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Discipline and Punishment:
What’s the Difference? Katharine C. Kersey, Ed.D. Marie L. Masterson, Ph.D.
Release in the US: http://www.pearsonhighered.com/educator/product/101-Principles-for-Positive-Guidance-with-Young-Children-Creating-Responsive-Teachers/9780132658218.page
DISCIPLINE
Discipline means to teach and train Discipline focuses on what we DO want children to do. Discipline teaches children that responsibility comes from self. Discipline increases long-term positive behaviors. Discipline teaches permanent skills. Discipline strengthens the bonds of connection between adult and child. Discipline teaches emotional competence and self-regulation. Discipline gives children skills to be successful in school. Discipline shows children that they can be a success. Discipline makes children resilient, empathetic, and caring toward others. The child turns these feelings outward.
Discipline creates responsibility and significance that turns into cooperation.
Discipline inspires a child to BE like YOU.
PUNISHMENT
Punishment means to inflict purposeful pain. Punishment focuses on what we DON’T want children to do. Punishment makes a child dependent on external control. Punishment decreases motivation and effort. Punishment only stops behaviors temporarily. Punishment breaks the connection and causes a child to retreat or pull away from an adult emotionally. Punishment that embarrasses the child will make him turn his anger outward by acting out. Punishment makes a child feel school is not a pleasant place for him to be.
Punishment makes children feel like a failure.
Punishment causes self-doubt, shame and embarrassment. The child turns these feelings inward.
Punishment causes retaliation and anger that turns into uncooperative behavior. Punishment inspires a child to ACT like YOU.
101 Top Five Principles for Positive Behavior Redirection
1. Modeling Principle - Model the behavior you want. Show the child, by example, how to behave. Children are watching us – all the time – and they will grow up to be like us – whether we want them to or not.
2. Make a Big Deal Principle -Make a big deal over responsible, considerate, appropriate behavior - with attention (your eyeballs), thanks, praise, thumbs-up, recognition, hugs, special privileges, incentives (not food).
3. Incompatible Alternative Principle - Give the child something to do that is incompatible with the inappropriate behavior. Say, “Let’s pretend we are on a secret mission and see if we can walk all the way to the cafeteria without anyone hearing us.” "Help me pick out 6 markers" (when the child is unfocused or annoying). If a child is bothering you by playing with his shoestrings, instead of mentioning it, simply ask him to help you by sorting the papers or crayons by color.
4. Choice Principle - Give the child two choices, both of which are positive and acceptable to you. "Would you rather tiptoe or hop over to the carpet?” “We need to clear off our desks. Do you need one minute or two?” Then set the timer. 5. When-Then/Abuse it-Lose it Principle -When you put your books on the shelf, then you may put on your coat.” “When you finish putting the play-dough away, then you may choose a partner for the game.”
101 Top Five Principles for Social Emotional Support
1. Connect Before You Correct Principle -Find multiple ways to "connect" with a child. Get to know him and show him that you care about him before you begin to try to adapt his behavior. Help him to discover his strengths, his uniqueness, his special gifts, by calling attention to them.
2. Demonstrate Respect Principle -Treat the child the same way you do other important people in your life – the way you want him to treat you – and others. (How would I want her to say that to me?) Think before you speak. 3. Validation Principle - Acknowledge (validate) the child’s wants and feelings. "I know you feel frustrated with your friend and want to keep both books to yourself. I don't blame you. I would feel the same way. However, she needs to have one. Do you want to choose which one, or shall I?” 4. Good Head on Your Shoulders Principle - Tell a child – frequently– “You have a good head on your shoulders. You decide. I trust your judgment.” This brings out the best in the child and shows him/her that eventually he will be in charge of his own life and responsible for his/her own decisions.
5. Belonging and Significance Principle - Remember that everyone needs to feel that s/he belongs and is significant. Help each child to feel important by giving him important jobs to do and reminding him that if he doesn't do them, they don't get done! Help him/her feel important by being responsible.
Katharine Kersey, Ed.D. kkersey@odu.edu www.the101s.net Marie Masterson, Ph.D. mmasterson@dom.edu www.mariemasterson.com
Release in UK:
http://www.waterstones.com/waterstonesweb/products/katharine+c-+kersey/marie+masterson/the+101+principles+for+positive+guidance+with+young+children/8683595/
34 Young Children • September 2009© S
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WHEN PARENTS ARE INVOLVED IN SCHOOL, their chil-dren’s achievement improves. Children make friends more easily and are more successful learners (NCPIE 2006). Children whose families participate in school activities stay in school longer and take more advanced classes (Barnard 2004). But the greatest benefi t to children of a successful home-school partnership is that children are more moti-vated to succeed (Hoover-Dempsey et al. 2005). To connect parents with school, teachers need to learn the best ways to share information and thereby build bridges and strong ties with families. They need to fi nd ways to establish positive relationships by shifting from a focus on children’s problems to affi rming children’s strengths. Such approaches can improve classroom-home communica-tions and encourage all families to become involved.
Knowing and understanding families
Most parents can remember what it felt like to take their child to school for the fi rst time. Those hours seemed endless. Was she OK—smiling, crying, or hurt? Could you hardly wait to see her? What positive things did her teacher have to say when you picked up your child after her fi rst day at kindergarten? If you waited to learn what she did on her fi rst day and the teacher didn’t say anything at all, were you crushed? Had you hoped that she would tell you what a nice little girl you had (in other words, that you’d done a good job)? Many parents need affi rmation and reassurance to build trust and deal with their feelings of uncertainty, inad-equacy, or sometimes even intimidation. Those of us who are parents and became teachers never forget how impor-tant parental affi rmation is. Parents appreciate a teacher’s affi rmation that they are doing a good job, just as they want others to see the best in their child. A fi rst-time parent leaving a child for the day said to the teacher, “Here’s my heart, please keep it beat-ing until you hand it back to me.” It is a sacred thing for a teacher to have that responsibility. It is important for all educators to tune in to the way parents see their children. The book Blink: The Power of Thinking without Thinking (Gladwell 2005) suggests that a 10-minute conversation that shows personal interest can make all the difference in establishing a personal relationship. We want to build con-
Katharine C. Kersey, EdD, is a professor of early childhood, an educator, and the director emeritus of the Child Study Center at Old Dominion University (ODU) in Norfolk, Virginia. She is the former chair of ODU’s Department of Early Childhood, Speech Pathology, and Special Education and is a child behavior expert, TV consultant, teacher and parent educator, author, and speaker. kkersey@odu.eduMarie L. Masterson, PhD, is the early childhood specialist for the Virginia Department of Education and adjunct professor of early childhood education at Old Dominion University. She is coordina-tor of the ODU Director’s Institute and an educational researcher, child behavior consultant, and speaker. mmasters@odu.edu
Teachers Connecting with Families—
In the Best Interest of Children
Katharine C. Kersey and Marie L. Masterson
Young Children • September 2009 35
nections between the family and the teacher—the sooner and stronger, the better. If we fi rst connect with parents in positive ways, then strong and trusting relationships will already have been established when problems come along.
Overcoming parents’ reluctance
Sometimes individual parents may be reluctant to con-nect with teachers, and there are many personal reasons why. While visiting a grown son who was living in a con-verted inner-city school building, a father said, “This place gives me the creeps.” The hallways reminded him of his childhood experiences and that his own father had died while he attended a school in a similar building. His memo-ries affected his present feelings. Other parents may still have unresolved feelings of failure and discontent carried over from their school experiences and worry that their children may not succeed. As teachers, it is important for us to remember that not all adults had good experiences in school and we may have to work hard to dispel their per-ceptions and fears.
There are reasons a parent might feel intimidated by a teacher or hesitant to come to a conference. One parent expressed frustration that he left a meeting at work and drove 45 minutes during the worst traffi c of the day, only to have 10 or 15 minutes with his child’s teacher! Other par-ents say that they did not feel welcome at their children’s school. Sometimes, parents can feel a teacher is question-ing their competence, and so when they come for a meet-ing, they are defensive. Parents could be anticipating bad news. They may be surprised if the teacher has something nice to say. Teachers need to build parents’ confi dence that their school encounters will result in positive interactions and success for their child. At times, when parents hesitate to become involved, it may be because they feel inadequate in terms of their education or perhaps are unable to read. Teachers may use language a parent doesn’t understand or describe a child’s progress in educational jargon, which the parent is reluctant to admit confuses him. Parents may cringe at the thought of being asked questions they can’t answer. And most of all, parents don’t want to feel judged for their child’s problems, behaviors, or poor progress. Distrust and uncertainty work both ways. Teachers themselves can feel intimidated by parents. In some cases a parent’s strong personality comes across as demanding or accusatory. Teachers may worry about being caught off guard or asked a question that is not easily handled. They too could fear being judged or embarrassed. One teacher said that at the end of a parent-teacher conference, she experienced an awkward moment when she tried to shake hands with the par-ent, a practice she didn’t know was considered disrespectful in the fam-ily’s culture. She now takes the time to learn about the cultures of the children in her class. Setting parents at ease and helping them know that as teachers we want the same things they want for their children is well worth the time and energy it takes.
Sharing information with families
The positive interactions teachers use to create con-nections with parents are in the best interest of the child (Hamre & Pianta 2005). Successful teachers make it their business to connect with families and plan ways to build
If we first con-nect with parents in positive ways, then strong and trusting relation-ships will already have been estab-lished when prob-lems come along.
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36 Young Children • September 2009
strong relationships with children and par-ents. Setting up an open and positive system of teacher availability supports cooperative and productive teacher-parent relationships. The following suggestions illustrate some specifi c ways to build bridges and strengthen the bond between teacher and parent. Using strategies such as these can ensure that when challenges come, a strong foundation is already in place.
Before and at the start of school
Send a personalized postcard to every child, saying, “See you soon at school. You’ll make friends and enjoy learning!”
Make a phone call to each child: “I am call-ing to talk to Maria. I am your new teacher, and I look forward to seeing you.”
Have an open house for children and families as an orienta-tion to school. Let the children explore the room so they will feel safe. Join the children at their level when you talk to set them at ease. Introduce children and families with common interests.
Plan a Welcome Parents meeting when the school year begins to show families that you care about their ideas and interests. Ask each family to complete a question-naire to help you learn the child’s interests, strengths, pets, and hobbies. Ask for information about allergies and special concerns.
Begin the meeting with a Family Introduction Circle.“Whose mom or dad are you?” “Tell us something about ________ [child’s name].” “What would you like every-one to know?” “Do you have something you would like to share with the children about your job, hobby, or a special interest?” Hand out copies of daily schedules, menus, and other items. Provide copies in the home lan-
guages of the families in the group. Plan time for a group of parents to get to know each other, and help them fi nd ways to connect.
Make and share a “Me Bag.” Bring special items that show and tell about you personally. Let families get to know you and about the things you love. You can share the same Me Bag with the children when school begins, and let the children bring in their Me Bags as well.
Throughout the year
Call children at home. Leave a message on the home answering machine during the school day. “Jamal, I am calling to say I noticed you helping Brandon on the play-ground. He seemed grateful for your help.” It takes 15 seconds, and Jamal may never want to erase it. Set aside a time each week to make these calls, and keep a list to make sure to include every child.
Send home a Great Moments! certifi cate. Attach a digital photo to the certifi cate and highlight a special contribu-tion, a kind gesture, or clever words a child has used. Send three to fi ve certifi cates each day to ensure each child receives one during the week.
Use the phone to share news. Ask parents to let you know when they are available, and then set up a schedule so they can look forward to hearing from you. Be available for parents to call you at a set time if they have questions or want to talk. When a child is sick, it is appropriate to call her home to let her know she is missed.
Send e-mail communications. “Today we had a picnic. We went outside under a tree. Ask Carmen to tell you what she did.” Do this frequently so parents come to associate e-mails with memories of their children’s experiences.
Say at least one positive thing each time you see a parent. “Danny has such a wonderful sense of humor.” “Teresa told me about your camping trip.” Run after a parent to say, “I want to tell you . . . !” Parents will enjoy hearing about interesting things their child has done and learned.
Record the positive things children do. Place them on 3 x 5 cards in a notebook you can share each time you see a parent—another opportunity to connect. Focus on conveying the message, “I notice your child!”
Setting up an open and posi-tive system of teacher avail-ability supports cooperative and productive teacher-parent relationships.
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Young Children • September 2009 37
Encourage parent volunteers. Any time you invite a parent to class, the child will feel excited and special. Encourage parents to read, share some expertise, or tell about a special interest. Let the parent’s child help. Find creative ways for parents to make meaningful contribu-tions to the classroom that can fi t in their schedules (organizing child portfolios, photo copying, planning par-ties, or preparing for an art, music, or dramatics activity).
Send home weekend project packs with activities par-ents and children can do together. An example of what to include is a class mascot—a stuffed animal that takes turns going home with the children; have the families keep a diary of its activities. Children will take pride in bringing home the toy and then sharing their diary entry with classmates when the mascot returns to school.
During and after parent conferences
Focus on a child’s natural strengths. Affi rm the child. Share special traits and unique capabilities. “Judy’s block buildings are complex and inventive.” “Joey shows com-passion to his peers.” “Jasmine enjoys exploring new art materials.” A teacher can help parents see the potential in their child and encourage them to support and nurture the child’s gifts at home.
Always get the parent to talk fi rst. Say, “Tell me about your child.” The parent may ask, “What do you want to know?” You can respond, “Anything you want to tell me.” Such an approach lets parents take the lead and feel relaxed and open to a conversation.
Ask parents for their perspectives. Parents are experts about their child and may describe a child’s strength or need. When they mention a strength, ask, “How do you support her at home?” When they tell you about a prob-lem, ask, “How do you deal with that?”
