Standar Florida

HOW TO USE THE STANDARDS FOR CHILDREN BIRTH TO KINDERGARTEN
The domains, or areas of development, are a useful way to look at the developmental progression of related skills and abilities
of children. They are identified with a capital Roman numeral (e.g., I, II, III). Each domain is further divided into components,
sub-components (where applicable), standards and, where appropriate, benchmarks. Components are the organizing
concepts of each domain and represent the major topics to be addressed during each age range. They are identified in the
color of the domain with a capital letter (e.g., A, B, C). Standards are expectations of what children should know and be able to
do by the end of each age range; they are identified by a numeral (e.g., 1, 2, 3). A description of each standard is also provided.
Benchmarks are more precise than standards and are set to reflect the level of skill and knowledge that should be
demonstrated by a child at the end of the experience for each age range (e.g., a, b, c). The purpose of these benchmarks is to
establish goals for children that maximize their chances for success. Examples provided to clarify standards and benchmarks do
not represent an inclusive list of all possible examples.
Standards and benchmarks reflect the knowledge and skills that a child on a developmental trajectory (progression) should
know and be able to do at the end of the age-related timeframe. Standards and benchmarks can assist teachers in planning
instruction and discussing expectations and growth with a child’s family.
The Standards for Children Birth to Kindergarten are grouped around eight domains of early learning and development:
I. Physical Development
II. Approaches to Learning
III. Social and Emotional Development
IV. Language and Literacy
V. Mathematical Thinking
VI. Scientific Inquiry
VII. Social Studies
VIII. Creative Expression Through the Arts
*Standards and benchmarks reflect the knowledge and skills that a child on a developmental trajectory (progression) should know and be able to do at the end of the
age-related timeframe.
Form OEL-SR 15 (October 2017)

Rule 6M-4.700, F.A.C. 1
I. PHYSICAL DEVELOPMENT DOMAIN *
Birth-8 months 8-18 months 18-24 months 2-3 years 3-4 years 4 years-Kindergarten
(24-36 months) (36-48 months) (48 months-Kindergarten)
A. HEALTH AND WELLBEING
a. Active Physical Play
1. Engages in physical activities with increasing balance, coordination, endurance and intensity
Benchmark a: Benchmark a: Uses Benchmark a: Engages Benchmark a: Engages Benchmark a: Engages Benchmark a: Seeks to
Demonstrates beginning movement and senses to in brief instances of in active physical play in active games or engage in physical
signs of balance, control explore and learn physical play (e.g., for short periods of time outdoor play and other activities or active play
and coordination pushes wheeled toy for forms of physical activity routinely with increased
short distance, puts toys for sustained periods of intensity and duration
in wagon and pulls time (e.g., dancing in
wagon around the circle time)
room)
b. Safety
1. Shows awareness of safety and increasingly demonstrates knowledge of safe choices and risk assessment when participating in daily activities
Not typically observed Not typically observed Benchmark a: Follows Benchmark a: Benchmark a: Follows Benchmark a:
adult’s guidance about Demonstrates difference basic safety practices Consistently follows
basic safety practices between safe and unsafe with close adult basic safety rules
(e.g., use walking feet, play behaviors (e.g., supervision (e.g., tries to independently across
pet gently, hold familiar chairs are for sitting, buckle own seatbelt; different situations
adult’s hand when keeps inappropriate seeks adult assistance to Benchmark b: Identifies
crossing street) items out of use step stool) consequences of not
nose/mouth) following safety rules
c. Personal Care Routines
1. Responds to and initiates care routines that support personal hygiene
Not typically observed Benchmark a: Responds Benchmark a: Actively Benchmark a: Carries Benchmark a: Carries Benchmark a: Initiates
and cooperates in ways participates in simple out some steps of own out familiar hygiene and completes familiar
that demonstrate steps of hygiene routines personal hygiene routines with occasional hygiene routines
awareness of a hygiene with adult routines with specific reminders of how to do independently
routine (e.g., grabs for adult guidance or them
washcloth as adult demonstration
washes child’s face)

Rule 6M-4.700, F.A.C. 2
d. Feeding and Nutrition
1. Responds to feeding or feeds self with increasing efficiency and demonstrates increasing interest in eating habits and making food choices
Benchmark a: Shows Benchmark a: Feeds self Benchmark a: Benchmark a: Feeds self Benchmark a: Serves Benchmark a: Assists
interest in the process of some finger food items Periodically feeds self a wide variety of foods self or others by adults in preparing
being fed (e.g., holds (feeds self small pieces some foods using using developmentally scooping or pouring simple foods to serve to
bottle, uses lips to take of food from tray) developmentally appropriate basic from containers self or others
food off the spoon, appropriate basic utensils
attempts to grab or utensils, sometimes
reaches for spoon while needing help
being fed) Benchmark b: Shows Benchmark b: Shows Benchmark b: Expresses Benchmark b: Begins to Benchmark b:
interest in new foods willingness to try new preferences about recognize nutritious food Recognizes nutritious
that are offered foods when offered on foods, specifically likes choices and healthy food choices and healthy
multiple occasions or dislikes eating habits eating habits
Benchmark c: Shows Benchmark c: Benchmark c:
preference for food Sometimes makes Communicates to adults
choices choices about which when hungry, thirsty or
foods to eat when has had enough to eat
offered several choices
Benchmark d: Explores Benchmark d:
food with fingers Distinguishes between
food and non-food items
B. MOTOR DEVELOPMENT
a. Gross Motor Development
1. Demonstrates use of large muscles for movement, position, strength and coordination
Benchmark a: Explores Benchmark a: Moves Benchmark a: Begins to Benchmark a: Gains Benchmark a: Begins to Benchmark a: Balances,
new body positions and from crawling to gain control of a variety control of a variety of balance, such as on one such as on one leg or on
movements (e.g., rolling walking, learns new of postures and postures and leg or a beam, for short a beam, for longer
over, sitting, crawling, muscle coordination for movements including movements including periods periods of time both
hitting/kicking at each new skill, and how stooping, going from stooping, going from when standing still and
objects) to manage changing sitting to standing, sitting to standing, when moving from one
ground surfaces running and jumping running and jumping position to another

Rule 6M-4.700, F.A.C. 3
Benchmark b: Begins to Benchmark b:
perform some skills, Demonstrates more
such as jumping for coordinated movement
height and hopping when engaging in skills,
such as jumping for
height and distance,
hopping and running
Benchmark c: Engages in Benchmark c: Engages in
physical activity that more complex
requires strength and movements (e.g., riding
stamina for brief periods a tricycle with ease)
Benchmark d: Engages
in physical activities of
increasing levels of
intensity for sustained
periods of time
2. Demonstrates use of large muscles to move in the environment
Benchmark a: Uses each Benchmark a: Uses body Benchmark a: Uses Benchmark a: Uses a Benchmark a: Begins to Benchmark a: Combines
new posture (e.g., position, balance and complex movements, variety of increasingly combine and coordinate and coordinates more
raising head, rolling onto especially movement to body positions and complex movements, two or more motor than two motor
back, sitting) to learn explore and examine postures to participate body positions and movements (e.g., runs movements (e.g., moves
new ways to explore the materials, activities and in active and quiet, postures to participate with long strides a wheelchair through an
environment (e.g., sits spaces (e.g., uses indoor and outdoor play in active and quiet, showing arm and leg obstacle course)
up to be able to reach furniture to pull self up) indoor and outdoor play opposition; uses
for or hold objects) wheelchair to move in
classroom)

Rule 6M-4.700, F.A.C. 4
b. Gross Motor Perception (Sensorimotor)
1. Uses perceptual information to guide motions and interactions with objects and other people
Benchmark a: Exhibits Benchmark a: Begins to Benchmark a: Acts and Benchmark a: Develops Benchmark a: Begins to Benchmark a: Acts and
body awareness and act and move with moves with intention independence through act and move with moves with purpose and
starts to move intention and purpose and purpose coordinated and purpose and recognizes independently
intentionally purposeful movements differences in direction, recognizes differences in
and activities distance and location direction, distance and
location
Benchmark b: Begins to Benchmark b: Begins to Benchmark b: Benchmark b: Benchmark b:
discover how the body demonstrate awareness Demonstrates Demonstrates Demonstrates spatial
fits and moves through of own body in space awareness of own body awareness of own body awareness through play
space in space in relation to others activities
Benchmark c: Begins to Benchmark c:
coordinate perceptual Coordinates perceptual
information and motor information and motor
actions to participate actions to participate in
and play in daily routines play and activities (e.g.,
(e.g., singing songs with singing songs with hand
hand motions or rolling motions or
ball) rolling/catching ball)
c. Fine Motor Development
1. Demonstrates increasing precision, strength, coordination and efficiency when using hand muscles for play and functional tasks
Benchmark a: Begins to Benchmark a: Uses Benchmark a: Gains Benchmark a: Benchmark a: Uses Benchmark a: Shows
use hands for play and hands for play and control of hands and Coordinates the use of various drawing and art hand control using
functional tasks (e.g., functional tasks (e.g., fingers hands and fingers tools with developing various drawing and art
putting hands on bottle, putting hands on bottle, coordination tools with increasing
reaching for and reaching for and coordination
grasping toy) grasping toy)

