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Correlation Criteria: VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 JULY 2021 CURRICULUM Correlation Virginia’s Early Waterford Learning and Reading Academy: Development 100% Standards (ELDS) SmartStart Birth-Five Learning Guidelines 2021 *Correlation content includes both Waterford Digital Resources and Waterford Teacher Resources (including SmartStart Teacher Guides)
TABLE OF CONTENTS AREA ONE: APPROACHES TO PLAY AND LEARNING (APL). . . . . . . . . . . . . . 1 APL1. Curiosity and Initiative. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 APL2. Creativity and Imagination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 APL3. Executive Functions and Cognitive Self-Regulation. . . . . . . . . . . . . 2 APL4. Behavioral Self-Regulation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 AREA TWO: SOCIAL AND EMOTIONAL DEVELOPMENT (SED) . . . . . . . . . . 5 SED1. Positive Self-Concept. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 SED2. Emotional Competence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 SED3. Interacting with Others. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 AREA THREE: COMMUNICATION, LANGUAGE, AND LITERACY DEVELOPMENT (CLLD) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 CLLD.1. Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 CLLD2. Foundations of Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 CLLD3. Foundations of Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 AREA FOUR: HEALTH AND PHYSICAL DEVELOPMENT (HPD). . . . . . . . . . . 16 HPD1. Using Senses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 HPD2. Gross Motor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 HPD3. Fine Motor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 HPD4. Physical Health and Self-Care. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 AREA FIVE: COGNITIVE DEVELOPMENT (CD) . . . . . . . . . . . . . . . . . . . . . . . 20 CD1. Science: The Natural and Physical World. . . . . . . . . . . . . . . . . . . . . . . 20 CD2. Social Science: People, Community, and Culture. . . . . . . . . . . . . . . . 21 CD3. Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 CD4. Fine Arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 WATERFORD BOOKS AND RELATED ACTIVITIES . . . . . . . . . . . . . . . . . . . . 30 WATERFORD FAMILY ENGAGEMENT RESOURCES . . . . . . . . . . . . . . . . . . . 33 i © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES AREA ONE: APPROACHES TO PLAY AND LEARNING (APL) APL1. Curiosity and Initiative APL1.1. Being Curious Learners Shows curiosity by saying things • Science Investigation • Unit 3, Pg. 350 Friday Story: The Perfect Square like, “I wonder what will happen Mentor Resources: next.” (APL1.1h) • Learning Together: How It Works Seeks out new information by asking, Mentor Resources: • Unit 1, Pg. 83 Pat-a-cake: Dough Time “How does that work?” (APL1.1i) • Learning Together: How It Works Shows eagerness to learn about a • Science Investigation • Unit 1, Pg. 6 Learning variety of topics (APL1.1j) Mentor Resources: • Unit 6, Pg. 36 Good Friends Activity: My Brain has • Learning Together: How It Works Lots of Ideas APL1.2. Taking Initiative Chooses different ways to explore • Book: Your Backyard • Unit 2, Pg. 225 Where We Are the environment based on Mentor Resources: • Unit 4, Pg. 86 Fish Investigation prior experiences with tools or • Learning Together: How It Works • Unit 5, Pg. 219 Spider Webs actions (APL1.2o) • Unit 5, Pg. 234 Worms: Slimy, Slippery, and Smooth • Unit 6, Pg. 69 Dramatic Play: Post Office Suggests new ideas for play activities • Perfect Present • Unit 1, Pg. 4 Arrival and Toy Time and follows through with self-direction • Clubhouse • Unit 1, Pg. 18 Afternoon Centers and independence (APL1.2p) • Squirrel’s Sketches • Unit 1, Pg. 127 Dramatic Play: Construction Site Mentor Resources: • Unit 1, Pg. 149 I Am, I Can • Role Play; Guess My Rule Seeks new challenges with familiar • Materials • Unit 1, Pg. 127 Dramatic Play: Construction Site materials and activities independently • Science Investigation • Unit 1, Pg. 149 I Am, I Can (e.g., climbs up the slide) (APL1.2q) • Magnets Mentor Resources: • Role Play; What Would You Do?; Find the Ball 1 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES APL2. Creativity and Imagination APL2.1. Showing Creativity and Imagination Represents reality through the Waterford encourages everyone to have writing, drawing, • Introduction, Pg. 11 Dramatic Play Center arts and with art materials (e.g., and art materials available for children’s creations. • Dramatic Play Activities by creating stories, drawing, or • Pretend Play enacting experiences in dramatic play) (APL2.1o) Utilizes realistic and open-ended • Pretend Play • Dramatic Play Activities materials in cooperative play (APL2.1p) Mentor Resources: • Introduction, Pg. 9 Block Center • Patterns: Folded Paper Airplane; Pig Puppet; Insect • Unit 2, Pg. 246 I Touch My Nose Like This: Follow Me Puppet; Sailing Ships; Baseball Cards; I Can Book • Unit 6, Pg. 56 Good Friends Activity: Can I Template; Friendship Tree; Elephant Puppet Play With You? • Unit 7, Pg. 178 Fox in a Box Shows purpose and inventiveness in • Pretend Play • Unit 1, Pg. 68 Dramatic Play: Garage play (e.g., collects different shapes of Mentor Resources: • Unit 2, Pg. 190 Dramatic Play: Junkyard blocks to build a castle) (APL2.1q) • Guess My Rule • Unit 7, Pg. 141 Tool Workshop APL3. Executive Functions and Cognitive Self-Regulation APL3.1. Focusing and Paying Attention Focuses attention on tasks and • Unit 1, Pg. 59 Story Time Activity activities like painting or block building • Unit 1, Pg. 149 I Am, I Can for longer periods of time with • Unit 7, Pg. 131 Good Friends Activity: I Pay Attention increasing independence (APL3.1k) Sustains engagement with a task Engaging activities throughout Waterford hold children’s • Introduction, Pg. 8 Art Center that interests them for long periods attention as they concentrate on each task. • Introduction, Pg. 11 Dramatic Play Center of time (e.g., works in the art center • Introduction, Pg. 13 Reading Center creating watercolor paintings for 30 • Introduction, Pg. 16 Science Center minutes) (APL3.1l) • Introduction, Pg. 16 Sensory Table • Introduction, Pg. 17 Writing Center Begins to attend to adult-initiated • Morning Meetings tasks that are not based on • Listening Rug Activities their interests (e.g., participates • Story Time Activities in a teacher-led small or large group) (APL3.1m) 2 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES APL3.2. Building Working Memory Remembers several steps in sequence Children interacting with Waterford are constantly • Unit 1, Pg. 4 Arrival and Toy Time to complete multi-step directions listening to input and responding with choices, often • Unit 1, Pg. 10 Introduction to Centers (e.g., complete a puzzle, return it to following multi-step directions. • Unit 1, Pg. 11 Cleanup and Center Review the shelf, and join the group at the • Unit 1, Pg. 18 Afternoon Centers rug) (APL3.2m) • Unit 1, Pg. 20 Reflection and Dismissal • Unit 1, Pg. 28 Introduction to SmartStart and the Computer Center Remembers actions that go with • Songs: I Touch My Nose Like This; Head, Shoulders, • Story Time Activities stories or songs (APL3.2n) Knees, and Toes • Dramatic Play Activities • Music and Dance Activities Teaches another child the steps taken • You Be the Teacher (Greater Than, Less Than) for a given action (e.g., shows a peer Mentor Resources: how to use soap to wash hands before • Hand Washing Rebus snack) (APL3.2o) APL3.3. Thinking Flexibly and Adapting Adapts to new rules in game or • Book: Buttons, Buttons • Unit 1, Pg. 120 Sorting Buttons activity (e.g., sorting cards by color Mentor Resources: • Unit 5, Pg. 141 Language Sentence Board Game and then by shape) (APL3.3m) • Guess My Rule; Sorting Cards; Shapes Considers ideas from adults and • Squirrel’s Blocks • Unit 5, Pg. 130 Good Friends Activity: Everybody Needs other children in finding a solution or • Noisy Children Help Sometimes strategy (APL3.3n) Mentor Resources: • Unit 5, Pg. 166 Good Friends Activity: I Ask for Help • Role Play; What Would You Do? When I Need It • Unit 5, Pg. 173 Asking for Help Demonstrates flexibility and • Unit 1, Pg. 4 Arrival and Toy Time adaptability with less adult prompting • Unit 1, Pg. 20 Reflection and Dismissal (e.g., sharing toys or trying out new • Unit 1, Pg. 22 Arrival and Toy Time materials) (APL3.3o) • Unit 1, Pg. 33 Reflection and Dismissal • Unit 1, Pg. 76 Taking Turns Game Responds consistently to adult • Unit 5, Pg. 130 Good Friends Activity: Everybody Needs suggestions to try out different Help Sometimes activities (APL3.3p) • Unit 5, Pg. 166 Good Friends Activity: I Ask for Help When I Need It • Unit 5, Pg. 173 Asking for Help 3 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES APL.3.4. Inhibiting Responses Controls impulses with more • Introduction, Pg. 16 Private Place independence (e.g., walks instead of • Unit 4, Pg. 35 Good Friends Activity: I Can Calm Down runs; asks for a turn with a toy instead • Unit 4, Pg. 47 Quiet Bottles of grabbing; waits to share out instead • Unit 4, Pg. 57 Self-Control Instruments of calling out) (APL3.4e) • Unit 4, Pg. 88 Journal Prompt: I Took Turns When… Uses strategies to help control own • Introduction, Pg. 16 Private Place actions more frequently such as • Unit 4, Pg. 35 Good Friends Activity: I Can Calm Down creating physical distance or finding • Unit 4, Pg. 47 Quiet Bottles an alternative toy or activity (APL3.4f) • Unit 4, Pg. 57 Self-Control Instruments • Unit 4, Pg. 88 Journal Prompt: I Took Turns When… APL3.5. Persisting and Problem-Solving Sometimes persists in less preferred When children need extra assistance to finish a task, • Unit 1, Pg. 32 Train My Brain: Determination activities with or without adult Waterford helps build persistence by providing support • Unit 6, Pg. 99 Good Friends Activity: I’m a support (APL3.5r) that can range from repeating instructions to offering Problem Solver encouragement and visual clues to step-by-step, follow- me instruction. Figures out more than one solution to Social-emotional videos model problem-solving strategies • Unit 6, Pg. 99 Good Friends Activity: I’m a a problem (e.g., using packing tape that include individual methods, as well as seeking Problem Solver with strings to hold cardboard pieces adult help. • Unit 7, Pg. 141 Tool Workshop together when masking tape doesn’t work) (APL3.5s) APL4. Behavioral Self-Regulation APL4.1. Managing Actions and Behaviors Follows classroom rules and routines • Unit 1, Pg. 4 Arrival and Toy Time more independently (e.g., morning • Unit 1, Pg. 20 Reflection and Dismissal arrival) (APL4.1i) • Unit 1, Pg. 22 Arrival and Toy Time • Unit 1, Pg. 33 Reflection and Dismissal Uses classroom materials Social-emotional videos model positive, pro-social • Unit 1, Pg. 10 Good Playing Rules; Introduction appropriately (APL4.1j) behaviors such as friendship, empathy, kindness, to Centers cooperation, collaboration, respect, and initiative as • Unit 1, Pg. 11 Clean up and Center Review children learn to respect the rights and property of others. • Unit 1, Pg. 15 Good Friends: Me and My Bear Manages actions, words, and behavior Social-emotional videos model positive, pro-social • Introduction, Pg. 16 Private Place with increasing independence (e.g., behaviors such as friendship, empathy, kindness, • Unit 4, Pg. 35 Good Friends Activity: I Can Calm Down matches behavior to context and cooperation, collaboration, respect, and initiative. • Unit 4, Pg. 47 Quiet Bottles expectations) (APL4.1k) • Unit 4, Pg. 57 Self-Control Instruments 4 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES AREA TWO: SOCIAL AND EMOTIONAL DEVELOPMENT (SED) SED1. Positive Self-Concept SED1.1. Developing Self-Awareness Describes themselves (e.g., talks about • Books: Mine; José Three; Ooey, Gooey Mud • Unit 1, Pg. 54 Morning Meeting self in terms of looks, gender, family, • Unit 1, Pg. 149 I Am, I Can and interests) (SED1.1n) • Unit 3, Pg. 288 Journals: My Family Positively identifies self as a member • Introduction, Pg. 20 An Inclusive Classroom of a specific culture or group that fits • Unit 1, Pg. 4 The Name Song into a larger world picture (SED1.1o) • Unit 1, Pg. 66 All the Way Done: Classroom Helpers • Unit 3, Pg. 286 Grandmas: Same and Different • Unit 3, Pg. 288 Journals: My Family Shares other identifying information • Unit 3, Pg. 286 Grandmas: Same and Different (e.g., parent’s name) (SED1.1p) • Unit 3, Pg. 288 Journals: My Family Describes a larger range of individual • Books: I Hate Peas; Ooey, Gooey Mud; Bad News Shoes • Introduction, Pg. 20 An Inclusive Classroom characteristics and interests and • Unit 3, Pg. 286 Grandmas: Same and Different communicates how these are similar • Unit 3, Pg. 288 Journals: My Family or different from those of other people (SED1.1q) SED1.2. Developing Self-Confidence Displays pride in their • Squirrel’s Sketches • Unit 7, Pg. Good Friends Activity: I Am Ready for accomplishments (SED1.2k) • Boo Hoo Baby Kindergarten SED1.3. Becoming autonomous and Independent Acts independently in unfamiliar • Unit 1, Pg. 4 Arrival and Toy Time settings with unfamiliar adults • Unit 3, Pg. 373 Trusted Adults (SED1.3l) • Unit 6, Pg. 75 Grown-Up Manners Attempts to complete tasks Waterford helps children build persistence by allowing • Center Activities independently (SED1.3m) them to select Repeat to hear instructions repeated and by providing visual clues when they need extra assistance to finish a task. Asks for support from adults only Social-emotional videos model problem-solving strategies • Unit 5, Pg. 130 Good Friends Activity: Everybody Needs when needed (SED1.3n) that include individual methods, as well as seeking Help Sometimes adult help. • Unit 5, Pg. 166 Good Friends Activity: I Ask for Help When I Need It • Unit 5, Pg. 173 Asking for Help 5 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES SED2. Emotional Competence SED2.1. Seeing and Naming Emotions in Self and Others Begins to recognize their own Social-emotional video series, “I Can Calm Down,” • Introduction, Pg. 16 Private Place emotions before reacting (e.g., models both appropriate and inappropriate behaviors • Unit 4, Pg. 35 Good Friends Activity: I Can Calm Down pauses and takes deep breath when through scenarios offering explanation and reasoning • Unit 4, Pg. 47 Quiet Bottles mad) (SED2.1i) for each outcome encouraging children to “Stop, Think, • Unit 4, Pg. 57 Self-Control Instruments and Choose.” • Papa’s Thumb • Squirrel’s Blocks • Lost Dinosaur Communicates how other children or • Boo Hoo Baby • Unit 2, Pg. 188 Full Buckets adults may be feeling and why (e.g., • Baby’s Ball • Unit 2, Pg. 202 Kind Kids states that a peer is sad because their Mentor Resources: • Unit 5, Pg. 197 Good Friends Activity: I’m a Helper toy was taken away) (SED2.1j) • Lots of Feelings; Guess How I’m Feeling; Panda • Unit 5, Pg. 218 Journal Prompt: I Helped When… and Tornado • Unit 5, Pg. 226 Good Friends Activity: I’m a Good Friend • Unit 5, Pg. 238 Friends Use Kind Words SED2.2. Expressing Emotions Recognizes appropriate reaction to • Broken Lamp • Introduction, Pg. 16 Private Place situations (SED2.2k) • Squirrel’s Blocks • Unit 4, Pg. 35 Good Friends Activity: I Can Calm Down • Broken Vase • Unit 4, Pg. 47 Quiet Bottles • Lost Dinosaur • Unit 4, Pg. 57 Self-Control Instruments • It’s Not Fair! • Do I Have To? Uses words and respectful language • Broken Lamp • Introduction, Pg. 16 Private Place to express thoughts and emotions • Squirrel’s Blocks • Unit 4, Pg. 35 Good Friends Activity: I Can Calm Down (e.g., “I’m frustrated because Jay • Broken Vase • Unit 4, Pg. 47 Quiet Bottles won’t let me play” or “I’m excited • Lost Dinosaur • Unit 4, Pg. 57 Self-Control Instruments to play with my cousin Santiago Mentor Resources: tomorrow.”) (SED2.2l) • Lots of Feelings; Guess How I’m Feeling; Panda and Tornado 6 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES SED2.3. Communicating Feelings, Wants, and Needs Demonstrates confidence in meeting • Squirrel’s Blocks • Unit 5, Pg. 130 Good Friends Activity: Everybody Needs own needs (SED2.3f) • Lost Dinosaur Help Sometimes • Unit 5, Pg. 166 Good Friends Activity: I Ask for Help When I Need It • Unit 5, Pg. 173 Asking for Help Seeks and accepts help when Social-emotional videos model problem-solving strategies • Unit 5, Pg. 130 Good Friends Activity: Everybody Needs needed (SED2.3g) that include individual methods, as well as seeking Help Sometimes adult help. • Unit 5, Pg. 166 Good Friends Activity: I Ask for Help When I Need It • Unit 5, Pg. 173 Asking for Help SED2.4. Regulating Emotions Increasingly uses a variety of • Squirrel’s Blocks • Introduction, Pg. 16 Private Place strategies to self-soothe or solve • Lost Dinosaur • Unit 4, Pg. 35 Good Friends Activity: I Can Calm Down problems (e.g., goes to a quiet • Unit 4, Pg. 47 Quiet Bottles area or uses a fidget toy when • Unit 4, Pg. 57 Self-Control Instruments upset) (SED2.4m) Exhibits emotional control with Social-emotional video series, “I Can Calm Down,” • Introduction, Pg. 16 Private Place or without adult support (e.g., models both appropriate and inappropriate behaviors • Unit 4, Pg. 35 Good Friends Activity: I Can Calm Down follows group activities although through scenarios offering explanation and reasoning • Unit 4, Pg. 47 Quiet Bottles upset) (SED2.4n) for each outcome encouraging children to “Stop, Think, • Unit 4, Pg. 57 Self-Control Instruments and Choose.” • Lost Dinosaur • Lost and Found • Squirrel’s Blocks SED2.5. Showing Care and Concern for Others Shows care and concern for others, • Boo Hoo Baby • Unit 2, Pg. 188 Full Buckets including comforting others in • Baby’s Ball • Unit 2, Pg. 202 Kind Kids distress (SED2.5h) • Unit 5, Pg. 197 Good Friends Activity: I’m a Helper • Unit 5, Pg. 218 Journal Prompt: I Helped When… • Unit 5, Pg. 226 Good Friends Activity: I’m a Good Friend • Unit 5, Pg. 238 Friends Use Kind Words 7 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES SED2.5. Showing Care and Concern for Others continued Begins to recognize the emotions of • Boo Hoo Baby • Unit 2, Pg. 188 Full Buckets peers and responds with empathy and • Baby’s Ball • Unit 2, Pg. 202 Kind Kids compassion (SED2.5i) • Musical Mayhem • Unit 4, Pg. 4 Good Friends Activity: Guess How I’m Feeling • Unit 5, Pg. 197 Good Friends Activity: I’m a Helper • Unit 5, Pg. 218 Journal Prompt: I Helped When… • Unit 5, Pg. 226 Good Friends Activity: I’m a Good Friend • Unit 5, Pg. 238 Friends Use Kind Words Begins to understand the reasons • Boo Hoo Baby • Unit 2, Pg. 188 Full Buckets for others’ emotions and responds • Baby’s Ball • Unit 2, Pg. 202 Kind Kids appropriately (e.g., a child comforts • Musical Mayhem • Unit 5, Pg. 197 Good Friends Activity: I’m a Helper a peer who is upset that they have to • Unit 5, Pg. 218 Journal Prompt: I Helped When… clean up their toys) (SED2.5j) • Unit 5, Pg. 226 Good Friends Activity: I’m a Good Friend • Unit 5, Pg. 238 Friends Use Kind Words SED3. Interacting with Others SED3.1. Developing Relationships with Adults Shows enjoyment in interactions • Find Me! • Unit 1, Pg. 4 Arrival and Toy Time with trusted adults while also • Where’s Papa? • Unit 