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Florida Early Learning and Developmental Standards: Birth to Kindergarten (2017)

K–12 Standards

3-4 Years
Other Florida Early Learning and Developmental Standards sets
4 Years-Kindergarten

PHYSICAL DEVELOPMENT DOMAIN3-4.I

A
HEALTH AND WELLBEING3-4.I.A
1. a
  Active Physical Play3-4.I.A.a
  1
  Engages in physical activities with increasing balance, coordination, endurance and intensity3-4.I.A.a.1
  a
  Engages in active games or outdoor play and other forms of physical activity for sustained periods of time (e.g., dancing in circle time) 3-4.I.A.a.1.a
2. b
  Safety3-4.I.A.b
  1
  Shows awareness of safety and increasingly demonstrates knowledge of safe choices and risk assessment when participating in daily activities3-4.I.A.b.1
  a
  Follows basic safety practices with close adult supervision (e.g., tries to buckle own seatbelt; seeks adult assistance to use step stool)3-4.I.A.b.1.a
3. c
  Personal Care Routines3-4.I.A.c
  1
  Responds to and initiates care routines that support personal hygiene3-4.I.A.c.1
  a
  Carries out familiar hygiene routines with occasional reminders of how to do them 3-4.I.A.c.1.a
4. d
  Feeding and Nutrition3-4.I.A.d
  1
  Responds to feeding or feeds self with increasing efficiency and demonstrates increasing interest in eating habits and making food choices 3-4.I.A.d.1
  a
  Serves self or others by scooping or pouring from containers3-4.I.A.d.1.a
  b
  Begins to recognize nutritious food choices and healthy eating habits3-4.I.A.d.1.b
B
MOTOR DEVELOPMENT3-4.I.B
1. a
  Gross Motor Development3-4.I.B.a
  1
  Demonstrates use of large muscles for movement, position, strength and coordination3-4.I.B.a.1
  a
  Begins to balance, such as on one leg or a beam, for short periods3-4.I.B.a.1.a
  b
  Begins to perform some skills, such as jumping for height and hopping3-4.I.B.a.1.b
  c
  Engages in physical activity that requires strength and stamina for brief periods3-4.I.B.a.1.c
  2
  Demonstrates use of large muscles to move in the environment3-4.I.B.a.2
  a
  Begins to combine and coordinate two or more motor movements (e.g., runs with long strides showing arm and leg opposition; uses wheelchair to move in classroom)3-4.I.B.a.2.a
2. b
  Gross Motor Perception (Sensorimotor)3-4.I.B.b
  1
  Uses perceptual information to guide motions and interactions with objects and other people3-4.I.B.b.1
  a
  Begins to act and move with purpose and recognizes differences in direction, distance and location 3-4.I.B.b.1.a
  b
  Demonstrates awareness of own body in relation to others3-4.I.B.b.1.b
3. c
  Fine Motor Development 3-4.I.B.c
  1
  Demonstrates increasing precision, strength, coordination and efficiency when using hand muscles for play and functional tasks3-4.I.B.c.1
  a
  Uses various drawing and art tools with developing coordination3-4.I.B.c.1.a
  2
  Increasingly coordinates hand and eye movements to perform a variety of actions with increasing precision3-4.I.B.c.2
  a
  Uses hand-eye coordination to manipulate objects and materials (e.g., completing large-piece puzzles or threading beads with large holes, begins to use scissors)3-4.I.B.c.2.a
  b
  Uses hand-eye coordination in handling books (e.g., turning pages, pointing to a picture or looking for favorite page)3-4.I.B.c.2.b

APPROACHES TO LEARNING DOMAIN3-4.II

A
EAGERNESS AND CURIOSITY3-4.II.A
B
PERSISTENCE3-4.II.B
C
CREATIVITY AND INVENTIVENESS3-4.II.C
D
PLANNING AND REFLECTION3-4.II.D

Shows curiosity and is eager to learn new things and have new experiences3-4.II.A.1