Ask for help! If the child is experiencing diffi culty at school and you think the parent needs to get involved, you might introduce your concern by saying, “There is something I’d like your help with.”
Focus on one important issue. When you have concerns, choose one that you think can be helped or fi xed. First, identify it, and then brainstorm some solutions. Together with the family you can agree to a plan. “I will work on this at school, while you work on it at home. Let’s set an appointment to get together again in two weeks.” This tells parents that by working together you can help the child succeed.
Start and end on positive notes. Tell something good fi rst. It lets the parents relax and know you notice special
things about their child. Make sure to end with a commit-ment. “I appreciate and value the time that I share with your child, and I want to help her develop and learn.”
Send a reminder. Call or send an e-mail the day before to confi rm the next appointment. “If you can’t come that day, when is it convenient for you to come?”
When parents are not able to come to school
Share successes immediately. With parental permission, allow a child to call a parent during the day to tell about something great he just did. You can call also: “I want you to know that Joshua counted to six in Spanish today!”
Videotape children’s activities, presentations, and special accomplishments. Send the tape home on loan for parents to appreciate what they see their child learning and doing. Or upload the video to the school or classroom Web site.
Send home daily sheets. Use photos and descriptions to show parents the activities and learning in which the children are engaged.
Fill a class newsletter with highlights of community activities, parenting and positive guidance tips, and infor-mation about the class curriculum. Children can help write the news for this newsletter!
Use affi rmations to connect with families
With parents, use every opportunity to connect posi-tively: “I can’t wait to see you and tell you all of the wonder-ful things your child is doing!” When a teacher adopts this attitude in her interactions with parents, they will eagerly
join in to support school and classroom activities for their child. Tell parents what the child is learning about himself, new friends, the world, and the outdoors. Parents need to hear what children are learning socially and how they are becoming successful. It is our job as teachers to help each child navigate the world successfully. We can give parents hope and confi dence that their child is well on his way to achieving that goal. It is always in the best interest of the child to connect with parents. When teachers and parents build connections and work together, children are more successful—both academically and socially. The relationships teachers form early with parents help children become socially and emo-tionally competent and do better in school (Walker et al. 2005). As a result, children have fewer behavior problems both at school and at home (NCPIE 2006). Family connec-tions built when children are young pay off in a lifetime of rich dividends for the child. Teachers can tell families, “I hear about you all the time. I heard what a great thing you all did together last night.” These positive affi rmations make a parent feel relaxed and proud. You the teacher are building bridges. You have a lasting impact on parents when you share your values and your goals for their children. You empower parents to be more successful in their parenting role when you connect them positively to their child’s teacher and to school. Once families feel comfortable and understand how important they are to their child’s success, a strong rela-tionship begins. The partnership strengthens as school and teacher become a source for positive information. Through this approach to building connections, teachers create authentic, caring relationships with families, and parents become active participants in their child’s success.
ReferencesBarnard, W.M. 2004. Parent involvement in
elementary school and educational attainment. Children and Youth Services Review 26: 39–62.
Gladwell, M. 2005. Blink: The power of thinking without thinking. New York: Little, Brown.
Hamre, B., & R. Pianta. 2005. Can instructional and emotional support in the fi rst-grade classroom make a difference for children at risk of school failure? Child Development 76 (5): 949–67.
Hoover-Dempsey, K., M. Walker, H. Sandler, D. Whetsel, C. Green, A. Wilkins, & K. Clos-son. 2005. Why do parents become involved? Research fi ndings and implications. Elementary School Journal 2 (106): 105–30.
NCPIE (National Coalition for Parent Involve-ment in Education). 2006. What’s Happening. A new wave of evidence: The impact of school, family and community connections on student achievement. www.ncpie.org/WhatsHappening/research January2006.html
Walker, J.M., A.S. Wilkins, J.R. Dallaire, H.M. Sandler, & K.V. Hoover-Dempsey. 2005. Parental involve-ment: Model revision through scale development. The Elementary School Journal 106 (2): 85–104.
Copyright © 2009 by the National Association for the Educa-tion of Young Children. See Permissions and Reprints online at www.naeyc.org/yc/permissions.©
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Table of Contents
Overview ......................................................7/LPLWHG�(QJOLVK�3URÀFLHQF\���������������������������������������������������������������
Literacy Introduction ........................................9/LWHUDF\�)RXQGDWLRQ�%ORFNV��������������������������������������������������������������� ��� 2UDO�([SUHVVLRQ�������������������������������������������������������������������� ��� ��� 9RFDEXODU\��������������������������������������������������������������������������������� ��� 3KRQRORJLFDO�$ZDUHQHVV���������������������������������������������������������� ��� /HWWHU�.QRZOHGJH�DQG�(DUO\�:RUG�5HFRJQLWLRQ��������������� ��� 3ULQW�DQG�%RRN�$ZDUHQHVV����������������������������������������������������� ��� :ULWWHQ�([SUHVVLRQ���������������������������������������������������������������
Mathematics Introduction ................................. 170DWKHPDWLFV�)RXQGDWLRQ�%ORFNV������������������������������������������������������ ��� 1XPEHU�DQG�1XPEHU�6HQVH�������������������������������������������������� ��� &RPSXWDWLRQ������������������������������������������������������������������������������ ��� 0HDVXUHPHQW������������������������������������������������������������������������ ��� ��� *HRPHWU\����������������������������������������������������������������������������������� ��� 'DWD�&ROOHFWLRQ�DQG�6WDWLVWLFV����������������������������������������� ��� ��� 3DWWHUQV�DQG�5HODWLRQVKLSV������������������������������������������������ ��
Science Introduction....................................... 246FLHQFH�)RXQGDWLRQ�%ORFNV������������������������������������������������������������ ��� ��� 6FLHQWLÀF�,QYHVWLJDWLRQ��5HDVRQLQJ��DQG�/RJLF������������� ��� ��� )RUFH��0RWLRQ�DQG�(QHUJ\�������������������������������������������������� ��� ��� 0DWWHU������������������������������������������������������������������������������������ ��� ��� /LIH�3URFHVVHV���������������������������������������������������������������������� ��� ��� ,QWHUUHODWLRQVKLSV�LQ�(DUWK�6SDFH�6\VWHPV���������������� ��� ��� (DUWK�3DWWHUQV��&\FOHV�DQG�&KDQJH��������������������������������� ��� ��� 5HVRXUFHV���������������������������������������������������������������������������������
6
Table of Contents FRQWLQXHG
History and Social Science Introduction ................. 32+LVWRU\�DQG�6RFLDO�6FLHQFH�)RXQGDWLRQ�%ORFNV������������������������� ��� ��� +LVWRU\�6LPLODULWLHV�DQG�'LIIHUHQFHV���������������������������� ��� ��� +LVWRU\�&KDQJH�2YHU�7LPH����������������������������������������������� ��� ��� *HRJUDSK\�/RFDWLRQ������������������������������������������������������������ ��� ��� *HRJUDSK\�'HVFULSWLYH�:RUGV���������������������������������������� ��� ��� (FRQRPLFV�:RUOG�RI�:RUN������������������������������������������������ ��� ��� (FRQRPLFV�0DNLQJ�&KRLFHV������������������������������������������������ ��� ��� &LYLFV�&LWL]HQVKLS���������������������������������������������������������������� ��
Physical and Motor Development Introduction ........... 403K\VLFDO�DQG�0RWRU�'HYHORSPHQW�)RXQGDWLRQ�%ORFNV������������������ ��� 6NLOOHG�0RYHPHQW���������������������������������������������������������������� ��� ��� 0RYHPHQW�3ULQFLSOHV�DQG�&RQFHSWV���������������������������������45� ��� 3HUVRQDO�)LWQHVV������������������������������������������������������������������� ��� ��� 5HVSRQVLEOH�%HKDYLRUV�������������������������������������������������������� ��� ��� 3K\VLFDOO\�$FWLYH�/LIHVW\OH������������������������������������������������ ��
Personal and Social Development Introduction ........... 493HUVRQDO�DQG�6RFLDO�'HYHORSPHQW�)RXQGDWLRQ�%ORFNV�������������� ��� ��� 6HOI�&RQFHSW����������������������������������������������������������������������������� ��� 6HOI�&RQWURO�������������������������������������������������������������������������� ��� ��� $SSURDFKHV�WR�/HDUQLQJ����������������������������������������������������� ��� ��� ,QWHUDFWLRQ�ZLWK�2WKHUV����������������������������������������������������54� ��� 6RFLDO�3UREOHP�6ROYLQJ�������������������������������������������������������55
Helpful Terms .............................................. 56
Resources ................................................... 58
7
Overview of Foundation Blocks
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7KH�SXUSRVH�RI�WKLV�GRFXPHQW�LV�WR�SURYLGH�HDUO\�FKLOGKRRG�HGXFDWRUV�D�VHW�RI�PLQLPXP�VWDQGDUGV�LQ�OLWHUDF\��PDWKHPDWLFV��VFLHQFH��KLVWRU\�DQG�VRFLDO�VFLHQFH��SK\VLFDO�DQG�PRWRU�VNLOO�GHYHORSPHQW��DQG�SHUVRQDO�DQG�VRFLDO�GHYHORSPHQW�ZLWK�LQGLFDWRUV�RI�VXFFHVV�IRU�HQWHULQJ�NLQGHUJDUWHQ�WKDW�DUH�GHULYHG�IURP�VFLHQWLÀFDOO\�EDVHG�UHVHDUFK���7KH�VWDQGDUGV�UHÁHFW�D�FRQVHQVXV�RI�FKLOGUHQ·V�FRQFHSWXDO�OHDUQLQJ��DFTXLVLWLRQ�RI�EDVLF�NQRZOHGJH��DQG�SDUWLFLSDWLRQ�LQ�PHDQLQJIXO�DQG�UHOHYDQW�OHDUQLQJ�H[SHULHQFHV���$OLJQPHQW�WR�9LUJLQLD·V�.LQGHUJDUWHQ�6WDQGDUGV�RI�/HDUQLQJ��62/���WR�9LUJLQLD·V�3KRQRORJLFDO�$ZDUHQHVV�/LWHUDF\�6FUHHQLQJ��3$/6���DQG�WR�WKH�QDWLRQDO�JXLGH��7HDFKLQJ�2XU�<RXQJHVW��$�*XLGH�IRU�3UHVFKRRO�7HDFKHUV�DQG�&KLOG�&DUH�DQG�)DPLO\�3URYLGHUV��SURGXFHG�E\�WKH�(DUO\�&KLOGKRRG�+HDG�6WDUW�7DVN�)RUFH���������8�6��'HSDUWPHQW�RI�(GXFDWLRQ�DQG�8�6��'HSDUWPHQW�RI�+HDOWK�DQG�+XPDQ�6HUYLFHV�LV�HYLGHQW�
7KH�PDWHULDO�LV�RUJDQL]HG�IRU�XVH�DV�D�WRRO�IRU�HDUO\�FKLOGKRRG�HGXFDWRUV�LQ�GHYHORSLQJ�FXUULFXOXP�DQG�PHDQLQJIXO�FODVVURRP�DFWLYLWLHV���(DFK�)RXQGDWLRQ�%ORFN�LV�LQ�ER[�IRUPDW��DQG�LV�RUJDQL]HG�WR�EXLOG�WRZDUGV�WKH�9LUJLQLD�.LQGHUJDUWHQ�6WDQGDUGV�RI�/HDUQLQJ���)ROORZLQJ�WKH�ER[HV��DUH�H[SHFWDWLRQ�LQGLFDWRUV�IRU�WKH�)RXQGDWLRQ�%ORFNV���6DPSOH�WHDFKLQJ�DFWLYLWLHV�DUH�LQFOXGHG�WR�DVVLVW�WHDFKHUV�LQ�WKH�SODQQLQJ�RI�PHDQLQJIXO�FODVVURRP�DFWLYLWLHV���+HOSIXO�WHUPV�DQG�UHIHUHQFHV�WR�QDWLRQDO�FRQVHQVXV�GRFXPHQWV�XVHG�LQ�WKH�GHYHORSPHQW�RI�WKLV�GRFXPHQW�DUH�FLWHG�IRU�FODULÀFDWLRQ�DQG�UHVRXUFH�SXUSRVHV��
8
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9
Literacy Introduction
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10
Literacy Foundation Blocks
Reading:7KH�FKLOG�ZLOO�PDQLSXODWH�YDULRXV�XQLWV�RI�
VRXQGV�LQ�ZRUGV�
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Writing:7KH�FKLOG�ZLOO�ZULWH�XVLQJ�D�YDULHW\�RI�PHGLD�
Oral Language:7KH�FKLOG�ZLOO�GHYHORS�OLVWHQLQJ�DQG�VSHDNLQJ�
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11
Virginia Literacy Foundation Block 1Oral Expression
The child will develop listening and speaking skills by communicating experiences and ideas through oral expression.
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1
12
Virginia Literacy Foundation Block 2Vocabulary
The child will develop an understanding of words and word meanings through the use of appropriate vocabulary.
