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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PreKindergarten<br />
✎<br />
<strong>MMSR</strong> Exemplars<br />
Content Area: Social Studies – 1.0 Political Science 2.0 Peoples of the Nations and World<br />
WSS Indicator: V C1 Demonstrates awareness of rules Fall Spring<br />
<strong>MMSR</strong>/SC: 1A 1 Identify the importance of rules<br />
2C 1 Identify how groups of people interact<br />
Objective: Proficient In Process Needs Development<br />
Recognize why people<br />
have rules at home and<br />
at school<br />
Student is able to name some<br />
of the classroom rules (Ex:<br />
take turns, listening to others,<br />
keep hands and feet to<br />
yourself, etc.) without adult<br />
prompting.<br />
Student is able to name at<br />
least one of the classroom<br />
rules (Ex: take turns, listening<br />
to others, keep hands and feet<br />
to yourself, etc.) with adult<br />
prompting.<br />
Student does not name any of<br />
the classroom rules (Ex: take<br />
turns, listening to others, keep<br />
hands and feet to yourself,<br />
etc.) with adult prompting.<br />
Generate and follow<br />
classroom rules that<br />
promote order and<br />
safety in the classroom<br />
Identifies simple rules and<br />
responds to teacher directions<br />
or signals, such as responding<br />
to the signal to clean up and<br />
participating in class clean up<br />
time.<br />
Identifies simple rules with<br />
reminders and occasionally<br />
responds to teacher directions<br />
or signals (Ex., responds to the<br />
signal to clean up but<br />
continues to play).<br />
Does not respond to teacher<br />
directions or signals and<br />
continues playing after the<br />
signal to clean up has been<br />
given.<br />
Identify/ demonstrate<br />
appropriate social skills<br />
that help people live,<br />
work, play together at<br />
home/ school<br />
Student shares toys with<br />
another child, with adult verbal<br />
guidance.<br />
Student occasionally will share<br />
toys with another student when<br />
adult intervenes.<br />
Student refuses to share toys<br />
with another child when asked<br />
by an adult to do so.<br />
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