3, Pg. 373 Trusted Adults demonstrating skills in separating from • Unit 6, Pg. 75 Grown-Up Manners these adults (SED3.1n) Comfortable with being with less Mentor Resources: • Unit 1, Pg. 4 Arrival and Toy Time familiar adults in a safe setting (e.g., • Teaching Children Manners • Unit 3, Pg. 373 Trusted Adults engages with visitor to home or • Unit 6, Pg. 75 Grown-Up Manners classroom) (SED3.1o) SED3.2. Developing Relationships with Other Children Demonstrates strategies for • Pretend Play • Unit 1, Pg. 88 Let’s Play participating in social play with • Clubhouse • Unit 6, Pg. 56 Good Friends Activity: Can I peers (e.g., asks to join in game or • Marmot’s Basket Play With You? brings new item to add to existing • Dramatic Play Activities play) (SED3.2r) 8 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES SED3.2. Developing Relationships with Other Children continued Plays with peers in a coordinated • Pretend Play • Unit 1, Pg. 88 Let’s Play manner including assigning roles, Mentor Resources: • Dramatic Play Activities materials, and actions (e.g., sets up • Role Play and assigns roles in restaurant in dramatic play area) (SED3.2s) Maintains friendships over Social-emotional videos model positive, pro-social • Unit 5, Pg. 226 Good Friends Activity: I’m a time (SED3.2t) behaviors such as friendship, empathy, kindness, Good Friend cooperation, collaboration, respect, and initiative. • Unit 5, Pg. 238 Friends Use Kind Words • Unit 7, Pg. 249 Friendship Responds to the needs of others • Boo Hoo Baby • Unit 5, Pg. 197 Good Friends Activity: I’m a Helper and tries to help others with simple • Baby’s Ball • Unit 5, Pg. 218 Journal Prompt: I Helped When… tasks (SED3.2u) • Musical Mayhem SED3.3. Engaging in Cooperative Play Builds on cooperative play, • Pretend Play • Dramatic Play Activities communication, and working memory Mentor Resources: skills by engaging in dramatic play • Role Play; Do You Have?; Guess My Rule; Shape Bag with several other children, each taking on a particular role in a shared theme (SED3.3n) SED3.4. Solving Social Interaction Problems Engages in prosocial behavior such Social-emotional videos model positive, pro-social • Unit 1, Pg. 76 Taking Turns Game as cooperating, compromising, behaviors such as friendship, empathy, kindness, • Unit 4, Pg. 66 Good Friends Activity: Two Friends turn-taking, and resolving social cooperation, collaboration, respect, and initiative. • Unit 4, Pg. 84 Working Together conflict (SED3.4d) • Unit 5, Pg. 226 Good Friends Activity: I’m a Good Friend Expresses feelings and needs in • It’s Not Fair! • Unit 4, Pg. 35 Good Friends Activity: I Can Calm Down conflict situations (e.g., “I’m feeling • Do I Have To? upset because you have the truck I need for my racetrack.”) (SED3.4e) Uses problem-solving strategies Social-emotional videos model problem-solving strategies • Introduction, Pg. 16 Private Place independently or with adult prompting that include individual methods, as well as seeking • Unit 4, Pg. 35 Good Friends Activity: I Can Calm Down when feeling angry or frustrated (e.g., adult help. • Unit 4, Pg. 47 Quiet Bottles asks peer to trade toys because they • Unit 4, Pg. 57 Self-Control Instruments want the one-of-a-kind toy) (SED3.4f) 9 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES AREA THREE: COMMUNICATION, LANGUAGE, AND LITERACY DEVELOPMENT (CLLD) CLLD.1. Communication CLLD.1.1. Understanding Verbal and Nonverbal Cues Answers questions and adds Social-emotional videos model interactions between • Unit 5, Pg. 141 Language: Sentence Board Game comments relevant to the topic characters demonstrating asking questions with relevant • Unit 5, Pg. 214 Set the Table, Please (CLLD1.1aa) responses and comments. Begins to demonstrate understanding Mentor Resources: • Unit 4, Pg. 4 Guess How I’m Feeling of implied messages based on • Find the Ball • Unit 4, Pg. 13 We’re All Happy speaker’s tone and/or gestures (e.g., finger on lip and saying “shhhh” means be quiet) (CLLD1.1ab) Understands and responds to words • Song: Adjectives Describe • Sensory Table for descriptive concepts (e.g., hard, • Adjectives • Unit 1, Pg. 134 Texture Sort square) (CLLD1.1ac) Mentor Resources: • Unit 1, Pg. 145 What’s in the Bag? • Shape Bag; Shapes Follows 2-3 step related directions and While interacting with Waterford, children listen to and • Unit 1, Pg. 4 Arrival and Toy Time some new directions related to familiar follow multi-step directions. • Unit 1, Pg. 10 Introduction to Centers and daily routines (CLLD1.1ad) • 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 Demonstrates understanding of While interacting with Waterford, children are constantly • Unit 1, Pg. 102 Hey Diddle, Diddle: Silly Song communication that includes a variety listening and responding to instruction. Support provided • Unit 3, Pg. 312 Itsy Bitsy Spider: First, Next, and Last of complex sentences related to can range from repeating instructions to offering • Unit 5, Pg. 141 Language: Sentence Board Game familiar stories, learning activities, encouragement and visual clues to step-by-step, follow- and events (e.g., After Clifford the me instruction. dog came home, he played with Emily Elizabeth.) (CLLD1.1ae) 10 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES CLLD1.2. Using Vocabulary and Nonverbal Cues to Communicate Uses age-appropriate grammar • Songs: Verbs; It Happened Yesterday • Unit 5, Pg. 166 Good Friends Activity: I Ask for Help in conversations and increasingly • Verbs When I Need It complex phrases and sentences (e.g., • Past Tense Verbs • Unit 5, Pg. 214 Set the Table, Please uses irregular past tense verbs such as • Irregular Verbs • Unit 6, Pg. 75 Grown-up Manners came, ran, fell, broke, went, told, did) (CLLD1.2s) Answers open-ended questions Mentor Resources: • Unit 5, Pg. 141 Language: Sentence Board Game comfortably (CLLD1.2t) • What Would You Do?; Guess My Rule • Unit 5, Pg. 214 Set the Table, Please Retells stories and events in sequence • Sum Up, Remember Order • Story Time Activities with multiple details (e.g., retells The • Picture Clues • Journal Activities Three Bears noting three chairs, three • What Comes Next? • Unit 3, Pg. 312 Itsy Bitsy Spider: First, Next, and Last beds, etc.) (CLLD1.2u) • Look At Details CLLD1.3. Learning and Engaging in Conversational Interactions Begins to match language to contexts All activities provide opportunities for students to use • Story Time Activities (e.g., voice