WATERFORD READING ACADEMY: HELPDOCS
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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
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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)
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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
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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
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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
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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
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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
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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)
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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)
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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)
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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
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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
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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
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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)
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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
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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)
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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
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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)
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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)
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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)
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