of Renaissance Learning technology and materials to your state standards. If you have any questions about the attached document, please feel free to call us at (800) 338-4204. Sincerely, Renaissance Sales and Funding Staff
P.O. Box 8036 Wisconsin Rapids, WI 54495-8036
Phone: (800) 338-4204 Fax: (715) 424-4242
www.renlearn.com
Agency Tag Set NameMaryland, Language and Literacy, 2006, Prekindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill DescriptionMD 1.0 - Students will master the ability to hear, identify, and manipulate individual sounds in spoken words by the end of grade one.MD 1.A - Phonemic AwarenessMD 1.A.1 - Discriminate sounds and wordsMD 1.A.1.a - Tell whether sounds are same or different
Skill Area 6 - Phonics (PH) Skill 1 - PH01 Matching and recognizing long vowel soundsSkill 2 - PH02 Matching and recognizing short vowel sounds
Skill Area 1 - Overall Product (OP)
Skill 3 - OP03 Recognizing sounds of the alphabet
Skill Area 4 - General Readiness (GR)
Skill 3 - GR03 Differentiating letters
Skill Area 3 - Graphophonemic Knowledge (GK)
Skill 4 - GK04 Recognizing letter sounds
Skill Area 1 - Overall Product (OP)
Skill 4 - OP04 Identifying letter sounds
Skill Area 6 - Phonics (PH) Skill 9 - PH09 Matching sounds within word familiesSkill 10 - PH10 Identifying consonant blendsSkill 11 - PH12 Identifying consonant digraphs
Skill Area 1 - Overall Product (OP)
Skill 25 - OP25 Developing phonemic awareness
MD 1.A.1.b - Recognize that letters represent sounds
Skill Area 1 - Overall Product (OP)
Skill 3 - OP03 Recognizing sounds of the alphabet
Skill Area 6 - Phonics (PH) Skill 3 - PH03 Identifying beginning consonant soundsSkill 4 - PH04 Identifying ending consonant sounds
Skill Area 1 - Overall Product (OP)
Skill 4 - OP04 Identifying letter sounds
Skill Area 3 - Graphophonemic Knowledge (GK)
Skill 4 - GK04 Recognizing letter sounds
Skill Area 5 - Phonemic Awareness (PA)
Skill 4 - PA04 Discriminating beginning, medial, and ending sounds
Skill Area 1 - Overall Product (OP)
Skill 25 - OP25 Developing phonemic awareness
MD 1.A.1.c - Identify and repeat initial sounds in words
Skill Area 6 - Phonics (PH) Skill 3 - PH03 Identifying beginning consonant soundsSkill 4 - PH04 Identifying ending consonant sounds
Skill Area 5 - Phonemic Awareness (PA)
Skill 4 - PA04 Discriminating beginning, medial, and ending sounds
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
STAR Early Literacy Kindergarten
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Prekindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
Skill Area 1 - Overall Product (OP)
Skill 25 - OP25 Developing phonemic awareness
MD 1.A.1.d - Classify words by initial sounds
Skill Area 6 - Phonics (PH) Skill 3 - PH03 Identifying beginning consonant sounds
Skill Area 5 - Phonemic Awareness (PA)
Skill 4 - PA04 Discriminating beginning, medial, and ending sounds
Skill Area 1 - Overall Product (OP)
Skill 25 - OP25 Developing phonemic awareness
MD 1.A.2 - Discriminate and produce rhyming words and alliteration
MD 1.A.2.a - Repeat rhyming words
MD 1.A.2.b - Repeat phrases and sentences with alliterationMD 1.A.2.c - Discriminate rhyming words from non-rhyming words
Skill Area 5 - Phonemic Awareness (PA)
Skill 1 - PA01 Identifying rhyming words
Skill Area 1 - Overall Product (OP)
Skill 25 - OP25 Developing phonemic awareness
MD 1.A.3 - Blend sounds and syllables to form wordsMD 1.A.3.a - Orally blend syllables into a whole word, such as fun-ny = funny
Skill Area 5 - Phonemic Awareness (PA)
Skill 2 - PA02 Blending word parts
Skill Area 1 - Overall Product (OP)
Skill 5 - OP05 Using letter sounds to read letters and wordsSkill 25 - OP25 Developing phonemic awareness
MD 1.A.4 - Segment sounds in spoken words and sentencesMD 1.A.4.a - Clap words in a sentenceMD 1.A.4.b - Identify the initial sound in a word
Skill Area 6 - Phonics (PH) Skill 3 - PH03 Identifying beginning consonant sounds
Skill Area 5 - Phonemic Awareness (PA)
Skill 4 - PA04 Discriminating beginning, medial, and ending sounds
Skill Area 1 - Overall Product (OP)
Skill 25 - OP25 Developing phonemic awareness
MD 1.B - PhonicsMD 1.B.1 - Recognize that letters have corresponding soundsMD 1.B.1.a - Recognize similarities and differences in letter shapes
Skill Area 3 - Graphophonemic Knowledge (GK)
Skill 1 - GK01 Matching upper and lower case letters
Skill Area 1 - Overall Product (OP)
Skill 2 - OP02 Recognizing letters and words in print
Skill Area 3 - Graphophonemic Knowledge (GK)
Skill 3 - GK03 Naming letters
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Prekindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
Skill Area 4 - General Readiness (GR)
Skill 3 - GR03 Differentiating letters
Skill Area 1 - Overall Product (OP)
Skill 28 - OP28 Distinguishing shapes, letters, and words
MD 1.B.1.b - Match familiar consonant sounds to appropriate letters, such as m, b, f, t, p
Skill Area 1 - Overall Product (OP)
Skill 3 - OP03 Recognizing sounds of the alphabet
Skill 4 - OP04 Identifying letter sounds
Skill Area 3 - Graphophonemic Knowledge (GK)
Skill 4 - GK04 Recognizing letter sounds
MD 1.B.2 - Decode words in grade-level textsMD 1.B.2.a - Identify and name some upper and lower case letters in words, especially those in the student's own name
Skill Area 3 - Graphophonemic Knowledge (GK)
Skill 1 - GK01 Matching upper and lower case letters
Skill Area 4 - General Readiness (GR)
Skill 1 - GR01 Comparing word length (Written)
Skill Area 1 - Overall Product (OP)
Skill 2 - OP02 Recognizing letters and words in print
Skill Area 3 - Graphophonemic Knowledge (GK)
Skill 3 - GK03 Naming letters
Skill Area 4 - General Readiness (GR)
Skill 3 - GR03 Differentiating letters
Skill 4 - GR04 Differentiating words from lettersSkill 6 - GR06 Differentiating word pairsSkill 7 - GR07 Identifying word boundaries
MD 1.C - FluencyMD 1.C.1 - Engage in imitative reading at an appropriate rateMD 1.C.1.a - Listen to models of fluent readingMD 1.C.1.b - Recite nursery rhymes, poems, and finger plays with expressionMD 1.C.1.c - Develop beginning sight vocabulary of familiar words, such as first name, color words
Skill Area 7 - Reading Accuracy (RA)
Skill 1 - RA01 Word reading
Skill Area 1 - Overall Product (OP)
Skill 15 - OP15 Recognizing and analyzing words
MD 1.D - VocabularyMD 1.D.1 - Develop and apply vocabulary through exposure to a variety of textsMD 1.D.1.a - Acquire new vocabulary through listening to a variety of texts on a daily basis
Skill Area 1 - Overall Product (OP)
Skill 10 - OP10 Understanding words in context
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Prekindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
Skill 11 - OP11 Listening and responding to vocabulary and questions
MD 1.D.1.b - Discuss words and word meanings daily as they are encountered in texts, instruction, and conversationMD 1.D.1.c - Ask questions about unknown objects and words related to topics discussedMD 1.D.1.d - Listen to and identify the meaning of content-specific vocabulary
Skill Area 1 - Overall Product (OP)
Skill 6 - OP06 Drawing meaning from text
Skill 11 - OP11 Listening and responding to vocabulary and questions
MD 1.D.1.e - Identify some signs, labels, and environmental print
Skill Area 1 - Overall Product (OP)
Skill 6 - OP06 Drawing meaning from textSkill 11 - OP11 Listening and responding to vocabulary and questions
MD 1.D.1.f - Collect and play with favorite wordsMD 1.D.2 - Develop a conceptual understanding of new wordsMD 1.D.2.a - Use words to describe size, color, and shapeMD 1.D.2.b - Name common objects shown in pictures
Skill Area 9 - Vocabulary (VO) Skill 1 - VO01 Matching words and pictures
MD 1.D.3 - Understand, acquire, and use new vocabularyMD 1.D.3.a - Use illustrations to find meaning of unknown wordsMD 1.D.3.b - Use newly learned vocabulary on multiple occasions to reinforce meaningMD 1.E - General Reading ComprehensionMD 1.E.1 - Demonstrate an understanding of concepts of print to determine how print is organized and readMD 1.E.1.a - Understand that speech can be written and readMD 1.E.1.b - Understand that print conveys meaning
Skill Area 1 - Overall Product (OP)
Skill 1 - OP01 Engaging in content critical to literacySkill 30 - OP30 Understanding concepts of print
MD 1.E.1.c - Demonstrate the proper use of a book
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Prekindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 1.E.1.d - Identify the title of a bookMD 1.E.1.e - Demonstrate that text is read from left to right and top to bottomMD 1.E.1.f - Identify pictures, shapes, letters, and numerals
Skill Area 3 - Graphophonemic Knowledge (GK)
Skill 3 - GK03 Naming letters
Skill Area 4 - General Readiness (GR)
Skill 3 - GR03 Differentiating letters
Skill 8 - GR08 Differentiating shapes
Skill Area 1 - Overall Product (OP)
Skill 28 - OP28 Distinguishing shapes, letters, and words
MD 1.E.2 - Use strategies to prepare for reading (before reading)MD 1.E.2.a - Make connections to the text using illustrations/ photographs from prior knowledgeMD 1.E.2.b - Make predictions by examining the title, cover, illustrations/photographs, and familiar author or topicMD 1.E.2.c - Help set a purpose for readingMD 1.E.3 - Use strategies to make meaning from text (during reading)MD 1.E.3.a - Use illustrations to construct meaningMD 1.E.3.b - Make and confirm predictionsMD 1.E.3.c - Connect events, characters, and actions in stories to specific life experiencesMD 1.E.4 - Demonstrate understanding of text (after reading)
MD 1.E.4.a - Recall information from textMD 1.E.4.b - Respond orally to questionsMD 1.E.4.c - Respond to text in a variety of waysMD 1.E.4.c.1 - Respond to text in a variety of ways RetellMD 1.E.4.c.2 - Respond to text in a variety of ways DramatizeMD 1.E.4.c.3 - Respond to text in a variety of ways DrawMD 1.E.4.d - Review the purpose for reading
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Prekindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 1.E.4.e - Retell a story as though reading a bookMD 2.0 - Students will read, comprehend, interpret, analyze, and evaluate informational text.MD 2.A - Comprehension of Informational TextMD 2.A.1 - Develop comprehension skills by reading a variety of informational textsMD 2.A.1.a - Listen to nonfiction materialsMD 2.A.1.a.1 - Listen to nonfiction materials Nonfiction trade booksMD 2.A.1.a.2 - Listen to nonfiction materials MagazinesMD 2.A.1.a.3 - Listen to nonfiction materials Multimedia resourcesMD 2.A.1.b - Listen to and read functional documents by following simple oral or rebus directionsMD 2.A.1.b.1 - Listen to and read functional documents by following simple oral or rebus directions RecipesMD 2.A.1.b.2 - Listen to and read functional documents by following simple oral or rebus directions Rules
MD 2.A.1.b.3 - Listen to and read functional documents by following simple oral or rebus directions Signs
MD 2.A.1.b.4 - Listen to and read functional documents by following simple oral or rebus directions Labels
MD 2.A.1.b.5 - Listen to and read functional documents by following simple oral or rebus directions Center activitiesMD 2.A.1.b.6 - Listen to and read functional documents by following simple oral or rebus directions Classroom schedulesMD 2.A.1.c - Listen to and use personal interest materials, such as books and magazines
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Prekindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 2.A.2 - Recognize and use text features to facilitate understanding of informational texts
MD 2.A.2.a - Recognize print featuresMD 2.A.2.a.1 - Recognize print features Print sizeMD 2.A.2.b - Recognize graphic aids
MD 2.A.2.b.1 - Recognize graphic aids PhotographsMD 2.A.2.b.2 - Recognize graphic aids DrawingsMD 2.A.2.b.3 - Recognize graphic aids MapsMD 2.A.2.b.4 - Recognize graphic aids GraphsMD 2.A.2.b.5 - Recognize graphic aids DiagramsMD 2.A.3 - Develop knowledge of organizational structure of informational textsMD 2.A.3.a - Recognize sequential order
Skill Area 4 - General Readiness (GR)
Skill 9 - GR09 Completing sequences
MD 2.A.4 - Determine important ideas and messages in informational textsMD 2.A.4.a - Retell important facts from a textMD 2.A.4.b - Identify how someone might use the textMD 2.A.5 - Evaluate informational textMD 3.0 - Students will read, comprehend, interpret, analyze, and evaluate literary text.MD 3.A - Comprehension of Literary TextMD 3.A.1 - Develop comprehension skills by listening to a variety of self-selected and assigned literary texts
MD 3.A.1.a - Listen to and discuss a variety of literary texts representing diverse cultures, perspectives, and ethnicities
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Prekindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 3.A.1.b - Listen to and discuss a variety of different types of fictional literary texts, such as stories, poems, nursery rhymes, realistic fiction, and fairy talesMD 3.A.2 - Use text features to facilitate understanding of literary textsMD 3.A.2.a - Identify and explain how the title contributes to meaning
MD 3.A.2.b - Identify and explain how text features, such as illustrations, punctuation, and print features, contribute to meaningMD 3.A.3 - Use elements of narrative texts to facilitate understanding
MD 3.A.3.a - Identify the beginning and end of a storyMD 3.A.3.b - Identify the characters of a storyMD 3.A.4 - Use elements of poetry to facilitate understandingMD 3.A.4.a - Identify rhyme, rhythm, and repetition in poems read to them
MD 3.A.5 - Use elements of drama to facilitate understandingMD 3.A.5.a - Recognize that a play has characters, dialogue, scenery, and tells a storyMD 3.A.6 - Determine important ideas and messages in literary texts
MD 3.A.6.a - Retell the story by sequencing the main eventsMD 3.A.6.b - Identify a personal connection to the textMD 4.0 - Students will compose in a variety of modes by developing content, employing specific forms and selecting language appropriate for a particular audience and purpose.MD 4.A - WritingMD 4.A.1 - Compose texts using the prewriting and drafting strategies of effective writers and speakers
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Prekindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 4.A.1.a - Recognize that writing conveys meaningMD 4.A.1.b - Generate ideas by using letter-like shapes, symbols, and letters, dictating words and phrases, and using drawings to represent ideasMD 4.A.2 - Compose oral and visual presentations that express personal ideasMD 4.A.2.a - Write to express personal ideas using letter-like shapes, symbols, and lettersMD 4.A.2.b - Contribute to a shared writing experience or topic of interest
MD 4.A.2.c - Use drawings, letters, or symbols to express personal ideas
MD 4.A.4 - Identify how language choices in writing and speaking affect thoughts and feelingsMD 4.A.4.a - Identify and use words to communicate feelingsMD 4.A.4.b - Acquire and use new vocabularyMD 5.0 - Students will control language by applying the conventions of standard English in speaking and writing.MD 5.A - GrammarMD 5.A.1 - Use grammar concepts and skills that strengthen oral languageMD 5.A.1.a - Use complete sentences to respond to questionsMD 5.B - UsageMD 5.B.1 - Comprehend and apply standard English usage in oral languageMD 5.B.1.a - Use sentences with subject/verb agreementMD 5.B.1.b - Use correct verb tense
MD 5.C - MechanicsMD 5.C.1 - Comprehend basic punctuation and capitalization in written languageMD 5.C.1.a - Recognize that names begin with a capital letter
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Prekindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 5.C.1.b - Recognize that space is used to separate wordsMD 6.0 - Students will demonstrate effective listening to learn, process, and analyze information.