1
Shows curiosity and is eager to learn new things and have new experiences3-4.II.A.1

Sustains attention for brief periods and finds help when needed3-4.II.B.1

1
Sustains attention for brief periods and finds help when needed3-4.II.B.1

Approaches daily activities with creativity3-4.II.C.1

1
Approaches daily activities with creativity3-4.II.C.1

Shows initial signs of planning and learning from their experiences3-4.II.D.1

1
Shows initial signs of planning and learning from their experiences3-4.II.D.1

SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN3-4.III

A
EMOTIONAL FUNCTIONING3-4.III.A
B
MANAGING EMOTIONS3-4.III.B
C
BUILDING AND MAINTAINING RELATIONSHIPS WITH ADULTS AND PEERS3-4.III.C
D
SENSE OF IDENTITY AND BELONGING3-4.III.D

Expresses, identifies and responds to a range of emotions3-4.III.A.1

a
Identifies complex emotions in a book, picture or on a person’s face (e.g., frustrated, confused)3-4.III.A.1.a

Demonstrates appropriate affect (emotional response) between behavior and facial expression3-4.III.A.2

a
Verbalizes own feelings and those of others 3-4.III.A.2.a

Demonstrates ability to self-regulate3-4.III.B.1

a
Begins to verbalize their emotions3-4.III.B.1.a

Attends to sights, sounds, objects, people and activities3-4.III.B.2

a
Begins to sustain attention for brief period of time in group activities 3-4.III.B.2.a

Develops positive relationships with adults3-4.III.C.1

a
Develops positive relationships and interacts comfortably with familiar adults3-4.III.C.1.a

Develops positive relationships with peers3-4.III.C.2

a
Builds social relationships and becomes more connected to other children3-4.III.C.2.a
b
Demonstrates strategies for entry into social play with peers3-4.III.C.2.b
c
Develops an initial understanding of bullying3-4.III.C.2.c

Develops increasing ability to engage in social problem solving3-4.III.C.3

a
Able to suggest a potential solution to social problems and with adult support is able to follow through 3-4.III.C.3.a

Exhibits empathy by demonstrating care and concern for others 3-4.III.C.4

a
Responds to the emotions of others with comforting words or actions3-4.III.C.4.a

Develops sense of identity and belonging through play3-4.III.D.1

a
Continues to play with preferred playmates 3-4.III.D.1.a

Develops sense of identity and belonging through exploration and persistence3-4.III.D.2

a
Continues sustained independent play and participates in more planned group activities 3-4.III.D.2.a

Develops sense of identity and belonging through routines, rituals and interactions3-4.III.D.3

a
Begins to show a willingness to be flexible if routines must change in minor ways3-4.III.D.3.a

Develops sense of self-awareness and independence 3-4.III.D.4

a
Increasingly uses words to communicate needs and wants 3-4.III.D.4.a
b
Begins to recognize preferences of others3-4.III.D.4.b
c
Begins to use words to demonstrate knowledge of personal information (e.g., hair color, age, gender or size)3-4.III.D.4.c
d
Begins to identify self as part of a group (e.g., class or family) 3-4.III.D.4.d

LANGUAGE AND LITERACY DOMAIN3-4.IV

A
LISTENING AND UNDERSTANDING3-4.IV.A
B
SPEAKING3-4.IV.B
C
VOCABULARY3-4.IV.C
D
SENTENCES AND STRUCTURE3-4.IV.D
E
CONVERSATION3-4.IV.E
F
EMERGENT READING 3-4.IV.F
G
EMERGENT WRITING3-4.IV.G

Demonstrates understanding when listening3-4.IV.A.1

a
Engages in multiple back-and-forth communicative interactions with adults and peers in purposeful and novel situations to reach a goal3-4.IV.A.1.a
b
Shows understanding by answering factual questions and responding appropriately to what is said3-4.IV.A.1.b

Increases knowledge through listening3-4.IV.A.2

a
Tells the main idea or topic of a conversation, story, informational text or creative play, and makes a connection 3-4.IV.A.2.a
b
Observes simple aspects of child’s world and responds and reacts 3-4.IV.A.2.b

Follows directions3-4.IV.A.3

a
Achieves mastery of one-step directions and usually follows two-step directions 3-4.IV.A.3.a

