SOUTH CAROLINA EARLY LEARNING STANDARDS 2017 - 99% - HELPDOCS
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Correlation Criteria: SOUTH CAROLINA EARLY
LEARNING STANDARDS 2017
JULY 2021
CURRICULUM
Correlation
Waterford South Carolina
Reading Academy: 99% Early Learning
PreK Standards 2017
*Correlation content includes both Waterford Digital Resources and Waterford Teacher Resources
(including SmartStart Teacher Guides)
TABLE OF CONTENTS
APPROACHES TO PLAY AND LEARNING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 MATHEMATICAL THINKING AND EXPRESSION . . . . . . . . . . . . . . . . . . . . . . 26
Curiosity, Information-Seeking, and Eagerness. . . . . . . . . . . . . . . . . . . . . . . . 1 Foundations for Number Sense. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Play and Imagination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Foundations for Algebraic Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Risk Taking, Problem Solving, and Flexibility. . . . . . . . . . . . . . . . . . . . . . . . . 4 Foundations for Geometry and Spatial Understanding. . . . . . . . . . . . . . . 29
Attentiveness, Effort, and Persistence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Foundations of Measurement and Data Analysis . . . . . . . . . . . . . . . . . . . . 30
Mathematical Thinking and Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
EMOTIONAL AND SOCIAL DEVELOPMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Developing a Sense of Self. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 COGNITIVE DEVELOPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Developing a Sense of Self with Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Construction of Knowledge: Thinking and Reasoning. . . . . . . . . . . . . . . . 32
Learning About Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Creative Expression. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Social Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
HEALTH AND PHYSICAL DEVELOPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Scientific Exploration and Knowledge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Physical Health and Growth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Motor Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 WATERFORD BOOKS AND RELATED ACTIVITIES . . . . . . . . . . . . . . . . . . . . 42
Self-Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
WATERFORD FAMILY ENGAGEMENT RESOURCES . . . . . . . . . . . . . . . . . . . 45
Safety Awareness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
LANGUAGE DEVELOPMENT AND COMMUNICATION. . . . . . . . . . . . . . . . . . . 16
Learning to Communicate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Foundations for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Foundations for Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
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APPROACHES TO PLAY AND LEARNING
CURIOSITY, INFORMATION-SEEKING, AND EAGERNESS
Goal APL-1: Children show curiosity and express interest in the world around them.
Communicate interest to others through • Find Me! • Center Activities
verbal and nonverbal means (take • Where’s Papa? • Unit 4, Pg. 96 Good Friends Activity: I Try New Things
teacher to the science center to see a • Soup’s On! • Unit 6, Pg. 99 Good Friends Activity: I’m a
new animal). APL-1n • Perfect Present Problem Solver
• Party Time • Unit 7, Pg. 212 It’s Different, But It’s Good!
Discover things that interest and amaze • Books: I Want to Be a Scientist Like Jane Goodall; • Center Activities
them and seek to share them with I Want to Be a Scientist Like Wilbur and Orville • Unit 1, Pg. 32 Train My Brain: Determination
others. APL-1m Wright; I Want to Be a Scientist Like George • Unit 6, Pg. 99 Good Friends Activity: I’m a
Washington Carver Problem Solver
• Science Investigation • Unit 7, Pg. 131 Good Friends Activity: I Pay Attention
• Unit 7, Pg. 212 It’s Different, But It’s Good!
Show interest in a growing range of • Books: I Want to Be a Scientist Like Jane Goodall; • Unit 1, Pg. 6 Learning
topics, ideas, and tasks. APL-1o I Want to Be a Scientist Like Wilbur and Orville • Unit 4, Pg. 96 Good Friends Activity: I Try New Things
Wright; I Want to Be a Scientist Like George • Unit 6, Pg. 99 Good Friends Activity: I’m a
Washington Carver Problem Solver
• Science Investigation • Unit 7, Pg. 212 It’s Different, But It’s Good!
Demonstrate interest in mastering new • Books: I Want to Be a Scientist Like Jane Goodall; • Unit 1, Pg. 6 Learning
skills (e.g., writing name, riding a bike, I Want to Be a Scientist Like Wilbur and Orville • Unit 4, Pg. 96 Good Friends Activity: I Try New Things
dance moves, building skills). APL-1p Wright; I Want to Be a Scientist Like George • Unit 6, Pg. 99 Good Friends Activity: I’m a
Washington Carver Problem Solver
• Science Investigation • Unit 7, Pg. 212 It’s Different, But It’s Good!
• Build Knowledge
Goal APL-2: Children actively seek to understand the world around them.
Ask questions to find out more about • Books: I Want to Be a Scientist Like Jane Goodall; • Story Time Activities
the things that interest them, including I Want to Be a Scientist Like Wilbur and Orville • Center Activities
questions about future events. APL-2l Wright; I Want to Be a Scientist Like George • Morning Meetings
Washington Carver
• Science Investigation
Choose among different ways to explore • Song: I Am Part of All I See • Unit 1, Pg. 75 Five Senses: How Do We Know?
the environment based on experience • Science Investigation • Unit 1, Pg. 84 What Do You See?
(use a magnifying glass that the class
used before to explore something
new). APL-2m
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Goal APL-2: Children actively seek to understand the world around them continued.
Use what they know from experience to • Connect to Me • Unit 1, Pg. 149 I Am, I Can
understand what is happening now (get • Build Knowledge • Unit 4, Pg. 96 Good Friends Activity: I Try New Things
an umbrella to go outside because it is • Unit 6, Pg. 99 Good Friends Activity: I’m a
raining). APL-2n Problem Solver
PLAY AND IMAGINATION
Goal APL-3: Children engage in increasingly complex play.
Develop and sustain more complex • Clubhouse • Center Activities
pretend play themes in cooperation with • Marmot’s Basket • Introduction, Pg. 11 Dramatic Play Center
peers. APL-3r • Pretend Play • Unit 1, Pg. 6 Learning
• Unit 2, Pg. 190 Dramatic Play: Junkyard
• Unit 3, Pg. 330 Dramatic Play: Fire Station
• Unit 7, Pg. 134 Dramatic Play: Architect’s Office
• Unit 7, Pg. 141 Tool Workshop
Use more complex and varied language Waterford online books include bold-faced vocabulary • Unit 2, Pg. 202 Kind Kids
to share ideas and influence others words. When any word is selected, the word is repeated. • Unit 5, Pg. 226 Good Friends Activity: I’m a
during play. APL-3s When bold-faced words are selected, students hear a Good Friend
slowed pronunciation and definition in a pop-up with an • Unit 5, Pg. 238 Friends Use Kind Words
illustration. • Unit 6, Pg. 56 Good Friends Activity: Can I
Play With You?