Rule 6M-4.700, F.A.C. 5
2. Increasingly coordinates hand and eye movements to perform a variety of actions with increasing precision
Benchmark a: Displays Benchmark a: Benchmark a: Uses Benchmark a: Benchmark a: Uses Benchmark a: Easily
beginning signs of Coordinates the use of hand-eye coordination Coordinates the use of hand-eye coordination coordinates hand and
strength, control and arms, hands, fingers to when participating in arms, hands, fingers to to manipulate objects eye movements to carry
eye-hand coordination accomplish tasks routines, play and accomplish tasks with and materials (e.g., out tasks (e.g., working
activities (e.g., painting hand-eye coordination completing large-piece on puzzles or stringing
at an easel, putting when participating in puzzles or threading beads together)
objects into shape routines, play and beads with large holes,
sorter, putting blocks activities (e.g., painting begins to use scissors)
into defined space, at an easel, placing Benchmark b: Uses Benchmark b: Uses
tearing paper) simple pieces of puzzle, hand-eye coordination developmentally
folding paper) in handling books (e.g., appropriate grasp to
turning pages, pointing hold and manipulate
to a picture or looking tools for writing,
for favorite page) drawing and painting
Benchmark c: Uses
coordinated movements
to complete complex
tasks (e.g., cuts along a
line, pours or buttons,
buckles/unbuckles, zips,
snaps, laces shoes,
fastens tabs)

Rule 6M-4.700, F.A.C. 6
II. APPROACHES TO LEARNING DOMAIN*
A. EAGERNESS AND CURIOSITY
1. Shows awareness of 1. Begins to show 1. Shows eagerness and 1. Shows increased 1. Shows curiosity and is 1. Shows increased
and interest in the eagerness and curiosity curiosity as a learner eagerness and curiosity eager to learn new curiosity and is eager to
environment as a learner as a learner things and have new learn new things and
experiences have new experiences
B. PERSISTENCE
1. Attends to sights, 1. Pays attention briefly 1. Pays attention for 1. Spends more time 1. Sustains attention for 1. Attends to tasks for a
sounds and people for and persists in repetitive longer periods of time engaging in child- brief periods and finds brief period of time
brief and increasing tasks and persists at preferred initiated activities and help when needed
periods of time and tries activities seeks and accepts help
to produce interesting when encountering a
and pleasurable problem
outcomes
C. CREATIVITY AND INVENTIVENESS
1. Notices and shows 1. Approaches and 1. Explores the various 1. Explores the 1. Approaches daily 1. Approaches daily
interest in and explores new new properties and uses environment with activities with creativity activities with creativity
excitement about experiences in familiar for familiar objects and purpose and flexibility and inventiveness
familiar objects, people settings experiences
and events
D. PLANNING AND REFLECTION
Not yet typically Not yet typically Not yet typically Not yet typically 1. Shows initial signs of 1. Demonstrates some
observed observed observed observed planning and learning planning and learning
from their experiences from experiences

Rule 6M-4.700, F.A.C. 7
III. SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN*
A. EMOTIONAL FUNCTIONING
1. Expresses, identifies and responds to a range of emotions
Benchmark a: Uses Benchmark a: Conveys Benchmark a: Begins to Benchmark a: Labels Benchmark a: Identifies Benchmark a:
sounds, facial an expanded repertoire physically respond to simple emotions in self complex emotions in a Recognizes the
expressions and of emotions and adjusts the feelings of others and others (e.g., happy, book, picture or on a emotions of peers and
gestures to respond to expressions in response sad) person’s face (e.g., responds with empathy
caregiver interactions to the reactions of frustrated, confused) and compassion
and express a range of familiar adults
emotions
2. Demonstrates appropriate affect (emotional response) between behavior and facial expression
Benchmark a: Shows Benchmark a: Begins to Benchmark a: Begins to Benchmark a: Continues Benchmark a: Verbalizes Benchmark a:
recognition of familiar spontaneously express put words to emotions to expand the use of own feelings and those of Demonstrates cognitive
adults and imitates their appropriate emotional in interactions with emotion words using others empathy (recognizing or
facial expressions gestures and facial others them in appropriate inferring other’s mental
expressions according to settings states) and the use of
the situation words, gestures and
facial expressions to
respond appropriately
B. MANAGING EMOTIONS
1. Demonstrates ability to self-regulate
Benchmark a: Uses Benchmark a: Soothes Benchmark a: Looks to Benchmark a: Takes Benchmark a: Begins to Benchmark a:
preferred adult to help with preferred adult adults to soothe and cues from preferred verbalize their emotions Recognizes and names
soothe during distress to help may use a transitional adult and others to own emotions and
calm self object during times of expand their strategies manages and exhibits
distress and tools to self- behavioral control with
regulate or without adult support

Rule 6M-4.700, F.A.C. 8
2. Attends to sights, sounds, objects, people and activities
Benchmark a: Attends Benchmark a: Exhibits Benchmark a: Maintains Benchmark a: Spends Benchmark a: Begins to Benchmark a: Increases
to sights, sounds and joint attention focus for longer periods more time in child- sustain attention for brief attention to preferred
people for brief and of time and persists at initiated activities period of time in group activities and begins to
increasing periods of preferred activities activities attend to non-preferred
time activities
C. BUILDING AND MAINTAINING RELATIONSHIPS WITH ADULTS AND PEERS
1. Develops positive relationships with adults
Benchmark a: Benchmark a: Develops Benchmark a: Enjoys Benchmark a: Enjoys Benchmark a: Develops Benchmark a: Shows
Experiences and secure and responsive games and other social sharing new experiences positive relationships and enjoyment in
develops secure relationships with exchanges with familiar with familiar adults interacts comfortably interactions with trusted
relationship with a consistent adults adults with familiar adults adults while also
primary caregiver demonstrating skill in
separating from these
adults
2. Develops positive relationships with peers
Benchmark a: Notices Benchmark a: Shows Benchmark a: Plays Benchmark a: Seeks out Benchmark a: Builds Benchmark a: Plays with
peers by looking, interest in peers who are alongside peers and other children and plays social relationships and peers in a coordinated
touching or making playing nearby and engages in simple turn- alongside and on becomes more manner including
sounds directed toward interacts with them taking occasion with other connected to other assigning roles,
the child briefly children children materials and actions
Benchmark b: Benchmark b: Maintains
Demonstrates strategies friendships and is able
for entry into social play to engage in prosocial
with peers behavior such as
cooperating,
compromising and turn-
taking
Benchmark c: Develops Benchmark c: Responds
an initial understanding appropriately to bullying
of bullying behavior

Rule 6M-4.700, F.A.C. 9
3. Develops increasing ability to engage in social problem solving
Benchmark a: Signals Benchmark a: Benchmark a: May Benchmark a: Identifies Benchmark a: Able to Benchmark a: Able to
when there is a problem Demonstrates emotional imitate others in the problem and suggest a potential independently engage in
to seek adult attention expressions to signal for resolving problems requests adult support solution to social simple social problem
and support adult assistance using simple actions to address the problem problems and with adult solving including
for their desired support is able to follow offering potential
solution through solutions and reflecting
on the appropriateness
of the solution
4. Exhibits empathy by demonstrating care and concern for others
Benchmark a: Cries Benchmark a: Notices Benchmark a: Notices Benchmark a: Benchmark a: Responds Benchmark a: Able to
when hearing other the emotions of others the emotions of others Recognizes that others to the emotions of others take the perspective of
children cry and responds in a and engages in an have feelings different with comforting words or others and actively
manner that shows intentional action in than their own and actions respond in a manner
understanding of that response often responds with that is consistent and
emotion (e.g., smiles comforting actions supportive
when another child is
happy, looks concerned
when a child is sad)
D. SENSE OF IDENTITY AND BELONGING
1. Develops sense of identity and belonging through play
Benchmark a: Eagerly Benchmark a: Benchmark a: Seeks out Benchmark a: Continues Benchmark a: Continues Benchmark a: Engages
bids for attention of Expectantly bids for preferred companions to engage in parallel to play with preferred in associative play and
adults attention from adults and and eagerly engages in play but also begins to playmates begins to play
other children parallel play with others play with other cooperatively with
preferred playmates friends
2. Develops sense of identity and belonging through exploration and persistence
Benchmark a: Shows Benchmark a: Explores Benchmark a: Capable of Benchmark a: Continues Benchmark a: Continues Benchmark a: Persists at
interest and inclination for extended periods and sustained independent sustained independent sustained independent individual planned
to explore without adult delights in discoveries play at activities the play while participating play and participates in experiences, caregiver-
direction child enjoys in more complex more planned group directed experiences
activities activities and planned group
activities