Speaks and is understood when speaking 3-4.IV.B.1

a
Begins to speak and is usually understood by both a familiar and an unfamiliar adult but may make some pronunciation errors 3-4.IV.B.1.a

Shows an understanding of words and their meanings (receptive)3-4.IV.C.1

a
Begins to demonstrate understanding of age‐ appropriate vocabulary across multiple topic areas and demonstrates a variety of words and their meanings within each area (e.g., world knowledge, names of body parts and feelings)3-4.IV.C.1.a
b
Begins to understand the use of words in different context (including plurals and past tense in speech)3-4.IV.C.1.b

Uses increased vocabulary to describe objects, actions and events (expressive)3-4.IV.C.2

a
Adds new words to vocabulary weekly (e.g., repeats words and integrates new words in play scenarios) (typically has a speaking vocabulary of approximately 1,000 words)3-4.IV.C.2.a
b
Describes what objects are used for and is able to express ideas (e.g., names some colors, shapes, and says full name) 3-4.IV.C.2.b

Uses age‐appropriate grammar in conversations and increasingly complex phrases and sentences3-4.IV.D.1

a
Produces utterances of four to five units of meaning in length 3-4.IV.D.1.a
b
Produces words and phrases using the regular past tense and the regular third person (e.g., “Daddy jumped.” “We’re building.”)3-4.IV.D.1.b

Connects words, phrases and sentences to build ideas3-4.IV.D.2

a
Produces sentences or phrases of two to five words including subject/verb/object (e.g., “Suzy has cookies.” “My shirt’s got blue flowers.”)3-4.IV.D.2.a
b
Asks more complex questions beginning with “is” (e.g., “Is David here?” “What was for lunch?”)3-4.IV.D.2.b
c
Uses conjunctions “and” and sometimes “because” in sentences and uses other complex sentence structures (e.g., elaborated phrases with adjectives and adverbs)3-4.IV.D.2.c

Uses verbal and nonverbal communication and language to express needs and feelings, share experiences and resolve problems 3-4.IV.E.1

a
Engages in conversations using sentences with four or more words, participates in simple, back-and-forth conversations to exchange ideas or information 3-4.IV.E.1.a

Asks questions, and responds to adults and peers in a variety of settings3-4.IV.E.2

a
Asks and responds to increasingly longer and more complex sentences and simple questions 3-4.IV.E.2.a

Demonstrates understanding of the social conventions of communication and language use3-4.IV.E.3

a
Demonstrates awareness of nonverbal conversational rules 3-4.IV.E.3.a
b
Begins to demonstrate knowledge of verbal conversational rules (e.g., appropriately takes turns, does not interrupt, uses appropriate verbal expressions and uses appropriate intonation)3-4.IV.E.3.b
c
Begins to match language to social and academic contexts (e.g., uses volume appropriate to context)3-4.IV.E.3.c

Shows motivation for and appreciation of reading3-4.IV.F.1

a
Begins to select books for reading enjoyment and reading related activities including pretending to read to self or others3-4.IV.F.1.a
b
Begins to make real-world connections between stories and real-life experiences3-4.IV.F.1.b
c
Interacts appropriately with books; pretends to read, holds book appropriately or picture reads3-4.IV.F.1.c
d
Asks to be read to or asks the meaning of written text3-4.IV.F.1.d
e
Participates in conversations that demonstrate appreciation of printed materials3-4.IV.F.1.e

Shows age-appropriate phonological awareness 3-4.IV.F.2

a
Listens and matches rhythm, volume and pitch of rhymes, songs and chants3-4.IV.F.2.a

Shows alphabetic and print knowledge3-4.IV.F.3

a
Recognizes that print conveys meaning 3-4.IV.F.3.a
b
Recognizes some letters when named (e.g., when shown a group of letters, can accurately identify, verbally or nonverbally, the letter that is named)3-4.IV.F.3.b
c
Names some letters (e.g., when shown an uppercase or lowercase letter, can accurately say its name)3-4.IV.F.3.c

Demonstrates comprehension of books read aloud 3-4.IV.F.4

a
Retells or reenacts parts of a story after it is read aloud3-4.IV.F.4.a

Begins to show motivation to engage in written expression and appropriate knowledge of forms and functions of written composition3-4.IV.G.1

a
Uses scribbling, letter-like shapes and drawings to represent thoughts and ideas3-4.IV.G.1.a