volume, inflection/rise and words and phrases acquired through conversation, to read • Unit 5, Pg. 214 Set the Table, Please fall of voice in speaking, and parting/ and be read to, and to respond appropriately. • Unit 6, Pg. 12 Hi! Notes greeting rituals) (CLLD1.3n) • Unit 6, Pg. 75 Grown Up Manners Engages in multiple back-and-forth Social-emotional video series, models conversations • Unit 5, Pg. 166 Good Friends Activity: I Ask for Help conversations with adults in ways that between characters as they gather information and reach When I Need It can be goal directed (such as solving conclusions. Two examples are “Do I Have To?” and “It’s • Unit 5, Pg. 214 Set the Table, Please problems) (CLLD1.3o) Not Fair.” • Unit 6, Pg. 75 Grown-up Manners Asks and responds to questions with Social-emotional videos model interactions between • Unit 1, Pg. 102 Hey Diddle, Diddle: Silly Song accurate information (CLLD1.4p) characters demonstrating asking questions with relevant • Unit 3, Pg. 312 Itsy Bitsy Spider: First, Next, and Last responses and comments. • Unit 5, Pg. 141 Language: Sentence Board Game CLLD2. Foundations of Reading CLLD2.1. Paying Attention to Print as Meaningful Distinguishes among a variety of • Print Directionality Introduction • Unit 1, Pg. 7 Schedule texts and their purposes (e.g., books, • Read with Me Books • Unit 1, Pg. 35 Calendar shopping lists, etc.) (CLLD2.1l) • Read-Along Books • Unit 1, Pg. 82 Letters Make Words • Sing a Rhyme Songs/Books • Story Time Activities Begins to track individual words in All online books and text within the software illustrate left- • Reading Center text or braille by pointing or touching to-right, top-to-bottom, return-sweep, and letter-spacing • Unit 1, Pg. 23 Morning Message (CLLD2.1m) motions. Lessons highlight text for the learner which helps • Unit 1, Pg. 82 Letters Make Words show the sequence of print. • Unit 1, Pg. 37 Print Knowledge: Books 11 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES CLLD2.2. Understanding Ideas, Vocabulary, and Information in Stories and Texts Listens and responds to a variety of • Read with Me Books • Story Time Activities texts and media (e.g., audio book, • Read-Along Books • Introduction, Pg. 13 Reading Center music and movement) (CLLD2.2p) • Sing a Rhyme Songs/Books • Unit 1, Pg. 8 Morning Message (See titles at end of document.) • Unit 1, Pg. 35 Morning Message Tells fictional or personal stories • Look at Details • Dramatic Play Activities sequentially and with 3 or more details • Sum Up, Five Ws • Journal Activities (CLLD2.2q) • Sum Up, Remember Order • Unit 3, Pg. 312 Itsy Bitsy Spider: First, Next, and Last • What Comes Next? Begins to understand cause and effect Mentor Resources: • Unit 5, Pg. 203 Who Has an Itch?: Itchy Stories and relationships in fiction and nonfiction • Homelink: Sum Up: Remember Order Letter Sound /i/ texts (CLLD2.2r) • Unit 7, Pg. 194 Good Friends Activity: I Tell the Truth Predicts what will happen next in an • Peek at the Story • Story Time Activities unfamiliar story (CLLD2.2s) • Print Directionality Introduction • Unit 1, Pg. 83 Pat-a-cake: Dough Time Uses new words learned through Waterford online books include bold-faced vocabulary • Unit 1, Pg. 54 Morning Meeting listening to stories (CLLD2.2t) words. When any word is selected, the word is repeated. • Unit 1, Pg. 83 Pat-a-cake: Dough Time When bold-faced words are selected, students hear a • Unit 1, Pg. 112 Elephant Invitations slowed pronunciation and definition in a pop-up with an • Unit 2, Pg. 228 Little Miss Muffet: Rhymes and Whey illustration. CLLD2.3. Learning Spoken Language is Composed of Smaller Segments of Sound Begins to rhyme and produce rhymes • Rhyming Words • Unit 1, Pg. 51 Fancy Rhyming of simple words (CLLD2.3i) • Rhyme • Unit 1, Pg. 142 Rhyme Awareness: Humpty Dumpty and • Rhyme Match the Rhyme Cheer • Finish the Picture • Unit 2, Pg. 164 The Hungry Thing Rhyme Play • One Doesn’t Rhyme Begins to orally segment and combine • Song: Compound Words • Unit 3, Pg. 332 Compound Word Introduction: Blending compound words (e.g., lunchbox • Take Away Syllables Fire Words segmented is lunch-box; when • Unit 3, Pg. 341 Wheels on the Bus: Compound combined it is lunchbox) (CLLD2.3j) Word Blend • Unit 4, Pg. 12 One, Two, Buckle My Shoe: Compound Words • Unit 4, Pg. 22 Yankee Doodle: Compound Words • Unit 4, Pg. 23 Skeletal Portraits 12 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES CLLD2.3. Learning Spoken Language is Composed of Smaller Segments of Sound continued Begins to segment and combine • Syllable • Unit 5, Pg. 130 Name Syllable syllables (e.g., purple segmented is • Syllable Safari • Unit 5, Pg. 138 Eleven Elephants: Syllable Blend and pur-ple; when combined it is purple) Letter Sound /e/ (CLLD2.3k) • Unit 5, Pg. 144 Listening Activity: Elephant Syllables • Unit 5, Pg. 156 Listening Activity: Fishy Syllables • Unit 5, Pg. 166 Listening Activity: Fast Syllables • Unit 5, Pg. 176 Listening Activity: Grasshopper Syllables • Unit 5 Pg. 202 Circus Syllables Begins to identify the initial and • Initial Sound • Unit 4, Pg. 110 Listening Activity: Initial /ck/ Sounds final sound in words (e.g., /b/ in bat) • Right Initial Sound • Unit 6, Pg. 52 Initial Sounds and Letter Sound /p/ (CLLD2.3l) • Final Sound • Unit 6, Pg. 74 The Quiet Book: Initial Sounds and Letter • Right Final Sound Sound q (/kw/) • Where Is the Sound? • Unit 6 Pg. 106 Six Silly Sailors: Final Sounds and Letter Sound /s/ • Unit 6, Pg. 116 Together: Final Sounds and Letter Sound /t/ • Unit 6, Pg. 120 Listening Activity: Final Sounds /r/ and /g/ CLLD2.4. Learning How Letters and Print Work to Create Words and Meaning For many, with instructional support, • Letter Sound Songs • Capital Letter Introductions matches the sound with the • Letter Sound Instruction • Lowercase Letter Introductions corresponding letter (CLLD2.4f) • Name That Letter Sound • Letter Sound Screening For many, with instructional • Letter Sound Songs • Capital Letter Introductions support, matches the letter with the • Letter Sound Instruction • Lowercase Letter Introductions corresponding sound (CLLD2.4g) • Name That Letter Sound • Letter Sound Screening Recognizes many upper and lower • Letter Sound Songs • Capital Letter Introductions case letters (CLLD2.4h) • Letter Pictures • Lowercase Letter Introductions • Letter Trace • Unit 1, Pg. 12 Alphabet Instruction • Print Concepts • Unit 1, Pg. 26 Singing the Alphabet • Coloring Game (Make a Scene) • Unit 1, Pg. 27 Letter Tile Names • Pick the Letter (Letter Checker) • Unit 1, Pg. 72 Baa Baa Black Sheep: Wooly Names • Unit 1, Pg. 74 Name Magnets • Unit 4, Pg. 46 Lowercase Letters 13 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES CLLD2.4. Learning How Letters and Print Work to Create Words and Meaning continued Will use a combination of letters • Dots, Lines, and Circles • Capital Letter Introductions and symbols to represent words • Letter Trace • Lowercase Letter Introductions (CLLD2.4i) • Letters Make Words • Unit 1, Pg. 27 Letter Tile Names • Words Tell About the Pictures • Unit 1, Pg. 72 Baa Baa Black Sheep: Wooly Names • Unit 1, Pg. 74 Name Magnets • Journal Activities CLLD3. Foundations of Writing CLLD.3.1. Drawing, Scribbling, and Writing to Communicate Begins to use initial letter sounds to • Letter Sound Songs • Capital Letter Introductions represent a whole word (e.g., /f/ for • Letter Pictures • Lowercase Letter Introductions fish) (CLLD3.1q) • Letter Trace • Unit 4, Pg. 110 Listening Activity: Initial /ck/ Sounds • Print Concepts • Unit 6, Pg. 52 Initial Sounds and Letter Sound /p/ • Letters Make Words • Unit 6, Pg. 74 The Quiet Book: Initial Sounds and Letter • Coloring Game (Make a Scene) Sound q (/kw/) • Pick the Letter (Letter Checker) Begins to represent the initial and final • Letter Sound Songs • Capital Letter Introductions sounds to represent a word (e.g., ‘dg’ • Letter Pictures • Lowercase Letter Introductions for dog) (CLLD3.1r) • Letter Trace • Unit 4, Pg. 110 Listening Activity: Initial /ck/ Sounds • Print Concepts • Unit 6, Pg. 52 Initial Sounds and Letter Sound /p/ • Letters Make Words • Unit 6, Pg. 74 The Quiet Book: Initial Sounds and Letter • Coloring Game (Make a Scene) Sound q (/kw/) • Pick the Letter (Letter Checker) Retells or reads their writing to others • Letters Make Words • Journal Activities (CLLD3.1s) • Words Tell About the Pictures • Unit 3, Pg. 318 Growing Into a Good Audience Mentor Resources: • Journal Pages Represents all letters in their own • Name Game (What’s Your Name?) • Unit 1, Pg. 27 Letter Tile Names name, with sequencing, positioning, • Letter Trace • Unit 1, Pg. 72 Baa Baa Black Sheep: Wooly Names and reversals still evidenced (CLLD3.1t) • Unit 1, Pg. 74 Name Magnets Begins to produce a correct • Name Game (What’s Your Name?) • Unit 1, Pg. 27 Letter Tile Names representation of their name using • Letter Trace • Unit 1, Pg. 72 Baa Baa Black Sheep: Wooly Names capital letters, lowercase letters, or a • Unit 1, Pg. 74 Name Magnets combination of both moving from left to right (CLLD3.1u) 14 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES CLLD.3.1. Drawing, Scribbling, and Writing to Communicate continued Begins to copy names of familiar • Letter Trace • Journal Activities people and objects (CLLD3.1v) • Coloring Game (Make a Scene) • Unit 1, Pg. 27 Letter Tile Names • Unit 1, Pg. 72 Baa Baa Black Sheep: Wooly Names • Unit 1, Pg. 74 Name Magnets CLLD3.2. Developing Writing Habits and Skills Continues to revise writing in the Before children are fluent letter writers, Waterford • Unit 2, Pg. 181 Introduction to Journals moment based on interactions with encourages adults to take dictation to accompany • Journal Activities peers and adults (CLLD3.2f) children’s drawings. Providing writing for a picture teaches pre-literate children valuable lessons about the purpose for writing and the way it works. Begins to revise by adding details to Before children are fluent letter writers, Waterford • Unit 2, Pg. 181 Introduction to Journals drawings/writings to express their encourages adults to take dictation to accompany • Journal Activities ideas (CLLD3.2g) children’s drawings. Providing writing for a picture teaches pre-literate children valuable lessons about the purpose for writing and the way it works. Begins to make a plan for the writing Mentor Resources: • Unit 2, Pg. 181 Introduction to Journals they will produce (e.g., creates • Goal Setting; Family Writing Activities • Journal Activities picture to tell story and then writes) (CLLD3.2h) CLLD3.3. Handling Writing Tools Begins to use a comfortable and Mentor Resources: • Introduction, Pg. 17 Writing Center efficient three-finger grip to control a • Pencil Grip • Journal Activities variety of writing tools (CLLD3.3g) • Unit 1, Pg. 56 Writing Capital Letter A Uses a variety of digital tools to write Waterford encourages everyone to have writing, drawing, • Unit 1, Pg. 28 Introduction to SmartStart and the or draw (CLLD3.3h) and art materials available for children’s creations. Computer Center; SmartStart Orientation 15 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES AREA FOUR: HEALTH AND PHYSICAL DEVELOPMENT (HPD) HPD1. Using Senses HPD1.1. Learning Through All Senses Uses sensory information to guide • Songs: Five Senses; Positioning • Unit 5, Pg. 233 Slide Like a Snail motions and interactions with objects • Book: Up in the Air • Unit 6, Pg. 53 Floating Robots and other people (e.g., plays games • Sight • Unit 7, Pg. 178 Fox In a Box like tag with other children) (HPD1.1q) • Hearing • Sensory Table • Touch • Taste • Smell • Position • Over, Under, Above, Below • Above, Below, Next to, On • Over, Under, and Through • Inside, Outside, Between Shows increasing awareness of body, • Songs: Positioning; Get Over the Bugs; Monster Trucks • Unit 2, Pg. 169 Personal Space Circle space, and relationship to other • Book: Up in the Air • Unit 2, Pg. 221 Over, Under, Through objects to allow more coordinated • Position • Unit 5, Pg. 233 Slide Like a Snail movements, actions, and interactions • Over, Under, Above, Below with others (e.g., shows the ability to • Above, Below, Next to, On get in line with other children and walk • Over, Under, and Through in line) (HPD1.1r) • Inside, Outside, Between • First, Middle, Last HPD2. Gross Motor HPD2.1. Developing Large Muscle Control Demonstrates more coordinated • Unit 6, Pg. 112 Kick, Throw, Catch, and Bounce movement when jumping for • Unit 6, Pg. 122. Obstacle Course height and distance, hopping, and running (HPD2.1o) Carries out activities that combine and • Unit 1, Pg. 130 We’re Standing on One Foot! coordinate large muscle movements, • Unit 4, Pg. 42 Birds on a Perch including swinging on a swing, • Unit 7, Pg. 238 Surfing the Waves climbing a ladder, dancing to music, or balancing on one leg for longer periods of time (HPD2.1p) 16 