• Unit 6, Pg. 75 Grown-up Manners
• Unit 7, Pg. 249 Friendship
Choose to use new knowledge and skills • Pretend Play • Center Activities
during play (add features to dramatic • Introduction, Pg. 11 Dramatic Play Center
play scene related to class project, • Unit 1, Pg. 6 Learning
write list, build structure like displayed • Unit 2, Pg. 190 Dramatic Play: Junkyard
picture). APL-3t • Unit 3, Pg. 330 Dramatic Play: Fire Station
• Unit 7, Pg. 134 Dramatic Play: Architect’s Office
• Unit 7, Pg. 141 Tool Workshop
Demonstrate their cultural values and Waterford is committed to creating a diverse learning • Unit 3, Pg. 286 Grandmas: Same and Different
“rules” through play (tells another experience that connects with early learners from all • Unit 3, Pg. 288 Journals: My Family
child, “That’s not what we eat for backgrounds. • Unit 3, Pg. 335 Tortillas, Tortillas: Family Dinner
breakfast.”). APL-3u
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Goal APL-4: Children demonstrate creativity, imagination, and inventiveness.
Plan play scenarios (dramatic play, • Pretend Play • Center Activities
construction), and use or create a variety • Introduction, Pg. 11 Dramatic Play Center
of props or tools to enact them. APL-4l • Unit 1, Pg. 6 Learning
• Unit 2, Pg. 175 Dancing with Props
• Unit 2, Pg. 190 Dramatic Play: Junkyard
• Unit 3, Pg. 330 Dramatic Play: Fire Station
• Unit 7, Pg. 134 Dramatic Play: Architect’s Office
• Unit 7, Pg. 141 Tool Workshop
Expand the variety of roles taken • Pretend Play • Center Activities
during dramatic play and add more • Introduction, Pg. 11 Dramatic Play Center
actions, language, or props to enact • Unit 1, Pg. 6 Learning
roles. APL-4m • Unit 2, Pg. 175 Dancing with Props
• Unit 2, Pg. 190 Dramatic Play: Junkyard
• Unit 3, Pg. 330 Dramatic Play: Fire Station
• Unit 7, Pg. 134 Dramatic Play: Architect’s Office
• Unit 7, Pg. 141 Tool Workshop
Use materials or actions in increasingly • Pretend Play • Unit 1, Pg. 133 Farmer in the Dell: Word Mix-up
varied and resourceful ways to represent • Perfect Present • Unit 2, Pg. 160 Dramatic Play: Restaurant
experiences or ideas. APL-4n • Unit 2, Pg. 242 Dramatic Play: Pet Store
• Unit 3, Pg. 328 We All Have Jobs
• Unit 3, Pg. 345 Which Hat Is Best?
• Unit 3, Pg. 359 Dramatic Play: Zoo and
Animal Sculpture
• Unit 6, Pg. 69 Dramatic Play: Post Office
• Unit 7, Pg. 134 Dramatic Play: Architect’s Office
Make up stories, songs, or dances for fun • Pretend Play • Story Time Activities
during play. APL-4o • Baby’s Ballet • Unit 2, Pg. 175 Dancing with Props
• Mama’s Melody • Unit 6, Pg. 85 Storytelling with Instruments
Invent new games. APL.4p • Pretend Play • Introduction, Pg. 11 Dramatic Play Center
• Unit 4, Pg. 28 Classroom Block Play
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RISK TAKING, PROBLEM SOLVING, AND FLEXIBILITY
Goal APL-5: Children are willing to try new and challenging experiences.
Express a belief that they can do things • Books: I Want to Be a Scientist Like Jane Goodall; I • Unit 1, Pg. 149 I Am, I Can
that are hard. APL-5o Want to Be a Scientist Like Wilbur and Orville Wright; I • Unit 6, Pg. 26 Journal Prompt: My Body Does
Want to Be a Scientist Like George Washington Carver Amazing Things!
• Marmot’s Basket • Unit 7, Pg. 246 I Know
• Perfect Present
Approach new experiences • Book: My Super Sticky Sandwich • Unit 1, Pg. 149 I Am, I Can
independently. APL-5p • Perfect Present • Unit 4, Pg. 96 Good Friends Activity: I Try New Things
• Unit 7, Pg. 212 It’s Different, But It’s Good!
• Unit 7, Pg. 246 I Know
Ask to participate in new experiences • Find Me! • Unit 1, Pg. 4 Arrival and Toy Time
that they have observed or heard • Unit 1, Pg. 10 Good Playing Rules
about. APL-5q • Unit 1, Pg. 76 Taking Turns Game
• Unit 6, Pg. 75 Grown-up Manners
Independently seek new • Perfect Present • Center Activities
challenges. APL-5r • Squirrel’s Sketches • Unit 1, Pg. 149 I Am, I Can
• Unit 4, Pg. 96 Good Friends Activity: I Try New Things
• Unit 6, Pg. 99 Good Friends Activity: I’m a
Problem Solver
Goal APL-6: Children use a variety of strategies to solve problems.
Seek and make use of ideas and help • Book: Milton’s Mittens • Unit 5, Pg. 166 Good Friends Activity: I Ask for Help
from adults and peers to solve problems • Lost and Found When I Need It
(“How can I make this paint get off my • Marmot’s Basket • Unit 2, Pg. 202 Kind Kids
pants?”). APL-6n • Unit 5, Pg. 226 Good Friends Activity: I’m a
Good Friend
Describe the steps they will use to solve Social-emotional videos model problem-solving • Unit 5, Pg. 166 Good Friends Activity: I Ask for Help
a problem. APL-6o strategies that include individual methods as well as When I Need It
seeking adult help. • Unit 6, Pg. 99 Good Friends Activity: I’m a
Problem Solver
Evaluate different strategies for solving Social-emotional videos model problem-solving • Unit 5, Pg. 166 Good Friends Activity: I Ask for Help
a problem and select the strategy they strategies that include individual methods as well as When I Need It
feel will work without having to try seeking adult help. • Unit 6, Pg. 99 Good Friends Activity: I’m a
it. APL-6p Problem Solver
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Goal APL-6: Children use a variety of strategies to solve problems continued.
Explain how they solved a problem to Social-emotional videos model problem-solving • Unit 4, Pg. 96 Good Friends Activity: I Try New Things
another person. APL-6q strategies that include individual methods as well as • Unit 6, Pg. 99 Good Friends Activity: I’m a
seeking adult help. Problem Solver
• Unit 7, Pg. 131 Good Friends Activity: I Pay Attention
ATTENTIVENESS, EFFORT, AND PERSISTENCE
Goal APL-7: Children demonstrate initiative.
Show increasing independence and • Squirrel’s Sketches • Unit 1, Pg. 149 I Am, I Can
purpose when making choices (“I’m • Perfect Present • Unit 4, Pg. 96 Good Friends Activity: I Try New Things
going to the block area to make a track • Marmot’s Basket • Unit 6, Pg. 99 Good Friends Activity: I’m a
for my race car.”). APL-7k • Clubhouse Problem Solver
• Unit 7, Pg. 165 Good Friends Activity: I
Choose Carefully
Independently identify and seek things • Perfect Present • Center Activities
they need to complete activities or tasks • Family Photo Fun: Dinner Time • Dramatic Play Activities
(gather supplies and make a birthday • Unit 1, Pg. 32 Train My Brain: Determination
card with a message). APL-7l • Unit 4, Pg. 96 Good Friends Activity: I Try New Things
• Unit 6, Pg. 99 Good Friends Activity: I’m a
Problem Solver
Set simple goals that extend over • Squirrel’s Sketches • Unit 1, Pg. 32 Train My Brain: Determination
time, make plans and follow through • Perfect Present • Unit 4, Pg. 96 Good Friends Activity: I Try New Things
(“Let’s make a rocket ship. We need • Unit 6, Pg. 99 Good Friends Activity: I’m a
blocks.”). APL.7m Problem Solver
Goal APL-8: Children maintain attentiveness and focus.