Vocabulary7KH�PRUH�FKLOGUHQ�NQRZ�DERXW�WKH�ZRUOG�DURXQG�WKHP��WKH�HDVLHU�LW�LV�IRU�WKHP�WR�H[SUHVV�QHZ�LQIRUPDWLRQ��LGHDV�DQG�YRFDEXODU\�LQ�FRPPXQLFDWLQJ�WKLV�NQRZOHGJH���+HOSLQJ�FKLOGUHQ�WR�UHODWH�H[SHULHQFHV�WR�QHZ�LGHDV�DQG�FRQFHSWV�DOVR�DVVLVWV�LQ�WKH�GHYHORSPHQW�RI�YRFDEXODU\�DQG�UHODWHG�VNLOOV�
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Sample Activities�� 5HDG�ERRNV�DQG�VWRULHV�DORXG�WR�FKLOGUHQ�GDLO\��H�J���7KH�(QRUPRXV�:DWHUPHORQ��PDNH�D�SUHWHQG�JDUGHQ�E\�WDSLQJ�EURZQ�SDSHU�WR�WKH�ÁRRU��WDSH�VHHGV�LQ�D�URZ�DQG�VHFWLRQ�RII�ZLWK�PDVNLQJ�WDSH��PDNH�JDUGHQ�VLJQV�ZLWK�SLFWXUHV�RI�LWHPV�UHODWHG�WR�JDUGHQLQJ��H�J���UDNH��VKRYHO��YHJHWDEOHV��SRWWLQJ�VRLO��ZDWHULQJ�FDQ��HWF�
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2
13
Virginia Literacy Foundation Block 3Phonological Awareness
The child will manipulate the various units of sounds in words.
Sample Activities�� $VN�FKLOGUHQ�WR�OLVWHQ�IRU�D�WDUJHW�VRXQG��H�J����W����+DYH�FKLOGUHQ�SXW�´WKXPEV�XSµ�LI�WKH\�KHDU�WKH��W��VRXQG�RU�WKXPEV�GRZQ�LI�WKH\�GR�QRW�KHDU�WKH��W��VRXQG�DW�WKH�EHJLQQLQJ�RI�ZRUGV�
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�� 7DUJHW�VRXQGV�LQ�FRQWH[W�WKURXJK�UK\PLQJ�VRQJV��SRHPV��DQG�UDSV���5DLVH�\RXU�YRLFH�ZKHQ�WKH�ZRUGV�UK\PH�
�� 8VH�ZRUGV�IURP�D�VWRU\�\RX�KDYH�MXVW�UHDG�DORXG��$VN�FKLOGUHQ�WR�OLVWHQ�WR�SDLUV�RI�ZRUGV�DQG�GHWHUPLQH�LI�WKH\�UK\PH��
�� 8VH�SLFWXUH�DQG�ZRUG�VRUWV�WR�DVVLVW�LQ�VRXQG�OHWWHU�GLVFLPLQDWLRQ��LQLWLDO�FRQVRQDQW��EDOO��ER\��ER[��FDW��
Phonological Awareness
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3
14
Letter Knowledgeand Early Word
Recognition/HWWHU�NQRZOHGJH�LV�DQ�HVVHQWLDO�FRPSRQHQW�WR�EHJLQ�UHDGLQJ�DQG�ZULWLQJ�VXFFHVVIXOO\���)XQFWLRQV�RI�OHWWHUV�LQ�ZULWLQJ�DQG�WKHLU�FRQQHFWLRQ�WR�VRXQGV�DUH�FULWLFDO�FRPSRQHQWV�LQ�FKLOGUHQ·V�VXFFHVV�LQ�OHDUQLQJ�WR�UHDG���,Q�FRPELQDWLRQ�ZLWK�SKRQRORJLFDO�DZDUHQHVV��OHWWHU�NQRZOHGJH�LV�WKH�FULWLFDO�LQGLFDWRU�WR�FKLOGUHQ·V�XQGHUVWDQGLQJ�RI�WKH�DOSKDEHWLF�SULQFLSOH�DQG�WKH�EHJLQQLQJ�FRQQHFWLRQ�WR�SULQWHG�ZRUGV�
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Virginia Literacy Foundation Block 4Letter Knowledge and
Early Word RecognitionThe child will demonstrate basic knowledge of the alphabetic principle.
4Sample Activities
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15
Virginia Literacy Foundation Block 5Print and Book Awareness
The child will demonstrate knowledge of print concepts.5Print and Book
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Sample Activities�� 7KH�WHDFKHU�GLVSOD\V�D�ERRN��WHOOV�WKH�FKLOGUHQ��´7KLV�LV�WKH�IURQW�RI�WKH�ERRNµ��DQG�UHDGV�WKH�WLWOH�RI�WKH�ERRN�ZKLOH�SRLQWLQJ�RXW�HDFK�ZRUG��´7KLV�LV�WKH�WLWOH�RI�WKH�ERRNµ�
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16
Virginia Literacy Foundation Block 6 Written Expression
The child will write using a variety of materials.
Sample Activities�� 3ODFH�EDNLQJ�ÁRXU��YDULRXV�RWKHU�PDWHULDOV�OLNH�VKDYLQJ�FUHDP��SXGGLQJ��SDLQW��VDQG�HWF���LQ�WUD\�DQG�DOSKDEHW�FDUGV�RQ�D�WDEOH���+DYH�FKLOGUHQ�XVH�WKHLU�ÀQJHU�WR�FRS\�OHWWHUV��GUDZLQJ�WKHP�LQ�WKH�ÁRXU���$IWHU�D�OHWWHU�LV�FRSLHG��WKH�FKLOG�FDQ�JHQWO\�VKDNH��ZLSH��WKH�WUD\�WR�´HUDVHµ�WKH�OHWWHU�DQG�FRS\�WKH�QH[W�OHWWHU���7KLV�DFWLYLW\�FDQ�EH�H[SDQGHG�IRU�FRS\LQJ�QDPHV�DQG�VKRUW�ZRUGV�
�� 3URYLGH�RSSRUWXQLWLHV�IRU�FKLOGUHQ�WR�ZULWH�LQ�D�YDULHW\�RI�FRQWH[WV�
�� 3ODFH�FOLSERDUGV�ZLWK�XQOLQHG�SDSHU�DQG�D�YDULHW\�RI�ZULWLQJ�PDWHULDOV��FRORUHG�SHQFLOV��FUD\RQV��PDUNHUV��LQ�OHDUQLQJ�FHQWHUV�
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Written Expression7KURXJK�HDUO\�ZULWLQJ�H[SHULHQFHV��\RXQJ�FKLOGUHQ�GHYHORS�XQGHUVWDQGLQJV�DERXW�WKH�IXQFWLRQV�RI�ZULWWHQ�ODQJXDJH����&KLOGUHQ�GHYHORS�DQ�DZDUHQHVV�WKDW�LGHDV�FDQ�EH�ZULWWHQ��7KH\�EHJLQ�WR�JHQHUDWH�LGHDV�DERXW�KRZ�ZULWWHQ�ODQJXDJH�ZRUNV�DQG�H[SORUH�LWV�XVHV���<RXQJ�FKLOGUHQ·V�DWWHPSWV�WR�ZULWH�WKURXJK�VFULEEOLQJ��IRUPV��DQG�LQYHQWLYH�VSHOOLQJV�KHOS�WKHP�WR�XQGHUVWDQG�ZULWLQJ�DV�D�PHDQV�WR�FRPPXQLFDWH�LGHDV�DQG�LQIRUPDWLRQ���2YHU�WLPH��DWWHPSWV�DW�HDUO\�ZULWLQJ�ZLOO�PRUH�FORVHO\�DOLJQ�WR�FRQYHQWLRQDO�ZULWLQJ�
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6
17
Standards for Mathematics
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Introduction<RXQJ�FKLOGUHQ�DUH�QDWXUDO�OHDUQHUV��DQG�WKH\�EULQJ�LQIRUPDO�PDWKHPDWLFV�NQRZOHGJH�DQG�H[SHULHQFHV�WR�WKH�SUHVFKRRO�FODVVURRP���7KH\�FRQWLQXDOO\�FRQVWUXFW�PDWKHPDWLFDO�LGHDV�EDVHG�RQ�WKHLU�H[SHULHQFHV�ZLWK�WKH�HQYLURQPHQW��WKHLU�LQWHUDFWLRQV�ZLWK�DGXOWV�DQG�RWKHU�FKLOGUHQ��DQG�WKHLU�GDLO\�REVHUYDWLRQV���&KLOGUHQ�DSSURDFK�QHZ�WDVNV�ZLWK�FXULRVLW\�DQG�D�VHQVH�RI�H[SHULPHQWDWLRQ���0DWKHPDWLFV�OHDUQLQJ�
Mathematics Foundation Blocks
Number and Number Sense:
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Computation:7KH�FKLOG�ZLOO�UHFRJQL]H�FKDQJH�LQ�JURXSV�
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Measurement:7KH�FKLOG�ZLOO�LGHQWLI\�DQG�FRPSDUH�WKH�
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Geometry:7KH�FKLOG�ZLOO�GHVFULEH�VLPSOH�JHRPHWULF�
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Data Collection and Statistics:
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Patterns and Relationships:
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18
Virginia Mathematics Foundation Block 1Number and Number Sense
The child will count with understanding, and use numbers to tell how many, describe order, and compare.
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�� 3URYLGH�RSSRUWXQLWLHV�IRU�URWH�FRXQWLQJ�ZKLFK�LQYROYHV�VD\LQJ�WKH�QXPEHUV�RU�VLQJLQJ�WKH�QXPEHUV�DV�IDU�DV�FKLOGUHQ�FDQ�FRXQW�LQ�WKH�FRUUHFW��PHPRUL]HG�RUGHU���6LPLODU�WR�UHFLWLQJ�RU�VLQJLQJ�WKH�DOSKDEHW�VRQJ��FKLOGUHQ�QHHG�PDQ\�H[SHULHQFHV�VD\LQJ�WKH�QXPEHU�QDPHV�LQ�VHTXHQFH�EHIRUH�WKH\�DUH�DEOH�WR�FRXQW�PHDQLQJIXOO\�
Number and Number Sense
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1
19
Virginia Mathematics Foundation Block 2Computation
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Computation <RXQJ�FKLOGUHQ�QRWLFH�WKH�HIIHFWV�RI�LQFUHDVLQJ�RU�GHFUHDVLQJ�WKH�LWHPV�LQ�D�FROOHFWLRQ�RI�REMHFWV���7R�GHYHORS�DQ�XQGHUVWDQGLQJ�RI�FRPSXWDWLRQ�FKLOGUHQ�QHHG�PDQ\�RSSRUWXQLWLHV�WR�PDWFK�DQG�FRXQW�REMHFWV�WR�ÀQG�RXW�PRUH�GHSHQGDEO\�ZKLFK�TXDQWLW\�LV�PRUH��DQG�WR�XVH�FRXQWLQJ�WR�GHVFULEH�FKDQJHV�LQ�D�VHW�
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2
20
Virginia Mathematics Foundation Block 3Measurement
The child will identify and compare the attributes of length, capacity, weight, time, and temperature.
Sample Activities�� $VN�FKLOGUHQ�WR�PDWFK�WZR�SHQFLOV�RU�FUD\RQV�RI�GLIIHUHQW�OHQJWKV��E\�PDWFKLQJ�RQH�HQG�RI�WKH�REMHFW�ZLWK�WKH�HQG�RI�WKH�REMHFW�EHLQJ�FRPSDUHG���$VN�WKH�FKLOGUHQ�WR�WHOO�ZKLFK�RI�WKH�WZR�REMHFWV�LV�ORQJHU�DQG�ZKLFK�LV�VKRUWHU���3URYLGH�FKLOGUHQ�ZLWK�RSSRUWXQLWLHV�WR�FRPSDUH�PDQ\�H[DPSOHV�RI�OHQJWK��L�H���OLQHV�RI�FKLOGUHQ��OLQHV�RI�FXSV�RQ�D�WDEOH�
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Measurement&KLOGUHQ�QDWXUDOO\�PDNH�FRPSDULVRQV���)URP�D�YHU\�\RXQJ�DJH�RQ��FKLOGUHQ�DUH�FRPSDULQJ�ZKR�LV�WDOOHU�DQG�ZKR�KDV�PRUH���&RPSDULVRQ�LV�WKH�ÀUVW�VWHS�LQ�GHYHORSLQJ�DQ�XQGHUVWDQGLQJ�RI�PHDVXUHPHQW���<RXQJ�FKLOGUHQ�VKRXOG�EH�LPPHUVHG�LQ�DFWLYLWLHV�WKDW�DOORZ�WKHP�WR�XVH�WKHLU�VHQVHV�WR�PDNH�WKHVH�GLUHFW�FRPSDULVRQV���7KH\�VKRXOG�DOVR�EH�H[SRVHG�LQIRUPDOO\�WR�WRROV�WKDW�DUH�XVHG�IRU�PHDVXUHPHQW�
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3
21
Virginia Mathematics Foundation Block 4Geometry
The child will describe simple geometric shapes �FLUFOH��WULDQJOH��UHFWDQJOH��DQG�VTXDUH��DQG�LQGLFDWH�WKHLU�SRVLWLRQ�LQ�UHODWLRQ�WR�KLP�KHUVHOI�DQG�WR�RWKHU�REMHFWV�
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Geometry*HRPHWU\�IRU�\RXQJ�FKLOGUHQ�LQYROYHV�REVHUYLQJ�DQG�GHVFULELQJ�WKH�VKDSHV�WKDW�DUH�IRXQG�HYHU\ZKHUH�LQ�WKHLU�HQYLURQPHQW���&KLOGUHQ�QDWXUDOO\�XVH�JHRPHWULF�VKDSHV�DQG�VSDWLDO�FRPSDULVRQV�DV�WKH\�EHJLQ�WR�H[SUHVV�WKHPVHOYHV�WKURXJK�GUDZLQJ�DQG�FRQVWUXFWLRQV���7KLV�IDPLOLDULW\�LV�D�IRXQGDWLRQ�IRU�OHDUQLQJ�H[SHULHQFHV�LQYROYLQJ�VKDSH��SRVLWLRQ��DQG�RULHQWDWLRQ�LQ�VSDFH�
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4
22
Virginia Mathematics Foundation Block 5 Data Collection and Statistics
The child will participate in the data gathering process LQ�RUGHU�WR�DQVZHU�TXHVWLRQV�RI�LQWHUHVW�
Data Collection and Statistics
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Sample Activities�� 3URYLGH�RSSRUWXQLWLHV�IRU�FKLOGUHQ�WR�SDUWLFLSDWH�LQ�WKH�SURFHVV�RI�FROOHFWLQJ�GDWD�DERXW�D�TXHVWLRQ��L�H����´+RZ�GLG�\RX�FRPH�WR�VFKRRO�WRGD\"µ��&KLOGUHQ�FDQ�SODFH�D�SLFWXUH�RI�D�FDU��EXV��RU�D�SHUVRQ�ZDONLQJ�RQ�D�JUDSK�WR�LQGLFDWH�WKH�ZD\�WKH\�WUDYHOHG�WR�VFKRRO���7R\�YHKLFOHV�DQG�WR\�SHRSOH�PD\�EH�XVHG�DV�ZHOO���$VN�TXHVWLRQV�DERXW�WKH�JUDSK�RQFH�LW�LV�FRPSOHWH��L�H���´:KLFK�ZD\�RI�WUDYHOLQJ��E\�FDU��E\�EXV��RU�ZDONLQJ��ZDV�XVHG�E\�PRUH�FKLOGUHQ"��:KLFK�ZD\�ZDV�XVHG�E\�IHZHU�FKLOGUHQ"µ
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5
23
Virginia Mathematics Foundation Block 6Patterns and Relationships
7KH�FKLOG�ZLOO�LGHQWLI\�VLPSOH�SDWWHUQV�RI�FRQFUHWH�REMHFWV��and use them to recognize relationships.