Rule 6M-4.700, F.A.C. 10
3. Develops sense of identity and belonging through routines, rituals and interactions
Benchmark a: Benchmark a: Benchmark a: Begins to Benchmark a: Initiates Benchmark a: Begins to Benchmark a:
Begins to respond Responds positively to initiate and participate and participates in the show a willingness to be Demonstrates
positively to familiar and expects patterned in some familiar rituals and routines of flexible if routines must willingness to be flexible
routines and rituals routines, rituals and routines and rituals the day change in minor ways if routines must change
initiated by familiar interactions initiated by
adult an adult
4. Develops sense of self-awareness and independence
Benchmark a: Benchmark a: Begins to Benchmark a: Initiates Benchmark a: Verbally Benchmark a: Benchmark a: Uses
Signals preferences use more complex independent problem- or nonverbally Increasingly uses words words to communicate
related to objects and means of solving efforts but communicates more to communicate needs personal characteristics,
people (e.g., preferring communicating (e.g., appropriately asks for clearly on needs and and wants preferences, thoughts
one pacifier over sounds, gestures, some support from adults wants and feelings
another) words) to express need when needed
for independence and
individuation
Benchmark b: Begins to Benchmark b: Recognizes Benchmark b: Benchmark b: Benchmark b: Begins to Benchmark b:
recognize own abilities own abilities and Begins to verbally or Communicates verbally recognize preferences of Recognizes preferences
and preferences preferences non-verbally or nonverbally own others of others
communicate own preferences
preferences
Benchmark c: Responds Benchmark c: Begins to Benchmark c: Identifies Benchmark c: Begins to Benchmark c: Uses
to name when called recognize obvious differences and use words to words to demonstrate
physical similarities and similarities between self demonstrate knowledge knowledge of personal
differences between and others; uses of personal information information (e.g., hair
self and others pronouns such as I, me, (e.g., hair color, age, color, age, gender or
mine gender or size) size)
Benchmark d: Begins to Benchmark d: Identifies
identify self as part of a self as a unique member
group (e.g., class or of a group (e.g., class,
family) school, family or larger
community)

Rule 6M-4.700, F.A.C. 11
IV. LANGUAGE AND LITERACY DOMAIN*
A. LISTENING AND UNDERSTANDING
1. Demonstrates understanding when listening
Benchmark a: Begins to Benchmark a: Engages in Benchmark a: Engages Benchmark a: Engages Benchmark a: Engages in Benchmark a: Engages
engage in multiple back- multiple back-and-forth in multiple back-and- in multiple back-and- multiple back-and-forth in multiple back-and-
and-forth emerging communicative forth communicative forth communicative communicative forth communicative
communicative interactions with adults interactions with adults interactions with adults interactions with adults interactions with adults
interactions with adults as part of sensory, social in purposeful and novel and peers during and peers in purposeful (e. g., teacher-shared
as part of sensory, social and emotional situations and responds creative play and in and novel situations to information, read-
and emotional experiences (e.g., simple to questions, requests purposeful and novel reach a goal aloud books) and peers
experiences games) and new information situations to set goals, follow
rules, solve problems
and share what is
learned with others
Benchmark b: Responds Benchmark b: Uses Benchmark b: Responds Benchmark b: Listens to Benchmark b: Shows Benchmark b: Shows
to gestures of adults gestures to direct adult appropriately to simple and attends to spoken understanding by understanding by
attention requests language and read- answering factual asking and answering
aloud texts and questions and factual, predictive and
Benchmark c: Responds Benchmark c: Responds Benchmark c: Uses responds in ways that responding appropriately inferential questions,
to gestures that indicate to adult’s request using nonverbal gestures to signal understanding to what is said adding comments
understanding of what gestures or simple words respond to adult’s using simple verbal relevant to the topic
is being communicated showing an language and oral responses and and reacting
understanding of what is reading nonverbal gestures appropriately to what
being said is said

Rule 6M-4.700, F.A.C. 12
2. Increases knowledge through listening
Benchmark a: Reacts to Benchmark a: Responds Benchmark a: Responds Benchmark a: Responds Benchmark a: Tells the Benchmark a: Identifies
environmental sounds to vocalizations during verbally and nonverbally to an adult’s simple main idea or topic of a the main idea, some
and verbal daily routines to spoken language questions about what is conversation, story, details of a
communication being learned informational text or conversation, story or
creative play, and makes informational text and
a connection can explicitly connect
what is being learned to
own existing knowledge
Benchmark b: Turns Benchmark b: Responds Benchmark b: Begins to Benchmark b: Benchmark b: Observes Benchmark b:
head toward familiar by turning and smiling participate in simple Participates in simple simple aspects of child’s Demonstrates increased
sounds when name is spoken conversations conversations world and responds and ability to focus and
Benchmark c: Responds Benchmark c: Begins to Benchmark c: Responds Benchmark c: Identifies reacts sustain attention, set
to repeated words and responds to adult to language during specific sounds, such as goals and solve
phrases questions conversations, songs, animal sounds and dilemmas presented in
stories or other environmental sounds conversation, story,
experiences informational text or
creative play
3. Follows directions
Benchmark a: Responds Benchmark a: Focuses Benchmark a: Follows Benchmark a: Follows Benchmark a: Achieves Benchmark a:
in varied ways to the attention on speaker simple one-step multi-step directions mastery of one-step Achieves mastery of
speaker’s voice (e.g., when asked to do directions with with reminders directions and usually two‐step directions
turning head, making something scaffolding follows two-step and usually follows
eye contact) directions three‐step directions
B. SPEAKING
1. Speaks and is understood when speaking
Benchmark a: Begins to Benchmark a: Increases Benchmark a: Speaks Benchmark a: Speaks Benchmark a: Begins to Benchmark a: Speaks
vocalize by using vocalizations using new words and and is understood by speak and is usually and is understood by
speech-like sounds and phrases and is familiar peer or adult understood by both a both a familiar and an
communicates in understood by familiar most of the time familiar and an unfamiliar unfamiliar adult but may
various ways to indicate adult 50 percent of the adult but may make make some
wants and needs time some pronunciation pronunciation errors
errors

Rule 6M-4.700, F.A.C. 13
C. VOCABULARY
1. Shows an understanding of words and their meanings (receptive)
Benchmark a: Begins to Benchmark a: Looks Benchmark a: Points to Benchmark a: Responds Benchmark a: Begins to Benchmark a:
look at familiar people, intently at or points at pictures in book when appropriately to almost demonstrate Demonstrates
objects or animals when person or object that has named and/or points to all adult speech understanding of age‐ understanding of age‐
they are named been named with the goal body parts when asked including requests appropriate vocabulary appropriate vocabulary
of establishing joint involving multiple steps across multiple topic across many topic areas
attention areas and demonstrates and demonstrates a wide
a variety of words and variety of words and their
their meanings within meanings within each
each area (e.g., world area (e.g., world
knowledge, names of knowledge, names of
body parts and feelings) body parts and feelings)
Benchmark b: Begins Benchmark b: Responds Benchmark b: Benchmark b: Benchmark b: Begins to Benchmark b:
orienting to own name to specific words and Responds to requests Demonstrates understand the use of Demonstrates
and enjoys playful word gestures and (typically understands understanding of words words in different understanding of
games like peek-a-boo understands words for approximately 300 across varied topics, context (including plurals functional and
common items (typically words) including words or lines and past tense in speech) organizational language
understands up to 50 from books, songs and (e.g., same and
words) stories, as well as body different, in front of and
parts (typically behind, next to,
understands between opposite, below) in
500-900 words) multiple environments