MD 6.A - ListeningMD 6.A.1 - Demonstrate active listening strategiesMD 6.A.1.a - Attend to the speaker
MD 6.A.2 - Comprehend and analyze what is heardMD 6.A.2.a - Determine a speaker 's general purposeMD 6.A.2.b - Identify rhythms and patterns of language, including rhyme and repetition
Skill Area 5 - Phonemic Awareness (PA)
Skill 1 - PA01 Identifying rhyming words
MD 6.A.2.c - Demonstrate an understanding of what is heard by retelling and relating prior knowledge
MD 6.A.2.d - Follow a set of two- or three-step directions
Skill Area 2 - Technology Software (TS)
Skill 8 - TS08 Following instructions
Skill Area 1 - Overall Product (OP)
Skill 26 - OP26 Following oral directions
MD 6.A.2.e - Listen carefully to expand and enrich vocabulary
Skill Area 1 - Overall Product (OP)
Skill 11 - OP11 Listening and responding to vocabulary and questionsSkill 27 - OP27 Developing listening skills
MD 7.0 - Students will communicate effectively in a variety of situations with different audiences, purposes, and formats.MD 7.A - SpeakingMD 7.A.1 - Use organization and delivery strategiesMD 7.A.1.a - Speak clearly enough to be heard and understood in a variety of settingsMD 7.A.2 - Make oral presentations
MD 7.A.2.a - Speak in a variety of situations to inform and/or relate experiences, such as retelling stories
MD 7.A.2.b - Use props in situations, such as show- and-tell
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Kindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill DescriptionMD 1.0 - Students will master the ability to hear, identify, and manipulate individual sounds in spoken words by the end of grade one.MD 1.A - Phonemic AwarenessMD 1.A.1 - Discriminate sounds and words.MD 1.A.1.a - Identify whether isolated sounds are same or different
Skill Area 6 - Phonics (PH) Skill 1 - PH01 Matching and recognizing long vowel sounds
Skill 2 - PH02 Matching and recognizing short vowel sounds
Skill Area 1 - Overall Product (OP)
Skill 3 - OP03 Recognizing sounds of the alphabetSkill 4 - OP04 Identifying letter sounds
Skill Area 6 - Phonics (PH) Skill 10 - PH10 Identifying consonant blendsSkill 11 - PH12 Identifying consonant digraphs
Skill Area 1 - Overall Product (OP)
Skill 25 - OP25 Developing phonemic awareness
MD 1.A.1.b - Identify initial and final sounds in a word
Skill Area 6 - Phonics (PH) Skill 3 - PH03 Identifying beginning consonant soundsSkill 4 - PH04 Identifying ending consonant sounds
Skill Area 5 - Phonemic Awareness (PA)
Skill 4 - PA04 Discriminating beginning, medial, and ending sounds
Skill Area 1 - Overall Product (OP)
Skill 25 - OP25 Developing phonemic awareness
MD 1.A.1.c - Categorize words as same or different by initial or final sounds
Skill Area 6 - Phonics (PH) Skill 3 - PH03 Identifying beginning consonant sounds
Skill 4 - PH04 Identifying ending consonant sounds
Skill Area 5 - Phonemic Awareness (PA)
Skill 4 - PA04 Discriminating beginning, medial, and ending sounds
Skill Area 1 - Overall Product (OP)
Skill 25 - OP25 Developing phonemic awareness
MD 1.A.2 - Discriminate and produce rhyming words and alliteration.
MD 1.A.2.a - Repeat and produce rhyming wordsMD 1.A.2.b - Identify and repeat sentences that use alliterationMD 1.A.3 - Blend sounds and syllables to form words.
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Kindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 1.A.3.a - Orally blend syllables into a whole word, such as fun-ny = funny
Skill Area 5 - Phonemic Awareness (PA)
Skill 2 - PA02 Blending word parts
Skill Area 1 - Overall Product (OP)
Skill 5 - OP05 Using letter sounds to read letters and wordsSkill 25 - OP25 Developing phonemic awareness
MD 1.A.3.b - Orally blend onset and rimes (word families) into a whole word, such as b-at = batMD 1.A.3.c - Orally blend 2-3 phonemes into one-syllable words, such as m-e = me; f-u-n = fun
Skill Area 5 - Phonemic Awareness (PA)
Skill 3 - PA03 Blending phonemes
Skill Area 1 - Overall Product (OP)
Skill 5 - OP05 Using letter sounds to read letters and wordsSkill 14 - OP14 Decoding wordsSkill 25 - OP25 Developing phonemic awareness
MD 1.A.4 - Segment and manipulate sounds in spoken words and sentences.MD 1.A.4.a - Clap words in a sentenceMD 1.A.4.b - Clap syllables in a word
MD 1.A.4.c - Say syllablesMD 1.A.4.d - Identify the initial sound in a word
Skill Area 6 - Phonics (PH) Skill 3 - PH03 Identifying beginning consonant sounds
Skill Area 5 - Phonemic Awareness (PA)
Skill 4 - PA04 Discriminating beginning, medial, and ending sounds
Skill Area 1 - Overall Product (OP)
Skill 25 - OP25 Developing phonemic awareness
MD 1.A.4.e - Segment individual sounds in wordsMD 1.A.4.f - Substitute initial sounds in words to form new words
Skill Area 6 - Phonics (PH) Skill 5 - PH05 Replacing beginning and ending consonants
Skill Area 1 - Overall Product (OP)
Skill 25 - OP25 Developing phonemic awareness
MD 1.B - PhonicsMD 1.B.1 - Identify letters, sounds and corresponding sounds.MD 1.B.1.a - Identify in isolation all upper and lower case letters of the alphabet
Skill Area 3 - Graphophonemic Knowledge (GK)
Skill 1 - GK01 Matching upper and lower case letters
Skill Area 1 - Overall Product (OP)
Skill 2 - OP02 Recognizing letters and words in print
Skill Area 3 - Graphophonemic Knowledge (GK)
Skill 3 - GK03 Naming letters
MD 1.B.1.b - Identify letters matched to sounds
Skill Area 1 - Overall Product (OP)
Skill 3 - OP03 Recognizing sounds of the alphabet
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Kindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
Skill 4 - OP04 Identifying letter sounds
Skill Area 3 - Graphophonemic Knowledge (GK)
Skill 4 - GK04 Recognizing letter sounds
MD 1.B.1.c - Generate the sounds associated with individual letters and letter patterns, such as, s-, st-, -at, -ack, -edMD 1.B.2 - Decode words in grade-level texts.MD 1.B.2.a - Identify similarities and differences in letters and words
Skill Area 4 - General Readiness (GR)
Skill 1 - GR01 Comparing word length (Written)
Skill 3 - GR03 Differentiating letters
Skill 4 - GR04 Differentiating words from lettersSkill 6 - GR06 Differentiating word pairsSkill 7 - GR07 Identifying word boundaries
MD 1.B.2.b - Blend letter sounds in one-syllable words (CVC)
Skill Area 5 - Phonemic Awareness (PA)
Skill 3 - PA03 Blending phonemes
MD 1.B.2.c - Use onset and rime (word families) to decode one-syllable words
Skill Area 1 - Overall Product (OP)
Skill 14 - OP14 Decoding words
MD 1.C - FluencyMD 1.C.1 - Engage in imitative reading at an appropriate rate.MD 1.C.1.a - Listen to models of fluent readingMD 1.C.1.b - Recite nursery rhymes, poems, and finger plays with expressionMD 1.C.2 - Read orally from familiar texts at an appropriate rate.
MD 1.C.2.a - Read familiar text with accuracy and expressionMD 1.C.2.b - Use knowledge of end punctuation to signal expression in readingMD 1.C.2.c - Recognize some words by sight, such as student's first and last name, a, the, I, my, you, is, are
Skill Area 1 - Overall Product (OP)
Skill 8 - OP08 Recognizing high-frequency words
MD 1.D - VocabularyMD 1.D.1 - Develop and apply vocabulary through exposure to a variety of texts.
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Kindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 1.D.1.a - Acquire new vocabulary through listening to and reading a variety of texts on a daily basis
Skill Area 1 - Overall Product (OP)
Skill 10 - OP10 Understanding words in context
Skill 11 - OP11 Listening and responding to vocabulary and questionsSkill 27 - OP27 Developing listening skills
MD 1.D.1.b - Discuss words and word meanings daily as they are encountered in texts, instruction, and conversationMD 1.D.1.c - Ask questions to clarify meaning about objects and words related to topics discussedMD 1.D.1.d - Listen to and identify the meaning of new vocabulary in multiple contextsMD 1.D.1.e - Listen to and identify the meaning of content-specific vocabulary
Skill Area 1 - Overall Product (OP)
Skill 6 - OP06 Drawing meaning from text
Skill 11 - OP11 Listening and responding to vocabulary and questionsSkill 27 - OP27 Developing listening skills
MD 1.D.1.f - Read signs, labels, and environmental printMD 1.D.1.g - Collect and manipulate favorite wordsMD 1.D.2 - Develop a conceptual understanding of new words.MD 1.D.2.a - Use words to describe location, size, color, and shape
MD 1.D.2.b - Name pictures of common concepts such as sleeping, running, walking
Skill Area 9 - Vocabulary (VO) Skill 1 - VO01 Matching words and pictures
MD 1.D.2.c - Use names and labels of basic concepts, such as stop, go, boys, girls, in, out, poison
MD 1.D.2.d - Identify and sort pictures of common words into basic categories, such as colors, numbers, seasonsMD 1.D.3 - Understand, acquire, and use new vocabulary.
