PDF release pending
ERIC Number: ED480652
Record Type: RIE
Publication Date: 2003
Reference Count: N/A
Virginia's Foundation Blocks for Early Learning: Guidelines for Literacy and Mathematics.
Virginia State Dept. of Education, Richmond.
Research confirms that readiness skills for literacy and mathematics begin at birth and are developed in combination with life experiences. This guide provides early childhood educators a set of basic guidelines or Foundation Blocks in literacy and mathematics, with indicators of success for entering kindergarten based on scientifically-based research. The guide describes specific indicators for prekindergarten children in the content areas of reading (oral expression, vocabulary, phonological awareness, letter knowledge and early word recognition, print and book awareness, and written expression) and mathematics (number sense, computation and estimation, measurement, geometry, statistics, and patterns, functions and algebra). The guide is organized for use as a tool for early childhood educators in developing curriculum and meaningful classroom activities. Each Foundation Block is in box format, and is organized to build toward the Virginia Kindergarten Standards of Learning. Following the boxes are expectation indicators for the Foundation Blocks. Sample teaching activities are included to assist teachers in the planning of meaningful classroom activities. Helpful terms and 16 references to national consensus documents used in the development of this guide are cited for clarification and resource purposes. (HTH)
Descriptors: Academic Standards, Early Childhood Education, Literacy, Mathematics, Performance Based Assessment, Preschool Curriculum, School Readiness, State Standards
Virginia State Department of Education, 101 N. 14th Street, Richmond, VA 23219. Tel: 800-292-3800 (Toll Free); Tel: 804-225-2020; e-mail: firstname.lastname@example.org; Web site: http://www.circulor.com/documents/learn2care docs/birth-to-5_VA curriculum.pdf.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: Virginia State Dept. of Education, Richmond.
Identifiers: Indicators; Virginia