Rule 6M-4.700, F.A.C. 14
Benchmark c:
Understands or knows
the meaning of many
thousands of words
including subject area
words (e.g., science,
social studies, math and
literacy), many more
than he or she routinely
uses (receptive
language)
2. Uses increased vocabulary to describe objects, actions and events (expressive)
Benchmark a: Uses Benchmark a: Builds Benchmark a: Uses a Benchmark a: Increases Benchmark a: Adds new Benchmark a: Uses a
signs or verbalizations and uses vocabulary number of different vocabulary rapidly, words to vocabulary large speaking
for familiar people or through repeated words and begins using including descriptive weekly (e.g., repeats vocabulary, adding new
objects including exposure with two or more words words, pronouns and/or words and integrates words weekly (e.g.,
babbling consonant-like language, pictures and together plurals (e.g., big, happy, new words in play repeats words and uses
sounds books (may have a you, me, shoes) (typically scenarios) (typically has a them appropriately in
speaking vocabulary of has a speaking speaking vocabulary of context) (typically has a
between 10-50 words) vocabulary of approximately 1,000 vocabulary of more than
approximately 500 words) 1,500 words)
words)
Benchmark b: Vocalizes Benchmark b: Benchmark b: Has a Benchmark b: Benchmark b: Describes Benchmark b: Uses a
pleasure and Communicates with vocabulary of between Combines words into what objects are used for variety of word-meaning
displeasure sounds others using words, 50 and 200 words three-word sentences to and is able to express relationships (e.g., part‐
differently (e.g., laugh, actions and gestures although pronunciation describe the world ideas (e.g., names some whole, object‐function,
giggle, cry, fuss) (e.g., may say one or is not always clear around them although colors, shapes, and says object‐location)
more understandable but unfamiliar adults may full name) Benchmark c: Identifies
not clearly articulated have difficulty unfamiliar words asking
words) understanding the child for clarification

Rule 6M-4.700, F.A.C. 15
Benchmark d: Uses
words in multiple
contexts, with the
understanding that some
words have multiple
meanings
D. SENTENCES AND STRUCTURE
1. Uses age‐appropriate grammar in conversations and increasingly complex phrases and sentences
Benchmark a: Begins to Benchmark a: Produces Benchmark a: Produces Benchmark a: Produces Benchmark a: Produces Benchmark a: Typically
play with speech sounds utterances of one, utterances of two units utterances of three to utterances of four to five uses complete
occasionally two, units of of meaning in length four units of meaning in units of meaning in sentences of five or
meaning in length length length more words, usually
with subject, verb and
object order
Benchmark b: Produces Benchmark b: Produces Benchmark b: Produces Benchmark b: Produces Benchmark b: Uses
words of which words of which words and phrases using words and phrases using regular and irregular
approximately half are approximately one-third the present progressive the regular past tense plurals, regular past
nouns are nouns with verbs “ing” suffix (e.g., and the regular third tense, personal and
becoming increasingly “going,” “playing”), the person (e.g., “Daddy possessive pronouns
common possessive “s” (e.g., jumped.” “We’re and subject‐verb
“Ben’s book”) and building.”) agreement
pronouns (e.g., “She is
jumping.”)
2. Connects words, phrases and sentences to build ideas
Not typically observed Benchmark a: Produces Benchmark a: Produces Benchmark a: Produces Benchmark a: Produces Benchmark a: Uses
utterances of one to two phrases of two words sentences or phrases of sentences or phrases of sentences with more
words that communicate including labeling (e.g., two to three words, two to five words than one phrase
labeling of objects and “that dog”), including including
sometimes actions action/agent (e.g., subject/verb/object subject/verb/object (e.g.,
“mommy hug”) and (e.g., “Juan fell down.” “Suzy has cookies.” “My
object/attribute (e.g., “I did it.”) shirt’s got blue flowers.”)
“soup hot”)

Rule 6M-4.700, F.A.C. 16
Benchmark b: Produces Benchmark b: Asks basic Benchmark b: Asks Benchmark b: Combines
phrases of two words questions (e.g., more complex questions more than one idea using
that convey negation “Mommy gone?”) beginning with “is” (e.g., complex sentences (e.g.,
(e.g., “no more,” “kitty “Is David here?” “What sequences and
go”) was for lunch?”) cause/effect
relationships)
Benchmark c: Uses Benchmark c: Combines
conjunctions “and” sentences that give lots
and sometimes of detail, stick to the
“because” in topic and clearly
sentences and uses communicate intended
other complex meaning
sentence structures
(e.g., elaborated
phrases with
adjectives and
adverbs)
E. CONVERSATION
1. Uses verbal and nonverbal communication and language to express needs and feelings, share experiences and resolve problems
Benchmark a: Engages Benchmark a: Engages in Benchmark a: Engages Benchmark a: Engages Benchmark a: Engages in Benchmark a: Engages
in verbal and nonverbal conversations, asking and in conversations by in conversations using conversations using in conversations with
conversations using responding to simple combining words or words, signs, two- or sentences with four or two to three back-and-
facial expressions, questions through signs to indicate needs, three-word phrases, or more words, participates forth turns using
gestures or sounds to gestures (e.g., pointing, wants or ideas, including simple sentences to in simple, back-and-forth language, gestures, and
initiate or respond to waving), signs (e.g., one- or two-word initiate, continue or conversations to exchange expressions (e.g.,
communication “more,” “milk,” “all questions and extend conversations ideas or information words related to social
done”) and single words statements to initiate with others conventions like
conversations “please” and “thank
you”)

Rule 6M-4.700, F.A.C. 17
2. Asks questions, and responds to adults and peers in a variety of settings
Benchmark a: Responds Benchmark a: Asks and Benchmark a: Asks and Benchmark a: Asks and Benchmark a: Asks and Benchmark a: Asks and
to changes in tone of responds to simple responds to simple responds to simple responds to increasingly responds to more
voice questions using gestures, questions using one- to questions (e.g., “Who?” longer and more complex complex statements
signs, vocalizations and two-word phrases, “What?” “Where?” sentences and simple and questions, follows
single words gestures and facial “Why?”) using gestures questions another’s
expressions in back-and- and two- or three-word conversational lead,
forth exchanges with phrases in back-and- maintains multi-turn
others forth exchanges conversations,
appropriately
introduces new content
and appropriately
initiates or ends
conversations
3. Demonstrates understanding of the social conventions of communication and language use
Benchmark a: Begins to Benchmark a: Begins to Benchmark a: Begins to Benchmark a: Begins to Benchmark a: Benchmark a:
demonstrate awareness demonstrate awareness demonstrate awareness demonstrate awareness Demonstrates Demonstrates
of nonverbal of nonverbal of nonverbal of nonverbal awareness of nonverbal increased awareness of
conversational rules by conversational rules by conversational rules conversational rules conversational rules nonverbal
responding to adult responding to and conversational rules
nonverbal eye contact replicating adult
and facial cues nonverbal eye contact
and facial cues
Benchmark b: Begins to Benchmark b: Begins to Benchmark b: Begins to Benchmark b: Begins Benchmark b: Begins to Benchmark b:
demonstrate awareness demonstrate awareness demonstrate awareness to demonstrate demonstrate knowledge Demonstrates
of verbal conversational of verbal conversational of verbal conversational knowledge of verbal of verbal conversational knowledge of verbal
rules (e.g., responding rules (e.g., responding to rules (e.g., responding conversational rules rules (e.g., appropriately conversational rules
to adult speech with adult speech with babble, to adult speech with (e.g., responding to takes turns, does not (e.g., appropriately
coos and babble) jargoning, and/or single one- to two-word adult speech with interrupt, uses takes turns, does not
word) phrases) two- or three-word appropriate verbal interrupt, uses
phrases) expressions and uses appropriate verbal
appropriate intonation) expressions and uses
appropriate intonation)