Sometimes able to focus on what is Engaging activities throughout Waterford hold children’s • Unit 1, Pg. 32 Train My Brain: Determination
relevant to a task (sort multicolored attention as they concentrate on each task. • Unit 7, Pg. 131 Good Friends Activity: I Pay Attention
wooden beads by shape). APL-8k
Consistently remain engaged in self- Engaging activities throughout Waterford hold children’s • Center Activities
directed activities. APL-8l attention as they concentrate on each task. Support • Dramatic Play Activities
provided within each activity can range from repeating • Unit 1, Pg. 32 Train My Brain: Determination
instructions to offering encouragement and visual clues • Unit 4, Pg. 96 Good Friends Activity: I Try New Things
to step-by-step, follow-me instruction.
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Goal APL-8: Children maintain attentiveness and focus continued.
Shift attention back to a task after When children need extra assistance to finish a task, • Unit 1, Pg. 32 Train My Brain: Determination
having been diverted from it. APL.8m Waterford helps build persistence by providing support • Unit 6, Pg. 99 Good Friends Activity: I’m a
that can range from repeating instructions to offering Problem Solver
encouragement and visual clues to step-by-step, follow- • Unit 7, Pg. 131 Good Friends Activity: I Pay Attention
me instruction.
Goal APL-9: Children persist at challenging activities.
Seek help from others to complete a Social-emotional videos model problem-solving • Unit 5, Pg. 166 Good Friends Activity: I Ask for Help
challenging activity (ask a teacher for strategies that include individual methods as well as When I Need It
help putting a puzzle away on a high seeking adult help. • Unit 6, Pg. 20 May I Help Game
shelf; ask a friend for help in naming an
unfamiliar animal in a picture). APL-9h
When something does not work, try Waterford activities run on a dynamic sequence engine • Unit 1, Pg. 32 Train My Brain: Determination
different ways to complete the task that responds to each child’s individual interactions. • Unit 4, Pg. 96 Good Friends Activity: I Try New Things
(when a block tower falls, try putting Children build persistence with scaffolded instruction • Unit 6, Pg. 99 Good Friends Activity: I’m a
the blocks together in a different way to and guided assistance throughout each activity. The Problem Solver
build the tower again). APL-9i support can range from repeating instructions to offering
encouragement and visual clues to step-by-step, follow-
me instruction.
Plan and follow through on longer-term • Observe a Simple System • Unit 1, Pg. 32 Train My Brain: Determination
tasks (planting a seed and caring for the • Unit 3, Pg. 365 Seed Investigation
plant). APL-9j • Unit 7, Pg. 131 Good Friends Activity: I Pay Attention
Keep trying until a challenging activity Waterford activities run on a dynamic sequence engine • Unit 1, Pg. 32 Train My Brain: Determination
is complete despite distractions or that responds to each child’s individual interactions. • Unit 2, Pg. 216 Dramatic Play: Laundromat
interruptions (multi-piece puzzle Children build persistence with scaffolded instruction • Unit 6, Pg. 99 Good Friends Activity: I’m a
started before lunch and completed and guided assistance throughout each activity. The Problem Solver
later). APL-9k support can range from repeating instructions to offering • Unit 7, Pg. 131 Good Friends Activity: I Pay Attention
encouragement and visual clues to step-by-step, follow-
me instruction.
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EMOTIONAL AND SOCIAL DEVELOPMENT
DEVELOPING A SENSE OF SELF
Goal ESD-1: Children demonstrate a positive sense of self-identity and self-awareness.
Describe themselves in concrete ways, • Books: Mine; Jose Three; Grandpa’s Great Athlete • Unit 1, Pg. 149 I Am, I Can
with greater detail and accuracy (“My • Unit 6, Pg. 14 Picturing My Body
eyes are brown.” “I am tall.”). ESD-1o • Unit 6, Pg. 26 Journal Prompt: My Body Does
Amazing Things!
• Unit 7, Pg. 246 I Know
Express awareness that they are • Song: Tortillas, Tortillas • Unit 2, Pg. 158: This Belongs to a Friend
members of different groups (e.g., family, • Come Inside • Unit 3, Pg. 286 Grandmas: Same and Different
preschool class, ethnic group). ESD-1p • My Family • Unit 3, Pg. 288 Journals: My Family
• Clubhouse
Choose to spend more time on preferred Consistent review and practice throughout the Waterford • Unit 1, Pg. 149 I Am, I Can
activities, and express awareness of skills sequence builds student awareness of, and confidence in, • Unit 6, Pg. 26 Journal Prompt: My Body Does
they are developing. ESD-1q the skills they are learning. Amazing Things!
• Unit 7, Pg. 246 I Know
Goal ESD-2: Children express positive feelings about themselves and confidence in what they can do.
Express positive feelings about • Perfect Present • Unit 2, Pg. 206 Good Friends, Good Listeners
themselves by showing and/or telling • Squirrel’s Sketches • Unit 5, Pg. 197 Good Friends Activity: I’m a Helper
others about themselves, things they • Come Inside • Unit 5, Pg. 226 Good Friends Activity: I’m a
like, or things they have done. ESD-2n • My Family Good Friend
• Unit 6, Pg. 36 Good Friends Activity: My Brain Has
Lots of Ideas
• Unit 7, Pg. 249 Friendship
Express the belief that they can do many • Clubhouse • Unit 1, Pg. 149 I Am, I Can
things. ESD-2o • Marmot’s Basket • Unit 6, Pg. 26 Journal Prompt: My Body Does
• Soup’s On! Amazing Things!
• Squirrel Sketches • Unit 6, Pg. 36 Good Friends Activity: My Brain Has
• Pretend Play Lots of Ideas
• Unit 7, Pg. 246 I Know
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Goal ESD-2: Children express positive feelings about themselves and confidence in what they can do continued.
Stick with tasks even when they are Digital Resources run on a dynamic sequence engine • Unit 1, Pg. 32 Train My Brain: Determination
challenging. ESD-2p that responds to each child’s individual interactions. • Unit 2, Pg. 216 Dramatic Play: Laundromat
Children build persistence with scaffolded instruction • Unit 6, Pg. 99 Good Friends Activity: I’m a
and guided assistance throughout each activity. The Problem Solver
support can range from repeating instructions to offering • Unit 7, Pg. 131 Good Friends Activity: I Pay Attention
encouragement and visual clues to step-by-step, follow-
me instruction.