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Patterns and Relationships
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6
24
Science Introduction
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Science Foundation Blocks
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25
Virginia Science Foundation Block 16FLHQWLÀF�,QYHVWLJDWLRQ��5HDVRQLQJ��
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6RUW�LWHPV��SODVWLF�FRRNLH�FXWWHUV��IDEULF�VDPSOHV��EXWWRQV�DQG�EHDGV��HWF���XVLQJ�GLIIHUHQW�DWWULEXWHV��VXFK�DV�FRORU��VKDSH��VL]H�DQG�WH[WXUH�
&RPSDUH�WKH�OHQJWKV�RI�WZR�REMHFWV�E\�PDWFKLQJ�WKH�HQG�RI�RQH�REMHFW�ZLWK�DQRWKHU���2EMHFWV�WR�XVH�PD\�LQFOXGH�VKRHV��ERRNV��DQG�SHQFLOV��'LVFXVV�ZKLFK�LV�ORQJHU�DQG�ZKLFK�LV�VKRUWHU�
1
26
Virginia Science Foundation Block 2Force, Motion and Energy
The child will describe and categorize properties of materials using magnets.
Force, Motion, and Energy&KLOGUHQ�KDYH�SUREDEO\�VHHQ�D�UHIULJHUDWRU�PDJQHW�EHIRUH���6RPH�PD\�KDYH�HYHQ�WDNHQ�WKHVH�PDJQHWV�DQG�WULHG�WR�VWLFN�WKHP�WR�RWKHU�VXUIDFHV���7KRVH�WKDW�KDYH�H[SHULHQFH�ZLWK�PDJQHWV�PD\�WKLQN�WKDW�D�PDJQHW�ZLOO�DWWUDFW�DQ\�REMHFW�ZLWK�D�VKLQ\�VXUIDFH��$OORZ�VWXGHQWV�SOHQW\�RI�WLPH�WR�SOD\�ZLWK�PDJQHWV��DV�WKH\�DUH�QDWXUDOO\�PRWLYDWLQJ��0DJQHW�DFWLYLWLHV�SURYLGH�ZRQGHUIXO�FHQWHU�DFWLYLWLHV�IRU�VWXGHQWV�WR�H[SORUH�LQ�VPDOO�JURXSV�DQG�GLVFXVV�WRJHWKHU���>127(��0DJQHWV�VKRXOG�QRW�EH�XVHG�RQ�RU�DURXQG�HOHFWURQLF�HTXLSPHQW�LQFOXGLQJ�79V��FRPSXWHUV��RU�FORFNV�@
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E�� 'HVFULEH�WKH�HIIHFWV�PDJQHWV�KDYH�RQ�RWKHU�PDJQHWV��WKH\�VWLFN�WRJHWKHU�RU�SXVK�DSDUW��
Sample Activities +DYH�VWXGHQWV�WRXFK�PDJQHWV�WR�REMHFWV�DURXQG�WKH�URRP���+DYH�WKHP�GHVFULEH�ZKDW�KDSSHQHG��WKH\�VWLFN�WR�VRPH�EXW�QRW�WR�RWKHUV����
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*LYH�VWXGHQWV�WZR�PDJQHWV�ZLWK�OLNH�SROHV�PDUNHG�1�DQG�6���+DYH�WKHP�WRXFK�WKH�WZR�1RUWK�SROHV�WRJHWKHU���:KDW�KDSSHQV"��7KH\�SXVK�DZD\��+DYH�WKHP�WRXFK�D�1RUWK�HQG�WR�D�6RXWK�HQG���:KDW�KDSSHQV"��7KH\�DWWUDFW���
$OORZ�VWXGHQWV�WR�H[SORUH�ZLWK�PDJQHWLF�WR\V�VXFK�DV�WKH�PDJLF�ZDQG�WKDW�DOORZV�FKLOGUHQ�WR�PRYH�LURQ�ÀOLQJV�RYHU�WKH�PDQ·V�IDFH��DQG�WKH�ZRRGHQ�WUDLQ�FDUV�WKDW�FRQQHFW�WRJHWKHU�ZLWK�PDJQHWV�
2
27
Virginia Science Foundation Block 3Matter
7KH�FKLOG�ZLOO�GHYHORS�ODQJXDJH�WR�GHVFULEH�DQ�REMHFW·V�position, movement and physical properties. The child will
also describe properties of water.
Matter&KLOGUHQ�DUH�QDWXUDOO\�GUDZQ�WR�REMHFWV�RI�YDULRXV�FRORUV�DQG�WH[WXUHV�EXW�RIWHQ�FDQQRW�GHVFULEH�ZKDW�LW�LV�WKDW�WKH\�DUH�REVHUYLQJ���$�URXJK�SLHFH�RI�VDQGSDSHU�PD\�EH�GHVFULEHG�E\�D�FKLOG�DV�´VWLFN\µ��PHDQLQJ�WKDW�LW�FDWFKHV�KLV�KHU�KDQG�DV�LW�SDVVHV�RYHU�WKH�VDQGSDSHU��EHFDXVH�KH�VKH�ODFNV�WKH�YRFDEXODU\�WR�SURSHUO\�GHVFULEH�LW���7KLV�EORFN�UHTXLUHV�PDQLSXODWLRQ�RI�REMHFWV�WR�GHYHORS�YRFDEXODU\�WKDW�GHVFULEHV�SRVLWLRQ��PRYHPHQW�DQG�SK\VLFDO�SURSHUWLHV�RI�REMHFWV�
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E�� ,GHQWLI\�VKDSHV��FLUFOH��WULDQJOH��VTXDUH��DQG�UHFWDQJOH��RI�DQ�REMHFW
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I�� 5HFRJQL]H�ZDWHU�LQ�LWV�WKUHH�IRUPV��VROLG��OLTXLG��JDV�
Sample Activities +DYH�VKDSH�VFDYHQJHU�KXQWV���*LYH�VWXGHQWV�D�SDSHU�VKDSH��VXFK�DV�D�FLUFOH���$VN�WKHP�WR�VHDUFK�WKH�URRP�IRU�REMHFWV�ZLWK�WKH�VDPH�VKDSH�DV�WKH�SDSHU�FLUFOH���
+DYH�VWXGHQWV�WDNH�D�ZDON�FROOHFWLQJ�DQ\�REMHFWV�ZLWK�DQ�LQWHUHVWLQJ�IHHO�RU�WH[WXUH���7KHQ�KDYH�VWXGHQWV�VRUW�WKHP�DFFRUGLQJ�WR�WKRVH�WKDW�IHHO�WKH�VDPH���+DYH�VWXGHQWV�GHVFULEH�WKH�ZD\�WKH\�IHHO��0DNH�D�ZKROH�JURXS�FROODJH�RI�OLNH�WH[WXUHV��
3ODFH�DQ�LFH�FXEH�LQ�D�ERZO�DQG�VHW�LW�RXW�RQ�WKH�ZLQGRZVLOO���&RPH�EDFN�LQ�DQ�KRXU�RU�VR���:KDW�KDSSHQHG�WR�WKH�LFH"��/HDYH�WKH�ZDWHU�WKHUH�RYHUQLJKW��:KDW�KDSSHQHG�WR�WKH�ZDWHU"��([SODLQ�WKDW�ZDWHU�FDQ�EH�IRXQG�DV�D�VROLG��OLNH�WKH�LFH���OLTXLG��OLNH�WKH�ZDWHU�\RX�GULQN��RU�D�JDV��OLNH�ZDWHU�YDSRU����+DYH�VWXGHQWV�ÀOO�LFH�FXEH�WUD\V�ZLWK�ZDWHU�DQG�SODFH�LQ�WKH�IUHH]HU�WR�ZDWFK�WKH�SURFHVV�LQ�UHYHUVH���6KRZ�VWXGHQWV�WKH�ZDWHU�JRLQJ�LQWR�WKH�DLU�IURP�D�WHDNHWWOH�WKDW�LV�ERLOLQJ���3ODFH�D�SDQ�WKDW�LV�ÀOOHG�ZLWK�LFH�DERYH�WKH�ERLOLQJ�WHDNHWWOH���7KH�ZDWHU�YDSRU�JRLQJ�LQWR�WKH�DLU�ZLOO�FRRO�DQG�FROOHFW�RQ�WKH�SDQ���7KHQ�\RX�KDYH�D�OLTXLG�DJDLQ�
3
28
Virginia Science Foundation Block 4Life Processes
The child will compare the growth of a person to the growth of a plant and an animal and be able to describe
basic life processes and basic needs of each.
Life Processes%DELHV��SXSSLHV��EDE\�FKLFNV��EDE\�FRZV��HWF���IDVFLQDWH�\RXQJ�FKLOGUHQ���8VH�WKLV�FXULRVLW\�WR�WHDFK�WKHP�KRZ�VRPH�EDE\�DQLPDOV�DQG�DGXOW�DQLPDOV�DUH�DOLNH���3ODQWV�WRR��VWDUW�DV�´EDELHVµ�RU�VHHGOLQJV�DQG�JURZ���%RWK�SODQWV�DQG�DQLPDOV�QHHG�IRRG��ZDWHU�DQG�DLU�WR�OLYH���3ODQWV�DQG�DQLPDOV�FDQ�PDNH�QHZ�SODQWV�DQG�DQLPDOV���
D�� 'HVFULEH�ZKDW�OLYLQJ�WKLQJV�QHHG�WR�OLYH�DQG�JURZ��IRRG��ZDWHU��DQG�DLU�
E�� 5HFRJQL]H�WKDW�´EDE\µ�SODQWV�DQG�DQLPDOV�DUH�VLPLODU�EXW�QRW�LGHQWLFDO�WR�WKHLU�SDUHQWV�DQG�WR�RQH�DQRWKHU
Sample Activities +DYH�VWXGHQWV�JURZ�D�+DLU\�+DUU\���+DYH�VWXGHQWV�GUDZ�D�IDFH�RQ�D�VW\URIRDP�FXS�DQG�ÀOO�ZLWK�VRLO���6SULQNOH�ZLWK�JUDVV�VHHG�DQG�ZDWHU���:DWFK�+DUU\·V�KDLU�JURZ��:KDW�KDSSHQV�LI�\RX�GR�QRW�ZDWHU�+DUU\"
3OD\�PDWFKLQJ�JDPHV�XVLQJ�SLFWXUH�FDUGV�ZLWK�PRWKHU�DQG�EDE\�DQLPDOV��DQG�D�VHHGOLQJ�DQG�IXOO�JURZQ�SODQW�
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4
29
Virginia Science Foundation Block 5,QWHUUHODWLRQVKLSV�LQ�(DUWK�
Space SystemsThe child will be able to create a shadow.