Rule 6M-4.700, F.A.C. 18
Benchmark c: Begins to Benchmark c: Matches
match language to social language to social and
and academic contexts academic contexts (e.g.,
(e.g., uses volume uses volume
appropriate to context) appropriate to context)
F. EMERGENT READING
1. Shows motivation for and appreciation of reading
Benchmark a: Shows Benchmark a: Begins to Benchmark a: Shows Benchmark a: Shows Benchmark a: Begins to Benchmark a: Selects
enjoyment of the show interest in print and growing interest in print increased interest in select books for reading books for reading
sounds and rhythms of books and books print and books enjoyment and reading enjoyment and reading
language related activities including related activities
pretending to read to self including pretending to
or others read to self or others
Benchmark b: Begins to Benchmark b: Learns Benchmark b: Benchmark b: Begins to Benchmark b: Makes
learn that pictures that pictures represent Demonstrates that make real-world real-world connections
represent real objects, real objects, events and pictures represent real connections between between stories and
events and ideas (stories) ideas (stories) objects, events and stories and real-life real-life experiences
ideas (stories) experiences
Benchmark c: Pretends Benchmark c: Interacts Benchmark c: Interacts
to read print or books appropriately with books; appropriately with
pretends to read, holds books and other
book appropriately or materials in a print-rich
picture reads environment
Benchmark d: Asks to be Benchmark d: Asks to be
read to or asks the read to, asks the
meaning of written text meaning of written text
or compares
books/stories

Rule 6M-4.700, F.A.C. 19
Benchmark e: Participates Benchmark e: Initiates
in conversations that and participates in
demonstrate appreciation conversations that
of printed materials demonstrate
appreciation of printed
materials
2. Shows age-appropriate phonological awareness
Not typically observed Not typically observed Not typically observed Benchmark a: Begins Benchmark a: Listens and Benchmark a:
to demonstrate matches rhythm, volume Distinguishes individual
appreciation for and pitch of rhymes, words within spoken
sounds and patterns songs and chants phrases or sentences
in language (e.g., Benchmark b: Combines
wordplay, listening to words to make a
nursery rhymes, compound word (e.g.,
singing songs with “foot” + “ball” =
repetitive phrases “football”)
and sounds) Benchmark c: Deletes a
word from a compound
word (e.g., “starfish” –
“star” = “fish”)
Benchmark d: Combines
syllables into words
(e.g., “sis” + “ter” =
“sister”)
Benchmark e: Deletes a
syllable from a word
(e.g., “trumpet” –
“trum” = “pet” or
“candy” – “dy” = “can”)

Rule 6M-4.700, F.A.C. 20
Benchmark f: Combines
onset and rime to form
a familiar one-syllable
word with and without
pictorial support (e.g.,
when shown several
pictures and adult says
“/c/” + “at,” child can
select the picture of the
cat)
3. Shows alphabetic and print knowledge
Not typically observed Not typically observed Not typically observed Benchmark a: Begins to Benchmark a: Recognizes Benchmark a:
recognize that print and that print conveys Recognizes that print
other symbols convey meaning conveys meaning
meaning (e.g., common Benchmark b: Benchmark b:
signs, lists, nametags, Recognizes some letters Recognizes almost all
labels) when named (e.g., when letters when named
shown a group of (e.g., when shown a
letters, can accurately group of letters, can
identify, verbally or accurately identify,
nonverbally, the letter verbally or nonverbally,
that is named) the letter that is named)
Benchmark c: Names Benchmark c: Names
some letters (e.g., when most letters (e.g., when
shown an uppercase or shown an uppercase or
lowercase letter, can lowercase letter, can
accurately say its name) accurately say its name)
Benchmark d:
Recognizes some letter
sounds (e.g., when
shown a group of
letters, can accurately
identify, verbally or

Rule 6M-4.700, F.A.C. 21
nonverbally, the letter
of the sound given)
4. Demonstrates comprehension of books read aloud
Benchmark a: Responds Benchmark a: Interacts Benchmark a: Points to Benchmark a: Benchmark a: Retells or Benchmark a: Retells or
to adult reading a book with an adult reading a pictures in a book, Demonstrates reenacts parts of a story reenacts story with
book making sounds or saying comprehension of after it is read aloud increasing accuracy and
words and interacting meaning of text via complexity after it is
with an adult reading a pointing to pictures, read aloud
book responding to Benchmark b: Asks and
conversations answers appropriate
questions about the
story (e.g., “What just
happened?” “What
might happen next?”
“What would happen
if…?” “What was so silly
about…?” “How would
you feel if you…?”)
G. EMERGENT WRITING
1. Begins to show motivation to engage in written expression and appropriate knowledge of forms and functions of written composition
Not typically observed Benchmark a: Makes Benchmark a: Makes Benchmark a: Begins to Benchmark a: Uses Benchmark a:
random marks and more controlled use scribbles, marks and scribbling, letter-like Intentionally uses
scribbles (e.g., scribbles scribbling (e.g., using drawings to represent shapes and drawings to scribbles/writing to
on paper with a crayon paintbrush and paint or thoughts and ideas represent thoughts and convey meaning (e.g.,
or on a small chalkboard finger in shaving cream) ideas signing artwork,
with chalk) captioning, labeling,
creating lists, making
notes)
Benchmark b: Uses
letter‐like shapes or
letters to write words or
parts of words

Rule 6M-4.700, F.A.C. 22
Benchmark c: Writes
own name (e.g., first
name, last name, or
nickname), not
necessarily with full
correct spelling or well‐
formed letters

Rule 6M-4.700, F.A.C. 23
V. MATHEMATICAL THINKING DOMAIN*
A. NUMBER SENSE
1. Attends to objects in 1. Attends to quantities 1. Uses number words 1. Subitizes 1. Subitizes (immediately 1. Subitizes
play, such as reaching or when interacting with or sign language to (immediately recognizes recognizes without (immediately recognizes
looking for more than objects identify small amounts without counting) up to counting) the number of without counting) up to
one object referring to quantity two objects objects in a set of four five objects
objects
2. Observes songs and 2. Communicates using 2. Begins to count 2. Begins to count 2. Counts and identifies 2. Counts and identifies
finger plays that involve gestures and/or basic groups of one and two groups of one to five the number sequence “1 the number sequence “1
numbers and quantity words to refer to change objects in daily routine objects in daily routine to 10” to 31”
in the amount of objects 3. Begins to demonstrate 3. Demonstrates one-to-
such as asking for “more” one-to-one one correspondence
or “saying all gone” correspondence up to 10 when counting objects
during daily routines placed in a row (one to
15 and beyond)
4. Identifies the last 4. Identifies the last
number spoken tells number spoken tells
“how many” up to five ”how many” up to 10
(cardinality) (cardinality)
5. Counts sets 5. Constructs and counts
constructed by the sets of objects (one to
teacher to five and 10 and beyond)
beyond
6. Constructs and counts 6. Uses counting and
sets of one to five and matching strategies to
beyond find which is more, less
than or equal to 10
7. Reads and writes
some numerals one to
10 using appropriate
activities

Rule 6M-4.700, F.A.C. 24
B. NUMBER AND OPERATIONS
1. Explores objects in 1. Notices changes in 1. Demonstrates an 1. Changes size of a set 1. Explores quantities up 1. Explores quantities
hands quantity or missing understanding that of objects (up to three) to five using objects, up to eight using
objects (e.g., looks for a “adding to” increases by adding and fingers and dramatic play objects, fingers and
specific toy when the number of objects in subtracting with adult to solve real-world dramatic play to solve
noticing that one of the group assistance joining and separating real-world joining and
three toys is missing) problems separating problems
2. Changes size of a set of 2. Begins to
up to five objects by demonstrate how to
combining and taking compose and
away decompose (build and
take apart) sets up to
eight using objects,
fingers and acting out
C. PATTERNS
1. Explores objects with 1. Matches objects that 1. Begins to recognize 1. Recognizes patterns 1. Notices a pattern with 1. Identifies and extends
different characteristics have a singular attribute patterns in the in the environment a missing object and a simple AB repeating
(e.g., color, shape, size) environment (e.g., clap completes the pattern by pattern
two times) filling in the missing
object
2. Explores two objects 2. Begins to order three 2. Recognizes a simple 2. Begins to duplicate a 2. Duplicates a simple
by making direct to five objects using one AB pattern (e.g., pattern from a model AB pattern using
comparisons attribute through trial clap/snap, clap/snap, different objects
and error clap/snap) 3. Recognizes the unit of
repeat of a more
complex pattern and
extends the pattern
(e.g., ABB or ABC)