MATHEMATICAL THINKING DOMAIN3-4.V

A
NUMBER SENSE3-4.V.A
B
NUMBER AND OPERATIONS3-4.V.B
C
PATTERNS3-4.V.C
D
GEOMETRY3-4.V.D
E
SPATIAL RELATIONS3-4.V.E
F
MEASUREMENT AND DATA3-4.V.F

Subitizes (immediately recognizes without counting) the number of objects in a set of four objects3-4.V.A.1

1
Subitizes (immediately recognizes without counting) the number of objects in a set of four objects3-4.V.A.1

Counts and identifies the number sequence “1 to 10”3-4.V.A.2

2
Counts and identifies the number sequence “1 to 10”3-4.V.A.2

Begins to demonstrate one-to-one correspondence up to 10 during daily routines3-4.V.A.3

3
Begins to demonstrate one-to-one correspondence up to 10 during daily routines3-4.V.A.3

Identifies the last number spoken tells “how many” up to five (cardinality)3-4.V.A.4

4
Identifies the last number spoken tells “how many” up to five (cardinality)3-4.V.A.4

Counts sets constructed by the teacher to five and beyond3-4.V.A.5

5
Counts sets constructed by the teacher to five and beyond3-4.V.A.5

Constructs and counts sets of one to five and beyond3-4.V.A.6

6
Constructs and counts sets of one to five and beyond3-4.V.A.6

Explores quantities up to five using objects, fingers and dramatic play to solve real-world joining and separating problems3-4.V.B.1

1
Explores quantities up to five using objects, fingers and dramatic play to solve real-world joining and separating problems3-4.V.B.1

Changes size of a set of up to five objects by combining and taking away3-4.V.B.2

2
Changes size of a set of up to five objects by combining and taking away3-4.V.B.2

Notices a pattern with a missing object and completes the pattern by filling in the missing object 3-4.V.C.1

1
Notices a pattern with a missing object and completes the pattern by filling in the missing object 3-4.V.C.1

Begins to duplicate a pattern from a model 3-4.V.C.2

2
Begins to duplicate a pattern from a model 3-4.V.C.2

Recognizes and names typical shapes (circle, square, triangle)3-4.V.D.1

1
Recognizes and names typical shapes (circle, square, triangle)3-4.V.D.1

Matches a wider variety of shapes and orientations3-4.V.D.2

2
Matches a wider variety of shapes and orientations3-4.V.D.2

Explores three dimensional shapes in the environment through play3-4.V.D.3

3
Explores three dimensional shapes in the environment through play3-4.V.D.3

Demonstrates an understanding of basic spatial directions through songs, finger plays and games3-4.V.E.1

1
Demonstrates an understanding of basic spatial directions through songs, finger plays and games3-4.V.E.1

Demonstrates directionality, order and position of objects by following simple directions3-4.V.E.2

2
Demonstrates directionality, order and position of objects by following simple directions3-4.V.E.2

Uses size words to label objects3-4.V.F.1

1
Uses size words to label objects3-4.V.F.1

Explores two objects by making direct comparisons in length, weight and size using a single attribute3-4.V.F.2

2
Explores two objects by making direct comparisons in length, weight and size using a single attribute3-4.V.F.2

Measures object attributes using a variety of standard and nonstandard tools with adult guidance3-4.V.F.3

3
Measures object attributes using a variety of standard and nonstandard tools with adult guidance3-4.V.F.3

Participates in group sorting and data collection3-4.V.F.4

4
Participates in group sorting and data collection3-4.V.F.4

SCIENTIFIC INQUIRY DOMAIN3-4.VI

A
SCIENTIFIC INQUIRY THROUGH EXPLORATION AND DISCOVERY3-4.VI.A
B
LIFE SCIENCE 3-4.VI.B
C
PHYSICAL SCIENCE3-4.VI.C
D
EARTH AND SPACE SCIENCE3-4.VI.D
E
ENVIRONMENT3-4.VI.E
F
ENGINEERING AND TECHNOLOGY3-4.VI.F