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES HPD2.1. Developing Large Muscle Control continued Shows awareness of one’s own body • Songs: Positioning; Get Over the Bugs; Monster Trucks • Unit 2, Pg. 221 Over, Under, Through in relation to other people and objects • Book: Up in the Air • Unit 2, Pg. 225 Where We Are while moving or dancing through • Position • Unit 5, Pg. 199 Circus School space and at varying speeds and • Over, Under, Above, Below • Unit 5, Pg. 233 Slide Like a Snail levels (HPD2.1q) • Above, Below, Next to, On • Unit 6, Pg. 7 Dramatic Play: Gym • Over, Under, and Through • Unit 6, Pg. 122 Obstacle Course • Inside, Outside, Between • First, Middle, Last HPD2.2. Exploring the Environment Develops 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 playing and participating in activities • Exercise and Rest • Unit 4, pg. 42 Birds on a Perch that build strength, speed, flexibility, • Unit 5, pg. 233 Slide Like a Snail and coordination (e.g., tag, red light - • Unit 6, pg. 53 Floating Robots green light) (HPD2.2f) • Unit 6, pg. 108 Exercise Makes Me Better • Unit 6, pg. 118 Come Rest Awhile (Yoga) • Unit 6, pg. 122 Obstacle Course HPD3. Fine Motor HPD3.1. Using Eyes and Hands Together Uses objects with ease (e.g., fork, The daily use of a touch pad or mouse develops dexterity • Unit 1, Pg. 11 Hand Washing spoon, and sometimes a table and hand-eye coordination. • Unit 1, pg. 114 Snip, Snip, Cut knife) (HPD3.1j) • Unit 2, pg. 254 Polly Put the Kettle On • Unit 3, pg. 314 Cutting Shapes • Unit 6, Pg. 79 Bath Time • Unit 7, Pg. 174 Taking Care of My Teeth Draws smaller figures and includes Waterford encourages everyone to have writing, drawing, • Introduction, Pg. 8 Art Center more detail (e.g., faces with and art materials available for children’s creations. features) (HPD3.1k) • Dots, Lines, and Circles 17 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES HPD3.2. Developing Small Muscle Control Draws with crayons and markers and Waterford encourages everyone to have writing, drawing, • Unit 1, pg. 114 Snip, Snip, Cut cuts with scissors, with moderate and art materials available for children’s creations. • Unit 2, pg. 254 Polly Put the Kettle On levels of precision and control (e.g., • Unit 3, pg. 314 Cutting Shapes cuts along a line or circle) (HPD3.2j) Manages self-help routines such as The daily use of a touch pad or mouse develops dexterity • Unit 1, Pg. 11 Hand Washing dressing self (e.g., zipping, buttoning, and hand-eye coordination. • Unit 6, Pg. 79 Bath Time snapping) (HPD3.2k) • Unit 7, Pg. 174 Taking Care of My Teeth HPD4. Physical Health and Self-Care HPD4.1. Taking Care of Daily Health Needs Takes more responsibility for • Books: The Germs; Whatever the Weather • Unit 1, Pg. 11 Hand Washing personal hygiene and self- • Avoid Germs and Prevent Illness • Unit 6, Pg. 79 Bath Time care skills (e.g., washing hands • Germs • Unit 7, Pg. 174 Taking Care of My Teeth independently) (HPD4.1r) Mentor Resources: • Hand Washing Rebus; Dental Chart; Monkey Mouth Uses language to ask adults or peers Social-emotional videos model problem-solving strategies • Unit 5, pg. 166 Good Friends Activity: I Ask for Help for the help needed in a particular that include individual methods, as well as seeking When I Need It situation, including acting out stories adult help. • Unit 6, Pg. 75 Grown-Up Manners or in play scenes (HPD4.1s) Consistently uses strategies to calm Social-emotional video series, “I Can Calm Down,” • Introduction, Pg. 16 Private Place themselves when needed (HPD4.1t) models both appropriate and inappropriate behaviors • Unit 4, Pg. 35 Good Friends Activity: I Can Calm Down through scenarios offering explanation and reasoning • Unit 4, Pg. 47 Quiet Bottles for each outcome encouraging children to “Stop, Think, and Choose.” HPD4.2. Adopting Safe Behaviors Follows basic safety rules, signs, and • Songs: Storms; Sun Blues • Unit 3, pg. 334 Call for Help labels consistently and anticipates • Book: The Germs • Unit 3, pg. 337 Emergency! consequences of not following • Avoid Germs and Prevent Illness • Unit 7, pg. 153 Paying Attention Keeps Everyone Safe rules (HPD4.2o) • Germs • Unit 7, Pg. 184 Consequence Game • Lightning Safety Participates in safety practices by • Unit 1, Pg. 127 Dramatic Play: Construction Site helping to use car seat restraints and helmets (HPD4.2p) 18 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES HPD4.2. Adopting Safe Behaviors continued Identifies people in the community Mentor Resources: • Unit 3, Pg. 375 Trusted Adults who can help them (e.g., firefighter, • Community Helpers nurse) (HPD4.2q) Identifies emergency and non- Mentor Resources: • Unit 3, pg. 334 Call for Help emergency situations (HPD4.2r) • Emergency Preparedness for Kids; Fire Safety • Unit 3, pg. 337 Emergency! Activities for Kids HPD4.3. Eating With Healthy Habits Makes healthy eating choices • Song: Health • Unit 3, Pg. 319 Plant Part Salad both independently and with • Healthy Food • Unit 7, Pg. 205 Healthy Eating support (HPD4.3m) Mentor Resources: • My Healthy Plate; Food Pictures Follows picture recipes to prepare a • Unit 1, Pg. 40 Snack simple snack (HPD4.3n) • Unit 3, pg. 319 Plant Part Salad • Unit 7, Pg. 216 Chicka Chicka Boom Book Snack Demonstrates an increasing • Song: Health • Unit 3, pg. 319 Plant Part Salad understanding of the ways in which • Healthy Food • Unit 7, pg. 205 Healthy Eating healthy food helps the body grow, Mentor Resources: like saying, “Milk makes my bones • My Healthy Plate; Food Pictures strong.” (HPD4.3o) HPD4.4. Developing Healthy Habits for Rest and Sleep Independently starts and participates • Song: Health • Unit 6, pg. 118 Come Rest Awhile (Yoga) in sleep routines (HPD4.4m) • Exercise and Rest Can describe why sleep keeps us • Exercise and Rest • Unit 6, pg. 118 Come Rest Awhile (Yoga) healthy (HPD4.4n) 19 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES AREA FIVE: COGNITIVE DEVELOPMENT (CD) CD1. Science: The Natural and Physical World CD1.1. Paying Attention to the Natural World Compares and categorizes • Song: Same and Different • Unit 1, pg. 75 Five Senses: How Do We Know? observable phenomena (e.g., by • Let’s Compare • Unit 1, pg. 84 What Do You See? collecting, organizing, and describing • Comparatives • Unit 1, pg. 86 Excellent Eyes materials according to their physical • Materials • Unit 1, pg. 105 Pouring Sounds characteristics) (CD1.1j) • Unit 1, pg. 152 Slime! • Unit 1, pg. 134 