STAR Early Literacy Kindergarten
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Kindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 1.D.3.a - Use text and illustrations to identify meaning of unknown wordsMD 1.D.3.b - Use newly learned vocabulary on multiple occasions to reinforce meaningMD 1.D.3.c - Use word structure to determine meaning of wordsMD 1.D.3.c.1 - Use word structure to determine meaning of words Inflectional endingsMD 1.D.3.d - Use resources to determine meaning of unknown wordsMD 1.D.3.d.1 - Use resources to determine meaning of unknown words Picture dictionariesMD 1.D.3.d.2 - Use resources to determine meaning of unknown words ChartsMD 1.D.3.d.3 - Use resources to determine meaning of unknown words DiagramsMD 1.D.3.d.4 - Use resources to determine meaning of unknown words PostersMD 1.E - General Reading ComprehensionMD 1.E.1 - Demonstrate an understanding of concepts of print to determine how print is organized and read.MD 1.E.1.a - Understand that speech can be written and readMD 1.E.1.b - Read a minimum of 15 books, both literary and informational
MD 1.E.1.c - Identify title, cover page, table of contents, page numbers, front and back of book, and describe what information is presented on the title and cover pages
MD 1.E.1.d - Track print from left to right and top to bottomMD 1.E.1.e - Make return sweep to next line of textMD 1.E.1.f - Match oral words to printed wordsMD 1.E.1.g - Differentiate numerals, letters and words
Skill Area 4 - General Readiness (GR)
Skill 3 - GR03 Differentiating letters
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Kindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
Skill 4 - GR04 Differentiating words from letters
Skill Area 1 - Overall Product (OP)
Skill 28 - OP28 Distinguishing shapes, letters, and words
MD 1.E.1.h - Recognize that printed words are separated by spaces
Skill Area 4 - General Readiness (GR)
Skill 7 - GR07 Identifying word boundaries
Skill Area 1 - Overall Product (OP)
Skill 30 - OP30 Understanding concepts of print
MD 1.E.1.i - Recognize that letters build words and words build sentences
Skill Area 4 - General Readiness (GR)
Skill 4 - GR04 Differentiating words from letters
Skill 7 - GR07 Identifying word boundaries
Skill Area 1 - Overall Product (OP)
Skill 25 - OP25 Developing phonemic awareness
MD 1.E.2 - Use strategies to prepare for reading (before reading).
MD 1.E.2.a - Make connections to the text using illustrations, photographs, and prior knowledgeMD 1.E.2.b - Make predictions by examining the title, cover, illustrations/photographs/ text, and familiar author or topicMD 1.E.2.c - Ask questions about the text by examining the title, cover, illustrations, photographs, text
MD 1.E.2.d - Set a purpose for readingMD 1.E.3 - Use strategies to make meaning from text (during reading).MD 1.E.3.a - Use illustrations to construct meaning from textMD 1.E.3.b - Make, confirm, or adjust predictionsMD 1.E.3.c - Make comments and ask relevant questionsMD 1.E.3.d - Reread sentences when meaning is not clearMD 1.E.3.e - Connect events, characters, and actions in stories to specific life experiencesMD 1.E.4 - Demonstrate understanding of text (after reading).
MD 1.E.4.a - Recall and discuss information from text
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Kindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 1.E.4.b - Respond to questions (who, what, and where) and verify answers using illustrations/text
MD 1.E.4.c - Respond to text by drawing, speaking, dramatizing, or writingMD 1.E.4.d - Compare information in text with prior knowledgeMD 1.E.4.e - Validate/determine the purpose for readingMD 1.E.4.f - Retell a story using text as supportMD 2.0 - Students will read, comprehend, interpret, analyze, and evaluate informational text.MD 2.A - Comprehension of Informational TextMD 2.A.1 - Develop comprehension skills by reading a variety of informational texts.MD 2.A.1.a - Listen to nonfiction materialsMD 2.A.1.a.1 - Listen to nonfiction materials Nonfiction trade booksMD 2.A.1.a.2 - Listen to nonfiction materials Picture dictionariesMD 2.A.1.a.3 - Listen to nonfiction materials Sample mapsMD 2.A.1.a.4 - Listen to nonfiction materials MagazinesMD 2.A.1.a.5 - Listen to nonfiction materials NewspapersMD 2.A.1.a.6 - Listen to nonfiction materials Multimedia resourcesMD 2.A.1.b - Listen to and use functional documents by following simple oral or rebus directionsMD 2.A.1.b.1 - Listen to and use functional documents by following simple oral or rebus directions Science investigationsMD 2.A.1.b.2 - Listen to and use functional documents by following simple oral or rebus directions RecipesMD 2.A.1.b.3 - Listen to and use functional documents by following simple oral or rebus directions Rules
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Kindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 2.A.1.b.4 - Listen to and use functional documents by following simple oral or rebus directions Center activitiesMD 2.A.1.b.5 - Listen to and use functional documents by following simple oral or rebus directions Signs and postersMD 2.A.1.b.6 - Listen to and use functional documents by following simple oral or rebus directions Labels
MD 2.A.1.b.7 - Listen to and use functional documents by following simple oral or rebus directions Classroom schedulesMD 2.A.1.c - Listen to and use personal interest materials, such as books and magazinesMD 2.A.2 - Identify and use text features to facilitate understanding of informational texts.MD 2.A.2.a - Identify print featuresMD 2.A.2.a.1 - Identify print features Bold printMD 2.A.2.a.2 - Identify print features Print sizeMD 2.A.2.a.3 - Identify print features LabelsMD 2.A.2.a.4 - Identify print features Numbered stepsMD 2.A.2.b - Identify graphic aidsMD 2.A.2.b.1 - Identify graphic aids IllustrationsMD 2.A.2.b.2 - Identify graphic aids PicturesMD 2.A.2.b.3 - Identify graphic aids PhotographsMD 2.A.2.b.4 - Identify graphic aids DrawingsMD 2.A.2.b.5 - Identify graphic aids MapsMD 2.A.2.b.6 - Identify graphic aids GraphsMD 2.A.2.b.7 - Identify graphic aids ChartsMD 2.A.2.b.8 - Identify graphic aids DiagramsMD 2.A.2.c - Use information aidsMD 2.A.2.c.1 - Use information aids Materials list
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Kindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 2.A.2.c.3 - Use information aids LabelsMD 2.A.2.c.2 - Use information aids Numbered stepsMD 2.A.2.d - Identify organizational aidsMD 2.A.2.d.1 - Identify organizational aids TitleMD 2.A.2.d.2 - Identify organizational aids Table of contents
MD 2.A.2.d.3 - Identify organizational aids Numbered steps
MD 2.A.3 - Develop knowledge of organizational structure of informational text to understand what is read.MD 2.A.3.a - Recognize sequential orderMD 2.A.3.b - Recognize similarities and differencesMD 2.A.3.c - Recognize description
MD 2.A.4 - Determine important ideas and messages in informational text.MD 2.A.4.a - State the text's purpose
MD 2.A.4.b - Identify the main idea/text's messageMD 2.A.4.c - Retell important facts from textMD 2.A.4.d - Identify how someone might use the textMD 2.A.5 - Evaluate informational text.MD 2.A.5.a - State whether the text fulfills the reading purposeMD 2.A.5.b - Tell what the author could have done to make the text easier to understandMD 2.A.5.c - Tell whether the author's ideas are clearMD 3.0 - Students will read, comprehend, interpret, analyze, and evaluate literary text.MD 3.A - Comprehension of Literary Text
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Kindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 3.A.1 - Develop comprehension skills by listening to and reading a variety of self-selected and assigned literary texts.
MD 3.A.1.a - Listen to and discuss a variety of literary texts representing diverse cultures, perspectives, and ethnicities
Skill Area 1 - Overall Product (OP)
Skill 27 - OP27 Developing listening skills
MD 3.A.1.b - Listen to and discuss a variety of different types of fictional literary text, such as stories, poems, nursery rhymes, realistic fiction, fairy tales and fantasy
Skill Area 1 - Overall Product (OP)
Skill 27 - OP27 Developing listening skills
MD 3.A.2 - Use text features to facilitate understanding of literary texts.MD 3.A.2.a - Identify and explain how the title contributes to meaning
MD 3.A.2.b - Identify and explain how text features, such as illustrations, punctuation, and print features contribute to meaningMD 3.A.3 - Use elements of narrative texts to facilitate understanding.
MD 3.A.3.a - Identify the beginning, middle and end of a story, including the problem and solution
MD 3.A.3.b - Identify the characters, sequence of events, and setting of a storyMD 3.A.4 - Use elements of poetry to facilitate understanding.MD 3.A.4.a - Identify rhyme, rhythm, and repetition in poems read to them
MD 3.A.4.b - Retell the events of the poemMD 3.A.5 - Use elements of drama to facilitate understanding.MD 3.A.5.a - Identify the characters, dialogue, and scenery of a play and read to themMD 3.A.6 - Determine important ideas and messages in literary texts.
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Kindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 3.A.6.a - Retell the story by sequencing the main eventsMD 3.A.6.b - Identify a personal connection to the textMD 3.A.7 - Identify and describe the author's use of language.MD 3.A.7.a - Identify descriptive words in text read to themMD 4.0 - Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.MD 4.A - WritingMD 4.A.1 - Compose texts using the prewriting and drafting strategies of effective writers and speakers.
MD 4.A.1.a - Generate ideas and topics for writing.MD 4.A.1.b - Dictate or write words, phrases, or sentences related to ideas or illustrationsMD 4.A.2 - Compose oral, written, and visual presentations that express personal ideas and inform.MD 4.A.2.a - Write to express personal ideas using drawings, symbols, letters or wordsMD 4.A.2.b - Contribute to a shared writing experience or topic of interest
MD 4.A.2.c - Use sensory details to expand ideasMD 4.A.2.d - Dictate, draw, or write to informMD 4.A.2.e - Dictate, draw, or write a response to text, such as response logs and journalsMD 4.A.3 - Compose texts using the revising and editing strategies of effective writers and speakers.MD 4.A.3.a - Prepare writing for display by revising and editing using rules, such as capital letters and periodsMD 4.A.4 - Identify how language choices in writing and speaking affect thoughts and feelings.
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Kindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 4.A.4.a - Identify and use words to communicate feelingsMD 4.A.4.b - Acquire and use new vocabularyMD 4.A.5 - Use effective details, words, and figurative language in the student's own composing.MD 4.A.5.a - Use descriptive words and other details to expand and improve student's own writingMD 4.A.6 - Use word lists as a source of information in writing.MD 4.A.6.a - Use words posted in the classroom to support students' own writing, such as word walls, theme word lists, and picture dictionaries
MD 5.0 - Students will control language by applying the conventions of standard English in speaking and writing.MD 5.A - GrammarMD 5.A.1 - Use grammar concepts and skills that strengthen oral language.MD 5.A.1.a - Use complete sentences in conversation and to respond to questionsMD 5.B - UsageMD 5.B.1 - Comprehend and apply standard English usage in oral language.MD 5.B.1.a - Use sentences with subject/verb agreementMD 5.B.1.b - Use correct verb tense
MD 5.B.1.c - Use sentences with noun/pronoun agreementMD 5.B.1.d - Use commonly confused words correctly, such as get/got, have/hasMD 5.C - MechanicsMD 5.C.1 - Comprehend and use basic punctuation and capitalization in written language.MD 5.C.1.a - Use periods at the end of sentencesMD 5.C.1.b - Use capital letters for first letters of names and beginning sentencesMD 5.D - Spelling
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Kindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 5.D.1 - Apply conventional spelling in written language.MD 5.D.1.a - Spell first and last name correctlyMD 5.D.1.b - Spell a few high frequency words correctlyMD 5.D.1.c - Use letters to represent phonemes in wordsMD 5.D.1.d - Use classroom resources to spell unknown words, such as labeled objects, word walls, charts, pictionariesMD 5.E - HandwritingMD 5.E.1 - Produce writing that is legible to the audience.MD 5.E.1.a - Develop fine motor skills necessary to control and sustain handwritingMD 5.E.1.b - Form upper and lower case manuscript lettersMD 6.0 - Students will demonstrate effective listening to learn, process, and analyze information.
MD 6.A - ListeningMD 6.A.1 - Demonstrate active listening strategies.MD 6.A.1.a - Attend to the speaker Skill Area 1 - Overall Product
(OP)Skill 27 - OP27 Developing listening skills
MD 6.A.2 - Comprehend and analyze what is heard.MD 6.A.2.a - Determine a speaker 's general purposeMD 6.A.2.b - Identify rhythms and patterns of language, including rhyme and repetition
Skill Area 5 - Phonemic Awareness (PA)
Skill 1 - PA01 Identifying rhyming words
MD 6.A.2.c - Demonstrate an understanding of what is heard by retelling and relating prior knowledge
MD 6.A.2.d - Follow a set of two- or three-step directions
Skill Area 2 - Technology Software (TS)
Skill 8 - TS08 Following instructions
Skill Area 1 - Overall Product (OP)
Skill 26 - OP26 Following oral directions
MD 6.A.2.e - Listen carefully to expand and enrich vocabulary
Skill Area 1 - Overall Product (OP)
Skill 11 - OP11 Listening and responding to vocabulary and questionsSkill 27 - OP27 Developing listening skills
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Agency Tag Set NameMaryland, Language and Literacy, 2006, Kindergarten, Maryland Model for School Readiness, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 7.0 - Students will communicate effectively in a variety of situations with different audiences, purposes, and formats.MD 7.A - SpeakingMD 7.A.1 - Use organization and delivery strategies.MD 7.A.1.a - Speak clearly enough to be heard and understood in a variety of settingsMD 7.A.2 - Make oral presentations.
