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Waterford
Create young readers, mathematicians, and scientists.
CON
TEN
TSLaunch a lifetime of learning with individualized courseware for Pre K–2.
2 BenefitstoStudents,Teachers,Administrators,andFamilies
4 ClosingtheAchievementGap
5 HowCustomizationAidsTeachers
6 WhyItWorks
8 SupplementalInstruction
10 WaterfordEarlyReading
12 WaterfordEarlyMathandScience
“It’shugetosee4-year-oldsstartingtoprocessscienceconcepts.Iseethosemoments
happenmuchmoreoftenthesedays.”
Essential concepts in language arts, mathematics, and science
1
Truly digital, seriously engaging
Accountable and easy to manage
“Mykidsspeakthislanguage.They‘get’theideaofinteractingwithtechnology.Thelearningcomesverynaturally.”
“Ofcourse,Icanfeelitwhenastudentmakesprogress.ButWaterfordletsmeproveit.”
BEN
EFIT
S
2
Waterford accounts for exceptionalprogress in early learners.
Strong foundations—literacy, a grasp of basic
concepts, engagement in learning—are precursors
to academic success. Waterford Early Learning
Program delivers them all via explicit digital
instruction that individualizes learning from the
first Pre K lesson through Grade 2. Your youngest
learners benefit from a research-based curriculum
in language arts, mathematics, and science.
Aligned to current state and national standards,
Waterford complements your core program with
accountability functions that allow you to measure
the results.
Students discover the fun of learning.
A placement tool can assess each student to
determine the right starting point. Then the results
really begin. Waterford’s multimedia interface
engages their imaginations. Concepts are related to
the real world so they’re fun to explore and easier
to master.
Teachers get a new way to make a difference.
For educators, Waterford is like having an assistant
for every child, only no new staffing is required. The
program treats each learner as an individual. Those
who need intervention receive it automatically.
Teachers are freed to provide one-on-one attention
as needed, and to have an even bigger impact on
more students.
Accountable staff is armed with information.
Waterford provides real-time data on student
activity. Though students use the courseware
with no need for teacher involvement, it’s always
possible to get a snapshot of how an individual
learner is doing or to evaluate progress of the
class as a whole.
Families participate in learning.
Age-and learning-appropriate take-home materials
involve families in the overall Waterford experience.
The learning that begins in the classroom can
continue after the school day ends.
2
The face of scientific research.
The Waterford Institute invested more than 15 years in the not-for-profit
initiative to create the research-based Waterford curriculum. Together,
the Waterford Institute and Pearson continue the research, development,
and testing to provide the most innovative and effective instructional
technology for early learners.
CLO
SIN
G T
HE
GA
P
4
You can close the achievement gapwith just 30 minutes a day. According to research, achievement is
proportionally related to the number of hours
of preparation that a child receives prior to
kindergarten. Yet today, one in every three children
entering kindergarten is under-prepared to learn.
They’re at an immediate disadvantage that only
broadens throughout the course of their education.
Thirty minutes can make a difference.
If treated at the kindergarten level, 30 minutes
a day of intervention can close the gap between
an at-risk student and his or her peers. If that
intervention is delayed until age eight or nine, at
least two hours a day would be required to yield
the same results.*
Waterford helps you find the time.
The basic Waterford plan calls for as little as 15
minutes per student each day. You can allocate
time for this important instruction with minimal
impact on your current classroom schedule.
Leverage your current technology.
To let you get maximum use from your existing
equipment, Waterford is compatible with both PC and
Mac® computers; it works equally well in systems with
a mixture of both platforms. Programs can be installed
directly onto an individual client machine or onto
multiple client machines through a server delivery.
* Begley, S. 1996. “Your Child’s Brain.” Newsweek. Feb. 19, 1996, 55-61.
5
Waterford does the heavy lifting to tailorinstruction to each student.
Waterford saves teachers from the nearly
impossible task of individualizing lessons for
every student in the classroom. Regardless of the
beginning level of preparedness, Waterford allows
every child to begin learning from the very first
lesson. Customized learning enables students
to progress at their own rate, receiving more
instruction in challenging areas and less where
they immediately excel.
Waterford is the truly digital choice.
The comprehensive Waterford curriculum is fully
electronic. All lessons happen at the computer
with no need to switch back and forth to texts.
To extend learning to the home environment,
teachers can also provide students with a rich
library of printed materials that enhance
the lessons.
The technology is dynamic data sequencing.
A built-in dynamic sequencer enables Waterford
to respond to students’ individual needs every
time they use it. When a learner demonstrates
understanding of a concept, the coursework
moves more quickly; when problem areas are
encountered, the student receives a greater depth
of instruction.
Intervention is automatic.
With its ability to identify trouble spots and
trends in a student’s learning path, Waterford
launches remediation strategies the moment
they’re indicated. If those attempts aren’t
successful, the teacher is alerted. There’s no delay
in providing all the help a learner needs in order
to master objectives.
WH
Y IT
WO
RKS
6
Learning happens faster when studentsare on-task, engaged, and in control.
Waterford instruction is based on the insights
gained from decades of research into the early
learning process. The resulting design helps you
teach children in the natural way they’re prepared
to learn.
Begin with explicit instruction.
Waterford gives students initial exposure
to fundamental reading, math, and science
skills, introducing the concepts from multiple
perspectives. Then they practice with the concept
and conclude with an activity that assesses each
student’s level of mastery.
Hang onto their attention with
interactive activities.
Today, many children arrive in your classrooms
as already experienced consumers of multimedia
content. Waterford uses that visual vocabulary to
connect with media-savvy learners and focus their
attention on the task at hand.
Encourage students to participate in learning.