Texture Sort Imitates and uses adults’ words and All activities provide opportunities for students to use • Introduction, pg. 16 Science Center ideas when talking about the physical words and phrases acquired through conversation, to read • Unit 1, pg. 24 What Do Scientists Do? and natural worlds (CD1.1k) and be read to, and to respond. • Unit 1, pg. 75 Five Senses: How Do We Know? • Unit 3, pg. 306 How Do Plants Drink? • Unit 3, pg. 365 Seed Investigation • Unit 4, pg. 121 Frog or Toad? • Unit 5, pg. 216 What Do Spiders Like? • Unit 5, pg. 245 Can an Earthworm Tell if it’s Hot or Cold? Shows detail in drawings, Waterford encourages everyone to have writing, drawing, • Introduction, Pg. 8 Art Center constructions, demonstrations to show and art materials available for children’s creations. • Visual Arts Activities thinking (CD1.1l) • Unit 1, Pg. 38 Illustration Investigation CD1.2. Testing Questions and Ideas Uses many sources (e.g., pictures, • Song: Five Senses • Unit 1, Pg. 32 Train My Brain: Determination books) to gather information (CD1.2n) • Science Books • Unit 4, Pg. 96 Good Friends Activity: I Try New Things • Informational Books • Unit 6, Pg. 99 Good Friends Activity: I’m a (See titles at end of document.) Problem Solver • Sight • Unit 7, pg. 131 Good Friends Activity: I Pay Attention • Taste • Smell • Touch • Hearing • Science Tools • Weather Tools • Observe a Simple System 20 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES CD1.2. Testing Questions and Ideas continued With adult guidance, plans and • Song: The Scientific Method • Introduction, pg. 16 Science Center conducts investigations (CD1.2o) • Science Tools • Unit 1, pg. 24 What Do Scientists Do? • Science Investigation • Unit 1, pg. 75 Five Senses: How Do We Know? • Experiments: Pollution; Plant; Matter; Weather; • Unit 3, pg. 306 How Do Plants Drink? Rocks; Ecosystems; Herbivores, Carnivores and • Unit 3, pg. 365 Seed Investigation Omnivores; Health • Unit 4, pg. 121 Frog or Toad? • Unit 5, pg. 216 What Do Spiders Like? • Unit 5, pg. 245 Can an Earthworm Tell if it’s Hot or Cold? Analyzes results, draws conclusions, • Song: The Scientific Method • Unit 2, pg. 176 Smell Survey and communicates results (CD1.2p) • Science Tools • Unit 3, pg. 306 How Do Plants Drink? • Science Investigation • Unit 3, pg. 365 Seed Investigation • Unit 6, pg. 54 Germs Collaborates with others to conduct • Song: The Scientific Method • Unit 3, pg. 306 How Do Plants Drink? investigations (CD1.2q) • Science Tools • Unit 3, pg. 365 Seed Investigation • Science Investigation • Unit 5, pg. 245 Can an Earthworm Tell if it’s Hot or Cold? CD2. Social Science: People, Community, and Culture CD2.1. Learning About Ways That People Interact Communicates about the roles of • Read-Along Books • Unit 1, pg. 133 Farmer in the Dell: Word Mix-up people in the community encountered • Informational Books • Unit 2, pg. 160 Dramatic Play: Restaurant directly (caregiver or educator) and (See titles at end of document.) • Unit 2, pg. 242 Dramatic Play: Pet Store roles introduced through pictures, Mentor Resources: • Unit 3, pg. 328 We All Have Jobs books and other media (artists, • Exploring Your Home City with Your Children; • Unit 3, pg. 330 Dramatic Play: Fire Station cooks, cashiers, construction Community Helpers • Unit 3, pg. 345 Which Hat Is Best? workers) (CD2.1n) • Unit 6, pg. 69 Dramatic Play: Post Office Uses props and dramatic play to show • Pretend Play • Center Activities growing awareness of things and Mentor Resources: • Introduction, Pg. 11 Dramatic Play Center events in the larger world (using a • Community Helpers • Unit 2, pg. 160 Dramatic Play: Restaurant computer, driving a bus) (CD2.1o) • Unit 2, Pg. 190 Dramatic Play: Junkyard • Unit 2, pg. 242 Dramatic Play: Pet Store • Unit 3, Pg. 330 Dramatic Play: Fire Station • Unit 7, Pg. 134 Dramatic Play: Architect’s Office • Unit 7, Pg. 141 Tool Workshop 21 © Waterford Institute, Inc. All rights reserved.
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES 2021 VIRGINIA STANDARDS WATERFORD DIGITAL RESOURCES WATERFORD TEACHER RESOURCES CD2.1. Learning About Ways That People Interact continued Shows more detail in drawings, Waterford encourages everyone to have writing, drawing, • Introduction, Pg. 8 Art Center buildings, models, and performances, and art materials available for children’s creations. • Visual Arts Activities reflecting their thinking and • Dramatic Play Activities understanding about social • Music and Dance Activities connections (CD2.1p) CD2.2. Understanding Relationships and Connections Communicates about self as member • My Family • Unit 3, pg. 286 Grandmas: Same and Different of many different groups, such as • Clubhouse • Unit 3, pg. 288 Journals: My Family within a family, classroom, faith • Marmot’s Basket community, or sport team (CD2.2g) Uses positive social behaviors Waterford’s Social-emotional videos model positive, pro- • Unit 1, Pg. 76 Taking Turns Game (taking turns, sharing, helping with social behaviors such as friendship, empathy, kindness, • Unit 4, Pg. 13 We’re All Happy jobs) to help meet needs of the cooperation, collaboration, respect, and initiative. • Unit 4, Pg. 66 Good Friends Activity: Two Friends group (CD2.2h) • Unit 4, Pg. 84 Working Together • Unit 4, Pg. 88 Journal Prompt: I Took Turns When… • Unit 6, Pg. 56 Good Friends Activity: Can I Play With You? • Unit 6, Pg. 107 How to Solve a Problem With adult help, participates with Social-emotional videos model problem-solving strategies • Unit 6, Pg. 99 Good Friends Activity: I’m a peers in solving problems, settling that include individual methods, as well as seeking Problem Solver conflicts, and negotiating plans and adult help. decisions (CD2.2i) CD2.3. Learning About Differences Learns simple vocabulary of other Sing Around the World songs offer children opportunities • Unit 2, Pg. 246 I Touch My Nose Like This: Follow Me languages spoken in home, classroom, to hear and see a variety of languages and cultures. or school community (CD2.3g) Represents self and others in drawing Waterford encourages everyone to have writing, drawing, • Introduction, Pg. 8 Art Center with increasing detail and accuracy, and art materials available for children’s creations. including distinguishing features related to physical, racial, and cultural differences (CD2.3h) 22 © Waterford Institute, Inc. All rights reserved.
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