Rule 6M-4.700, F.A.C. 25
D. GEOMETRY
1. Begins to notice 1. Notices shapes in the 1. Begins to match basic 1. Matches basic shapes 1. Recognizes and names 1. Recognizes and
shapes in the environment shapes (circle, square) non- typical shapes (circle, names two-dimensional
environment verbally square, triangle) shapes (circle, square,
triangle and rectangle)
of different size and
orientation
2. Begins to sort familiar 2. Matches a wider 2. Describes, sorts and
objects into two groups variety of shapes and classifies two- and
based on size orientations three-dimensional
shapes using some
attributes such as size,
sides and other
properties (e.g.,
vertices)
3. Explores three- 3. Creates two-
dimensional shapes in dimensional shapes
the environment through using other shapes (e.g.,
play putting two squares
together to make a
rectangle)
4. Constructs with
three-dimensional
shapes in the
environment through
play (e.g., building
castles in the
construction area)

Rule 6M-4.700, F.A.C. 26
E. SPATIAL RELATIONS
1. Explores the 1. Begins to use body to 1. Uses body to 1. Begins to 1. Demonstrates an 1. Describes
properties of objects demonstrate an demonstrate an demonstrate an understanding of basic relationships between
and watches how they understanding of basic understanding of basic understanding of basic spatial directions objects and locations
move spatial directions (up, spatial directions spatial directions through songs, finger with words and gestures
down, in, out, around through songs, finger through songs, finger plays and games by constructing models
and under) plays and games plays and games to demonstrate an
understanding of
proximity (beside, next
to, between, below,
over and under)
2. Explores and 2. Explores objects with 2. Begins to manipulate 2. Manipulates objects 2. Demonstrates 2. Uses directions to
experiments with different shapes objects by flipping, by flipping, sliding and directionality, order and move through space
objects and attends to sliding and rotating to rotating to make them position of objects by and find places in space
events in the make them fit fit following simple
environment (e.g., directions
shaking a rattle or ring
of keys)
F. MEASUREMENT AND DATA
1. Explores objects in 1. Explores and shows 1. Uses appropriate size 1. Uses increasingly 1. Uses size words to 1. Measures object
various ways awareness of the size words or gestures complex size words to label objects attributes using a
and weight of object (small, big) to describe accurately describe variety of standard and
with adult assistance objects accurately objects nonstandard tools
2. Compares sets of 2. Explores two objects 2. Identifies measurable
objects by one attribute by making direct attributes such as length
(e.g., sort by size) comparisons in length, and weight and solves
weight and size using a problems by making
single attribute direct comparisons of
objects

Rule 6M-4.700, F.A.C. 27
3. Measures object 3. Seriates (places
attributes using a variety objects in sequence) up
of standard and to six objects in order by
nonstandard tools with height or length (e.g.,
adult guidance cube towers or unit
blocks)
4. Participates in group 4. Represents, analyzes
sorting and data and discusses data (e.g.
collection charts, graphs and
tallies)
5. Begins to predict the
results of data collection

Rule 6M-4.700, F.A.C. 28
VI. SCIENTIFIC INQUIRY DOMAIN*
A. SCIENTIFIC INQUIRY THROUGH EXPLORATION AND DISCOVERY
1. Uses senses to explore and understand their social and physical environment
Benchmark a: Responds Benchmark a: Uses Benchmark a: Begins to Benchmark a: Identifies Benchmark a: Begins to Benchmark a: Identifies
to information received senses and a variety of identify some sense sense organs (e.g., nose, identify each of the five each of the five senses
through the senses actions to explore people organs mouth, eyes, ears and senses and how they and their relationship to
and objects in the world hands) relate to the sense each of the sense
around them (e.g., organs organs
Benchmark b: Begins to mouthing, touching, Benchmark b: Explores Benchmark b: Begins to Benchmark b: Uses Benchmark b: Begins to
use senses and a variety shaking and dropping) the nature of sensory use senses to observe senses to observe and identify and make
of actions to explore materials and and experience the experience objects and observations about
people and objects in experiences (e.g., environment environment what can be learned
the world around them different textures, about the world using
(e.g., mouthing, sounds, tastes and each of the five senses
touching, shaking, wind) Benchmark c: Begins to Benchmark c: Begins to
dropping) identify objects and understand that
features of the world individuals may
(e.g., bird call, thunder, experience sensory
wind and fire truck) events differently from
each other (e.g., may
like sound of loud noises
or feel of fuzzy fabric)
2. Uses tools in scientific inquiry
Benchmark a: Responds Benchmark a: Responds Benchmark a: Benchmark a: Begins to Benchmark a: Benchmark a: Uses
to people and objects in in varied ways to people Recognizes and uses use simple tools to Demonstrates the use of tools and various
simple ways and objects and simple tools as props explore and observe simple tools and technologies to support
manipulates objects in a through play (e.g., (e.g., magnifiers, spoons) equipment for observing exploration and inquiry
purposeful way (e.g., uses spoons or brushes) and investigating (e.g., (e.g., digital cameras,
a toy to make sounds on droppers, blocks, bug scales)
a xylophone) catchers)

Rule 6M-4.700, F.A.C. 29
3. Uses understanding of causal relationships to act on social and physical environments
Benchmark a: Begins to Benchmark a: Explores Benchmark a: Begins to Benchmark a: Combines Benchmark a: Makes Benchmark a: Makes
explore/notice cause cause and effect by combine simple actions simple actions to cause simple predictions and predictions and tests
and effect (e.g., crying engaging in purposeful to cause things to things to happen or reflects on what caused their predictions
to get needs met) actions to cause things to happen or change how change how they something to happen through
happen (e.g., splashes in they interact with interact with objects experimentation and
water) objects and people and people investigation
Benchmark b: Benchmark b: Benchmark b: Collects
Recognizes and begins Participates in and and records data
to respond to results of discusses simple through drawing,
own actions experiments writing, dictation and
taking photographs
(e.g., using tables,
charts, drawings, tallies
and graphs)
Benchmark c: Represents Benchmark c: Begins to
ideas and observations form conclusions and
through drawings or construct explanations
using other forms of (e.g., What do the
representation (e.g., results mean?)
manipulatives or Benchmark d: Shares
different objects) findings and outcomes
of experiments

Rule 6M-4.700, F.A.C. 30
B. LIFE SCIENCE
1. Demonstrates knowledge related to living things and their environments
Benchmark a: Shows Benchmark a: Begins to Benchmark a: Explores, Benchmark a: Explores, Benchmark a: Observes Benchmark a: Identifies
curiosity about own explore, interact with and interacts with and interacts with and and explores a variety of characteristics of a
body structure (e.g., two identify some plants and identifies some plants identifies a growing plants and animals and variety of plants and
legs, fingers for animals (e.g., interaction and animals number and variety of their environments (e.g., animals including
grasping) through real-world, plants and animals rabbits, birds, ladybugs, physical attributes and
literacy and videos) hermit crabs, eggs, behaviors (e.g.,
butterflies and bugs in camouflage, body
the garden) covering, eye color,
other adaptations,
types of trees and
where they grow)
Benchmark b: Begins to Benchmark b: Begins to Benchmark b: Notices
explore how plants and notice the similarities the similarities and
animals grow and and differences among differences among
change (e.g., baby chicks various living things various living things
grow to be chickens and Benchmark c: Explores Benchmark c:
puppies grow to be basic life cycles (e.g., Understands that all
dogs) plants grow from seeds living things grow,
and hatching eggs) change and go through
life cycles
Benchmark d: Explores Benchmark d: Begins to
the differences between distinguish between
living and non-living living and non-living
things things
Benchmark e: Explores Benchmark e: Observes
the needs of living things that living things differ
(e.g., plants need water with regard to their
to grow and kids need needs and habitats
food to grow)