With Waterford, students are full-time participants
in their learning, never just receptors. The program
empowers them intuitively with tools like tutorials,
roll-over text that models word pronunciation,
practice opportunities, and much more.
Waterford takes a hands-on approach to learning
within a digital environment. Activities like this electricity
experiment allow learners to apply their skills and test
hypotheses safely.
7
Stay in close alignment with standards.
Your students will be well-prepared to meet testing
requirements. Waterford curriculum is aligned to
the most current state and federal standards, as
well as those put forth by:
• National Reading Panel
• National Council of Teachers of Mathematics (NCTM)
• Project 2061’s Benchmarks for Science Literacy
• National Science Education Standards (NSES)
Report on progress frequently and accurately.
Waterford provides you with on-demand
reports you can use to meet your accountability
requirements. The up-to-the-minute output allows
you to analyze and report on measurable results at
both class and student levels.
Empowering student tools, such as the vocabulary box
shown above, are available on demand and provide
self-guided assistance.
SUPP
LEM
ENTA
L SK
ILLS
8
Teach supplemental skills that have valuefar beyond English, math, and science.
Waterford is a natural teaching ground for
related skills that improve program use and
create capabilities that students can use in many
other ways. Offered as standard elements of the
program, these supplemental courses bolster
literacy skills through extended writing practice and
keyboarding.
Mouse and More
For students who may be less familiar with computer
navigation, Waterford offers this instructional segment
on how to manipulate the cursor and use the navigation
bar. It is launched automatically, but can be unassigned for
students who have basic computer skills.
Keyboarding to Read and Write
This supplemental course teaches students how to
keyboard by touch. It also supports language arts
instruction by having students keyboard high-priority
words and some literature.
Writing
This supplemental course consists of a menu of writing
activities, illustration programs, and a word processor, all of
which allow more classroom time to be devoted to writing
when appropriate.
“Waterford…makessurethatnooneisleftbehind.Thisprogramhelpseverychildbethebestheorshecanbe!”
-MichelleHendersonWaterfordLabManager
DunbarElementarySt.Louis,MO
EARL
Y R
EAD
ING
10
Waterford Early Reading goes beyondthe fundamentals of Reading First.
The National Reading Panel has identified five critical components for highly effective reading
instruction: phonemic awareness, phonics, vocabulary, comprehension, and fluency. Waterford
aligns with those five strands, integrating instructional activities, guided practice, and embedded
assessment. The Language Concepts strand goes further to include print awareness, language
conventions, grammar, and language structure.
Asstudentsmovethroughthisexrastrand,theydevelopskillsthroughbothdirectandindirectinstruction.Explicitinstructionrangesfromunderstandingprintdirectionalitytobasiclanguageandgrammarconventionssuchaspunctuationmarks,plurals,andmore.
Waterfordoffersexplicitinstructionincriticalphonologicalskills,suchasidentifyingsounds,blending,segmenting,phonemerecognition,andrhyming.
Phonics-basedactivitiesincludeinstruction,songs,books,andgames.Instructioncoversdecodingstrategiesusinglettersoundsandpatterns,consonantblends,longandshortvowelpatterns,voweldigraphs,andwordfamilies.
Waterfordweavesvocabularythroughoutthesoftwareanditsrichliteraturebaseofstories,nurseryrhymes,andmeaningfultext,aswellasprovidingextensivemodelingandempoweringtoolslikeroll-overtextglossestoensurethatlearnersbuildanextensivevocabulary.
Learnerslistentoandsingsongs,readnarrative,andbeginusingcomprehensionstrategiessuchasconceptandstorymaps,generatingandansweringquestions,summarizing,buildingbackgroundknowledge,predicting,andconnectingtothestory.
Ateverylevel,Waterfordusesmodeling,richlanguage,andprintexperiencestoengagestudents.Theyareexposedtodecodableandexpositorytextandcanrecordthemselvesreadingaloud,thenlistentotheirownrecordings.Teachersmayusetheserecordingstoassesseachstudent’sprogress.
Components ofReading First
Phonemic Awarenes
Phonics
Vocabulary
Comprehension
Fluency
Language Concepts
The Waterford Match
Beyond Reading First
11
Letter recognition activities help
build knowledge of the relationship
between written letters and their
corresponding sounds.
Songs in the program increase
learners’ abilities to hear and
manipulate individual sounds, and
build knowledge about how to
combine letter sounds.
“Me” and other books featured in
the courseware invite learners to
build decoding skills and improve
reading fluency and text and
vocabulary comprehension.
EARL
Y M
ATH
& S
CIEN
CE
12
Turn natural curiosity intoserious math and science gains.
The research is clear: early learners master
mathematics and science concepts more easily
when they are taught in combination. Math gives
science structure. Science gives math application.
Waterford Early Math and Science offers your
students and teachers a balanced approach
that reinforces both conceptual and skill-based
understanding.
Inspire students with discovery-based
learning.
Waterford combines music, art, stories, and
interactive experiences to engage students while
they learn about their world. Self-paced, hands-
on lessons use multimedia to take on real life and
build on learners’ natural interests.
Enrichment activities include virtual experiments.
Beginning in Level Two, Waterford invites children to apply
their new skills by conducting virtual experiments. Students
question, gather data, make a hypothesis, experiment, and
draw a conclusion, all within the controlled safety of the
digital environment.
Collaboration happens with Team Science.
Students work together online to solve a problem using
virtual tools such as thermometers, microscopes, scales, and
hand lenses. After selecting a way to solve the problem,
students gather and record data and observe the results.
“EachWaterfordcomputerislikehavinganotherteacherintheclassroomworkingoneononewiththesestudents.”
-Dr.BarbaraWrightPrincipal
CommonsLaneElementaryFlorissant,MO
PC-WF-0807
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