Uses senses to explore and understand their social and physical environment3-4.VI.A.1

a
Begins to identify each of the five senses and how they relate to the sense organs 3-4.VI.A.1.a
b
Uses senses to observe and experience objects and environment3-4.VI.A.1.b

Uses tools in scientific inquiry3-4.VI.A.2

a
Demonstrates the use of simple tools and equipment for observing and investigating (e.g., droppers, blocks, bug catchers)3-4.VI.A.2.a

Uses understanding of causal relationships to act on social and physical environments3-4.VI.A.3

a
Makes simple predictions and reflects on what caused something to happen3-4.VI.A.3.a
b
Participates in and discusses simple experiments 3-4.VI.A.3.b
c
Represents ideas and observations through drawings or using other forms of representation (e.g., manipulatives or different objects)3-4.VI.A.3.c

Demonstrates knowledge related to living things and their environments3-4.VI.B.1

a
Observes and explores a variety of plants and animals and their environments (e.g., rabbits, birds, ladybugs, hermit crabs, eggs, butterflies and bugs in the garden)3-4.VI.B.1.a
b
Begins to notice the similarities and differences among various living things3-4.VI.B.1.b
c
Explores basic life cycles (e.g., plants grow from seeds and hatching eggs)3-4.VI.B.1.c
d
Explores the differences between living and non-living things3-4.VI.B.1.d
e
Explores the needs of living things (e.g., plants need water to grow and kids need food to grow)3-4.VI.B.1.e

Demonstrates knowledge related to physical science3-4.VI.C.1

a
Explores and investigates objects that require positioning and movement through play (e.g., gears, marble chutes, screws in a toy workbench)3-4.VI.C.1.a
b
Explores and investigates how to change the speed with which an object will move (e.g., pedaling a tricycle, rolling a ball)3-4.VI.C.1.b
c
Explores and investigates the properties of toys and objects (e.g., relationship between size and weight of blocks, what makes balls bounce)3-4.VI.C.1.c
d
Explores and begins to identify physical properties and state of matter of objects or materials (e.g., playing with sand and water, mixing paints, freezing and cooking, sinking/floating objects)3-4.VI.C.1.d

Demonstrates knowledge related to the dynamic properties of earth and sky3-4.VI.D.1

a
Investigates and asks questions about the properties of water using adult- and child-directed activities3-4.VI.D.1.a
b
Investigates and asks questions about the properties of rocks, soil, sand and mud using adult- and child-directed activities3-4.VI.D.1.b
c
Asks questions and shows curiosity about objects in the sky (e.g., clouds, sun, moon and stars)3-4.VI.D.1.c
d
Describes typical daytime and nighttime activities for people and other animals through drawing, naming or pretend play3-4.VI.D.1.d
e
Observes and discusses weather changes day to day3-4.VI.D.1.e

Demonstrates awareness of relationship to people, objects and living/non-living things in their environment 3-4.VI.E.1

a
Describes familiar people and objects in the environment 3-4.VI.E.1.a
b
Participates in activities to protect the environment3-4.VI.E.1.b

Shows interest and understanding of how simple tools and machines assist with solving problems or creating objects and structures3-4.VI.F.1

a
Begins to identify problems and tries to solve them by designing or using tools (e.g., uses a stick or bat to reach and pull a ball back inside the fence)3-4.VI.F.1.a
b
Explores and identifies simple machines through play (e.g., ramps, gears, wheels, pulleys and levers)3-4.VI.F.1.b
c
Explores and constructs simple objects and structures with appropriate materials and explores concept of stability of structures (e.g., block building, ramps, pathways, sand, playdough and knocking over a block tower)3-4.VI.F.1.c

SOCIAL STUDIES DOMAIN3-4.VII

A
CULTURE 3-4.VII.A
B
INDIVIDUAL DEVELOPMENT AND IDENTITY3-4.VII.B
C
INDIVIDUALS AND GROUPS3-4.VII.C
D
SPACES, PLACES AND ENVIRONMENTS3-4.VII.D
E
TIME, CONTINUITY AND CHANGE3-4.VII.E
F
GOVERNANCE, CIVIC IDEALS AND PRACTICES3-4.VII.F
G
ECONOMICS AND RESOURCES3-4.VII.G
H
TECHNOLOGY AND OUR WORLD 3-4.VII.H