MD 7.A.2.a - Speak in a variety of situations to inform and/or relate experiences, such as retelling stories and/or state an opinion.MD 7.A.2.b - Use props in situations, such as show-and-tell
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 1, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill DescriptionMD 1.0 - General Reading Processes
MD 1.A - Students will master the ability to hear, identify, and manipulate individual sounds in spoken words by the end of grade one.MD 1.A.1 - Discriminate sounds and wordsMD 1.A.1.a - Identify initial, medial, and final sounds in one-syllable words
Skill Area 6 - Phonics (PH) Skill 3 - PH03 Identifying beginning consonant sounds
Skill 4 - PH04 Identifying ending consonant sounds
Skill Area 5 - Phonemic Awareness (PA)
Skill 4 - PA04 Discriminating beginning, medial, and ending sounds
Skill Area 6 - Phonics (PH) Skill 7 - PH07 Recognizing medial short vowelsSkill 8 - PH08 Recognizing medial long vowels
Skill Area 1 - Overall Product (OP)
Skill 25 - OP25 Developing phonemic awareness
MD 1.A.1.b - Compare one-syllable words using initial, medial, and final sounds
Skill Area 6 - Phonics (PH) Skill 3 - PH03 Identifying beginning consonant sounds
Skill 4 - PH04 Identifying ending consonant sounds
Skill Area 5 - Phonemic Awareness (PA)
Skill 4 - PA04 Discriminating beginning, medial, and ending sounds
Skill Area 6 - Phonics (PH) Skill 7 - PH07 Recognizing medial short vowelsSkill 8 - PH08 Recognizing medial long vowels
Skill Area 1 - Overall Product (OP)
Skill 25 - OP25 Developing phonemic awareness
MD 1.A.1.c - Categorize words as same or different by medial soundsMD 1.A.2 - Discriminate and produce rhyming words and alliteration
MD 1.A.2.a - Produce sentences with rhyming and alliterationMD 1.A.3 - Blend sounds and syllables to form wordsMD 1.A.3.a - Blend 3-4 phonemes into a word, such as f-a-s-t=fast
Skill Area 5 - Phonemic Awareness (PA)
Skill 3 - PA03 Blending phonemes
Skill Area 1 - Overall Product (OP)
Skill 14 - OP14 Decoding words
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
STAR Early Literacy Grade 1
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 1, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
Skill 25 - OP25 Developing phonemic awareness
MD 1.A.4 - Segment and manipulate sounds in spoken words
MD 1.A.4.a - Segment words into syllablesMD 1.A.4.b - Segment one-syllable words into phonemesMD 1.A.4.c - Delete sounds to form new wordsMD 1.A.4.d - Add sounds to form new words
Skill Area 8 - Structural Analysis (SA)
Skill 2 - SA02 Word building
Skill Area 1 - Overall Product (OP)
Skill 25 - OP25 Developing phonemic awareness
MD 1.A.4.e - Substitute sounds to form new words
Skill Area 6 - Phonics (PH) Skill 5 - PH05 Replacing beginning and ending consonantsSkill 6 - PH06 Replacing vowelsSkill 12 - PH13 Substituting consonant sounds
Skill Area 1 - Overall Product (OP)
Skill 25 - OP25 Developing phonemic awareness
MD 1.B - Students will apply their knowledge of letter/sound relationships and word structure to decode unfamiliar words.MD 1.B.1 - Identify letters and corresponding soundsMD 1.B.1.a - Produce letter/sound correspondences rapidly (1 per second)MD 1.B.1.b - Combine sounds to form letter combinations, such as pl-, bl-, tr-, -nt
Skill Area 5 - Phonemic Awareness (PA)
Skill 3 - PA03 Blending phonemes
Skill Area 6 - Phonics (PH) Skill 10 - PH10 Identifying consonant blendsSkill 11 - PH12 Identifying consonant digraphs
MD 1.B.2 - Decode words in grade-level textsMD 1.B.2.a - Recognize and apply short vowels, long vowels, and "y" as a vowel
Skill Area 6 - Phonics (PH) Skill 1 - PH01 Matching and recognizing long vowel sounds
Skill 2 - PH02 Matching and recognizing short vowel soundsSkill 7 - PH07 Recognizing medial short vowelsSkill 8 - PH08 Recognizing medial long vowels
STAR Early Literacy Grade 1
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 1, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 1.B.2.b - Decode words with letter combinations, such as consonant digraphs, blends, and special vowel patterns
Skill Area 1 - Overall Product (OP)
Skill 5 - OP05 Using letter sounds to read letters and words
Skill Area 6 - Phonics (PH) Skill 10 - PH10 Identifying consonant blendsSkill 11 - PH12 Identifying consonant digraphs
Skill Area 1 - Overall Product (OP)
Skill 14 - OP14 Decoding words
MD 1.B.2.c - Read one-syllable words fluently (CVC, CVCE)
Skill Area 1 - Overall Product (OP)
Skill 16 - OP16 Developing fluency and automaticity
MD 1.B.2.d - Use known word/part to decode unknown words, such as car --> card
Skill Area 8 - Structural Analysis (SA)
Skill 2 - SA02 Word building
Skill Area 1 - Overall Product (OP)
Skill 5 - OP05 Using letter sounds to read letters and wordsSkill 14 - OP14 Decoding wordsSkill 15 - OP15 Recognizing and analyzing words
MD 1.C - Students will read orally with accuracy and expression at a rate that sounds like speech.MD 1.C.1 - Read orally from familiar text at an appropriate rateMD 1.C.1.a - Listen to models of fluent readingMD 1.C.1.b - Read familiar text at a rate that is conversational and consistentMD 1.C.1.c - Reread text multiple times to increase familiarity with wordsMD 1.C.2 - Read grade-level text accuratelyMD 1.C.2.a - Reread and self-correct while readingMD 1.C.2.b - Use word context clues (meaning), sentence structure (syntax), and visual clues to guide self-correctionMD 1.C.2.c - Read sight words automatically, such as have, said, where, two
Skill Area 1 - Overall Product (OP)
Skill 16 - OP16 Developing fluency and automaticity
MD 1.C.3 - Read grade-level text with expressionMD 1.C.3.a - Demonstrate appropriate use of phrasing when reading familiar text
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 1, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 1.C.3.a.1 - Use end punctuation, commas, and quotation marks to guide expression
MD 1.C.3.a.2 - Use intonation (emphasis on certain words) to convey meaningMD 1.D - Students will use a variety of strategies and opportunities to understand word meaning and to increase vocabulary.
MD 1.D.1 - Develop and apply vocabulary through exposure to a variety of textsMD 1.D.1.a - Acquire new vocabulary through listening to and reading a variety of grade-appropriate text daily
Skill Area 1 - Overall Product (OP)
Skill 10 - OP10 Understanding words in context
Skill 11 - OP11 Listening and responding to vocabulary and questions
MD 1.D.1.b - Discuss words and word meanings daily as they are encountered in texts, instruction, and conversationMD 1.D.1.c - Asks questions to clarify meaning about objects and words related to topics discussedMD 1.D.1.d - Listen to and identify the meaning of new vocabulary in multiple contextsMD 1.D.1.e - Connect unfamiliar words from texts, instruction, and conversation to prior knowledge to enhance meaningMD 1.D.1.f - Learn 5-8 new words every week (independent reading)MD 1.D.2 - Develop a conceptual understanding of new wordsMD 1.D.2.a - Sort grade-appropriate words with or without pictures into categoriesMD 1.D.2.b - Identify antonyms and synonyms
Skill Area 9 - Vocabulary (VO) Skill 2 - VO02 Recognizing synonymsSkill 3 - VO03 Recognizing antonyms
MD 1.D.2.c - Identify and use correctly new words acquired through study of their relationship to other words
STAR Early Literacy Grade 1
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 1, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 1.D.3 - Understand, acquire, and use new vocabularyMD 1.D.3.a - Determine the meanings of words using their contextMD 1.D.3.a.1 - RereadMD 1.D.3.a.2 - Use context cluesMD 1.D.3.a.3 - Examine illustrations
MD 1.D.3.b - Use unfamiliar words introduced in literary and informational textsMD 1.D.3.c - Use word structure to determine meanings of wordsMD 1.D.3.c.1 - ContractionsMD 1.D.3.c.2 - Inflectional endingsMD 1.D.3.c.3 - Compound words Skill Area 8 - Structural Analysis
(SA)Skill 3 - SA03 Identifying compound Words
MD 1.D.3.c.4 - Root/base wordsMD 1.D.3.d - Use resources to determine meanings of unknown wordsMD 1.D.3.d.1 - Picture dictionariesMD 1.D.3.d.2 - ChartsMD 1.D.3.d.3 - DiagramsMD 1.D.3.d.4 - PostersMD 1.D.3.d.5 - Content textsMD 1.E - Students will use a variety of strategies to understand what they read (construct meaning).
MD 1.E.1 - Develop comprehension skills through exposure to a variety of textMD 1.E.1.a - Listen to, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas, such as race, gender, disability, religion, and socio-economic background
MD 1.E.1.b - Self-select appropriate text for a variety of purposes
MD 1.E.1.c - Read a minimum of 25 books representing various genres
MD 1.E.1.d - Discuss ideas/information gained from reading experiences with adults and peers
STAR Early Literacy Grade 1
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 1, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 1.E.2 - Use strategies to prepare for reading (before reading)MD 1.E.2.a - Make connections to the text using their prior knowledge and experiences with the textMD 1.E.2.b - Make predictions or ask questions about the text by examining the title, cover, illustrations/ photographs/text, and familiar author or topicMD 1.E.2.c - Set a purpose for reading and identify type of text (fiction or nonfiction)MD 1.E.3 - Use strategies to make meaning from text (during reading)MD 1.E.3.a - Recall and discuss what they understandMD 1.E.3.b - Identify and question what did not make senseMD 1.E.3.c - Reread difficult parts slowly and carefully and use own words to restate difficult partsMD 1.E.3.d - Make, confirm, or adjust predictionsMD 1.E.3.e - Look back through the text to search for connections between topics, events, characters, and actions in stories to specific life experiencesMD 1.E.4 - Use strategies to demonstrate understanding of the text (after reading)MD 1.E.4.a - Describe what the text is aboutMD 1.E.4.b - Describe what is directly stated in the text (details, literal meaning)MD 1.E.4.c - Engage in conversation to understand what has been read
MD 1.E.4.d - Answer simple questions (who, what, when, where, and how) in writingMD 1.E.4.e - Respond to text by drawing, speaking, dramatizing, or writingMD 1.E.4.f - Retell the main idea of textsMD 2.0 - Students will read, comprehend, interpret, analyze, and evaluate informational text.