Express opinions about their abilities • Book: Mine • Unit 1, Pg. 149 I Am, I Can
in different areas (“I’m a good • Lost and Found • Unit 6, Pg. 26 Journal Prompt: My Body Does
friend.” I can run fast.” “I know all my • It’s Not Fair! Amazing Things!
letters!”). ESD-2q • Do I Have To? • Unit 7, Pg. 246 I Know
• Where’s Papa?
DEVELOPING A SENSE OF SELF WITH OTHERS
Goal ESD-3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs.
Seek out trusted teachers and caregivers • Lost and Found • Unit 3, Pg. 375 Trusted Adults
as needed (for emotional support, • Find Me! • Unit 5, Pg. 166 Good Friends Activity: I Ask for Help
physical assistance, social interaction, • It’s Not Fair! When I Need It
problem solving, and approval). ESD-3t • Do I Have To? • Unit 5, Pg. 173 Asking for Help
• Where’s Papa?
Form positive relationships with new • Unit 3, Pg. 375 Trusted Adults
teachers or caregivers over time. ESD-3u • Unit 5, Pg. 166 Good Friends Activity: I Ask for Help
When I Need It
• Unit 5, Pg. 173 Asking for Help
Use language effectively to continue Social-emotional videos model conversations and • Unit 3, Pg. 375 Trusted Adults
conversations with familiar adults and discussions between various characters. The videos • Unit 5, Pg. 166 Good Friends Activity: I Ask for Help
to influence their behavior (ask for help, demonstrate appropriate conversation rules as characters When I Need It
ask an adult to do something). ESD-3v develop ideas and communicate in complete sentences. • Unit 5, Pg. 173 Asking for Help
• Unit 6, Pg. 75 Grown-up Manners
Goal ESD-4: Children form relationships and interact positively with other children.
Demonstrate social skills when Social-emotional videos model positive, pro-social • Unit 3, Pg. 375 Trusted Adults
interacting with other children behaviors such as friendship, empathy, kindness, • Unit 5, Pg. 166 Good Friends Activity: I Ask for Help
(turn taking, conflict resolution, collaboration, courtesy, respect, and initiative as children When I Need It
sharing). ESD-4p learn to respect the rights and property of others as well • Unit 5, Pg. 173 Asking for Help
as their own. • Unit 6, Pg. 107 How to Solve a Problem
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Goal ESD-4: Children form relationships and interact positively with other children continued.
Form and maintain friendships with Waterford is committed to creating a diverse learning • Unit 2, Pg. 188 Full Buckets
other children of diverse cultural experience that connects with early learners from all • Unit 7, Pg. 249 Friendship
backgrounds and abilities. ESD-4q backgrounds.
Seek and give support to children they • Boo Hoo Baby • Unit 2, Pg. 188 Full Buckets
identify as friends. ESD-4r • Marmot’s Basket • Unit 2, Pg. 202 Kind Kids
• Musical Mayhem • Unit 2, Pg. 206 Good Friends, Good Listeners
• Unit 5, Pg. 226 Good Friends Activity: I’m a
Good Friend
• Unit 5, Pg. 238 Friends Use Kind Words
Use language effectively to have Social-emotional videos model positive, pro-social • Unit 1, Pg. 10 Good Playing Rules
conversations with other children and behaviors such as friendship, empathy, kindness, • Unit 2, Pg. 202 Kind Kids
influence another child’s behavior collaboration, courtesy, respect, and initiative. • Unit 5, Pg. 226 Good Friends Activity: I’m a
(negotiate sharing a toy, plan how to Good Friend
build a block tower together). ESD-4s • Unit 5, Pg. 238 Friends Use Kind Words
• Unit 6, Pg. 56 Good Friends Activity: Can I
Play With You?
Play and interact cooperatively with Social-emotional videos model positive, pro-social • Unit 1, Pg. 10 Good Playing Rules
other children (work on project together, behaviors such as friendship, empathy, kindness, • Unit 2, Pg. 202 Kind Kids
exchange ideas). ESD-4t collaboration, courtesy, respect, and initiative. • Unit 5, Pg. 226 Good Friends Activity: I’m a
Good Friend
• Unit 5, Pg. 238 Friends Use Kind Words
• Unit 6, Pg. 56 Good Friends Activity: Can I
Play With You?
Goal ESD-5: Children demonstrate the social and behavioral skills needed to successfully participate in groups.
Follow social rules, transitions, and • Party Time • Unit 2, Pg. 158 This Belongs to a Friend
routines that have been explained to • Soup’s On! • Unit 1, Pg. 10 Good Playing Rules
them. ESD-5r • Unit 2, Pg. 202 Kind Kids
• Unit 5, Pg. 226 Good Friends Activity: I’m a
Good Friend
• Unit 5, Pg. 238 Friends Use Kind Words
• Unit 6, Pg. 75 Grown-up Manners
Make requests clearly and effectively • Find Me! • Unit 5, Pg. 166 Good Friends Activity: I Ask for Help
most of the time. ESD-5s • Lost and Found When I Need It
• Unit 6, Pg. 20 May I Help Game
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Goal ESD-5: Children demonstrate the social and behavioral skills needed to successfully participate in groups continued.
Balance their own needs with those of • It’s Not Fair! • Unit 2, Pg. 202 Kind Kids
others in the group. ESD-5t • Do I Have To? • Unit 5, Pg. 226 Good Friends Activity: I’m a
Mentor Resources: Good Friend
• Relationship Skills • Unit 5, Pg. 238 Friends Use Kind Words
• Unit 6, Pg. 56 Good Friends Activity: Can I
Play With You?
• Unit 6, Pg. 75 Grown-up Manners
• Unit 7, Pg. 249 Friendship
Anticipate consequences and plan • Family Photo Fun: The Picnic; Dinner Time; • Unit 4, Pg. 13 We’re All Happy
ways to solve problems effectively, with Broken Lamp • Unit 4, Pg. 66 Good Friends Activity: Two Friends
guidance and support. ESD-5u • Unit 5, Pg. 226 Good Friends Activity: I’m a
Good Friend
• Unit 6, Pg. 107 How to Solve a Problem
Use a variety of strategies to solve Social-emotional videos model problem-solving • Unit 4, Pg. 13 We’re All Happy
problems and conflicts with increasing strategies that include individual methods as well as • Unit 4, Pg. 66 Good Friends Activity: Two Friends
independence. ESD-5v seeking adult help. • Unit 5, Pg. 226 Good Friends Activity: I’m a
Good Friend
• Unit 6, Pg. 107 How to Solve a Problem
Express respect and caring for • Books: Seeing Fingers; In the Rain • Unit 2, Pg. 202 Kind Kids
all people, including people with • Boo Hoo Baby • Unit 5, Pg. 226 Good Friends Activity: I’m a
disabilities. ESD-5w • Musical Mayhem Good Friend
• Unit 5, Pg. 238 Friends Use Kind Words
• Unit 6, Pg. 56 Good Friends Activity: Can I
Play With You?
