Maryland Model for School Readiness (MMSR ... - mdk12
Maryland Model for School Readiness (MMSR ... - mdk12
Maryland Model for School Readiness (MMSR ... - mdk12
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SC - Content Area and<br />
Standard Number<br />
<strong>MMSR</strong> Exemplars Format<br />
Content Area: 6.0 Listening<br />
Work Sampling System –<br />
Indicator and Number<br />
Rating Period<br />
WSS Indicator: II A1 Gains meaning by listening Fall Spring<br />
<strong>MMSR</strong>/SC Indicator: A.2. Comprehend and analyze what was heard<br />
SC - Topic and Indicator<br />
<strong>MMSR</strong>/SC – Indicator Alignment<br />
Objective: Proficient In Process Needs Development<br />
Determine a speaker’s general<br />
purpose<br />
Removes and hangs up coat when<br />
directed by the teacher to take off and<br />
hang up coat/jacket (May rely on<br />
visual cues.)<br />
Removes coat and leaves it on the<br />
floor when directed by teacher and/or<br />
provided with visual cues to take off<br />
and hang up coat/jacket.<br />
Joins the class with coat/jacket on<br />
after being directed by the teacher to<br />
take off and hang up coat/jacket.<br />
Demonstrate and understanding<br />
of what is heard by retelling and<br />
relating prior knowledge<br />
Listen carefully to expand and<br />
enrich vocabulary<br />
Listens to a visitor communicate about<br />
what s/he does in the community (e.g.,<br />
police officer) then finds a book about<br />
community helpers and makes a<br />
personal connection by<br />
communicating that her Dad is a<br />
police officer.<br />
Defines new vocabulary and is<br />
sometimes able to use it in the correct<br />
context during conversation.<br />
Listens to a visitor communicate about<br />
what s/he does in the community (e.g.,<br />
police officer) and later uses some<br />
words (or signs or pictures) and<br />
content in dramatic play.<br />
Defines new vocabulary but is not able<br />
to use it in the correct context during<br />
conversation.<br />
When asked a question about the<br />
classroom visitor, responds by<br />
communicating, “I don’t know,” or<br />
“Today I am packing my lunch.”<br />
Unable to define or use new<br />
vocabulary.