MGOL helps to develop and strengthen MMSR (Maryland Model for School Readiness) Skills and also aligns with Core Curriculum Standards in the following areas:

Personal and Social Development

1.0 Personal self-regulation: Children will demonstrate effective personal functioning in group settings and as individuals

A. Self Concept and Control

  • Demonstrates healthy self-confidence
    • Attempts new play and learning experiences independently
  • Shows some self-direction
    • Makes choices with help and pursues tasks with intention
  • Uses materials appropriately
    • Plays with and uses materials with appropriate intention and purpose

2.0 Social self-regulation: Children will demonstrate effective social functioning in group settings and as individuals

A. Interactions with others

  • Initiates and maintains relationships with peers and adults
    • Interacts easily with one or more children
    • Interacts easily with familiar adults
  • Participates cooperatively in group activities
    • Participates in the group life of the class
    • Listens to directions from peers and responds to simple tasks
    • Understands the rule of group activities with guidance
    • Understands basic feelings, such as happiness or sadness, as expressed by others verbally or non-verbally.
    • Speaks of individual contributions- and group accomplishments

Language and Literacy Development

1.0 General reading processes: Phonemic awareness:

A. Phonemic Awareness

  • Discriminates sounds and words
    • Tells whether sounds are the same or different
    • Identifies and repeats initial sounds in words
  • Discriminates and produces rhyming words and alliteration
    • Repeats rhyming words
    • Repeats phrases and sentences with alliteration
    • Discriminates rhyming words from non-rhyming words
    • Claps words in a sentence
    • Identifies the initial sound in a word

1.0 General reading processes: Fluency: Children will read orally with accuracy and expression at a rate that sounds like speech

C. Fluency: Engages in imitative reading at an appropriate rate

  • Listens to models of fluent reading
  • Recites nursery rhymes, poems, and finger plays with expression
  • Develops beginning sight vocabulary or familiar words, such as first name, color words.

1.0 General reading processes: Vocabulary: Student will use a variety of strategies and opportunities to understand word meaning and to increase vocabulary

D. Vocabulary

Develops and applies vocabulary through exposure to a variety of texts

  • Understands, acquires and uses new vocabulary
    • Uses illustrations to find meaning of unknown words
    • Uses newly learned vocabulary on multiple occasions to reinforce meaning

1.0 General reading processes: Comprehension:

  • Shows appreciation for books and reading (WSS II C1)
  • Shows beginning understanding of concepts about print (WSS II C2)
    • Understands that speech can be written and read
    • Understands that print conveys meaning
    • Demonstrates the proper use of a book
  • Uses strategies to prepare for reading (before reading)
    • Makes connections to the text using illustrations/photographs from prior knowledge
    • Makes predictions by examining the title, cover, illustrations/photographs, and familiar author or topic
    • Helps set a purpose for reading.
    • Uses illustrations to construct meaning
    • Connects events, characters, and actions in stories to specific life experiences

6.0 Listening

A. Listening

  • Demonstrates active listening strategies.
    • Attends to the speaker
  • Gains meaning by listening (WSS A1)
  • Follows two- or three- step directions (WSS II A2)
  • Demonstrates phonological awareness (WSS II A3)
    • Determines a speaker’s general purpose
    • Identifies rhythms and patterns of language, including rhyme and repetition
    • Demonstrates an understanding of what is heard by retelling and relating prior knowledge
    • Follows a set of two-or-three step directions
    • Listens carefully to expand and enrich vocabulary.

Cognition and General Knowledge: Fine Arts — Music

1.0 Perceiving and Responding: Aesthetic Education. Children will demonstrate the ability to perceive, perform, and respond to music.

A.  Perceiving and Responding

  • Develops awareness of the characteristics of musical sounds and the diversity of sounds in the environment.
    • Explores a range of classroom instruments such as wood blocks, triangles, rhythm sticks, maracas, guiros, jingle bells, sand blocks, cymbals, and tambourines.
    • Listens for repeated patterns in music
    • Responds to changes heard in music: Fast/slow, loud/soft (quiet), long/short, high/low
    • Experiences performance through singing, playing instruments, and listening to performances of others.
    • WSS VI A1: Participates in group music experiences.
    • Sings songs that use the voice in a variety of ways
    • Listens to examples of adult male voices, adult female voices, and children’s voices
    • Waits and listens before imitating rhythmic and melodic patterns
    • Explores steady beat through singing, speaking, and playing classroom instruments.
      • Responds to music through movement
      • WSS VI A1: Participates in creative movement, dance, and drama
      • Expresses music through movement, developing the concept of personal space (“bubble space”)
      • Responds to steady beat through locomotor and body movement
      • Listens for simple directions or verbal cues in singing games
      • Explores a variety of locomotor and non-locomotor movements to show meter.

2.0 Historical, Cultural, and Social Context:

  • Explores music used in daily living
  • Sings songs representative of different activities, holidays, and seasons in a variety of world cultures.
  • Becomes acquainted with the roles of music in the lives of people
    • Explores a rich repertoire of music representing its roles in the lives of people, such as lullabies