• Unit 6, Pg. 75 Grown-up Manners
• Unit 7, Pg. 249 Friendship
Recognize and honor cultural Waterford is committed to creating a diverse learning • Unit 3, Pg. 286 Grandmas: Same and Different
differences. ESD-5x experience that connects with early learners from all • Unit 3, Pg. 288 Journals: My Family
backgrounds. Sing Around the World songs offer children • Unit 3, Pg. 335 Tortillas, Tortillas: Family Dinner
opportunities to hear and see a variety of languages
and cultures.
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LEARNING ABOUT FEELINGS
Goal ESD-6: Children identify, manage, and express their feelings.
Express a range of emotions (happiness, • Do I Have To? • Unit 4, Pg. 4 Good Friends Activity: Guess How
sadness, fear, anger, disgust, tenderness, • It’s Not Fair! I’m Feeling
hostility, shame, guilt, satisfaction, and • Lost and Found • Unit 4, Pg. 26 Journal Prompt: I feel...
love) with their face, body, vocal sounds, • My Family
and words. ESD-6o • Soup’s On!
Mentor Resources:
• Self-Management; Emotion Cards; Guess How
I’m Feeling
Independently manage and express Social-emotional video series, “I Can Calm Down,” • Unit 4, Pg. 4 Good Friends Activity: Guess How
feelings effectively most of the models both appropriate and inappropriate behaviors I’m Feeling
time. ESD-6p through scenarios offering explanation and reasoning • Unit 4, Pg. 26 Journal Prompt: I feel...
for each outcome encouraging children to “Stop, Think, • Unit 7, Pg. 139 Painting My Feelings
and Choose.”
Use a larger vocabulary for talking about Social-emotional videos model conversations and • Unit 1, Pg. 88 Chrysanthemum Discussion
different feelings (“I’m frustrated with discussions between various characters. The videos • Unit 1, Pg. 149 I Am, I Can
that puzzle!” “I’m excited about our demonstrate appropriate conversation rules as characters • Unit 4, Pg. 26 Journal Prompt: I feel...
trip.”). ESD-6q develop ideas and communicate in complete sentences. • Unit 7, Pg. 139 Painting My Feelings
Give reasons for their feelings that may • It’s Not Fair! • Unit 4, Pg. 26 Journal Prompt: I feel...
include thoughts and beliefs as well as • Do I Have To?
outside events (“I’m happy because I • Soup’s On
wanted to win and I did.”). ESD-6r • Lost and Found
Use problem-solving strategies when Social-emotional videos model problem-solving • Unit 4, Pg. 35 Good Friends Activity: I Can Calm Down
feeling angry or frustrated. ESD-6s strategies that include individual methods as well as • Unit 6, Pg. 107 How to Solve a Problem
seeking adult help.
Goal ESD-7: Children recognize and respond to the needs and feelings of others.
Communicate understanding and • Boo Hoo Baby • Unit 2, Pg. 202 Kind Kids
empathy for others’ feelings. ESD-7n • Musical Mayhem • Unit 5, Pg. 238 Friends Use Kind Words
Mentor Resources:
• Lots of Feelings
Show awareness that their behavior • It’s Not Fair! • Unit 2, Pg. 202 Kind Kids
can affect the feelings of others (say, • Do I Have To? • Unit 5, Pg. 238 Friends Use Kind Words
“I didn’t mean to scare you when I • Unit 7, Pg. 184 Consequence Game
yelled.”). ESD-7o
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Goal ESD-7: Children recognize and respond to the needs and feelings of others continued.
Choose to act in ways that show respect Social-emotional videos model positive, pro-social • Unit 2, Pg. 202 Kind Kids
for others’ feelings and points of view behaviors such as friendship, empathy, kindness, • Unit 3, Pg. 318 Growing Into a Good Audience
most of the time with guidance and collaboration, courtesy, respect, and initiative. • Unit 5, Pg. 238 Friends Use Kind Words
support (compliment each other during • Unit 6, Pg. 10 Please and Thank You
play, work out conflicts, show respect for
opinions expressed by others). ESD-7p
HEALTH AND PHYSICAL DEVELOPMENT
PHYSICAL HEALTH AND GROWTH
Goal HPD-1: Children develop healthy eating habits.
Try new foods. HPD-1s • Unit 3, Pg. 319 Plant Part Salad
• Unit 4, Pg. 96 Good Friends Activity: I Try New Things
• Unit 7, Pg. 205 Healthy Eating
• Unit 7, Pg. 212 It’s Different, But It’s Good!
Feed themselves with utensils
independently. HPD-1t
Given a selection of familiar foods, • Song: Health • Unit 3, Pg. 319 Plant Part Salad
identify which foods are nutritious and • Healthy Food • Unit 7, Pg. 205 Healthy Eating
which are not. HPD-1u Mentor Resources:
• Food Pictures (Healthy Eating); My Healthy Plate
Talk about variety and amount of foods • Song: Health • Unit 3, Pg. 319 Plant Part Salad
needed to be healthy (can identify what • Healthy Food • Unit 7, Pg. 205 Healthy Eating
is missing from their meal). HPD-1v Mentor Resources:
• Food Pictures (Healthy Eating); My Healthy Plate
Name foods and beverages that help to • Song: Health • Unit 3, Pg. 319 Plant Part Salad
build healthy bodies. HPD-1w • Healthy Food • Unit 7, Pg. 205 Healthy Eating
Mentor Resources:
• Food Pictures (Healthy Eating); My Healthy Plate
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Goal HPD-2: Children engage in and sustain various forms of physical play indoors and out.
Develop strength and stamina by • Song: Health • Unit 1, Pg. 143 Builders and Bulldozers
spending extended periods of time • Book: We All Exercise • Unit 3, Pg. 276 Run, Run! Shade or Sun
engaged in active physical play indoors • Exercise and Rest • Unit 4, Pg. 42 Birds on a Perch
and out. HPD-2o • Unit 5, Pg. 233 Slide Like a Snail
• Unit 6, Pg. 53 Floating Robots
• Unit 6, Pg. 108 Exercise Makes Me Better
• Unit 6, Pg. 118 Come Rest Awhile (Yoga)
• Unit 6, Pg. 122 Obstacle Course
Communicate ways physical activity • Song: Health • Unit 1, Pg. 143 Builders and Bulldozers
keeps us healthy and makes us feel • Book: We All Exercise • Unit 3, Pg. 276 Run, Run! Shade or Sun
good. HPD-2p • Exercise and Rest • Unit 4, Pg. 42 Birds on a Perch
• Unit 5, Pg. 233 Slide Like a Snail
• Unit 6, Pg. 53 Floating Robots
• Unit 6, Pg. 108 Exercise Makes Me Better
• Unit 6, Pg. 118 Come Rest Awhile (Yoga)
• Unit 6, Pg. 122 Obstacle Course
Participate in structured and • Songs: Head, Shoulders, Knees, and Toes; I Touch My • Unit 1, Pg. 130 We’re Standing on One Foot!
unstructured motor activities that Nose Like This • Unit 3, Pg. 276 Run, Run! Shade or Sun
build strength, speed, flexibility, and Mentor Resources: • Unit 4, Pg. 42 Birds on a Perch
coordination (red light, green light; • Yoga Booklet • Unit 5, Pg. 233 Slide Like a Snail
chase; free play). HPD-2q • Unit 6, Pg. 122 Obstacle Course
Transition independently from active to • Unit 1, Pg. 14 School Field Trip
quiet activities most of the time. HPD-2r • Unit 1, Pg. 36 Jump Up and Down Transition
Goal HPD-3: Children develop healthy sleeping habits.