Rule 6M-4.700, F.A.C. 31
C. PHYSICAL SCIENCE
1. Demonstrates knowledge related to physical science
Benchmark a: Displays Benchmark a: Benchmark a: Benchmark a: Begins to Benchmark a: Explores Benchmark a: Discusses
interest in movement of Demonstrates ability to Demonstrates ability to explore a greater variety and investigates objects what makes objects
objects move objects push and pull objects of motions with objects that require positioning move the way they do
(e.g., rotate, spin, twist) and movement through and how the movement
play (e.g., gears, marble can be controlled
chutes, screws in a toy
workbench)
Benchmark b: Benchmark b: Begins to Benchmark b: Observes Benchmark b: Uses Benchmark b: Explores Benchmark b: Makes
Recognizes when a observe that objects objects that move at basic words for speed of and investigates how to predictions about how
moving object has move at different speeds different speeds (e.g., motion (e.g., fast and change the speed with to change the speed of
stopped (e.g., mobile) (e.g., wind-up toys, wind-up toys, swings) slow) which an object will an object, tests
swings) move (e.g., pedaling a predictions through
tricycle, rolling a ball) experiments and
describes what happens
Benchmark c: Uses Benchmark c: Begins to Benchmark c: Benchmark c: Begins to Benchmark c: Explores Benchmark c:
senses to gain manipulate, explore and Manipulates, explores describe, compare, sort and investigates the Distinguishes between
knowledge about play with objects to gain and plays with objects and classify objects properties of toys and the properties of an
objects knowledge about them to gain knowledge based on observable objects (e.g., relationship object and the
(e.g., moving, filling, about them (e.g., physical characteristics between size and weight properties of which the
dumping, smelling) moving, stacking) (e.g., color, sound, of blocks, what makes material is made (e.g.,
weight) balls bounce) water and ice)
Benchmark d: Displays Benchmark d: Begins to Benchmark d: Explores Benchmark d: Begins to Benchmark d: Explores Benchmark d:
interest in various types explore solids and liquids solids and liquids to use words to describe and begins to identify Investigates and
of materials (e.g., water, to gain knowledge about gain knowledge about basic physical properties physical properties and describes changing
soft fabric, textured them (e.g., soap and them (e.g., food, water and states of matter of state of matter of objects states of matter —
carpet) water in the bathtub) play, finger painting) objects (e.g., wet/dry, or materials (e.g., playing liquid, solid and gas
hard/soft, warm/cold, with sand and water, Benchmark e: Explores
firm/squishy) mixing paints, freezing the relationship of
and cooking, objects to light (e.g.,
sinking/floating objects) light and shadows)

Rule 6M-4.700, F.A.C. 32
D. EARTH AND SPACE SCIENCE
1. Demonstrates knowledge related to the dynamic properties of earth and sky
Benchmark a: Touches Benchmark a: Explores Benchmark a: Engages Benchmark a: Begins to Benchmark a: Benchmark a: Describes
water (e.g., plastic cups, water (e.g., plastic cups in structured play with explore and investigate Investigates and asks properties of water
sponge and wet or containers in the water the properties of water questions about the including changes in the
washcloth) bathtub) properties of water using states of water – liquid,
adult- and child-directed solid and gas (e.g.,
activities buoyancy, movement,
displacement and flow)
Benchmark b: Touches Benchmark b: Explores Benchmark b: Engages Benchmark b: Begins to Benchmark b: Benchmark b:
sand, soil and mud sand, soil and mud in structured play with explore and investigate Investigates and asks Discovers, explores,
sand, soil and mud the properties of sand, questions about the sorts, compares, and
activities soil and mud properties of rocks, soil, contrasts objects that
sand and mud using are naturally found in
adult- and child-directed the environment,
activities including rocks, soil,
sand and mud, and
recognizes relationships
among the objects (e.g.,
nature walks with hand
lenses, collection bag)
(e.g., rocks, twigs, leaves
and sea shells)
Benchmark c: Begins to Benchmark c: Begins to Benchmark c: Identifies Benchmark c: Describes Benchmark c: Asks Benchmark c: Begins to
exhibit curiosity about observe the sun, clouds the objects in the sky the objects in the sky questions and shows explore and discuss
objects in the sky and and transition from day (e.g., clouds, sun, moon (e.g., clouds, sun, moon curiosity about objects in simple observations of
environment to night and stars) and stars) the sky (e.g., clouds, sun, characteristics and
moon and stars) movements of the
clouds, sun, moon and
stars

Rule 6M-4.700, F.A.C. 33
Benchmark d: Responds Benchmark d: Begins to Benchmark d: Uses Benchmark d: Describes Benchmark d: Describes Benchmark d:
to changes in identify day and night basic vocabulary to daytime and nighttime typical daytime and Compares the daytime
temperature and describe day and night through drawing, nighttime activities for and nighttime cycle
weather (e.g., cries naming or pretend play people and other animals
when too warm or too through drawing, naming
cold) or pretend play
Benchmark e: Uses Benchmark e: Observes Benchmark e: Observes Benchmark e: Uses
emerging vocabulary to and discusses weather and discusses weather appropriate vocabulary
describe basic weather changes day to day to discuss climate and
changes in the weather
and the impact it has on
their daily lives (e.g.,
types of clothing for
different environments)
E. ENVIRONMENT
1. Demonstrates awareness of relationship to people, objects and living/non-living things in their environment
Benchmark a: Benchmark a: Begins to Benchmark a: Identifies Benchmark a: Begins to Benchmark a: Describes Benchmark a:
Recognizes familiar identify familiar people familiar people and describe familiar people familiar people and Demonstrates how
people and objects in and objects in the objects in the and objects in the objects in the people use objects and
the immediate environment environment environment environment natural resources in the
environment environment
Benchmark b: Begins to Benchmark b: Benchmark b:
participate in activities Participates in activities Participates in daily
to protect the to protect the routines demonstrating
environment environment basic conservation
strategies (e.g.,
conserving water when
washing hands or
brushing teeth)

Rule 6M-4.700, F.A.C. 34
Benchmark c: Identifies
examples of organized
efforts to protect the
environment (e.g.,
recycling materials in
the classroom)
F. ENGINEERING AND TECHNOLOGY
1. Shows interest and understanding of how simple tools and machines assist with solving problems or creating objects and structures
Not yet typically Benchmark a: Attempts Benchmark a: Uses Benchmark a: Uses Benchmark a: Begins to Benchmark a: Identifies
observed to use objects as tools simple tools to explore props to represent identify problems and problems and tries to
simple tools through tries to solve them by solve them by designing
play designing or using tools or using tools (e.g.,
(e.g., uses a stick or bat makes a simple tent
to reach and pull a ball with a chair and cloth
back inside the fence) for protection from the
sun)
Benchmark b: Explores Benchmark b: Uses Benchmark b: Explores Benchmark b: Explains
simple machines simple machines in play and identifies simple why a simple machine is
through play (e.g., (e.g., riding toys, push machines through play appropriate for a
riding toys or push toys) mower or tricycle) (e.g., ramps, gears, particular task (e.g.,
wheels, pulleys and moving something
levers) heavy, moving water
from one location to
another)

Rule 6M-4.700, F.A.C. 35
Benchmark c: Begins to Benchmark c: Explores Benchmark c: Uses
explore materials and and constructs simple appropriate tools and
construct simple objects objects and structures materials with greater
and structures and with appropriate flexibility to create or
begins to explore materials and explores solve problems
motion and stability concept of stability of Benchmark d: Invents
(e.g., block building, structures (e.g., block and constructs simple
ramps, pathways, sand, building, ramps, objects or more
playdough and knocking pathways, sand, complex structures and
over a block tower) playdough and knocking investigates concepts of
over a block tower) motion and stability of
structures (e.g., ramps,
pathways, structure,
Legos, block building
and play)

Rule 6M-4.700, F.A.C. 36
VII. SOCIAL STUDIES DOMAIN*
A. CULTURE
1. Experiences own 1. Begins to participate 1. Participates in own 1. Identifies family 1. Begins to identify self 1. Identifies self as a
family practices in own family practices family practices practices (traditions, as a member of a culture member of a culture
(traditions, celebrations, (traditions, (traditions, celebrations, celebrations, songs, 2. Begins to understand 2. Understands
songs, food or language) celebrations, songs, songs, food or language) food or language) everyone belongs to a everyone belongs to a
food or language) culture culture
3. Explores culture of 3. Explores culture of
peers and families peers and families in
(classroom) the classroom and
community
4. Explores cultural
attributes by comparing
and contrasting different
characteristics (e.g.,
language, literature,
music, arts, artifacts,
foods, architecture and
celebrations)
B. INDIVIDUAL DEVELOPMENT AND IDENTITY
1. Begins to explore 1. Begins to recognize 1. Recognizes 1. Begins to recognize 1. Recognizes 1. Identifies
characteristics of self characteristics of self characteristics of self characteristics of self as characteristics of self as characteristics of self as
(eyes, nose and hair) (eyes, nose and hair) (eyes, nose and hair) an individual an individual an individual
2. Begins to recognize 2. Recognizes ability to 2. Begins to recognize 2. Recognizes the ways 2. Identifies the ways
ability to impact impact surroundings the ways self is similar self is similar to and self is similar to and
surroundings to and different from different from peers and different from peers
peers and others others and others
3. Recognizes individual
responsibility as a
member of a group
(e.g., classroom or
family)