5(DUWK�6SDFH�6\VWHPV
6WXGHQWV�KDYH�OLNHO\�VHHQ�WKHLU�RZQ�VKDGRZV�DQG�VKDGRZV�FDVW�E\�RWKHU�REMHFWV�EXW�PD\�QRW�EH�DZDUH�RI�KRZ�WKH\�ZHUH�IRUPHG���$OORZLQJ�VWXGHQWV�RSSRUWXQLWLHV�WR�FUHDWH�DQG�PDQLSXODWH�VKDGRZV�SURYLGHV�WKHP�ZLWK�DQ�XQGHUVWDQGLQJ�WKDW�VKDGRZV�DUH�FUHDWHG�ZKHQ�DQ�REMHFW�EORFNV�OLJKW�
D�� &UHDWH�D�VKDGRZ�DQG�GHVFULEH�KRZ�LW�ZDV�FUHDWHG�
Sample Activities &UHDWH�D�VKDGRZ�VFUHHQ�E\�VXVSHQGLQJ�D�VKHHW�EHWZHHQ�WZR�WDEOHV���3ODFH�D�VWURQJ�OLJKW�VRXUFH�EHKLQG�WKH�VFUHHQ��&UHDWH�VHYHUDO�FDUGERDUG�FXWRXWV�RI�YDULRXV�REMHFWV���&DVW�VKDGRZV�RQ�WKH�VFUHHQ�E\�KROGLQJ�WKH�FDUGERDUG�LQ�IURQW�RI�WKH�OLJKW�VRXUFH���$VN�FKLOGUHQ�WR�LGHQWLI\�WKH�VKDSH�
7XUQ�RQ�D�VWURQJ�OLJKW�VRXUFH��VXFK�DV�DQ�RYHUKHDG�SURMHFWRU��DQG�DOORZ�VWXGHQWV�WR�KROG�DQ�REMHFW�LQ�IURQW�RI�WKH�OLJKW�WR�FUHDWH�D�VKDGRZ�RQ�D�ZDOO�RU�VFUHHQ���$OORZ�VWXGHQWV�DQ�RSSRUWXQLW\�WR�PRYH�WKH�REMHFWV�FORVHU�WR�DQG�IDUWKHU�IURP�WKH�OLJKW���:KDW�FKDQJHV"��WKH�VL]H���:K\�LV�WKHUH�D�VKDGRZ��WKH�REMHFW�LV�EORFNLQJ�WKH�OLJKW��
7DNH�VWXGHQWV�RXWVLGH�DQG�DVN�WKHP�WR�ÀQG�WKHLU�RZQ�VKDGRZ���+HOS�VWXGHQWV�WR�WUDFH�WKHLU�VKDGRZ���:K\�LV�WKHUH�D�VKDGRZ�RXW�KHUH"��WKH�OLJKW�RI�WKH�VXQ�LV�EORFNHG�E\�WKHLU�ERGLHV�
$OORZ�VWXGHQWV�WR�UHWHOO�D�VWRU\��VXFK�DV�*ROGLORFNV�DQG�WKH�7KUHH�%HDUV��XVLQJ�VKDGRZ�SXSSHWV�
30
Virginia Science Foundation Block 6Earth Patterns, Cycles and Change
7KH�FKLOG�ZLOO�LGHQWLI\�VLPSOH�SDWWHUQV�LQ�KLV�KHU�GDLO\�OLIH���The child will identify things that change over time.
Earth Patterns, Cycles and Change
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Sample Activities 'DLO\�URXWLQHV�VKRXOG�LQFOXGH�GLVFXVVLRQ�RI�ZHDWKHU�DQG�LQFOXGH�ODQJXDJH�VXFK�DV�VXQQ\��FORXG\��VQRZ\��UDLQ\�DQG�ZLQG\���8VH�FXWRXWV�RI�FORXGV��VXQ��UDLQGURSV��HWF��WR�UHFRUG�ZHDWKHU�RQ�D�GDLO\�FDOHQGDU���$W�WKH�HQG�RI�HDFK�PRQWK��FRXQW�WKH�VXQQ\�GD\V��UDLQ\�GD\V��HWF���7KHQ�UHPRYH�FXWRXWV�RQH�DW�D�WLPH�DQG�SODFH�WKHP�RQ�D�ZHDWKHU�SLFWXUH�JUDSK���
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+DYH�D�SLFWXUH�ZRUGV�GDLO\�VFKHGXOH�SRVWHG�IRU�FKLOGUHQ�WR�VHH���+HOS�WKHP�WR�FUHDWH�D�GDLO\�VFKHGXOH�IRU�KRPH�XVLQJ�FXWRXWV�RI�WHHWK�WR�LQGLFDWH�EUXVKLQJ��IRRG�WR�LQGLFDWH�HDWLQJ��EDWKWXE�WR�LQGLFDWH�EDWKLQJ��HWF���*OXH�WKH�FXWRXWV�RQWR�D�VKHHW�RI�SDSHU�LQ�WKH�RUGHU�WKH\�DUH�FRPSOHWHG�
6
31
Virginia Science Foundation Block 7Resources
The child will practice reusing, recycling and conserving energy on a daily basis.
Resources5HF\FOLQJ�IRU�\RXQJ�FKLOGUHQ�LQYROYHV�WHDFKLQJ�FKLOGUHQ�ZKDW�WKH\�FDQ�GR�WR�KHOS���7KH�EHVW�ZD\�WR�OHDUQ�DERXW�UHF\FOLQJ�LV�WR�KDYH�FKLOGUHQ�GR�LW���6RPH�FKLOGUHQ�PD\�DOUHDG\�EH�SUDFWLFLQJ�UHF\FOLQJ�DW�KRPH���7KH�EHVW�ZD\�WR�OHDUQ�WR�FRQVHUYH�ZDWHU�DQG�HQHUJ\�LV�WR�WHDFK�FKLOGUHQ�WR�SUDFWLFH�WKHVH�GDLO\�KDELWV���
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.HHS�D�UHF\FOLQJ�ELQ�LQ�WKH�FODVVURRP��7HDFK�VWXGHQWV�WR�UHF\FOH�SDSHU��SODVWLF�DQG�FDUGERDUG���3UDFWLFH�GDLO\�DIWHU�OXQFK�DQG�DUW�DFWLYLWLHV�
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7
32
History and Social Science Introduction
<RXQJ�FKLOGUHQ�DUH�H[SORUHUV�DQG�DGYHQWXUHUV�LQWHUDFWLQJ�ZLWK�WKRVH�DURXQG�WKHP. 7KH�SXUSRVH�RI�KLVWRU\�DQG�VRFLDO�VFLHQFH�LV�WR�HQDEOH�FKLOGUHQ�WR�XQGHUVWDQG�DQG�SDUWLFLSDWH�HIIHFWLYHO\�LQ�WKHLU�ZRUOG��7KH�HQHUJ\��FXULRVLW\�DQG�LPDJLQDWLRQ�RI�\RXQJ�FKLOGUHQ�
OHDG�WKHP�WR�DFWLRQ�DQG�LQWHUDFWLRQ�ZLWKLQ�WKHLU�VXUURXQGLQJV���)RXQGDWLRQDO�FRQFHSWV�DQG�EDVLF�XQGHUVWDQGLQJV�DUH�GHYHORSHG�LQ�KLVWRU\��JHRJUDSK\��FLYLFV�DQG�HFRQRPLFV�DW�D�YHU\�\RXQJ�DJH���
History and Social Science Foundation Blocks
History:7KH�FKLOG�ZLOO�LGHQWLI\�ZD\V�LQ�ZKLFK�SHRSOH�
DUH�DOLNH�DQG�GLIIHUHQW�
7KH�FKLOG�ZLOO�GHYHORS�DQ�DZDUHQHVV�RI�FKDQJH�RYHU�WLPH�
Geography:7KH�FKLOG�ZLOO�GHYHORS�DQ�LQFUHDVHG�DZDUHQHVV�
RI�WKH�SK\VLFDO�UHODWLRQVKLS�EHWZHHQ�DQG�DPRQJ�SHRSOH�DQG�SODFHV�
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Economics:7KH�FKLOG�ZLOO�GHYHORS�DQ�LQFUHDVHG�DZDUHQHVV�
RI�WKH�NLQGV�RI�ZRUN�SHRSOH�GR�DQG�WKH�YDULHW\�RI�WRROV�SHRSOH�XVH�LQ�WKHLU�MREV�
7KH�FKLOG�ZLOO�LGHQWLI\�WKDW�SHRSOH�KDYH�ZDQWV�DQG�PDNH�FKRLFHV�
Civics:7KH�FKLOG�ZLOO�SDUWLFLSDWH�DV�D�PHPEHU�
FLWL]HQ�RI�D�FODVVURRP�FRPPXQLW\�
33
1
Sample Activities 5HDG�VWRULHV�DERXW�FKLOGUHQ��IDPLOLHV��VFKRROV�DQG�FRPPXQLWLHV�
7HOO�VWRULHV�DQG�KDYH�FKLOGUHQ�DFW�RXW�WKH�UROHV�RI�WKH�VWRU\�FKDUDFWHUV�
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&UHDWH��FODVV��ERRNV�RQ�GLIIHUHQFHV�DPRQJ�IDPLOLHV�DQG�FRPPXQLWLHV�
3URYLGH�GUDPDWLF�SOD\�RSSRUWXQLWLHV�IRU�FKLOGUHQ�WR�DFW�RXW�UROHV�RI�YDULRXV�IDPLO\�PHPEHUV�
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History and Social Science Foundation Block 1
+LVWRU\�6LPLODULWLHV�DQG�'LIIHUHQFHVThe child will identify ways in which people are alike and different.
Similarities and Differences
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34
2History and Social Science
Foundation Block 2+LVWRU\�&KDQJH�2YHU�7LPH
The child will develop an awareness of change over time.
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Sample Activities +DYH�FKLOGUHQ�VKDUH�D�SKRWRJUDSK�RU�GUDZ�SLFWXUHV�RI�ZKHQ�WKH\�ZHUH�EDELHV�DQG�QRZ�
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35
3History and Social Science
Foundation Block 3*HRJUDSK\�/RFDWLRQ
The child will develop an increased awareness of the physical relationship between and among people and places.
Location 7KH�HQHUJ\��FXULRVLW\�DQG�LPDJLQDWLRQ�RI�\RXQJ�FKLOGUHQ�OHDG�WKHP�WR�DFWLRQ�DQG�LQWHUDFWLRQ�ZLWK�WKHLU�HQYLURQPHQW� %HLQJ�HJRFHQWULF��WKH\�YLHZ�WKHLU�ZRUOG�IURP�D�QDUURZ��OLPLWHG�SHUVSHFWLYH���7KH\�JURZ�LQ�WKHLU�XQGHUVWDQGLQJ�DV�WKH\�EHFRPH�PRUH�DZDUH�RI�WKHPVHOYHV�LQ�WKH�VRFLDO�VHWWLQJV�RI�WKHLU�GDLO\�H[SHULHQFHV�²�KRPH��VFKRRO��QHLJKERUKRRG��DQG�FRPPXQLW\�
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Sample Activities
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36
History and Social Science Foundation Block 4
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people including direction words, comparison words, and attribute words.
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Sample Activities 5HDG�ERRNV�DQG�VWRULHV�DORXG�WR�FKLOGUHQ�GDLO\�QRWLQJ�ORFDWLRQ��GLUHFWLRQ��GHVFULSWLRQ�DQG�DWWULEXWH�ZRUGV�
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4
37
5History and Social Science
Foundation Block 5(FRQRPLFV�:RUOG�RI�:RUN
The child will develop an increased awareness of the kinds of work SHRSOH�GR�DQG�WKH�YDULHW\�RI�WRROV�SHRSOH�XVH�LQ�WKHLU�MREV�
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38
6History and Social Science
Foundation Block 6(FRQRPLFV�0DNLQJ�&KRLFHV
The child will identify that people have wants and make choices.