Communicate ways sleep keeps us • Song: Health • Unit 6, Pg. 118 Come Rest Awhile
healthy and makes us feel good. HPD-3k • Exercise and Rest
Independently start and participate in
sleep routines most of the time. HPD-3l
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MOTOR DEVELOPMENT
Goal HPD-4: Children develop the large muscle control and abilities needed to move through and explore their environment.
Coordinate movement of upper and • Songs: Head, Shoulders, Knees, and Toes; I Touch My • Unit 1, Pg. 130 We’re Standing on One Foot!
lower body. HPD-4p Nose Like This • Unit 3, Pg. 276 Run, Run! Shade or Sun
Mentor Resources: • Unit 4, Pg. 42 Birds on a Perch
• Yoga Booklet • Unit 5, Pg. 233 Slide Like a Snail
• Unit 6, Pg. 122 Obstacle Course
Perform complex movements smoothly • Songs: Head, Shoulders, Knees, and Toes; I Touch My • Unit 1, Pg. 143 Builders and Bulldozers
(skipping, balancing on beams, hopping Nose Like This • Unit 3, Pg. 276 Run, Run! Shade or Sun
from one place to another). HPD-4q Mentor Resources: • Unit 4, Pg. 42 Birds on a Perch
• Yoga Booklet • Unit 5, Pg. 233 Slide Like a Snail
• Unit 6, Pg. 53 Floating Robots
• Unit 6, Pg. 108 Exercise Makes Me Better
• Unit 6, Pg. 118 Come Rest Awhile (Yoga)
• Unit 6, Pg. 122 Obstacle Course
Move quickly through the environment • Unit 1, Pg. 143 Builders and Bulldozers
and be able to stop (run fast, pedal • Unit 3, Pg. 276 Run, Run! Shade or Sun
fast). HPD-4r • Unit 4, Pg. 42 Birds on a Perch
• Unit 5, Pg. 233 Slide Like a Snail
• Unit 6, Pg. 53 Floating Robots
• Unit 6, Pg. 122 Obstacle Course
Show awareness of own body in relation • Unit 1, Pg. 130 We’re Standing on One Foot!
to other people and objects while • Unit 1, Pg. 143 Builders and Bulldozers
moving through space. HPD-4s • Unit 2, Pg. 169 Personal Space Circle
• Unit 5, Pg. 233 Slide Like a Snail
• Unit 7, Pg. 187 Pathways in Space
Goal HPD-5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.
Draw and write smaller figures with Waterford encourages everyone to have writing and art • Unit 2, Pg. 181 Introducing Journals
more detail (faces with features, letters, materials available for children’s creations. • Unit 2, Pg. 232 Journals: The Garbage Elves
or letter-like forms). HPD-5m
Engage in complex hand-eye The daily use of a touch pad or mouse develops eye– • Unit 1, Pg. 11 Hand Washing
coordination activities with a moderate hand coordination. • Unit 1, Pg. 114 Snip, Snip, Cut
degree of precision and control (fasten • Unit 2, Pg. 254 Polly Put the Kettle On
clothing, cut shapes, put together small • Unit 3, Pg. 314 Cutting Shapes
pieces). HPD-5n • Unit 6, Pg. 79 Bath Time
• Unit 7, Pg. 174 Taking Care of My Teeth
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Goal HPD-5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools continued.
Use tools that require strength and The use of Waterford courseware requires children to • Unit 1, Pg. 114 Snip, Snip, Cut
dexterity of small muscles with a manipulate a mouse or touch pad. Children also must • Unit 2, Pg. 254 Polly Put the Kettle On
moderate degree of control (spray practice writing letters and words. • Unit 3, Pg. 314 Cutting Shapes
bottle, hole puncher). HPD-5o • Unit 7, Pg. 174 Taking Care of My Teeth
SELF-CARE
Goal HPD-6: Children develop awareness of their needs and the ability to communicate their needs.
Use language to ask adults or peers Social-emotional videos model problem-solving • Unit 5, Pg. 166 Good Friends Activity: I Ask for Help
specifically for the kind of help needed strategies that include individual methods as well as When I Need It
in a particular situation. HPD-6i seeking adult help. • Unit 6, Pg. 20 May I Help Game
Consistently use strategies to calm Social-emotional video series, “I Can Calm Down,” • Unit 4, Pg. 35 Good Friends Activity: I Can Calm Down
themselves when needed. HPD-6j models both appropriate and inappropriate behaviors
through scenarios offering explanation and reasoning
for each outcome encouraging children to “Stop, Think,
and Choose.”
Goal HPD-7: Children develop independence in caring for themselves and their environment.
Use adaptive equipment, ask for help
with positioning and movement, and/or
participate in medical care routines as
needed. HPD-7q
Dress and undress themselves • Unit 6, Pg. 108 Exercise Makes Me Better
independently. HPD-7r
Perform tasks to maintain the indoor • Song: Pollution Rap • Unit 1, Pg. 66 All the Way Done: Classroom Helpers
and outdoor learning environment • Pollution and Recycling • Unit 2, Pg. 240 I’m Responsible
independently. HPD-7s Mentor Resources: • Unit 5, Pg. 197 Good Friends Activity: I’m a Helper
• Garbage Elves
Describe the value of good health • Song: Health • Unit 1, Pg. 11 Hand Washing
practices (wash hands to get rid of • Books: The Germs; We All Exercise • Unit 6, Pg. 79 Bath Time
germs, drink milk to build strong • Exercise and Rest • Unit 7, Pg. 174 Taking Care of My Teeth
bones). HPD-7t • Healthy Food • Unit 7, Pg. 205 Healthy Eating
• Avoid Germs and Prevent Illness
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SAFETY AWARENESS
Goal HPD-8: Children develop awareness of basic safety rules and begin to follow them.
Avoid potentially dangerous • Song: Sun Blues • Unit 7, Pg. 153 Paying Attention Keeps Everyone Safe
behaviors. HPD-8m • Book: The Germs
• Avoid Germs and Prevent Illness
• Germs
• Lightning Safety
Consistently recognize and avoid • Song: Sun Blues • Unit 3, Pg. 287 Sun Safe Song
objects, substances, and activities • Book: The Germs • Unit 7, Pg. 153 Paying Attention Keeps Everyone Safe
within the environment that might cause • Avoid Germs and Prevent Illness • Unit 7, Pg. 231 Water Safety
harm. HPD-8n • Germs
• Lightning Safety
Independently follow established safety • Song: Sun Blues • Unit 7, Pg. 153 Paying Attention Keeps Everyone Safe
rules. HPD-8o • Book: The Germs
• Avoid Germs and Prevent Illness
• Germs
• Lightning Safety
Identify people who can help them Mentor Resources: • Unit 3, Pg. 375 Trusted Adults
in the community (police, firefighter, • Community Helpers
nurse). HPD-8p
LANGUAGE DEVELOPMENT AND COMMUNICATION
LEARNING TO COMMUNICATE
Goal LDC-1: Children understand communications from others.