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 1, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 2.A - Comprehension of Informational TextMD 2.A.1 - Develop comprehension skills by reading a variety of self-selected and assigned informational textsMD 2.A.1.a - Listen to nonfiction materialsMD 2.A.1.a.1 - TextbooksMD 2.A.1.a.2 - Trade booksMD 2.A.1.a.3 - Grade-appropriate reference materialsMD 2.A.1.a.4 - NewspapersMD 2.A.1.a.5 - ArticlesMD 2.A.1.a.6 - MagazinesMD 2.A.1.a.7 - Questionnaires/interviewsMD 2.A.1.a.8 - Multimedia resources
MD 2.A.1.b - Read and recognize functional documentsMD 2.A.1.b.1 - Sets of directionsMD 2.A.1.b.2 - Science investigations
MD 2.A.1.b.3 - PostersMD 2.A.1.b.4 - FlyersMD 2.A.1.b.5 - FormsMD 2.A.1.b.6 - InvitationsMD 2.A.1.b.7 - MenusMD 2.A.1.b.8 - MapsMD 2.A.1.b.9 - RecipesMD 2.A.1.b.10 - RulesMD 2.A.1.b.11 - Classroom schedulesMD 2.A.1.c - Select and read personal interest materials, such as brochures, books, magazines, and web sitesMD 2.A.2 - Identify and use text features to facilitate understanding of informational textsMD 2.A.2.a - Use print featuresMD 2.A.2.a.1 - Large bold printMD 2.A.2.a.2 - Font size/typeMD 2.A.2.a.3 - Colored printMD 2.A.2.a.4 - Headings and chapter titlesMD 2.A.2.a.5 - LabelsMD 2.A.2.a.6 - CaptionsMD 2.A.2.a.7 - Numbered stepsMD 2.A.2.b - Use graphic aids
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 1, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 2.A.2.b.1 - IllustrationsMD 2.A.2.b.2 - PicturesMD 2.A.2.b.3 - PhotographsMD 2.A.2.b.4 - DrawingsMD 2.A.2.b.5 - MapsMD 2.A.2.b.6 - GraphsMD 2.A.2.b.7 - Charts/tablesMD 2.A.2.b.8 - DiagramsMD 2.A.2.b.9 - Materials listsMD 2.A.2.c - Use informational aids
MD 2.A.2.c.1 - Materials listsMD 2.A.2.c.2 - CaptionsMD 2.A.2.c.3 - Glossed wordsMD 2.A.2.c.4 - LabelsMD 2.A.2.c.5 - Numbered stepsMD 2.A.2.d - Use organizational aids when readingMD 2.A.2.d.1 - TitleMD 2.A.2.d.2 - Table of contentsMD 2.A.2.d.3 - Numbered stepsMD 2.A.2.d.4 - Transition wordsMD 2.A.3 - Develop knowledge of organizational structure of informational text to understand what is readMD 2.A.3.a - Distinguish between fiction and nonfiction textMD 2.A.3.b - Recognize words that signal the structure of informational textMD 2.A.3.c - Recognize sequential orderMD 2.A.3.d - Recognize cause/effect relationshipsMD 2.A.3.e - Recognize similarities and differencesMD 2.A.3.f - Recognize main ideaMD 2.A.4 - Determine important ideas and messages in informational textsMD 2.A.4.a - Identify the text's purposeMD 2.A.4.b - Identify main ideas/messagesMD 2.A.4.c - Distinguish between a fact and an opinionMD 2.A.4.d - Retell important facts from a textMD 2.A.4.e - Identify how someone might use the text
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 1, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 2.A.4.f - Identify prior knowledge that clarifies the main idea of the text
MD 2.A.5 - Identify and explain the author's use of languageMD 2.A.5.a - Recognize specific punctuation that create toneMD 2.A.6 - Read critically to evaluate informational textMD 2.A.6.a - State whether the text fulfills the reading purposeMD 2.A.6.b - Tell what the author could have done to make the text easier to understandMD 2.A.6.c - Explain whether the author's ideas are clearMD 2.A.6.d - Identify words that affect the reader's feelingsMD 3.0 - Students will read, comprehend, interpret, analyze, and evaluate literary text.MD 3.A - Comprehension of Literary TextMD 3.A.1 - Develop comprehension skills by reading a variety of self-selected and assigned literary texts
MD 3.A.1.a - Listen to, read, and discuss a variety of literary texts representing diverse cultures, perspectives, and ethnicitiesMD 3.A.1.b - Listen to, read, and discuss a variety of different types of fictional literary texts, such as plays, poems, stories (folktales, fairy tales, fantasy, fables, realistic fiction, and historical fiction)MD 3.A.2 - Use text features to facilitate understanding of literary textsMD 3.A.2.a - Identify and explain how the title contributes to meaning
MD 3.A.2.b - Identify and explain how text features, such as illustrations, punctuation, and print features, contribute to meaningMD 3.A.3 - Use elements of narrative texts to facilitate understanding
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 1, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 3.A.3.a - Identify the elements of a story, including characters, setting, problem, and solutionMD 3.A.3.b - Identify and explain character traits and actionsMD 3.A.3.c - Sequence the important eventsMD 3.A.4 - Use elements of poetry to facilitate understandingMD 3.A.4.a - Identify rhyme, rhythm, and repetition in poems read to them
MD 3.A.4.b - Summarize the events or tell the meaning of the poem
MD 3.A.5 - Use elements of drama to facilitate understandingMD 3.A.5.a - Identify the characters, dialogue, and scenery of a play read to themMD 3.A.6 - Determine important ideas and messages in literary texts
MD 3.A.6.a - Recognize the main ideaMD 3.A.6.b - Recognize a similar message in more than one textMD 3.A.6.c - Summarize the text by stating the main idea and sequencing the important eventsMD 3.A.6.d - Identify personal connections to the textMD 3.A.7 - Identify and describe the author's use of languageMD 3.A.7.a - Identify language that appeals to the senses and feelingsMD 3.A.7.b - Identify repetitionMD 3.A.7.c - Identify specific words and punctuation that create tone
MD 4.0 - Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.MD 4.A - WritingMD 4.A.1 - Compose texts using the prewriting and drafting strategies of effective writers and speakers
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 1, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 4.A.1.a - Generate ideas and topics and make a plan for writingMD 4.A.1.b - Write a first draft with a main idea and supporting detailsMD 4.A.2 - Compose oral, written, and visual presentations that express personal ideas, inform, and persuade
MD 4.A.2.a - Write to express personal ideas using drawings, symbols, letters, words, sentences, and simple paragraphsMD 4.A.2.b - Contribute to a shared writing experience or topic of interest
MD 4.A.2.c - Use sensory details to expand ideasMD 4.A.2.d - Use details that support a topic with a clear beginning, middle, and end to inform
MD 4.A.2.e - Write persuasive text to support a stated opinionMD 4.A.2.f - Write a variety of responses to text, such as response logs and journalsMD 4.A.3 - Compose texts using the revising and editing strategies of effective writers and speakersMD 4.A.3.a - Improve writing byMD 4.A.3.a.1 - Maintaining a topicMD 4.A.3.a.2 - Adding ideasMD 4.A.3.b - Proofread and edit writing forMD 4.A.3.b.1 - Capitalization at the beginning of sentencesMD 4.A.3.b.2 - Capitalization for namesMD 4.A.3.b.3 - Punctuation at the end of sentencesMD 4.A.3.b.4 - Accurate spelling of previously learned, high-frequency wordsMD 4.A.3.c - Prepare writing for publicationMD 4.A.4 - Identify how language choices in writing and speaking affect thoughts and feelings
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 1, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 4.A.4.a - Identify and use words to express feelings, such as happiness, anger, sadness, frustrationMD 4.A.4.b - Acquire and use new vocabularyMD 4.A.5 - Use effective details, words, and figurative language in the student's own composingMD 4.A.5.a - Use descriptive words and other details to expand and improve student's own writingMD 4.A.6 - Use information from various sources to accomplish a purposeMD 4.A.6.a - Identify sources of information on a topic, such as trade books, classroom dictionaries, glossaries, indexes, maps, news magazines, etc.MD 4.A.6.b - Use graphic organizers, such as webs and story maps to organize informationMD 5.0 - Students will control language by applying the conventions of standard English in speaking and writing.MD 5.A - GrammarMD 5.A.1 - Use grammar concepts and skills that strengthen oral and written languageMD 5.A.1.a - Use various parts of speech, such as nouns, pronouns, and verbsMD 5.A.1.b - Distinguish between complete and incomplete sentences
MD 5.A.1.c - Compose simple sentences using correct word orderMD 5.B - UsageMD 5.B.1 - Recognize examples of conventional usage in personal and academic readingMD 5.B.2 - Comprehend and apply standard English usage in oral and written languageMD 5.B.2.a - Recognize when subjects and verbs agreeMD 5.B.2.b - Recognize when personal nouns and pronouns agree
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 1, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 5.C - MechanicsMD 5.C.1 - Explain the purpose of mechanics to make and clarify meaningMD 5.C.2 - Comprehend and use basic punctuation and capitalization in written languageMD 5.C.2.a - Consistently use end punctuation, such as period, question mark, exclamation markMD 5.C.2.b - Use periods in numbered listsMD 5.C.2.c - Use commas in dates and salutations and closingsMD 5.C.2.d - Use capital letters to begin sentences and identify proper nouns, such as namesMD 5.D - SpellingMD 5.D.1 - Apply conventional spelling in written languageMD 5.D.1.a - Correctly spell several non-phonetic high frequency words
MD 5.D.1.b - Spell phonetically regular high frequency wordsMD 5.D.1.c - Correctly spell grade level appropriate pattern wordsMD 5.D.1.d - Spell two syllable words that follow regular spelling patterns, including compound words
MD 5.D.1.e - Encode words with simple blendsMD 5.D.1.f - Spell words with simple prefixes and inflectional endings
MD 5.D.1.g - Use temporary spelling to attempt unknown wordsMD 5.D.1.h - Access resources to spell unknown words, such as labeled objects, word walls, charts, pictionariesMD 5.E - HandwritingMD 5.E.1 - Produce writing that is legible to the audienceMD 5.E.1.a - Form upper and lower case manuscript lettersMD 5.E.1.b - Control size and spacing of manuscript letters on appropriately lined paper
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 1, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 5.E.1.c - Use manuscript in daily assignments to build accuracy and automaticityMD 6.0 - Students will demonstrate effective listening to learn, process, and analyze information.
MD 6.A - ListeningMD 6.A.1 - Demonstrate active listening strategiesMD 6.A.1.a - Attend to the speaker Skill Area 1 - Overall Product
(OP)Skill 27 - OP27 Developing listening skills
MD 6.A.1.b - Respond appropriately to clarify and understand
MD 6.A.2 - Comprehend and analyze what is heardMD 6.A.2.a - Determine a speaker's general purposeMD 6.A.2.b - Identify rhythms and patterns of language, including rhyme and repetition
Skill Area 5 - Phonemic Awareness (PA)
Skill 1 - PA01 Identifying rhyming words
MD 6.A.2.c - Demonstrate an understanding of what is heard by retelling, asking questions, and relating prior knowledgeMD 6.A.2.d - Follow a set of multi-step directions
Skill Area 2 - Technology Software (TS)
Skill 8 - TS08 Following instructions
Skill Area 1 - Overall Product (OP)
Skill 26 - OP26 Following oral directions
MD 6.A.2.e - Listen carefully to expand and enrich vocabulary
Skill Area 1 - Overall Product (OP)
Skill 11 - OP11 Listening and responding to vocabulary and questionsSkill 27 - OP27 Developing listening skills
MD 6.A.2.f - Make judgments based on information from the speaker
MD 7.0 - Students will communicate effectively in a variety of situations with different audiences, purposes, and formats.MD 7.A - SpeakingMD 7.A.1 - Use organization and delivery strategiesMD 7.A.1.a - Speak clearly enough to be heard and understood in a variety of settings
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 1, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 7.A.1.b - Use verbal and non-verbal techniques useful in communication, such as volume and/or gesturesMD 7.A.2 - Make oral presentations
MD 7.A.2.a - Speak in a variety of situations to inform and/or relate experiences, including retelling storiesMD 7.A.2.b - State a position and support it with reasonsMD 7.A.2.c - Use props when appropriate
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 2, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill DescriptionMD 1.0 - General Reading Processes
MD 1.A - Students will master the ability to hear, identify, and manipulate individual sounds in spoken words by the end of grade one.MD 1.B - Students will apply their knowledge of letter/sound relationships and word structure to decode unfamiliar words.MD 1.B.1 - Identify letters and their corresponding soundsMD 1.B.1.a - Identify digraphs, such as ch, ph, sh, th, and wh
Skill Area 6 - Phonics (PH) Skill 11 - PH12 Identifying consonant digraphs
MD 1.B.1.b - Identify diphthongs, such as oy, ow, ayMD 1.B.2 - Decode words in grade-level textsMD 1.B.2.a - Use phonics to decode words
Skill Area 5 - Phonemic Awareness (PA)
Skill 3 - PA03 Blending phonemes
Skill Area 1 - Overall Product (OP)
Skill 5 - OP05 Using letter sounds to read letters and wordsSkill 14 - OP14 Decoding words
MD 1.B.2.b - Break compound words, contractions, and inflectional endings into known parts
MD 1.B.2.c - Identify and apply vowel patterns to read words, such as CVC, CVCE, CVVCMD 1.B.2.d - Read blends fluently, such as spl, str
Skill Area 5 - Phonemic Awareness (PA)
Skill 3 - PA03 Blending phonemes
Skill Area 1 - Overall Product (OP)
Skill 5 - OP05 Using letter sounds to read letters and words
MD 1.C - Students will read orally with accuracy and expression at a rate that sounds like speech.MD 1.C.1 - Read orally from familiar text at an appropriate rateMD 1.C.1.a - Listen to models of fluent readingMD 1.C.1.b - Read familiar text at a rate that is conversational and consistentMD 1.C.1.c - Reread text multiple times to increase familiarity with wordsMD 1.C.2 - Read grade-level text accurately
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 2, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 1.C.2.a - Reread and self-correct while readingMD 1.C.2.b - Decode words automatically
Skill Area 7 - Reading Accuracy (RA)
Skill 2 - RA02 Sentence reading
Skill 3 - RA03 Paragraph readingSkill Area 1 - Overall Product (OP)
Skill 14 - OP14 Decoding words
Skill 15 - OP15 Recognizing and analyzing wordsSkill 16 - OP16 Developing fluency and automaticity
MD 1.C.2.c - Use word context clues (meaning), sentence structure (syntax), and visual clues to guide self-correctionMD 1.C.2.d - Read sight words automatically
Skill Area 1 - Overall Product (OP)
Skill 16 - OP16 Developing fluency and automaticity
MD 1.C.3 - Read grade-level text with expressionMD 1.C.3.a - Demonstrate appropriate use of phrasing when reading both familiar and unfamiliar textMD 1.C.3.a.1 - Use punctuation marks to guide expressionMD 1.C.3.a.2 - Use intonation (emphasis on certain words) to convey meaningMD 1.D - Students will use a variety of strategies and opportunities to understand word meaning and to increase vocabulary.
MD 1.D.1 - Develop and apply vocabulary through exposure to a variety of textsMD 1.D.1.a - Acquire new vocabulary through listening to and independently reading a variety of literary and informational textsMD 1.D.1.b - Discuss words and word meanings daily as they are encountered in texts, instruction, and conversationMD 1.D.1.c - Make connections to prior knowledge and new vocabulary by listening, reading, and responding to a variety of textsMD 1.D.1.d - Make inferences about the meaning of a word based on its use in a sentence
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 2, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 1.D.1.e - Identify simple multiple meaning wordsMD 1.D.1.f - Learn 8-12 new words every week (independent reading)MD 1.D.2 - Develop a conceptual understanding of new wordsMD 1.D.2.a - Classify and categorize words into sets and groups, such as animals, adult/baby
MD 1.D.2.b - Identify and explain common antonyms, synonyms, and homophones to increase vocabulary skills
Skill Area 9 - Vocabulary (VO) Skill 2 - VO02 Recognizing synonyms
Skill 3 - VO03 Recognizing antonyms
MD 1.D.2.c - Identify and use correctly new words acquired through study of their relationship to other wordsMD 1.D.3 - Understand, acquire, and use new vocabularyMD 1.D.3.a - Determine the meanings of unknown wordsMD 1.D.3.a.1 - RereadMD 1.D.3.a.2 - Use context clues Skill Area 7 - Reading Accuracy
(RA)Skill 2 - RA02 Sentence reading
MD 1.D.3.a.3 - Read onMD 1.D.3.a.4 - Use text featuresMD 1.D.3.b - Use unfamiliar words introduced in literary and informational textsMD 1.D.3.c - Use word structure to determine meanings of wordsMD 1.D.3.c.1 - PrefixesMD 1.D.3.c.2 - SuffixesMD 1.D.3.c.3 - Root/base wordsMD 1.D.3.d - Use resources to determine meaning of unknown wordsMD 1.D.3.d.1 - DictionariesMD 1.D.3.d.2 - Textbook glossaries
MD 1.D.3.d.3 - ThesaurusesMD 1.E - Students will use a variety of strategies to understand what they read (construct meaning).