Rule 6M-4.700, F.A.C. 37
C. INDIVIDUALS AND GROUPS
1. Begins to recognize 1. Identifies family 1. Begins to recognize 1. Recognizes self as 1. Identifies self and 1. Identifies differences
family members members self as separate from separate from others others as part of a group and similarities of self
others and others as part of a
group
2. Begins to respond to 2. Responds to the 2. Identifies groups 2. Explains the role of
the needs of others (e.g., needs of others (e.g., within a community groups within a
peers and family peers and family community
members) members)
3. Begins to participate 3. Begins to follow 3. Begins to demonstrate 3. Demonstrates
in routines (e.g., family, routines (e.g., family, awareness of group rules awareness of group
classroom, school and classroom, school and (e.g., family, classroom, rules (e.g., family,
community) community) school and community) classroom, school or
community)
4. Exhibits emerging 4. Exhibits leadership
leadership skills and skills and roles (e.g.,
roles (e.g., line leader line leader and door
and door holder) holder)
D. SPACES, PLACES AND ENVIRONMENTS
1. Responds to people 1. Responds in varied 1. Begins to recognize 1. Begins to identify 1. Recognizes the 1. Identifies the
and objects ways to people and own personal space own personal space relationship of personal relationship of personal
objects space to surroundings space to surroundings
2. Explores own 2. Identifies own 2. Identifies differences
environment environment and other and similarities
locations between own
environment and other
locations
3. Recognizes basic 3. Identifies basic 3. Identifies differences
physical characteristics physical characteristics and similarities of basic
(e.g., landmarks or land (e.g., landmarks or land physical characteristics
features) features) (e.g., landmarks or land
features)

Rule 6M-4.700, F.A.C. 38
4. Uses words to 4. Begins to use spatial 4. Uses spatial words
describe objects in a words (e.g., far/close, (e.g., far/close,
familiar space over/under and over/under and
up/down) up/down)
5. Begins to recognize 5. Recognizes some
some geographic tools geographic tools and
and resources (e.g., resources (e.g., maps,
maps, globes or GPS) globes or GPS)
6. Begins to identify the
relationship between
human decisions and
the impact on the
environment (e.g.,
recycling and water
conservation)
E. TIME, CONTINUITY AND CHANGE
1. Begins to respond to 1. Responds to 1. Recognizes and 1. Begins to sequence 1. Recognizes sequence 1. Identifies changes
schedules schedules responds to schedules events of events to establish a within a sequence of
(e.g., time to eat when sense of order and time events to establish a
hungry) sense of order and time
2. Begins to recognize 2. Explores changes that 2. Observes and
time events and take place over time in recognizes changes that
routines the immediate take place over time in
environment the immediate
environment

Rule 6M-4.700, F.A.C. 39
F. GOVERNANCE, CIVIC IDEALS AND PRACTICES
1. Responds to people 1. Responds to simple 1. Begins to follow 1. Begins to recognize 1. Begins to recognize 1. Recognizes and
and objects requests simple requests expectations in varying and follow rules and follows rules and
settings expectations in varying expectations in varying
settings settings
2. Uses senses to solve 2. Begins to recognize 2. Responds to problems 2. Demonstrates 2. Begins to participate 2. Participates in
problems cause and effect of in the environment emerging problem- in problem solving and problem solving and
actions solving and decision- decision making decision making
making skills
3. Recognizes familiar 3. Responds in varied 3. Shows more complex 3. Begins to recognize 3. Begins to recognize 3. Begins to explore
people and objects ways to people and responses to people and common symbols in the national patriotic basic principles of
objects objects environment symbols (e.g., flag and democracy (e.g.,
eagle) deciding rules in a
classroom, respecting
opinions of others,
voting on classroom
activities or civic
responsibilities)
G. ECONOMICS AND RESOURCES
1. Begins to actively 1. Begins to 1. Communicates wants 1. Initiates more 1. Begins to recognize 1. Recognizes the
seek out responses communicate wants and needs to others complex interactions to the difference between difference between
and needs get wants and needs wants and needs wants and needs
met
2. Shows awareness of 2. Recognizes familiar 2. Begins to recognize
occupations people who perform that people work to
different occupations earn money to buy
things they need or
want

Rule 6M-4.700, F.A.C. 40
H. TECHNOLOGY AND OUR WORLD
1. Responds to people 1. Responds in varied 1. Begins to recognize 1. Explores technology 1. Uses technology as a 1. Uses and shows
and objects ways to people and there are tools and tools and interactive tool when appropriate awareness of
objects machines (e.g., spoon for media (e.g., writing (e.g., writing utensils, technology and its
eating, cups and utensils, electronic toys, electronic toys, DVD, impact on how people
containers used in play, DVD and music players) music players, digital live (e.g., computers,
or wagon or cart used in cameras, computers or tablets, mobile devices,
the play area) tablets) cameras or music
players)

Rule 6M-4.700, F.A.C. 41
VIII. CREATIVE EXPRESSION THROUGH THE ARTS DOMAIN*
A. SENSORY ART EXPERIENCE
1. Begins to experience 1. Chooses from a wide 1. Combines a variety of 1. Uses imagination and 1. Uses imagination and 1. Combines with
the sensory qualities of variety of open-ended, open-ended, process- creativity to express creativity to express self intention a variety of
a wide variety of open- diverse and process- oriented and diverse art self through open- with intention using a open-ended, process-
ended, diverse and oriented sensory materials to explore ended, diverse and variety of open-ended, oriented and diverse art
process-oriented materials to engage in technique with intention process-oriented art process-oriented and materials
sensory materials the art experience experiences with diverse art materials
intention
B. MUSIC
1. Responds to music in 1. Begins to discover 1. Discovers and engages 1. Begins to engage in a 1. Engages in a variety of 1. Actively participates
a variety of ways and engage in creative in creative music variety of individual individual and group in a variety of individual
music experiences experiences and group musical musical activities with and group musical
activities more coordinated activities
intention
2. Begins to express and 2. Expresses and
represent thought, represents thought,
observations, observations,
imagination, feelings, imagination, feelings,
experiences and experiences and
knowledge in individual knowledge in individual
and group music and group music
activities (e.g., singing, activities
trying musical
instruments or
marching)

Rule 6M-4.700, F.A.C. 42
C. CREATIVE MOVEMENT
1. Uses movement to 1. Begins to use 1. Uses movement to 1. Begins to engage in 1. Engages in individual 1. Continues to engage
show increasing body movement to express express feelings and/or individual and group and group movement in individual and group
awareness in response feelings and/or communicate an idea movement activities to activities to express and movement activities to
to own environment communicate an idea express and represent represent thoughts, express and represent
2. Spontaneously 2. Responds and moves thoughts, observations, observations, thoughts, observations,
responds and moves in in creative ways while imagination, feelings, imagination, feelings, imagination, feelings,
creative ways while listening to music, experiences and experiences and experiences and
listening to music or stories and/or verbal knowledge knowledge knowledge
sounds, stories and/or cues
verbal cues
D. IMAGINATIVE AND CREATIVE PLAY
1. Imitates familiar 1. Imitates and initiates 1. Purposefully begins to 1. Purposefully 1. Expresses and 1. Expresses and
experiences in own life familiar experiences in engage in and explore explores, engages and represents thoughts, represents thoughts,
own life using a variety imaginative and creative persists in ongoing real observations, observations,
of objects in the play with a variety of and or imaginative imagination, feelings, imagination, feelings,
environment objects in the experiences experiences and experiences and
environment through creative play knowledge, verbally or knowledge, verbally
non-verbally, using a and non-verbally, with
variety of objects in own others using a variety of
environment objects in own
environment

Rule 6M-4.700, F.A.C. 43
E. APPRECIATION OF THE ARTS
1. Responds 1. Shows curiosity in 1. Begins to respond to 1. Responds to own art 1. Responds to and 1. Uses appropriate art
spontaneously to different forms of own art and to a variety and to a variety of expresses opinions and vocabulary to describe
different forms of art in artistic expressions of artistic expressions of artistic expressions of feelings about own art own art creations and
the environment (e.g., music, art and others others form as well as a variety those of others
dance) 2. Begins to show 2. Shows preferences of artistic expressions of 2. Compares own art to
preferences for various for various art forms others similar art forms
art forms 3. Begins to recognize
that instruments and
art forms represent
cultural perspectives of
the home and the
community, now and in
the past

Rule 6M-4.700, F.A.C. 44

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HOW TO USE THE STANDARDS FOR CHILDREN BIRTH TO KINDERGARTEN

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