Show understanding of increasingly Social-emotional videos model conversations and • Unit 1, Pg. 102 Hey Diddle, Diddle: Silly Song
complex sentences. LDC-1n discussions between various characters. The videos • Unit 5, Pg. 141 Language: Sentence Board Game
demonstrate appropriate conversation rules as characters • Unit 5, Pg. 214 Set the Table, Please
develop ideas and communicate in complete sentences.
Respond to requests for information or • Do I Have To? • Unit 1, Pg. 44 Getting Acquainted
action. LDC-1o • Soup’s On • Unit 1, Pg. 136 Find Someone Who Has…
• Unit 4, Pg. 69 Dramatic Play: Aquarium
• Unit 7, Pg. 150 What Doesn’t Belong
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Goal LDC-1: Children understand communications from others continued.
Follow more detailed multi-step Children interacting with Waterford activities are • Unit 1, Pg. 4 Arrival and Toy Time
directions. LDC-1p constantly listening to input and responding with choices, • Unit 1, Pg. 10 Introduction to Centers
often following multi-step directions. • Unit 1, Pg. 11 Cleanup and Center Review
• Unit 1, Pg. 18 Afternoon Centers
• Unit 1, Pg. 20 Reflection and Dismissal
• Unit 1, Pg. 28 Introduction to SmartStart and the
Computer Center
Goal LDC-2: Children participate in conversations with peers and adults.
Express an understanding that • Book: Seeing Fingers; Noise, What Noise? • Unit 2, Pg. 160 Dramatic Play: Restaurant
people communicate in many ways • It’s Not Fair • Unit 7, Pg. 165 Good Friends Activity: I
(gestures, facial expressions, multiple • Lost and Found Choose Carefully
spoken languages, sign language, and • Boo Hoo Baby
augmentative communication). LDC-2l
Initiate and carry on conversations Social-emotional videos model conversations and • Unit 1, Pg. 44 Getting Acquainted
that involve multiple back and discussions between various characters. The videos • Unit 1, Pg. 6 Listening Rug Rules
forth communications or turns demonstrate appropriate conversation rules as characters • Unit 6, Pg. 75 Grown-up Manners
between the persons involved in the develop ideas and communicate in complete sentences.
conversation. LDC-2m
Initiate and participate in conversations Social-emotional videos model conversations and • Unit 2, Pg. 160 Dramatic Play: Restaurant
related to interests of their own or discussions between various characters. The videos • Unit 7, Pg. 165 Good Friends Activity: I
the persons they are communicating demonstrate appropriate conversation rules as characters Choose Carefully
with. LDC-2n develop ideas and communicate in complete sentences.
Participate in a group discussion, making Social-emotional videos model conversations and • Unit 1, Pg. 44 Getting Acquainted
comments and asking questions related discussions between various characters. The videos • Unit 1, Pg. 6 Listening Rug Rules
to the topic. LDC-2o demonstrate appropriate conversation rules as characters • Unit 6, Pg. 75 Grown-up Manners
develop ideas and communicate in complete sentences.
Show an appreciation for and can use • Pretend Play • Unit 1, Pg. 102 Hey Diddle, Diddle: Silly Song
humor appropriately. LDC-2p • Papa’s Play
• Where’s Papa?
Goal LDC-3: Children ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Answer more complex questions with an Social-emotional videos model conversations and • Unit 5, Pg. 214 Set the Table, Please
explanation (“I didn’t like camping out discussions between various characters. The videos • Unit 5, Pg. 141 Language: Sentence Board Game
because it rained.” “Emily is my friend demonstrate appropriate conversation rules as characters
because she’s nice to me.”). LDC-3f develop ideas and communicate in complete sentences.
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Goal LDC-3: Children ask and answer questions in order to seek help, get information, or clarify something that is not understood continued.
Ask specific questions to learn more • Books: I Want to Be a Scientist Like Jane Goodall; • Unit 1, Pg. 24 What Do Scientists Do?
about their world, understand tasks, and I Want to Be a Scientist Like George Washington • Unit 1, Pg. 75 Five Senses: How Do We Know?
solve problems. LDC-3g Carver; I Want to Be a Scientist Like Wilbur and • Unit 1, Pg. 84 What Do You See?
Orville Wright • Unit 1, Pg. 116 What Is It and Who Has It?
• Science Investigation
• Build Knowledge
Goal LDC-4: Children communicate thoughts, feelings, and ideas clearly.
Use language and nonverbal cues to • Lost and Found • Unit 1, Pg. 26 Journal Prompt: I feel...
communicate thoughts, beliefs, feelings, • Find Me! • Unit 1, Pg. 149 I Am, I Can
and intentions. LDC-4k • It’s Not Fair! • Unit 2, Pg. 164 The Hungry Thing Rhyme Play
• Do I Have To? • Unit 7, Pg. 139 Painting My Feelings
• Musical Mayhem
• Perfect Present
• Party Time
Adapt their communication to meet • Book: I Met a Monster; Noise? What Noise?; David Next • Unit 1, Pg. 39 Quiet Time
social expectations (speak quietly Door; Wendel Wandered • Unit 5, Pg. 230 Dramatic Play: Library
in library, speak politely to older • Unit 6, Pg. 10 Please and Thank You
relative). LDC-4l • Unit 6, Pg. 20 Excuse Me Game
• Unit 6, Pg. 75 Grown-up Manners
Speak clearly enough to be understood Digital resources introduce letter sounds with instruction • Capital Letter Introductions
by most people. LDC-4m demonstrating positioning of lips and tongue to form the • Lowercase Letter Introductions
sound correctly and clearly. • Unit 1, Pg. 136 Find Someone Who Has…
• Unit 6, Pg. 56 Good Friends Activity: Can I
Play With You?
States point of view, likes and • Books: I Hate Peas; Ooey, Gooey Mud • Unit 4, Pg. 26 Journal Prompt: I feel…
dislikes. LDC-4n • It’s Not Fair! • Unit 4, Pg. 74 It’s Okay to Say No
• Do I Have To?
• Perfect Present
• Soup’s On!
Relays messages accurately. LDC-4o • Books: Wendel Wandered; The Alligator in the Library; • Unit 5, Pg. 214 Set the Table, Please
I Hate Peas; Ooey, Gooey Mud • Unit 5, Pg. 141 Language: Sentence Board Game
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Goal LDC-5: Children describe familiar people, places, things, and events.
Describe experiences and create and/or • Books: I Hate Peas; Ooey, Gooey Mud; Rocks in My • Journal Activities
retell longer narratives. LDC-5f Socks; Bandage Bandit • Unit 3, Pg. 270 Dramatic Play: Grandma’s House
• Unit 3, Pg. 286 Grandmas: Same and Different
Goal LDC-6: Children use most grammatical constructions of their home language well.