MD 1.E.1 - Develop comprehension skills through exposure to a variety of texts
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 2, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 1.E.1.a - Listen to, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas, such as race, gender, disability, religion, and socio-economic background
MD 1.E.1.b - Self-select appropriate text for a variety of purposes
MD 1.E.1.c - Read a minimum of 25-30 self-selected and/or assigned books representing various genres
MD 1.E.1.d - Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situationsMD 1.E.2 - Use strategies to prepare for reading (before reading)MD 1.E.2.a - Make and explain the connections made from prior knowledge and experiences with the textMD 1.E.2.b - Make predictions or ask questions about the text by examining the title, cover, illustrations/ photographs/text, and familiar author or topicMD 1.E.2.c - Set a purpose for reading and identify type of text (fiction or nonfiction)MD 1.E.3 - Use strategies to make meaning from text (during reading)MD 1.E.3.a - Recall and discuss what they understandMD 1.E.3.b - Identify and question what did not make senseMD 1.E.3.c - Reread difficult parts slowly and carefully and use own words to restate difficult partsMD 1.E.3.d - Read on, revisit, and restate the difficult parts in your own wordsMD 1.E.3.e - Make, confirm, or adjust predictionsMD 1.E.3.f - Ask and answer questions about the textMD 1.E.3.g - Periodically summarize while reading
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 2, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 1.E.3.h - Visualize what was read
MD 1.E.3.i - Look back through the text to search for connections between and among ideasMD 1.E.3.j - Explain personal connections to the topics, events, characters, and actions in textsMD 1.E.4 - Use strategies to demonstrate understanding of the text (after reading)MD 1.E.4.a - Review/restate and explain what the text is mainly about
MD 1.E.4.b - Identify and explain what is directly stated in the text (details, literal meaning)MD 1.E.4.c - Identify and explain what is not stated in the text (implied or inferential meaning)MD 1.E.4.d - Summarize the text orallyMD 1.E.4.e - Confirm, refute, or make predictions to form new ideas
MD 1.E.4.f - Connect the text to prior knowledge or personal experience
MD 1.E.4.g - Engage in conversation to understand what has been read
MD 1.E.4.h - Retell explicit and implicit main ideas of textsMD 1.E.4.i - Answer questions (what if, why, and how) in writingMD 2.0 - Students will read, comprehend, interpret, analyze, and evaluate informational text.MD 2.A - Comprehension of Informational TextMD 2.A.1 - Develop comprehension skills by reading a variety of self-selected and assigned informational textsMD 2.A.1.a - Read and recognize nonfiction materials to gain information and content knowledgeMD 2.A.1.a.1 - TextbooksMD 2.A.1.a.2 - Trade booksMD 2.A.1.a.3 - Grade-appropriate reference materials
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 2, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 2.A.1.a.4 - NewspapersMD 2.A.1.a.5 - ArticlesMD 2.A.1.a.6 - MagazinesMD 2.A.1.a.7 - Questionnaires/interviewsMD 2.A.1.a.8 - Multimedia resources
MD 2.A.1.b - Read and identify functional documentsMD 2.A.1.b.1 - Sets of directionsMD 2.A.1.b.2 - Science investigations
MD 2.A.1.b.3 - PostersMD 2.A.1.b.4 - FlyersMD 2.A.1.b.5 - FormsMD 2.A.1.b.6 - InvitationsMD 2.A.1.b.7 - MenusMD 2.A.1.b.8 - MapsMD 2.A.1.b.9 - RecipesMD 2.A.1.b.10 - RulesMD 2.A.1.b.11 - Classroom schedulesMD 2.A.1.b.12 - SurveysMD 2.A.1.c - Select and read personal interest materials, such as brochures, books, magazines, and web sitesMD 2.A.2 - Identify and use text features to facilitate understanding of informational textsMD 2.A.2.a - Use print featuresMD 2.A.2.a.1 - Large bold printMD 2.A.2.a.2 - Font size/typeMD 2.A.2.a.3 - ItalicsMD 2.A.2.a.4 - Colored printMD 2.A.2.a.5 - Headings/subheadings and chapter titlesMD 2.A.2.a.6 - LabelsMD 2.A.2.a.7 - CaptionsMD 2.A.2.a.8 - Numbered stepsMD 2.A.2.b - Use graphic aidsMD 2.A.2.b.1 - IllustrationsMD 2.A.2.b.2 - PicturesMD 2.A.2.b.3 - PhotographsMD 2.A.2.b.4 - DrawingsMD 2.A.2.b.5 - MapsMD 2.A.2.b.6 - GraphsMD 2.A.2.b.7 - Charts/tablesMD 2.A.2.b.8 - DiagramsMD 2.A.2.b.9 - Materials lists
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 2, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 2.A.2.c - Use informational aids
MD 2.A.2.c.1 - Materials listsMD 2.A.2.c.2 - TimelinesMD 2.A.2.c.3 - CaptionsMD 2.A.2.c.4 - Glossed wordsMD 2.A.2.c.5 - LabelsMD 2.A.2.c.6 - Numbered stepsMD 2.A.2.d - Use organizational aids when readingMD 2.A.2.d.1 - TitleMD 2.A.2.d.2 - Table of contentsMD 2.A.2.d.3 - Numbered stepsMD 2.A.2.d.4 - GlossaryMD 2.A.2.d.5 - HeadingsMD 2.A.2.d.6 - Transition wordsMD 2.A.3 - Develop knowledge of organizational structure of informational text to understand what is readMD 2.A.3.a - Distinguish between fiction and nonfiction textMD 2.A.3.b - Recognize words that signal the structure of informational textMD 2.A.3.c - Recognize sequential and chronological orderMD 2.A.3.d - Recognize cause/effect relationshipsMD 2.A.3.e - Recognize similarities and differencesMD 2.A.3.f - Recognize descriptionMD 2.A.3.g - Recognize and use main idea and supporting detailsMD 2.A.4 - Determine important ideas and messages in informational textsMD 2.A.4.a - Identify the author's/text's purposeMD 2.A.4.b - Identify main ideas/messagesMD 2.A.4.c - Identify information not related to the main ideaMD 2.A.4.d - Draw conclusions and generalizations from text to form new understandingMD 2.A.4.e - Distinguish between a fact and an opinionMD 2.A.4.f - Identify how someone might use the text
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 2, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 2.A.4.g - Summarize the text or a portion of the textMD 2.A.4.h - Identify prior knowledge that clarifies the main idea of the text
MD 2.A.5 - Identify and explain the author's use of languageMD 2.A.5.a - Identify words and phrases with a specific effect on meaning (similes, metaphors)MD 2.A.5.b - Recognize specific words and punctuation that create toneMD 2.A.5.c - Recognize repetition of wordsMD 2.A.6 - Read critically to evaluate informational textMD 2.A.6.a - State whether the text fulfills the reading purposeMD 2.A.6.b - Explain what the author could have done to make the text easier to understandMD 2.A.6.c - Explain whether the author's ideas are clearMD 2.A.6.d - Identify words that affect the reader's feelingsMD 3.0 - Students will read, comprehend, interpret, analyze, and evaluate literary text.MD 3.A - Comprehension of Literary TextMD 3.A.1 - Develop comprehension skills by reading a variety of self-selected and assigned literary texts
MD 3.A.1.a - Listen to, read, and discuss a variety of literary texts representing diverse cultures, perspectives, ethnicities, and time periodsMD 3.A.1.b - Listen to, read, and discuss a variety of different types of fiction and nonfiction textsMD 3.A.1.c - Identify characteristics of different types of fictional literary texts, such as plays, poems, stories (folktales, fairy tales, fantasy, fables, realistic fiction, and historical fiction)
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 2, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 3.A.2 - Use text features to facilitate understanding of literary textsMD 3.A.2.a - Identify and explain how the title contributes to meaning
MD 3.A.2.b - Identify and explain how text features, such as illustrations, punctuation, and print features, contribute to meaningMD 3.A.3 - Use elements of narrative texts to facilitate understanding
MD 3.A.3.a - Identify and explain the elements of a story, including the problem, the sequence of events, and the solution to the problem
MD 3.A.3.b - Identify the setting and explain its importance to the story
MD 3.A.3.c - Identify the main character(s) and explain their importance in the storyMD 3.A.3.d - Identify characters' actions, motives, emotions, traits, and feelingsMD 3.A.3.e - Identify and explain relationships between and among characters, setting, and eventsMD 3.A.4 - Use elements of poetry to facilitate understandingMD 3.A.4.a - Identify the structure, shape, and form of a variety of poetic texts, including their lines and stanzasMD 3.A.4.b - Analyze the meaning of words, lines, and stanzasMD 3.A.4.c - Identify and use sound elements of poetry, such as rhyme, no rhyme, and rhythmMD 3.A.5 - Use elements of drama to facilitate understandingMD 3.A.5.a - Identify the structure of a play, including characters, costumes, dialogue, and sceneryMD 3.A.6 - Determine important ideas and messages in literary texts
MD 3.A.6.a - Recognize the main idea or message of the text
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 2, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 3.A.6.b - Recognize a similar message in more than one textMD 3.A.6.c - Retell the text or part of the textMD 3.A.6.d - Summarize the textMD 3.A.6.e - Identify personal connections to the textMD 3.A.7 - Identify and describe the author's use of languageMD 3.A.7.a - Explain how the use of dialogue contributes to a storyMD 3.A.7.b - Identify specific words and phrases that contribute to the meaning of a textMD 3.A.7.c - Identify specific words and punctuation that create tone
MD 3.A.7.d - Identify language that appeals to the senses and feelingsMD 3.A.7.e - Identify repetition and exaggerationMD 4.0 - Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.MD 4.A - WritingMD 4.A.1 - Compose texts using the prewriting and drafting strategies of effective writers and speakers
MD 4.A.1.a - Generate ideas and topics and make a plan before writing
MD 4.A.1.b - Write a first draft with a main idea and supporting detailsMD 4.A.1.c - Organize related ideas into a simple paragraphMD 4.A.2 - Compose oral, written, and visual presentations that express personal ideas, inform, and persuade
MD 4.A.2.a - Write to express personal ideas using a variety of forms, such as journals, narratives, letters, and reportsMD 4.A.2.b - Contribute to a shared writing experience or topic of interest
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 2, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 4.A.2.c - Use sensory details to expand ideasMD 4.A.2.d - Compose to inform using major points and examples to support a main ideaMD 4.A.2.e - Write persuasive text to support a stated opinionMD 4.A.2.f - Write a variety of responses to text, such as response logs, journals, and constructed responsesMD 4.A.3 - Compose texts using the revising and editing strategies of effective writers and speakersMD 4.A.3.a - Improve writing byMD 4.A.3.a.1 - Maintaining a topicMD 4.A.3.a.2 - Adding ideasMD 4.A.3.a.3 - Deleting unrelated ideasMD 4.A.3.b - Proofread and edit writing forMD 4.A.3.b.1 - Complete sentences
MD 4.A.3.b.2 - Capitalization at the beginning of sentencesMD 4.A.3.b.3 - Capitalization of proper nounsMD 4.A.3.b.4 - Punctuation at the end of sentencesMD 4.A.3.b.5 - Commas with dates, salutations and closings, and items in a seriesMD 4.A.3.b.6 - Apostrophes in contractionsMD 4.A.3.b.7 - Quotation marks in simple dialogueMD 4.A.3.c - Prepare writing for publicationMD 4.A.4 - Identify how language choices in writing and speaking affect thoughts and feelingsMD 4.A.4.a - Use colorful language to convey thoughts and feelings in formal and informal writingMD 4.A.4.b - Acquire and use new vocabularyMD 4.A.5 - Use effective details, words, and figurative language in the student's own composing
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 2, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 4.A.5.a - Use sensory words and other details to expand and improve student's own writingMD 4.A.5.b - Examine and use basic transitions, such as "and," "but," "or," "first," "second," and "last"
MD 4.A.6 - Explain how textual changes in a work clarify meaning or fulfill a purposeMD 4.A.6.a - Revise own text for word choiceMD 4.A.7 - Locate, retrieve, and use information from various sources to accomplish a purposeMD 4.A.7.a - Identify and use sources of information on a topicMD 4.A.7.b - Use various information retrieval sources (traditional and/or electronic) to obtain information on a topicMD 4.A.7.c - Use note taking and organizational strategies to record and organize informationMD 4.A.7.c.1 - Participate in teacher-directed note taking and organization of informationMD 4.A.7.d - Use information to fulfill a given purposeMD 5.0 - Students will control language by applying the conventions of standard English in speaking and writing.MD 5.A - GrammarMD 5.A.1 - Identify and use grammar concepts and skills that strengthen oral and written language
MD 5.A.1.a - Identify and use various parts of speech, such as nouns, pronouns, verbs, and adjectives
MD 5.A.1.b - Compose declarative, interrogative, imperative, and exclamatory sentencesMD 5.A.1.c - Identify and use verb forms, such as helping verbsMD 5.A.1.d - Identify and use verb tenses, such as present, past, and futureMD 5.B - Usage
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 2, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 5.B.1 - Recognize examples of conventional usage in personal and academic readingMD 5.B.2 - Comprehend and apply standard English usage in oral and written languageMD 5.B.2.a - Recognize and use correct subject/verb agreement and noun/pronoun agreementMD 5.B.2.b - Recognize and use consistent and appropriate verb tenses, such as past, present, and futureMD 5.C - MechanicsMD 5.C.1 - Explain the purpose of mechanics to make and clarify meaning in academic and personal reading and writingMD 5.C.2 - Comprehend and apply standard English punctuation and capitalization in written languageMD 5.C.2.a - Use periods and other end punctuationMD 5.C.2.b - Use commas correctly in dates, addresses, salutations and closings, and items in a series
MD 5.C.2.c - Use apostrophes in contractionsMD 5.C.2.d - Use capital letters to identify proper nouns and to begin sentencesMD 5.D - SpellingMD 5.D.1 - Apply conventional spelling in written languageMD 5.D.1.a - Spell non-phonetic high frequency wordsMD 5.D.1.b - Spell phonetically regular high frequency wordsMD 5.D.1.c - Spell grade level appropriate pattern wordsMD 5.D.1.d - Spell two syllable words that follow regular spelling patterns, including compound words
MD 5.D.1.e - Spell words with simple prefixes and suffixesMD 5.D.1.f - Represent all sounds in a word when attempting unknown words
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 2, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 5.D.1.g - Access resources to spell unknown words, such as word wall, content word chart, dictionary, technologyMD 5.E - HandwritingMD 5.E.1 - Produce writing that is legible to the audienceMD 5.E.1.a - Form upper and lower case cursive lettersMD 5.E.1.b - Use manuscript in daily assignments to build accuracy and automaticityMD 5.E.1.c - Use connecting strokes to write continuous textMD 6.0 - Students will demonstrate effective listening to learn, process, and analyze information.