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39
History and Social Science Foundation Block 7&LYLFV�&LWL]HQVKLS
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7
40
Standards for Physical and Motor Development
Introduction5HVHDUFK�KDV�HVWDEOLVKHG�D�FRPSHOOLQJ�OLQN�EHWZHHQ�SK\VLFDO�GHYHORSPHQW�DQG�FRJQLWLRQ��ODQJXDJH��SHUVRQDO�DQG�VRFLDO�GHYHORSPHQW��7KURXJK�ERG\�PRYHPHQW�WKH�EUDLQ�LQWHUQDOL]HV�WKH�IRXQGDWLRQV�RI�ODWHUDOLW\��OHIW��ULJKW���GLUHFWLRQDOLW\��XS��GRZQ��LQ��RXW���DQG�SRVLWLRQ�LQ�VSDFH��RYHU��XQGHU��EHKLQG����7KHVH�SURFHVVHV�DUH�GHYHORSHG�WKURXJK�HDUO\�PRWRU�GHYHORSPHQW�DQG�DUH�FULWLFDO�WR�PDWKHPDWLFDO�WKLQNLQJ��DV�ZHOO�DV�EHJLQQLQJ�UHDGLQJ�DQG�ZULWLQJ���7KH\�OD\�WKH�IRXQGDWLRQ�IRU�WKH�FKLOG�WR�´VHHµ�KRZ�OHWWHUV�DUH�IRUPHG�DQG�SXW�WKHP�WRJHWKHU�LQ�SDWWHUQV�FDOOHG�ZRUGV��DQG�WR�WUDQVODWH�WKLV�XQGHUVWDQGLQJ�LQWR�V\PEROV�RQ�SDSHU�LQ�WKH�IRUP�RI�ZULWLQJ��
7KH�EUDLQ�DQG�ERG\·V�PRYHPHQW�DQG�OHDUQLQJ�V\VWHPV�DUH�LQWHUGHSHQGHQW�DQG�LQWHUDFWLYH�ZLWK�ERG\�PRYHPHQWV��*URVV�DQG�ÀQH�PRWRU�PRYHPHQW�H[SHULHQFHV�SURYLGHG�DW�
WKH�SUHVFKRRO�OHYHO�QHHG�WR�EH�VWUXFWXUHG�WR�HQFRXUDJH�D�FKLOG·V�EUDLQ�WR�XVH�WKH�PRYHPHQW�H[SHULHQFHV�DV�EXLOGLQJ�EORFNV�IRU�IXWXUH�OHDUQLQJ��
:LWKLQ�WKH�SUHVFKRRO�GDLO\�VFKHGXOH�WKHUH�VKRXOG�EH�VWURQJ�HPSKDVLV�RQ�ERWK�JURVV�DQG�ÀQH�PRWRU�GHYHORSPHQW�DFWLYLWLHV��2XWGRRU�DQG�LQGRRU�SK\VLFDO�DFWLYLW\�VKRXOG�EH�DQ�LQWHJUDO�SDUW�RI�WKH�FXUULFXOXP�DQG�VKRXOG�EH�YLHZHG�DV�DQ�RSSRUWXQLW\�IRU�OHDUQLQJ���,I�FKLOGUHQ�DUH�SURYLGHG�ZLWK�SRVLWLYH�PRYHPHQW�H[SHULHQFHV�DW�DQ�HDUO\�DJH�WKH\�PD\�ODWHU�FKRRVH�WR�SDUWLFLSDWH�LQ�SK\VLFDO�DFWLYLWLHV�DQG�VWD\�DFWLYH�IRU�D�OLIHWLPH�
$OO�FKLOGUHQ��UHJDUGOHVV�RI�SK\VLFDO�RU�PHQWDO�GHYHORSPHQW��OHDUQ�E\�PRYLQJ�WKURXJK�WKHLU�HQYLURQPHQW�DQG�VKRXOG�EH�SURYLGHG�ZLWK�RSSRUWXQLWLHV�WR�SDUWLFLSDWH�LQ�SUHVFKRRO�PRWRU�OHDUQLQJ�DFWLYLWLHV�ZLWK�DSSURSULDWH�PRGLÀFDWLRQV��
��3RUWLRQV�RI�WKLV�LQWURGXFWLRQ�KDYH�EHHQ�DGDSWHG�IURP�´*XLGHOLQHV�IRU�3UHVFKRRO�/HDUQLQJ�([SH�ULHQFHVµ��3HUPLVVLRQ�KDV�EHHQ�JUDQWHG�E\�WKH�0DVVDFKXVHWWV�'HSDUWPHQW�RI�(GXFDWLRQ�DQG�WKH�0DVVDFKXVHWWV�'HSDUWPHQW�RI�(DUO\�(GXFDWLRQ�&DUH���$OO�'HSDUWPHQW�SXEOLFDWLRQV�DUH�UHYLVHG�SHULRGLFDOO\��7KH�FRPSOHWH�DQG�FXUUHQW�YHUVLRQ�RI��´*XLGHOLQHV�IRU�3UHVFKRRO�/HDUQLQJ�([SHULHQFHVµ�LV�DYDLODEOH�RQ�WKH�,QWHUQHW�DW��KWWS���ZZZ�HHF�VWDWH�PD�XV�GRFV�7$*XLGHOLQHV)RU3UHVFKRRO�/HDUQLQJ([SHULHQFHV�SGI
41
Skilled Movement:7KH�FKLOG�ZLOO�EXLOG�ERG\�DZDUHQHVV��VWUHQJWK�
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Movement Principles and Concepts:
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Physical and Motor Development Foundation Blocks
Personal Fitness:7KH�FKLOG�ZLOO�SDUWLFLSDWH�LQ�VWUXFWXUHG�DQG�
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Responsible Behaviors:7KH�FKLOG�ZLOO�GHPRQVWUDWH�JRRG�OLVWHQLQJ�
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Physically ActiveLifestyle:
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42
Virginia Physical and Motor Development Foundation Block 1Skilled Movement
The child will build body awareness, strength and coordination through locomotor activities, non-locomotor
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Locomotor Activities/RFRPRWRU�DFWLYLWLHV��ZDONLQJ��UXQQLQJ��JDOORSLQJ��DUH�EXLOW�RQ�SDWWHUQV���7KH�EUDLQ�SUHSDUHV�IRU�OHDUQLQJ�E\�PDVWHULQJ�PRYHPHQWV�WKDW�OD\�WKH�IUDPHZRUN�IRU�VHTXHQFLQJ�WKRXJKWV�DQG�UHFRJQL]LQJ�SDWWHUQV��,QIRUPDWLRQ�DUUDQJHG�LQ�SDWWHUQV�LV�PRUH�HDVLO\�SURFHVVHG��VWRUHG�DQG�UHWULHYHG���0DWKHPDWLFV�FRQFHSWV��WKH�DOSKDEHW��HWF���DUH�EXLOW�RQ�SDWWHUQV�
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Sample Activities 3UDFWLFH�OHDSLQJ��MXPSLQJ��KRSSLQJ��XQLODWHUDO�PRYHPHQWV��DQG�JDOORSLQJ��ELODWHUDO�PRYHPHQWV���6NLSSLQJ��FURVV�ODWHUDO�PRYHPHQW��VKRXOG�EH�DGGHG�DIWHU�PDVWHU\�RI�WKH�XQLODWHUDO�DQG�ELODWHUDO�PRYHPHQWV�
3UHVHQW�RSSRUWXQLWLHV�IRU�SUDFWLFH�RI�DOO�ORFRPRWRU�VNLOOV�ERWK�LQGRRUV�DQG�RXWGRRUV���$GG�REMHFWV��H�J���MXPS�URSHV��IRU�WKH�VWXGHQWV�WR�PDQHXYHU�DURXQG�VDIHO\�DQG�DOVR�WR�VWHS�OHDS�MXPS�LQWR��RXW�RI�DQG�RYHU���
8VLQJ�D�WKLFN�PDW�RQ�WKH�ÁRRU��DOORZ�FKLOGUHQ�WR�OLH�GRZQ�RQ�WKHLU�VWRPDFKV�DQG�UROO�VWRPDFK�WR�VLGH�WR�EDFN�WR�VLGH�WR�VWRPDFK��ORJ�UROO��IRU�WKH�OHQJWK�RI�WKH�PDW�
1
43
Non-locomotive Skills 1RQ�ORFRPRWLYH�VNLOOV��VWDELOLW\��XVH�WKH�VHQVRU\�FRPSRQHQWV�RI�EDODQFH��FRRUGLQDWLRQ��VSDWLDO�DZDUHQHVV��GLUHFWLRQDOLW\��DQG�YLVLRQ��DQG�DUH�GHYHORSHG�DV�WKH�FKLOG�UROOV��FUHHSV��FUDZOV��VSLQV��WZLUOV��ERXQFHV��EDODQFHV��ZDONV��MXPSV��MXJJOHV��DQG�VXSSRUWV�KLV�RU�KHU�RZQ�ZHLJKW�LQ�VSDFH���$�VHULHV�RI�QRQ�ORFRPRWRU�PRYHPHQW�SURJUHVVLRQV�SUHSDUH�WKH�EUDLQ�IRU�LQSXW�DQG�SURFHVVLQJ�
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Sample Activities 3URYLGH�RSSRUWXQLWLHV�IRU�WKH�FKLOG�WR�SUDFWLFH�EDODQFLQJ�RQ�RQH�RU�PRUH�ERG\�SDUWV�
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3UDFWLFH�VLPSOH�DFWLYLWLHV�WKDW�FURVV�WKH�PLGOLQH�RI�WKH�ERG\��VXFK�DV�KXJJLQJ�RQHVHOI�E\�FURVVLQJ�DUPV��SDWWLQJ�RQHVHOI�RQ�WKH�VKRXOGHUV��DQG�WDSSLQJ�WKH�ULJKW�NQHH�ZLWK�WKH�OHIW�KDQG�DQG�WKH�OHIW�NQHH�ZLWK�WKH�ULJKW�KDQG�
Virginia Physical and Motor Development Foundation Block 1
6NLOOHG�0RYHPHQW��FRQWLQXHG�The child will build body awareness, strength and
coordination through locomotor activities, non-locomotor �VWDELOLW\��DFWLYLWLHV�DQG�PDQLSXODWLYH�VNLOOV�
1
44
Manipulative Skills 0DQLSXODWLYH�VNLOOV�RI�WRVV��FDWFK��WKURZ��DLP��VWULNH��MXPS��MXJJOH��NLFN��ERXQFH��DQG�GULEEOH�GHYHORS�YLVXDO�WUDFNLQJ�RI�PRYLQJ�REMHFWV��H\H�KDQG�DQG�H\H�IRRW�FRRUGLQDWLRQ��YLVXDO�ÀHOGV��FURVV�ODWHUDOL]DWLRQ��VHTXHQFLQJ�RI�SDWWHUQV���DQG�G\QDPLF�EDODQFH���7KHVH�VNLOOV�DLG�WKH�EUDLQ�LQ�RUJDQL]LQJ�WKRXJKWV�LQ�VHTXHQFH��DQG�WUDFNLQJ�H[HUFLVHV�VWUHQJWKHQ�WKH�H\H�PXVFOHV�DQG�YLVXDO�ÀHOGV�XVHG�LQ�UHDGLQJ�
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E���0DQLSXODWH�VPDOO�REMHFWV�XVLQJ�RQH�KDQG�LQGHSHQGHQWO\��WKH�RWKHU�KDQG�LQGHSHQGHQWO\��DQG�ERWK�KDQGV�ZRUNLQJ�RQ�WKH�VDPH�WDVN�
Sample Activities 3URYLGH�\DUQ�EDOOV��KHOLXP�TXDOLW\�EDOORRQV��DQG�SOD\JURXQG�EDOOV�QR�ODUJHU�WKDQ���LQFKHV��DV�ZHOO�DV�EHDQ�EDJV�ERWK�ODUJH�DQG�VPDOO�IRU�WKH�FKLOG�WR�PDQLSXODWH��6W\URIRDP�EULFNV�FDQ��EH�XVHG�WR�EXLOG�RU�ZRUN�RQ�SDWWHUQV���6FDUYHV�FDQ�EH�HPSOR\HG�WR�SUDFWLFH�QRQ�WKUHDWHQLQJ�FDWFKLQJ�DQG�WKURZLQJ�
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3URYLGH�REMHFWV�IRU�WKH�FKLOGUHQ�WR�SUDFWLFH�JUDVSLQJ��VXFK�DV�VDIHW\�VFLVVRUV�IRU�FXWWLQJ�DQG�FUD\RQV�IRU�GUDZLQJ�RU�FRORULQJ��ÀQH�PRWRU�VNLOOV��
Virginia Physical and Motor Development Foundation Block 1
6NLOOHG�0RYHPHQW��FRQWLQXHG�The child will build body awareness, strength and
coordination through locomotor activities, non-locomotor �VWDELOLW\��DFWLYLWLHV�DQG�PDQLSXODWLYH�VNLOOV�
1
45
Virginia Physical and Motor Development Foundation Block 2
Movement Principles and ConceptsThe child will demonstrate the use of the movement concepts
of directions, levels, pathways, and effort.
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D��� $SSO\�NQRZOHGJH�RI�PRYHPHQW�FRQFHSWV�E\�SHUIRUPLQJ�YDULRXV�ORFRPRWRU�PRYHPHQWV�ZKLOH�FKDQJLQJ�GLUHFWLRQV��ULJKW��OHIW��XS��GRZQ��IRUZDUG�DQG�EDFNZDUG���OHYHOV��KLJK��PHGLXP��DQG�ORZ���SDWKZD\V��VWUDLJKW��FXUYHG��DQG�]LJ�]DJ���DQG�HIIRUW��IDVW��VORZ��KDUG��DQG�VRIW���
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Sample Activities 3URYLGH�RSSRUWXQLWLHV�IRU�GUDPD�DQG�LPDJHU\��DOORZLQJ�WKH�FKLOGUHQ�WR�H[SORUH��([DPSOHV�LQFOXGH��EXW�DUH�QRW�OLPLWHG�WR��´*RLQJ�RQ�D�%HDU�+XQWµ�RU�DFWLQJ�RXW�VRQJV�VXFK�DV�´)LYH�/LWWOH�0RQNH\V�µ
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2
46
Virginia Physical and Motor Development Foundation Block 3
Personal FitnessThe child will participate in structured and unstructured
physical activities designed to increase heart rate and breathing ZKLOH�LPSURYLQJ�PXVFXODU�VWUHQJWK�DQG�ÁH[LELOLW\�
Personal Fitness3K\VLFDO�ÀWQHVV�LV�KDYLQJ�D�KHDOWK\�ERG\�DQG�PLQG���:KHQ�FKLOGUHQ�HQJDJH�LQ�H[HUFLVH�WKDW�HOHYDWHV�WKH�KHDUW�UDWH��WKH�EUDLQ�DQG�ERG\�JR�LQWR�D�KRPHRVWDWLF�VWDWH��EDODQFLQJ�EUDLQ�FKHPLFDOV��KRUPRQHV��DQG�ERG\�V\VWHP�IXQFWLRQV��7KLV�KRPHRVWDWLF�VWDWH�LQFUHDVHV�WKH�EUDLQ·V�DELOLW\�WR�UHWDLQ�RU�UHWULHYH�PHPRU\���%ORRG�WUDYHOLQJ�WR�WKH�EUDLQ�DW�D�JUHDWHU�UDWH�IHHGV�WKH�EUDLQ�WKH�QHHGHG�QXWULHQWV�RI�R[\JHQ�DQG�JOXFRVH���(QJDJLQJ�LQ�YLJRURXV�DFWLYLW\�JLYHV�WKH�EUDLQ�WKH�QXWULHQWV�LW�QHHGV�WR�IXQFWLRQ�DW�DQ�RSWLPDO�VWDWH�DQG�EHQHÀW�WKH�OHDUQHU�
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3
47
Virginia Physical and Motor Development Foundation Block 4Responsible Behaviors
The child will demonstrate good listening skills and cooperative behaviors.
4Responsible Behaviors
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48
Virginia Physical and Motor Development Foundation Block 5
Physically Active LifestyleThe child will participate in physical activity and explain why physical activity is good for health.