Speak in full sentences that are Social-emotional videos model conversations and • Unit 1, Pg. 102 Hey Diddle, Diddle: Silly Song
grammatically correct most of the discussions between various characters. The videos • Unit 3, Pg. 312 Itsy Bitsy Spider: First, Next, and Last
time. LDC-6i demonstrate appropriate conversation rules as characters • Unit 5, Pg. 141 Language: Sentence Board Game
develop ideas and communicate in complete sentences.
Goal LDC-7: Children respond to and use a growing vocabulary.
Repeat familiar songs, chants, or • Sing a Rhyme Songs/Books • Unit 1, Pg. 83 Pat-a-cake: Dough Time
rhymes. LDC-7p (See titles at end of document.) • Unit 1, Pg. 112 Elephant Invitations
• Unit 2, 228 Little Miss Muffet: Rhymes and Whey
• Unit 3, Pg. 302 Rock-a-bye Baby: Lullaby Word
Segmentation
Use a growing vocabulary that includes • Vocabulary Instruction • Unit 2, Pg. 221 Over, Under, Through
many different kinds of words to express • Build Knowledge • Unit 5, Pg. 141 Language: Sentence Board Game
ideas clearly. LDC-7q • Read With Me Books • Story Time Activities
• Informational Books
Infer the meaning of different kinds All activities expose children to general and domain- • Unit 1, Pg. 54 Morning Meeting
of new words from the context in specific vocabulary throughout the sequence, • Unit 1, Pg. 83 Pat-a-cake: Dough Time
which they are used (for example, hear consistently introducing and applying the correct • Unit 1, Pg. 112 Elephant Invitations
“sandals” and “boots” used to describe terminology to establish meaning. All activities provide • Unit 2, Pg. 228 Little Miss Muffet: Rhymes and Whey
two pairs of shoes, and infer that the opportunities for students to use words and phrases • Unit 3, Pg. 302 Rock-a-bye Baby: Lullaby Word
unfamiliar shoes must be sandals acquired through conversation, to read and be read to, Segmentation
because they know that the other pair of and to respond to texts.
shoes are boots). LDC-7r
Distinguishes between real and made up • Real and Make-believe • Unit 2, 228 Little Miss Muffet: Rhymes and Whey
words. LDC-7s • Distinguish Between Fantasy and Reality
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FOUNDATIONS FOR READING
Goal LDC-8: Children develop interest in books and motivation to read.
Engage in reading behaviors • Read with Me Books • Introduction, Pg. 13 Reading Center
independently with increased focus for • Sing a Rhyme Songs/Books • Story Time Activities
longer periods of time. LDC-8m • Informational Books
• Decodable Books
(See titles at end of document.)
Use and share books and print in their • Read with Me Books • Introduction, Pg. 13 Reading Center
play. LDC-8n • Sing a Rhyme Songs/Books • Story Time Activities
• Informational Books
• Decodable Books
(See titles at end of document.)
Listen to and discuss increasingly • Read with Me Books • Introduction, Pg. 13 Reading Center
complex storybooks, information books, • Informational Books • Story Time Activities
and poetry. LDC-8o • Sing a Rhyme Songs/Books
(See titles at end of document.)
Goal LDC-9: Children develop book knowledge and print awareness.
Hold a book upright while turning pages All online books and text within the software illustrate • Introduction, Pg. 13 Reading Center
one by one from front to back. LDC-9k left-to-right, top-to-bottom, return-sweep, and letter- • Story Time Activities
spacing motions. The lessons highlight text for the learner
which helps show the sequence of print.
Recognize print in different forms • Read with Me Books • Schedule Activities
for a variety of functions (writing • Sing a Rhyme Songs/Books • Story Time Activities
message to friend, pointing to print • Informational Books • Unit 1, Pg. 23 Morning Message
and saying, “Those words tell the • Words In Your World • Unit 1, Pg. 35 Calendar
story.” or reading familiar signs in the • Unit 1, Pg. 82 Letters Make Words
environment). LDC-9l
Recognize print and symbols used to • Words In Your World • Schedule Activities
organize classroom activities and show • Story Time Activities
understanding of their meaning (put • Unit 1, Pg. 23 Morning Message
toys in box with correct symbol and • Unit 1, Pg. 35 Calendar
name; check sign-up sheet for popular • Unit 1, Pg. 82 Letters Make Words
activity; check schedule to learn next
activity). LDC-9m
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Goal LDC-9: Children develop book knowledge and print awareness continued.
With prompting and support, run All online books and text within the software illustrate • Introduction, Pg. 13 Reading Center
their finger under or over print as they left-to-right, top-to-bottom, return-sweep, and letter- • Story Time Activities
pretend to read text. LDC-9n spacing motions. As the narrator reads, text is highlighted
which helps show the sequence of print.
Demonstrate an understanding of some • Print Concepts • Unit 1, Pg. 23 Morning Message
basic print conventions (the concept of • Print Directionality • Unit 1, Pg. 46 The Apple Tree: Discuss the Story
what a letter is, the concept of words, • Letters Make Words • Unit 1, Pg. 82 Letters Make Words
directionality of print). LDC-9o • Look, Listen, and Match • Story Time Activities
• Alphabet Introduction (Distinguish Letters) • Unit 1, Pg. 37 Print Knowledge: Books
Identify their name and the names of • Name Game (What’s Your Name?) • Unit 1, Pg. 72 Baa Baa Black Sheep: Wooly Names
some friends when they see them in • Unit 1, Pg. 74 Name Magnets
print. LDC-9p
Goal LDC-10: Children comprehend and use information` presented in books and other print media.
Imitate the special language in story- • Read With Me Books • Introduction, Pg. 11 Dramatic Play Center
books and story dialogue with accuracy • Read Along Books • Unit 3, Pg. 283 High and Low
and detail. LDC-10o • Story Time Activities
Use informational texts and other media • Build Knowledge • Unit 1, Pg. 32 Train My Brain: Determination
to learn about the world, and infer from • Informational Books • Unit 1, Pg. 112 Elephant Invitations
illustrations, ask questions and talk (See titles at end of document.) • Unit 5, Pg. 203 Who Has an Itch?: Itchy Stories and
about the information. LDC-10p • Words Tell About the Pictures Letter Sound /i/
• Science Investigation • Unit 5, Pg. 205 Build a Spider
• Unit 7, Pg. 194 Good Friends Activity: I Tell the Truth
Use knowledge of the world to • Connect to Me • Story Time Activities
make sense of more challenging • Build Knowledge • Introduction, Pg. 13 Reading Center
texts. LDC-10q
Relate personal experiences to an • Connect to Me • Story Time Activities
increasing variety of events described in • Build Knowledge • Unit 5, Pg. 203 Who Has an Itch?: Itchy Stories and
familiar and new books. LDC-10r Letter Sound /i/
Ask more focused and detailed • Story Time Activities
questions about a story or the • Unit 6, Pg. 89 Storytelling Festival
information in a book. LDC-10s
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