MD 6.A - ListeningMD 6.A.1 - Demonstrate active listening strategiesMD 6.A.1.a - Attend to the speaker Skill Area 1 - Overall Product
(OP)Skill 27 - OP27 Developing listening skills
MD 6.A.1.b - Ask appropriate questionsMD 6.A.1.c - Respond appropriately to clarify and understand
MD 6.A.2 - Comprehend and analyze what is heardMD 6.A.2.a - Determine whether a speaker's general purpose is to inform, to persuade, or to entertainMD 6.A.2.b - Identify rhythms and patterns of language, including alliteration, onomatopoeia, rhyme, and repetition
Skill Area 5 - Phonemic Awareness (PA)
Skill 1 - PA01 Identifying rhyming words
MD 6.A.2.c - Demonstrate an understanding of what is heard by retelling, asking questions, relating prior knowledge, and summarizingMD 6.A.2.d - Follow a set of multi-step directions
Skill Area 2 - Technology Software (TS)
Skill 8 - TS08 Following instructions
Skill Area 1 - Overall Product (OP)
Skill 26 - OP26 Following oral directions
MD 6.A.2.e - Listen carefully to expand and enrich vocabulary
Skill Area 1 - Overall Product (OP)
Skill 11 - OP11 Listening and responding to vocabulary and questionsSkill 27 - OP27 Developing listening skills
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 2, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 6.A.2.f - Make judgments based on information from the speaker
MD 7.0 - Students will communicate effectively in a variety of situations with different audiences, purposes, and formats.MD 7.A - SpeakingMD 7.A.1 - Use organization and delivery strategiesMD 7.A.1.a - Speak clearly enough to be heard and understood in a variety of settingsMD 7.A.1.b - Use verbal and non-verbal techniques useful in communication, such as volume and/or gesturesMD 7.A.2 - Make oral presentations
MD 7.A.2.a - Speak in a variety of situations to inform and/or relate experiences, including retelling storiesMD 7.A.2.b - State a position and support it with reasonsMD 7.A.2.c - Participate in dramatic presentationsMD 7.A.2.d - Plan and deliver effective oral presentationsMD 7.A.2.e - Use props when appropriate
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 3, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill DescriptionMD 1.0 - General Reading Processes
MD 1.A - Students will master the ability to hear, identify, and manipulate individual sounds in spoken words by the end of grade one.MD 1.B - Students will apply their knowledge of letter/sound relationships and word structure to decode unfamiliar words.MD 1.B.1 - Use a variety of phonetic skills to read unfamiliar words
MD 1.B.1.a - Apply phonics skills Skill Area 5 - Phonemic Awareness (PA)
Skill 2 - PA02 Blending word parts
Skill 3 - PA03 Blending phonemes
Skill Area 1 - Overall Product (OP)
Skill 5 - OP05 Using letter sounds to read letters and wordsSkill 14 - OP14 Decoding words
MD 1.B.2 - Decode words in grade-level textsMD 1.B.2.a - Sound out common word parts
Skill Area 5 - Phonemic Awareness (PA)
Skill 2 - PA02 Blending word parts
Skill Area 1 - Overall Product (OP)
Skill 5 - OP05 Using letter sounds to read letters and wordsSkill 14 - OP14 Decoding words
MD 1.B.2.b - Break words into familiar partsMD 1.B.2.c - Use word meanings and order in sentences to confirm decoding effortsMD 1.C - Students will read orally with accuracy and expression at a rate that sounds like speech.MD 1.C.1 - Read orally from familiar text at an appropriate rateMD 1.C.1.a - Listen to models of fluent readingMD 1.C.1.b - Read familiar text at a rate that is conversational and consistentMD 1.C.2 - Read grade-level text accuratelyMD 1.C.2.a - Reread and self-correct while readingMD 1.C.2.b - Decode words automatically
Skill Area 1 - Overall Product (OP)
Skill 5 - OP05 Using letter sounds to read letters and wordsSkill 14 - OP14 Decoding words
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 3, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
Skill 16 - OP16 Developing fluency and automaticity
MD 1.C.2.c - Use word context clues, sentence structure, and visual clues to guide self-correctionMD 1.C.2.d - Increase sight words read fluently
Skill Area 1 - Overall Product (OP)
Skill 16 - OP16 Developing fluency and automaticity
MD 1.C.3 - Read grade-level text with expressionMD 1.C.3.a - Demonstrate appropriate use of phrasingMD 1.C.3.a.1 - Attend to sentence patterns and structures that signal meaning in textMD 1.C.3.a.2 - Use punctuation cues to guide meaning and expression
MD 1.C.3.a.3 - Use pacing and intonation to convey meaning and expressionMD 1.C.3.a.4 - Adjust intonation and pitch appropriately to convey meaning and expressionMD 1.D - Students will use a variety of strategies and opportunities to understand word meaning and to increase vocabulary.
MD 1.D.1 - Develop and apply vocabulary through exposure to a variety of textsMD 1.D.1.a - Acquire new vocabulary through listening to, independently reading, and discussing a variety of literary and informational texts
MD 1.D.1.b - Discuss words and word meanings daily as they are encountered in texts, instruction, and conversationMD 1.D.1.c - Collect 12-20 new words for deeper study each weekMD 1.D.2 - Develop a conceptual understanding of new wordsMD 1.D.2.a - Identify and sort common words into conceptual categories, such as general to specific, lesser to greaterMD 1.D.2.b - Identify and explain word relationships to determine the meanings of words
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 3, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 1.D.2.c - Identify and use correctly new words acquired through study of their relationship to other wordsMD 1.D.3 - Understand, acquire, and use new vocabularyMD 1.D.3.a - Use context to determine the meanings of wordsMD 1.D.3.b - Use word structure to determine the meanings of wordsMD 1.D.3.c - Use resources to determine the meanings of wordsMD 1.D.3.d - Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expressionMD 1.E - Students will use a variety of strategies to understand what they read (construct meaning).
MD 1.E.1 - Develop comprehension skills through exposure to a variety of print and nonprint texts, including traditional print and electronic texts
MD 1.E.1.a - Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas, such as race, gender, disability, religion, and socioeconomic backgroundMD 1.E.1.b - Read a minimum of 25 self-selected and/or assigned books or book equivalents representing various genresMD 1.E.1.c - Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situationsMD 1.E.2 - Use strategies to prepare for reading (before reading)MD 1.E.2.a - Survey and preview the text by examining features, such as the title, pictures, illustrations, photographs, charts, and graphs
MD 1.E.2.b - Set a purpose for reading the text
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 3, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 1.E.2.c - Make predictions and ask questions about the textMD 1.E.2.d - Make connections to the text from prior knowledge and experiencesMD 1.E.3 - Use strategies to make meaning from text (during reading)MD 1.E.3.a - Reread the difficult parts slowly and carefullyMD 1.E.3.b - Use own words to restate the difficult partMD 1.E.3.c - Read on and revisit the difficult partMD 1.E.3.d - Look back through the text to search for connections between and among ideasMD 1.E.3.e - Make, confirm, or adjust predictionsMD 1.E.3.f - Periodically summarize while readingMD 1.E.3.g - Periodically paraphrase important ideas or information
MD 1.E.3.h - Visualize what was read for deeper understandingMD 1.E.3.i - Explain personal connections to the ideas or information in the textMD 1.E.4 - Use strategies to demonstrate understanding of the text (after reading)MD 1.E.4.a - Identify and explain the main ideaMD 1.E.4.b - Identify and explain what is directly stated in the textMD 1.E.4.c - Identify and explain what is not directly stated in the text by drawing inferencesMD 1.E.4.d - Draw conclusions based on the text and prior knowledgeMD 1.E.4.e - Confirm, refute, or make predictions and form new ideas
MD 1.E.4.f - Paraphrase the main ideaMD 1.E.4.g - SummarizeMD 1.E.4.h - Connect the text to prior knowledge or personal experience
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 3, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 2.0 - Students will read, comprehend, interpret, analyze, and evaluate informational text.MD 2.A - Comprehension of Informational TextMD 2.A.1 - Develop comprehension skills by reading a variety of self-selected and assigned print and non-print informational texts, including electronic media
MD 2.A.1.a - Read, use, and identify the characteristics of nonfiction materials such as textbooks, appropriate reference materials, personal narratives, diaries, journals, biographies, newspapers, letters, articles, web sites and other online materials, other appropriate content-specific texts to gain information and content knowledge
MD 2.A.1.b - Read, use, and identify the characteristics of functional documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents
MD 2.A.1.c - Select and read to gain information from personal interest materials such as brochures, books, magazines, cookbooks, and web sitesMD 2.A.2 - Identify and use text features to facilitate understanding of informational textsMD 2.A.2.a - Use print features such as large bold print, font size/type, italics, colored print, quotation marks, and underliningMD 2.A.2.b - Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend), graphs, charts/tables, and diagrams
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 3, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 2.A.2.c - Use informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, pronunciation key, transition words, boxed text
MD 2.A.2.d - Use organizational aids such as titles, chapter titles, headings, subheadings, tables of contents, numbered steps, glossaries, indices, transition words
MD 2.A.2.e - Use online features such as URLs, hypertext links, sidebars, drop down menus, home pagesMD 2.A.2.f - Identify and explain the contributions of text features to meaningMD 2.A.3 - Develop knowledge of organizational structure of informational text to understand what is readMD 2.A.3.a - Identify and analyze the organization of texts such as sequential and/or chronological order, main idea and supporting details, cause/effect, and problem solution,
MD 2.A.3.b - Identify and use words and phrases associated with common organizational patterns such as words that show chronology (first, second, third), description (above, beneath, next to, beside); cause and effect (because, as a result); and sequence (next, then, finally)
MD 2.A.4 - Determine important ideas and messages in informational texts
Skill Area 1 - Overall Product (OP)
Skill 16 - OP16 Developing fluency and automaticity
MD 2.A.4.a - Identify and explain the author's/text's purposeMD 2.A.4.b - Identify and explain the author's opinionMD 2.A.4.c - State and support main ideas and messagesMD 2.A.4.d - Summarize or paraphrase
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 3, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 2.A.4.e - Identify and explain information not related to the main ideaMD 2.A.4.f - Identify and explain relationships between and among ideas such as comparison/contrast, cause/effect, sequence/chronology
MD 2.A.4.g - Draw conclusions and inferences and make generalizations and predictions from text
MD 2.A.4.h - Distinguish between a fact and an opinionMD 2.A.4.i - Identify and explain how someone might use the textMD 2.A.4.j - Connect the text to prior knowledge or experienceMD 2.A.5 - Identify and explain the author's use of languageMD 2.A.5.a - Identify and explain specific words or phrases that contribute to the meaning of a textMD 2.A.5.b - Identify and explain specific words and punctuation that create toneMD 2.A.5.c - Identify and explain the effect of repetition of words or phrasesMD 2.A.6 - Read critically to evaluate informational textMD 2.A.6.a - Explain whether the text fulfills the reading purposeMD 2.A.6.b - Identify and explain additions or changes to format or features that would make the text easier to understandMD 2.A.6.c - Identify and explain what makes the text a reliable source of informationMD 2.A.6.d - Explain whether or not the author's opinion is presented fairlyMD 2.A.6.e - Identify and explain information not included in the textMD 2.A.6.f - Identify and explain words and other techniques that affect the reader's feelingsMD 3.0 - Students will read, comprehend, interpret, analyze, and evaluate literary text.