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Sample Activities :DON��UXQ��MXPS��KRS�RU�JDOORS�DURXQG�WKH�RXWGRRU�UHFUHDWLRQDO�DUHD��'XULQJ�WKLV�WLPH�FKLOGUHQ�VKRXOG�KDYH�DFFHVV�WR�ODUJH�RSHQ�VSDFHV�DQG�EH�DEOH�WR�EH�DFWLYH�RQ�ODUJH�DSSURSULDWH�UHFUHDWLRQDO�HTXLSPHQW�DV�ZHOO�DV�EHLQJ�DEOH�WR�SOD\�ZLWK�EDOOV�DQG�RWKHU�PDQLSXODWLYH�REMHFWV�
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5
49
Standards for Personal and Social Development
Introduction5HVHDUFK�KDV�HVWDEOLVKHG�D�FRPSHOOLQJ�OLQN�EHWZHHQ�SHUVRQDO�DQG�VRFLDO�GHYHORSPHQW�DQG�VFKRRO�VXFFHVV��7KH�SHUVRQDO��VRFLDO��DQG�EHKDYLRUDO�FRPSHWHQFH�RI�\RXQJ�FKLOGUHQ�LV�D�VWURQJ�SUHGLFWRU�RI�DFDGHPLF�SHUIRUPDQFH�LQ�WKH�HDUO\�JUDGHV��$SSURSULDWH�DQG�VXSSRUWLYH�OHDUQLQJ�H[SHULHQFHV�SURYLGH�DQ�LPSRUWDQW�IRXQGDWLRQ�IRU�SHUVRQDO�DQG�VRFLDO�JURZWK�
6HYHUDO�DVSHFWV�RI�SHUVRQDO�DQG�VRFLDO�GHYHORSPHQW�DUH�SDUWLFXODUO\�HYLGHQW�GXULQJ�WKH�SUHVFKRRO�\HDUV��)RXQGDWLRQV�RI�SHUVRQDO�DQG�VRFLDO�GHYHORSPHQW�LQYROYH�FKDQJHV�LQ�HPRWLRQV��SHUFHSWLRQV��FRPPXQLFDWLRQ��DQG�LQWHUSHUVRQDO�V\VWHPV��
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$�FKLOG·V�VHQVH�RI�VHOI�ZRUWK�DQG�VRFLDO�FRPSHWHQFH�LV�IDFLOLWDWHG�E\�VRFLDO�H[SHULHQFHV���(DUO\�FKLOGKRRG�HGXFDWLRQ�SURYLGHV�SUHVFKRROHUV�ZLWK�VXSSRUWLYH�VRFLDO�FRQWH[WV�WR�IRVWHU�FKLOGUHQ·V�SHUVRQDO�DQG�VRFLDO�GHYHORSPHQW�
50
Personal and Social Development Foundation Blocks
Self-Concept:
%ORFN����7KH�FKLOG�ZLOO�GHPRQVWUDWH�VHOI�FRQÀGHQFH�DQG�VHOI�UHÁHFWLRQ�
Self-Control: %ORFN����7KH�FKLOG�ZLOO�VKRZ�VHOI�GLUHFWLRQ�
DQG�UHVSRQVLELOLW\�
Approaches to Learning: %ORFN����7KH�FKLOG�ZLOO�VKRZ�HDJHUQHVV�DQG�
SHUVLVWHQFH�DV�D�OHDUQHU�
Interaction with Others: %ORFN����7KH�FKLOG�ZLOO�LQWHUDFW�HDVLO\�ZLWK�
RWKHU�FKLOGUHQ�DQG�ZLWK�IDPLOLDU�DGXOWV�
Social Problem-Solving: %ORFN����7KH�FKLOG�ZLOO�OHDUQ�DQG�XVH�QRQ�
SK\VLFDO�ZD\V�WR�UHVROYH�FRQÁLFWV�
51
Virginia Personal and Social Development Foundation Block 1
Self-Concept7KH�FKLOG�ZLOO�GHPRQVWUDWH�VHOI�FRQÀGHQFH�DQG�VHOI�UHÁHFWLRQ�1
Self-Concept7KH�HVVHQFH�RI�HDUO\�SHUVRQDO�DQG�VRFLDO�GHYHORSPHQW�LV�D�FKLOG·V�VHOI�FRQFHSW��$�VHQVH�RI�VHOI�ZRUWK�HQDEOHV�D�FRQÀGHQW�FKLOG�WR�SDUWLFLSDWH�LQ�PRVW�FODVVURRP�DFWLYLWLHV��H[SUHVV�HPRWLRQV��H[SORUH�WR\V�DQG�PDWHULDOV��DQG�LQWHUDFW�ZLWK�RWKHUV�LQ�WKH�FODVVURRP���7R�GHYHORS�WKLV�FRQÀGHQFH��PDQ\�SUHVFKRRO�FKLOGUHQ�QHHG�RSSRUWXQLWLHV�WR�OHDUQ�KRZ�WR�SOD\�ZLWK�RWKHUV���$W�WLPHV��\RXQJ�FKLOGUHQ�QHHG�VXSSRUW�LQ�WU\LQJ�QHZ�FODVVURRP�DFWLYLWLHV���
D��� 'HPRQVWUDWH�NQRZOHGJH�RI�SHUVRQDO�LQIRUPDWLRQ�LQFOXGLQJ�ÀUVW�DQG�ODVW�QDPH��JHQGHU��DJH��DQG�ELUWKGD\�
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F��� 5HFRJQL]H�VHOI�DV�D�XQLTXH�LQGLYLGXDO�DQG�UHVSHFW�GLIIHUHQFHV�RI�RWKHUV�
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H���'HPRQVWUDWH�VHOI�GLUHFWLRQ�LQ�XVH�RI�PDWHULDOV�
I��� 'HYHORS�LQFUHDVHG�LQGHSHQGHQFH�LQ�VFKRRO�DFWLYLWLHV�WKURXJKRXW�WKH�GD\�
Sample Activities 3URYLGH�RSSRUWXQLWLHV�IRU�FKLOGUHQ�WR�FKRRVH�DQ�DFWLYLW\��PDNH�D�SODQ��DQG�FDUU\�RXW�WKH�SODQ�
3URYLGH�RSSRUWXQLWLHV�IRU�FKLOGUHQ�WR�VKDUH�LGHDV�DQG�WKRXJKWV���8VH�VPDOO�WDEOHV�IRU�VQDFN�WLPH�DQG�IDFLOLWDWH�D�FRQYHUVDWLRQ�EHWZHHQ�WZR�FKLOGUHQ�
7HDFK�PRGHO�IRU�FKLOGUHQ�KRZ�WR�SXW�RQ�WKHLU�MDFNHW��KDW��DQG�RWKHU�RXWGRRU�FORWKLQJ���3URYLGH�SOHQW\�RI�WLPH�IRU�FKLOGUHQ�WR�JHW�UHDG\�VR�WKH\�KDYH�WLPH�WR�SUDFWLFH�WKHVH�VNLOOV�
0DNH�VXUH�FODVVURRP�PDWHULDOV�DUH�DFFHVVLEOH�DQG�ODEHOHG�VR�FKLOGUHQ�FDQ�XVH�WKHP�LQGHSHQGHQWO\�DQG�UHWXUQ�WKHP�WR�D�GHVLJQDWHG�ORFDWLRQ�
52
Virginia Personal and Social Development Foundation Block 2
Self-ControlThe child will show self-direction and responsibility.2
Self-Control<RXQJ�FKLOGUHQ�EHQHÀW�IURP�URXWLQHV�DQG�VWUXFWXUH��7KH\�ÀQG�FRPIRUW�DQG�IHHO�VHFXUH�ZKHQ�WKH\�FDQ�SUHGLFW�WKH�ÁRZ�RI�HYHQWV�DQG�SHRSOH�HDFK�GD\���0DQDJLQJ�FKDQJH�FDQ�EH�D�FKDOOHQJH�IRU�SUHVFKRROHUV���<RXQJ�FKLOGUHQ�DUH�PRVW�VXFFHVVIXO�KDQGOLQJ�WUDQVLWLRQV�ZKHQ�WKH\�DUH�WROG�ZKDW�WR�H[SHFW�LQ�DGYDQFH��3ULRU�NQRZOHGJH�HQDEOHV�\RXQJ�FKLOGUHQ�WR�IHHO�LQ�FRQWURO�DQG�SDUWLFLSDWH�ZLWKRXW�FRQIXVLRQ�
D��� &RQWULEXWH�LGHDV�IRU�FODVVURRP�UXOHV�DQG�URXWLQHV�
E���)ROORZ�UXOHV�DQG�URXWLQHV�ZLWKLQ�WKH�OHDUQLQJ�HQYLURQPHQW�
F���8VH�FODVVURRP�PDWHULDOV�SXUSRVHIXOO\�DQG�UHVSHFWIXOO\�
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Sample Activities 0RGHO�IRU�FKLOGUHQ�ZKDW�WR�GR�ZKHQ�WKH\�ÀQLVK�D�VQDFN��)RU�H[DPSOH��FOHDU�WKHLU�SODFH�E\�GLVSRVLQJ�RI�QDSNLQ�DQG�OHIWRYHUV�LQ�WKH�WUDVK�
+DYH�FKLOG�VL]H�FOHDQLQJ�PDWHULDOV�DYDLODEOH�DQG�WHDFK�FKLOGUHQ�KRZ�WR�XVH�WKHP���)RU�H[DPSOH��FKLOGUHQ�FDQ�VZHHS�WKH�VDQG�DURXQG�WKH�VDQG�WDEOH�RU�XVH�D�VSRQJH�DQG�EXFNHW�WR�FOHDQ�XS�VSLOOHG�SDLQW�
7HDFK�WKH�FKLOGUHQ�D�VLPSOH�VRQJ�WR�VLQJ�ZKHQ�LW�LV�WLPH�WR�WUDQVLWLRQ�IURP�RQH�DFWLYLW\�WR�DQRWKHU�
53
Virginia Personal and Social Development Foundation Block 3
Approaches to LearningThe child will show eagerness and persistence as a learner.
Approaches to Learning$V�\RXQJ�FKLOGUHQ�GHYHORS�PRUH�DZDUHQHVV�SHUFHSWXDOO\��WKH\�DUH�QDWXUDOO\�FXULRXV�DQG�DVN�TXHVWLRQV�DERXW�HYHU\WKLQJ�WKH\�HQFRXQWHU���$V�FKLOGUHQ�JDLQ�H[SHULHQFH�ZLWK�DVNLQJ�TXHVWLRQV��WKH\�DVN�IRU�FODULÀFDWLRQ�RU�DGGLWLRQDO�LQIRUPDWLRQ���3UHVFKRROHUV�VKRXOG�EH�DEOH�WR�DWWHQG�WR�WDVNV�IRU�������PLQXWHV���/HDUQLQJ�WR�ZRUN�XQWLO�WDVNV�DUH�ÀQLVKHG�RU�SUREOHPV�DUH�VROYHG�LV�FKDOOHQJLQJ�IRU�FKLOGUHQ�RI�WKLV�DJH�JURXS�DQG�WKH\�IUHTXHQWO\�QHHG�VXSSRUW�LQ�WKLV�DUHD�
D��� 6KRZ�LQWHUHVW�DQG�FXULRVLW\�LQ�OHDUQLQJ�QHZ�FRQFHSWV�DQG�WU\LQJ�QHZ�DFWLYLWLHV�DQG�H[SHULHQFHV�
E���'HPRQVWUDWH�DELOLW\�WR�OHDUQ�IURP��H[SHULHQFHV�
F��� ,QFUHDVH�DWWHQWLRQ�WR�D�WDVN�RU�DFWLYLW\�RYHU�WLPH�
G���6HHN�DQG�DFFHSW�KHOS�ZKHQ�QHHGHG�
Sample Activities &ROOHFW�VDPSOHV�RQ�DQ�RXWGRRU�ÀHOG�WULS�
'UDZ�SLFWXUHV�DERXW�HYHQWV�DQG�RWKHUV�
3DUWLFLSDWH�LQ�VPDOO�JURXS�SODQQLQJ�GLVFXVVLRQV�
6HOHFW�DQG�FRPSOHWH�D�SX]]OH�
3
54
Virginia Personal and Social Development Foundation Block 4
Interaction with OthersThe child will interact easily with one or more children
and with familiar adults.4
Interaction with Others<RXQJ�FKLOGUHQ�DUH�OHDUQLQJ�WR�FRPPXQLFDWH�ZLWK�RWKHUV���7KLV�LV�DQ�H[WUDRUGLQDU\�FKDOOHQJH�DV�LW�LQFOXGHV�SK\VLFDO��VRFLDO��OLQJXLVWLF��FRJQLWLYH��HPRWLRQDO��DQG�SHUVRQDO�JURZWK��7R�DFFRPSOLVK�WKLV�QHZ�OHYHO�RI�VRFLDO�LQWHUDFWLRQ��PDQ\�FKLOGUHQ�QHHG�FRDFKLQJ�DQG�DGXOW�VXSHUYLVLRQ���$V�D�FKLOG�OHDUQV�DSSURSULDWH�VW\OHV�RI�FRPPXQLFDWLRQ�ZLWK�RWKHUV��WKH�DGXOW�FDQ�UHGXFH�WKH�DPRXQW�RI�VXSHUYLVLRQ�DQG�RIIHU�VLPSOH�UHPLQGHUV�DV�QHHGHG�����
D��� ,QLWLDWH�DQG�VXVWDLQ�LQWHUDFWLRQV�ZLWK�RWKHU�FKLOGUHQ�
E���'HPRQVWUDWH�YHUEDO�VWUDWHJLHV�IRU�PDNLQJ�D�QHZ�IULHQG�
F��� ,QWHUDFW�DSSURSULDWHO\�ZLWK�RWKHU�FKLOGUHQ�DQG�IDPLOLDU�DGXOWV�E\�FRRSHUDWLQJ��KHOSLQJ��VKDULQJ��DQG�H[SUHVVLQJ�LQWHUHVW�
G���3DUWLFLSDWH�VXFFHVVIXOO\�LQ�JURXS�VHWWLQJV�
H���'HPRQVWUDWH�UHVSHFWIXO�DQG�SROLWH�YRFDEXODU\�
I��� %HJLQ�WR�UHFRJQL]H�DQG�UHVSRQG�WR�WKH�QHHGV��ULJKWV��DQG�HPRWLRQV�RI�RWKHUV�
Sample Activities 0RGHO�DSSURSULDWH�VW\OHV�RI�FRPPXQLFDWLRQ�ZLWK�FKLOGUHQ�DQG�DGXOWV�
'HPRQVWUDWH�LQWHUDFWLRQ�VWUDWHJLHV�WKURXJK�UROH�SOD\�
8VH�SKRWRJUDSKV�RI�FODVVURRP�DFWLYLWLHV�DV�DQ�RSSRUWXQLW\�IRU�FKLOGUHQ�WR�VKDUH�WKHLU�WKRXJKWV�DQG�LGHDV���0DNH�D�FODVV�UHFRUG�RU�JUDSK�RI�WKHLU�WKRXJKWV�DQG�LGHDV��
55
Virginia Personal and Social Development Foundation Block 5Social Problem-Solving
The child will learn and use non-physical ways WR�UHVROYH�FRQÁLFWV�
Social Problem-Solving6RFLDO�VLWXDWLRQV�FDQ�EH�D�VRXUFH�RI�IUXVWUDWLRQ�IRU�\RXQJ�FKLOGUHQ���$W�WLPHV��WR\V�DQG�WXUQV�VHHP�PRUH�LPSRUWDQW�WKDQ�WKH�IHHOLQJV�RI�RWKHUV���3K\VLFDO�DJJUHVVLRQ�LV�RIWHQ�WKH�VWUDWHJ\�RI�FKRLFH�XVHG�E\�SUHVFKRROHUV�WR�VHWWOH�FRQÁLFWV���$JJUHVVLRQ�VHHPV�WR�ZRUN�DW�ÀUVW��VLQFH�WKH�YLFWLP�PD\�UHOLQTXLVK�WKH�WR\�RU�JLYH�XS�D�WXUQ���3UHVFKRROHUV�QHHG�DGXOW�VXSSRUW�DQG�JXLGDQFH�LQ�OHDUQLQJ�DOWHUQDWLYHV�WR�DJJUHVVLRQ�IRU�UHVROYLQJ�FRQÁLFWV���7HDFKHUV�VKRXOG�FRDFK�DQG�PRGHO�ZD\V�IRU�FKLOGUHQ�WR�FRPPXQLFDWH�WKHLU�QHHGV�DQG�IHHOLQJV�YHUEDOO\���
D��� ([SUHVV�IHHOLQJV�WKURXJK�DSSURSULDWH�JHVWXUHV��DFWLRQV��DQG�ZRUGV�
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F���$OORZ�RWKHUV�WR�WDNH�WXUQV�
G���,QFUHDVH�WKH�DELOLW\�WR�VKDUH�PDWHULDOV�DQG�WR\V�ZLWK�RWKHUV�RYHU�WLPH�
H���,QFOXGH�RWKHUV�LQ�SOD\�DFWLYLWLHV�
Sample Activities 5ROH�SOD\�FRPPRQ�FODVVURRP�VLWXDWLRQV��
/LVW�FRPPRQ�VRFLDO�SUREOHPV�DQG�LGHDV�IRU�VROXWLRQV�ZLWK�WKH�FODVV�
'LVFXVV�DQG�PDNH�D�SRVWHU�RI�DSSURSULDWH�UHVSRQVHV�WR�VRFLDO�FRQÁLFWV�
:ULWH�D�VWRU\�ZLWK�WKH�FKLOGUHQ�XVLQJ�D�VRFLDO�VLWXDWLRQ�DQG�UHDG�LW�ZLWK�WKH�FODVV�
5
56
Helpful Terms/LVWHG�EHORZ�DUH�VRPH�WHUPV�RQH�PD\�HQFRXQWHU�LQ�UHDGLQJ�PRUH�DERXW�HDUO\�FKLOGKRRG�HGXFDWLRQ�
Alliteration��7KH�VDPH�FRQVRQDQW�VRXQGV�DW�WKH�EHJLQQLQJ�RI�ZRUGV�LQ�D�VHQWHQFH��JURXS�RI�ZRUGV��RU�D�OLQH�RI�SRHWU\���)RU�H[DPSOH��WKH�VRXQG�RI�´3µ�LQ�3HWHU�3LSHU�SLFNHG�D�SHFN�RI�SLFNOHG�SHSSHUV�
Alphabetic principle��7KH�XVH�RI�OHWWHUV�DQG�OHWWHU�FRPELQDWLRQV�WR�V\VWHPDWLFDOO\�UHSUHVHQW�VRXQGV�SKRQHPHV���)RU�H[DPSOH��WKH�ZRUG�VKLS�KDV�IRXU�OHWWHUV��EXW�RQO\�WKUHH�VRXQGV�SKRQHPHV��VK�L�S��
Attributes��7KHVH�DUH�WKH�GHÀQLQJ�FKDUDUWHULVWLFV�RI�DQ�REMHFW�
Classify��7KH�GHVFULSWLRQ�RI�KRZ�D�VWXGHQW�VRUWHG�REMHFWV�E\�DWWULEXWHV��VL]H��VKDSH��FRORU��
Cognitive development �&KLOGUHQ·V�GHYHORSPHQW�RI�NQRZOHGJH�DQG�VNLOOV��ZKLFK�KHOS�WKHP�WR�WKLQN�DERXW�DQG�XQGHUVWDQG�WKH�ZRUOG�DURXQG�WKHP�
Decoding �7KH�WUDQVODWLRQ�RI�OHWWHUV�LQ�ZULWWHQ�ZRUGV�LQWR�UHFRJQL]DEOH�VRXQGV�DQG�FRPELQLQJ�WKHVH�VRXQGV�LQWR�PHDQLQJIXO�ZRUGV�
Emergent literacy�7KH�YLHZ�WKDW�OLWHUDF\�OHDUQLQJ�EHJLQV�DW�ELUWK�DQG�LV�HQFRXUDJHG�WKURXJK�SDUWLFLSDWLRQ�ZLWK�DGXOWV�LQ�PHDQLQJIXO�OLWHUDF\�UHODWHG�DFWLYLWLHV�
Environmental print �3ULQWHG�PDWHULDOV�WKDW�DUH�SDUW�RI�HYHU\GD\�OLIH��LQFOXGLQJ�VLJQV��ELOOERDUGV��ODEHOV��DQG�EXVLQHVV�ORJRV�
Explicit instruction��7HDFKLQJ�FKLOGUHQ�LQ�D�GLUHFW��V\VWHPDWLF��DQG�VHTXHQWLDO�PDQQHU�
Experimental writing��<RXQJ�FKLOGUHQ�H[SHULPHQW�ZLWK�ZULWLQJ�E\�FUHDWLQJ�SUHWHQG�DQG�UHDO�OHWWHUV�DQG�E\�RUJDQL]LQJ�VFULEEOHV�DQG�PDUNV�RQ�SDSHU�
Graphing��7KH�SLFWXULQJ�RI�LQIRUPDWLRQ�LQ�DQ�RUJDQL]HG�PDQQHU��UHVXOWLQJ�LQ�D�JUDSK���7KHUH�DUH�VHYHUDO�W\SHV�RI�JUDSKV��LQFOXGLQJ�EDU�JUDSKV�DQG�SLFWRJUDSKV�
Invented spelling��3KRQHPLF�EDVHG�VSHOOLQJ�ZKHUH�FKLOGUHQ�FUHDWH�WKHLU�RZQ�QRQFRQYHQWLRQDO�VSHOOLQJ�
Letter knowledge �7KH�DELOLW\�WR�LGHQWLI\�WKH�QDPHV�DQG�VKDSHV�RI�WKH�OHWWHUV�RI�WKH�DOSKDEHW�
Journals��%RRNV�LQ�ZKLFK�\RXQJ�OHDUQHUV�VFULEEOH��GUDZ��DQG�XVH�WKHLU�RZQ�VSHOOLQJV�WR�ZULWH�DERXW�WKHLU�H[SHULHQFHV�
Literacy��,QFOXGHV�DOO�WKH�DFWLYLWLHV�LQYROYHG�LQ�VSHDNLQJ��OLVWHQLQJ��UHDGLQJ��ZULWLQJ��DQG�DSSUHFLDWLQJ�ERWK�VSRNHQ�DQG�ZULWWHQ�ODQJXDJH�
Model��7KH�KDQGV�RQ�PDWHULDOV��VXFK�DV�SLFWXUHV��EORFNV��FRXQWHUV��DQG�ÁDVK�FDUGV��ZKLFK�DUH�XVHG�WR�GHPRQVWUDWH�D�FRQFHSW���:KHQ�\RX�XVH�WKHVH�PDWHULDOV�WR�UHSUHVHQW�D�FRQFHSW��\RX�´PRGHOµ�WKH�FRQFHSW�
Non-standard units of measure��8QLWV�RI�PHDVXUH�ZKRVH�YDOXHV�PD\�YDU\��VXFK�DV�D�SHUVRQ·V�IRRW�OHQJWK��D�KDQGIXO��RU�SDFHV���7KHVH�DUH�XQOLNH�VWDQGDUG�XQLWV�RI�PHDVXUH��VXFK�DV�LQFKHV�DQG�SRXQGV��ZKRVH�YDOXHV�GR�QRW�YDU\�
Number �$Q�DEVWUDFW�FRQFHSW�LQYROYLQJ�D�TXDQWLW\��)RU�H[DPSOH��LI�\RX�VHH�� ��\RX�WKLQN�RI�WKH�QXPEHU�WKUHH�
Numeral��7KH�ZULWWHQ�V\PEROV�WKDW�UHSUHVHQW�D�QXPEHU���)RU�H[DPSOH��´��µ�DQG�´;,,µ�DUH�QXPHUDOV�IRU�WKH�QXPEHU�WZHOYH�
One-to-one matching �0DWFKLQJ�RQH�VHW�RI�REMHFWV�ZLWK�DQRWKHU�VHW�RI�REMHFWV��)RU�H[DPSOH��LQ�D�JURXS�RI�FXSV�DQG�VDXFHUV��\RX�PLJKW�PDWFK�RQH�FXS�ZLWK�HDFK�VDXFHU�
57
Ordering��3ODFLQJ�D�FROOHFWLRQ�RI�LWHPV�IURP�ODUJHVW�WR�VPDOOHVW�RU�VPDOOHVW�WR�ODUJHVW�
Ordinal numbers��$�QXPEHU�WKDW�WHOOV�WKH�SRVLWLRQ�RI�SHRSOH�RU�WKLQJV�LQ�RUGHU�
Phonemes��7KH�VPDOOHVW�SDUWV�RI�VSRNHQ�ODQJXDJH�WKDW�FRPELQH�WR�IRUP�ZRUGV���)RU�H[DPSOH��WKH�ZRUG�KDW�LV�PDGH�XS�RI�WKUHH�SKRQHPHV��K�D�W��DQG�GLIIHUV�E\�RQH�SKRQHPH�IURP�WKH�ZRUGV�SDW��KDG�DQG�KRW�
Phonics��7KH�UHODWLRQVKLSV�EHWZHHQ�WKH�VRXQGV�RI�VSRNHQ�ODQJXDJH�DQG�WKH�LQGLYLGXDO�OHWWHUV�RU�JURXSV�RI�OHWWHUV�WKDW�UHSUHVHQW�WKRVH�VRXQGV�SKRQHPHV�LQ�ZULWWHQ�ODQJXDJH�
Phonological awareness �7KH�DELOLW\�WR�QRWLFH�DQG�ZRUN�ZLWK�WKH�VRXQGV�LQ�ODQJXDJH���3KRQRORJLFDO�DZDUHQHVV�DFWLYLWLHV�FDQ�LQYROYH�ZRUN�ZLWK�DOOLWHUDWLRQ��UK\PHV��DQG�VHSDUDWLQJ�LQGLYLGXDO�V\OODEOHV�LQWR�VRXQGV�
Picture Graph �$�W\SH�RI�JUDSK�WKDW�GLVSOD\V�LQIRUPDWLRQ�DV�SLFWXUHV�RQ�D�FKDUW�
Print awareness��7KH�NQRZOHGJH�WKDW�SULQWHG�ZRUGV�FDUU\�PHDQLQJ��DQG�UHDGLQJ�DQG�ZULWLQJ�DUH�ZD\V�WR�REWDLQ�LGHDV�DQG�LQIRUPDWLRQ���$�\RXQJ�FKLOG·V�VHQVLWLYLW\�WR�SULQW�LV�RQH�RI�WKH�ÀUVW�VWHSV�WRZDUG�UHDGLQJ�
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Set��$�FROOHFWLRQ�RI�WKLQJV�EHORQJLQJ�WRJHWKHU�DFFRUGLQJ�WR�D�UXOH�VXFK�DV�WKLQJV�WKDW�DUH�DOO�VTXDUHV��UHG��RU�URXQG�
Set counting��&RXQWLQJ�WKH�QXPEHU�RI�REMHFWV�WRJHWKHU�EHFDXVH�WKH\�EHORQJ�WRJHWKHU�IRU�VRPH�UHDVRQ�
Sight vocabulary��:RUGV�D�UHDGHU�UHFRJQL]HV�DXWRPDWLFDOO\�ZLWKRXW�KDYLQJ�WR�VRXQG�WKHP�RXW�
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Statistics �7KH�VFLHQFH�RI�DVVHPEOLQJ��FODVVLI\LQJ��DQG�DQDO\]LQJ�IDFWV�RU�GDWD�
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Notes
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The Virginia Department of Education does not discriminate on the basis of race, color, national origin, sex, age,
or disability in employment or provisions of service.
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