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 3, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 3.A - Comprehension of Literary TextMD 3.A.1 - Develop comprehension skills by reading a variety of self-selected and assigned literary texts including print and non-print
MD 3.A.1.a - Listen to critically, read, and discuss a variety of literary texts representing diverse cultures, perspectives, ethnicities, and time periodsMD 3.A.1.b - Listen to critically, read, and discuss a variety of different types of fiction and nonfiction texts
MD 3.A.2 - Use text features to facilitate understanding of literary textsMD 3.A.2.a - Identify and explain how organizational aids such as the title of the book, story, poem, or play, contribute to meaningMD 3.A.2.b - Identify and explain how graphic aids such as pictures and illustrations, punctuation, print features contribute to meaningMD 3.A.2.c - Informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, bulleted lists, footnoted words, pronunciation keys, transition words, end notes, works cited, other information aids encountered in informational texts contribute to meaning
MD 3.A.2.d - Identify and explain how print features such as large bold print, font size/type, italics, colored print, quotation marks, underlining, other print features encountered in informational texts contribute to meaningMD 3.A.3 - Use elements of narrative texts to facilitate understanding
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 3, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 3.A.3.a - Identify and distinguish among types of narrative texts such as the general categories of fiction versus nonfiction, realistic fiction, tall tales, legends, fables, fairy tales, and biographies
MD 3.A.3.b - Identify and explain the elements of a storyMD 3.A.3.c - Identify and describe the setting and the moodMD 3.A.3.d - Identify and analyze the charactersMD 3.A.3.e - Identify and explain relationships between and among characters, setting, and eventsMD 3.A.3.f - Identify and describe the narratorMD 3.A.4 - Use elements of poetry to facilitate understandingMD 3.A.4.a - Use structural features such as structure and form including lines and stanzas, shape, refrain, chorus, and rhyme scheme to identify poetry as a literary form
MD 3.A.4.b - Identify and explain the meaning of words, lines, and stanzas
MD 3.A.4.c - Identify and explain sound elements of poetryMD 3.A.4.d - Identify and explain other poetic elements, such as setting, mood, tone, etc. that contribute to meaningMD 3.A.5 - Use elements of drama to facilitate understandingMD 3.A.5.a - Use structural features to identify a play as a literary form
MD 3.A.5.b - Identify and explain the action of a sceneMD 3.A.5.c - Identify and explain stage directions that help to create character and movementMD 3.A.5.d - Identify and explain stage directions and dialogue that help to create characterMD 3.A.6 - Determine important ideas and messages in literary texts
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 3, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 3.A.6.a - Identify and explain main ideas and universal themesMD 3.A.6.b - Identify and explain a similar idea or theme in more than one textMD 3.A.6.c - Retell the textMD 3.A.6.d - SummarizeMD 3.A.6.e - Identify and explain personal connections to the textMD 3.A.7 - Identify and describe the author's use of languageMD 3.A.7.a - Identify and explain how the use of dialogue contributes to a storyMD 3.A.7.b - Identify and explain specific words and phrases that contribute to meaningMD 3.A.7.c - Identify and explain words and punctuation that create toneMD 3.A.7.d - Identify and explain figurative languageMD 3.A.7.e - Identify and explain language that appeals to the senses and feelingsMD 3.A.7.f - Identify and explain repetition and exaggerationMD 3.A.8 - Read critically to evaluate literary textsMD 3.A.8.a - Identify and explain the believability of the characters' actions and the story's eventsMD 3.A.8.b - Identify and explain questions left unanswered by the text
MD 4.0 - Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.MD 4.A - WritingMD 4.A.1 - Compose texts using the prewriting and drafting strategies of effective writers and speakers
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 3, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 4.A.1.a - Generate topics based on discussion of common experiences using techniques, such as graphic organizers, journal writing, listing, webbing, and discussion of prior experiencesMD 4.A.1.b - Plan and organize ideas for writing by using an appropriate organizational structure, such as chronological or sequential order, comparison and contrast
MD 4.A.1.b.1 - Complete an idea by providing topic, support, and concluding sentencesMD 4.A.2 - Compose oral, written, and visual presentations that express personal ideas, inform, and persuade
MD 4.A.2.a - Compose to express personal ideas to develop fluency using a variety of forms, such as journals, narratives, letters, reports, and paragraphsMD 4.A.2.b - Describe in prose and poetry by using sensory details and vivid language with active verbs and colorful adjectivesMD 4.A.2.c - Compose to inform using summary and selection of major points and examples to support a main ideaMD 4.A.2.d - Compose to persuade using significant reasons and relevant supportMD 4.A.2.d.1 - Agree or disagree with an idea and generate convincing reasons with relevant support
MD 4.A.2.d.2 - Consider effective formsMD 4.A.2.e - Use writing-to-learn strategies, such as journals, admit/exit slips, diagrams, drawings, graphic organizers, and "think-aloud's on paper" to connect ideas and thinking about lesson content
MD 4.A.2.f - Manage time and process when writing for a given purpose
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 3, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 4.A.3 - Compose texts using the revising and editing strategies of effective writers and speakersMD 4.A.3.a - Revise texts for clarity, completeness, and effectiveness
MD 4.A.3.a.1 - Eliminate words and ideas that do not support the main ideaMD 4.A.3.a.2 - Clarify meaning by rearranging words within a sentence
MD 4.A.3.a.3 - Clarify meaning by rearranging sentences within a text for a clear beginning, middle, and end
MD 4.A.3.b - Use suitable traditional and electronic resources to edit final copies of text for correctness in language usage and conventions, such as capitalization, punctuation, and spelling
MD 4.A.3.b.1 - Self editMD 4.A.3.b.2 - Peer editMD 4.A.3.b.3 - DictionaryMD 4.A.3.c - Prepare the final product for presentation to an audienceMD 4.A.4 - Identify how language choices in writing and speaking affect thoughts and feelingsMD 4.A.4.a - Select words appropriate for audience, situation, or purposeMD 4.A.4.b - Acquire and use new vocabularyMD 4.A.4.c - Consider the effect of word choices on the audienceMD 4.A.5 - Assess the effectiveness of choice of details, word choice, and use of figurative language in the student's own composing
MD 4.A.5.a - Assess the effectiveness of choice of details and words/phrases that extend meaning in student's own composing
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 3, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 4.A.5.b - Explain how specific words/phrases used by the writer affects reader responseMD 4.A.5.c - Examine and use basic transitions, such as "and," "but," "or," "first," "second," and "last"
MD 4.A.6 - Explain how textual changes in a work clarify meaning or fulfill a purposeMD 4.A.6.a - Revise own text for word choiceMD 4.A.7 - Locate, retrieve, and use information from various sources to accomplish a purposeMD 4.A.7.a - Identify and use sources of information on a topicMD 4.A.7.b - Use various information retrieval sources (traditional and/or electronic) to obtain information on a topicMD 4.A.7.c - Use note taking and organizational strategies to record and organize informationMD 4.A.7.c.1 - Participate in teacher-directed note taking and organization of informationMD 4.A.7.d - Use information to fulfill a given purposeMD 5.0 - Students will control language by applying the conventions of standard English in speaking and writing.MD 5.A - GrammarMD 5.A.1 - Recognize elements of grammar in personal and academic readingMD 5.A.2 - Recognize, recall, and use basic elements of grammar to express ideas clearlyMD 5.A.2.a - Identify and use parts of speech, such as nouns, pronouns, verbs, adverbs, adjectives (including articles)MD 5.A.2.b - Identify and incorporate subjects and verbs when composing simple sentencesMD 5.A.2.c - Compose complete and correct declarative, interrogative, imperative, and exclamatory sentences
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 3, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 5.A.2.d - Identify and use verb forms, such as singular/plural, regular/irregularMD 5.A.2.e - Identify and use verb tenses, such as present, past, and futureMD 5.B - UsageMD 5.B.1 - Recognize examples of conventional usage in personal and academic readingMD 5.B.2 - Comprehend and apply standard English usage in oral and written languageMD 5.B.2.a - Use singular subjects with singular verbs and plural subjects with plural verbsMD 5.B.2.b - Apply consistent and appropriate use of verb tenses, such as past, present, and future; pronouns, such as personal and possessive; and modifiersMD 5.B.2.c - Recognize and correct common usage errors, such as homophones, contractions, and commonly confused words
MD 5.B.2.d - Use available resources to correct or confirm editorial choices
MD 5.B.2.e - Explain editorial choices
MD 5.C - MechanicsMD 5.C.1 - Explain the purpose of mechanics to make and clarify meaning in academic and personal reading and writingMD 5.C.2 - Apply standard English punctuation and capitalization in written languageMD 5.C.2.a - Use correct end punctuationMD 5.C.2.b - Use commas correctly in dates, addresses, cities and states, salutations and closings, and items in a seriesMD 5.C.2.c - Use underlining for titles of booksMD 5.C.2.d - Use apostrophes in contractions and singular possessives
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 3, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 5.C.2.e - Use quotation marks in simple dialogueMD 5.C.2.f - Use capital letters to begin a sentence and identify a proper nounMD 5.C.2.g - Indent for paragraphsMD 5.C.3 - Explain editorial choices involving mechanicsMD 5.D - SpellingMD 5.D.1 - Recognize conventional spelling in and through personal and academic readingMD 5.D.2 - Apply conventional spelling in written languageMD 5.D.2.a - Spell non-phonetic high frequency wordsMD 5.D.2.b - Spell words with common prefixes and suffixesMD 5.D.2.c - Modify spellings when adding inflectional endings and suffixesMD 5.D.2.d - Spell words that follow regular spelling patterns in multi-syllabic wordsMD 5.D.2.e - Spell previously studied contractions and possessives
MD 5.D.2.f - Access resources as a spelling aid (word wall, dictionary, technology)MD 5.D.3 - Maintain a personal list of words to use in editing original writing
MD 5.E - HandwritingMD 5.E.1 - Produce writing that is legible to the audienceMD 5.E.1.a - Use manuscript fluently when appropriate to the task
MD 5.E.1.b - Form upper and lower case letters using cursive writingMD 5.E.1.c - Use connecting strokes to write continuous text for daily assignmentsMD 5.E.1.d - Use cursive writing for independent assignments to build accuracy and automaticityMD 5.E.1.e - Use word processing technology when appropriate
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 3, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 6.0 - Students will demonstrate effective listening to learn, process, and analyze information.
MD 6.A - ListeningMD 6.A.1 - Demonstrate active listening strategiesMD 6.A.1.a - Attend to the speaker
MD 6.A.1.b - Ask appropriate questionsMD 6.A.1.c - Respond appropriately to clarify and understand
MD 6.A.2 - Comprehend and analyze what is heardMD 6.A.2.a - Determine whether a speaker's general purpose is to inform, to persuade, or to entertainMD 6.A.2.b - Identify rhythms and patterns of language, including alliteration, onomatopoeia, rhyme, and repetition
Skill Area 5 - Phonemic Awareness (PA)
Skill 1 - PA01 Identifying rhyming words
MD 6.A.2.c - Demonstrate an understanding of what is heard by retelling, asking questions, relating prior knowledge, and summarizingMD 6.A.2.d - Follow a set of multi-step directions
Skill Area 2 - Technology Software (TS)
Skill 8 - TS08 Following instructions
Skill Area 1 - Overall Product (OP)
Skill 29 - OP29 Understanding a complex set of instructions (STM)
MD 6.A.2.e - Listen carefully to expand and enrich vocabulary
Skill Area 1 - Overall Product (OP)
Skill 11 - OP11 Listening and responding to vocabulary and questionsSkill 26 - OP26 Following oral directions
MD 6.A.2.f - Make judgments based on information from the speaker
MD 7.0 - Students will communicate effectively in a variety of situations with different audiences, purposes, and formats.MD 7.A - SpeakingMD 7.A.1 - Use organization and delivery strategies at an appropriate levelMD 7.A.1.a - Speak clearly enough to be heard and understood in a variety of situations for a variety of purposes
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Agency Tag Set NameMaryland, Reading/English Language Arts, 2004, Grade 3, Voluntary State Curriculum, State Department of EducationStandard Skill Area Description Skill Description
Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy
MD 7.A.1.b - Use appropriate non-verbal techniques to enhance communicationsMD 7.A.1.b.1 - PostureMD 7.A.1.b.2 - Eye contactMD 7.A.1.b.3 - Facial expressionsMD 7.A.1.b.4 - GesturesMD 7.A.2 - Make oral presentations
MD 7.A.2.a - Speak in a variety of situations to inform and/or relate experiences, including retelling storiesMD 7.A.2.b - State a position and support it with reasonsMD 7.A.2.c - Participate in dramatic presentationsMD 7.A.2.d - Plan and deliver effective oral presentationsMD 7.A.2.e - Use props when appropriate
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