Begins to identify self as a member of a culture3-4.VII.A.1

1
Begins to identify self as a member of a culture3-4.VII.A.1

Begins to understand everyone belongs to a culture3-4.VII.A.2

2
Begins to understand everyone belongs to a culture3-4.VII.A.2

Explores culture of peers and families (classroom)3-4.VII.A.3

3
Explores culture of peers and families (classroom)3-4.VII.A.3

Recognizes characteristics of self as an individual 3-4.VII.B.1

1
Recognizes characteristics of self as an individual 3-4.VII.B.1

Recognizes the ways self is similar to and different from peers and others3-4.VII.B.2

2
Recognizes the ways self is similar to and different from peers and others3-4.VII.B.2

Identifies self and others as part of a group3-4.VII.C.1

1
Identifies self and others as part of a group3-4.VII.C.1

Identifies groups within a community3-4.VII.C.2

2
Identifies groups within a community3-4.VII.C.2

Begins to demonstrate awareness of group rules (e.g., family, classroom, school and community)3-4.VII.C.3

3
Begins to demonstrate awareness of group rules (e.g., family, classroom, school and community)3-4.VII.C.3

Exhibits emerging leadership skills and roles (e.g., line leader and door holder) 3-4.VII.C.4

4
Exhibits emerging leadership skills and roles (e.g., line leader and door holder) 3-4.VII.C.4

Recognizes the relationship of personal space to surroundings3-4.VII.D.1

1
Recognizes the relationship of personal space to surroundings3-4.VII.D.1

Identifies own environment and other locations3-4.VII.D.2

2
Identifies own environment and other locations3-4.VII.D.2

Identifies basic physical characteristics (e.g., landmarks or land features) 3-4.VII.D.3

3
Identifies basic physical characteristics (e.g., landmarks or land features) 3-4.VII.D.3

Begins to use spatial words (e.g., far/close, over/under and up/down) 3-4.VII.D.4

4
Begins to use spatial words (e.g., far/close, over/under and up/down) 3-4.VII.D.4

Begins to recognize some geographic tools and resources (e.g., maps, globes or GPS)3-4.VII.D.5

5
Begins to recognize some geographic tools and resources (e.g., maps, globes or GPS)3-4.VII.D.5

Recognizes sequence of events to establish a sense of order and time3-4.VII.E.1

1
Recognizes sequence of events to establish a sense of order and time3-4.VII.E.1

Explores changes that take place over time in the immediate environment3-4.VII.E.2

2
Explores changes that take place over time in the immediate environment3-4.VII.E.2

Begins to recognize and follow rules and expectations in varying settings3-4.VII.F.1

1
Begins to recognize and follow rules and expectations in varying settings3-4.VII.F.1

Begins to participate in problem solving and decision making 3-4.VII.F.2

2
Begins to participate in problem solving and decision making 3-4.VII.F.2

Begins to recognize national patriotic symbols (e.g., flag and eagle)3-4.VII.F.3

3
Begins to recognize national patriotic symbols (e.g., flag and eagle)3-4.VII.F.3

Begins to recognize the difference between wants and needs3-4.VII.G.1

1
Begins to recognize the difference between wants and needs3-4.VII.G.1

Recognizes familiar people who perform different occupations3-4.VII.G.2

2
Recognizes familiar people who perform different occupations3-4.VII.G.2

Uses technology as a tool when appropriate (e.g., writing utensils, electronic toys, DVD, music players, digital cameras, computers or tablets)3-4.VII.H.1

1
Uses technology as a tool when appropriate (e.g., writing utensils, electronic toys, DVD, music players, digital cameras, computers or tablets)3-4.VII.H.1

CREATIVE EXPRESSION THROUGH THE ARTS DOMAIN3-4.VIII

A
SENSORY ART EXPERIENCE3-4.VIII.A
B
MUSIC3-4.VIII.B
C
CREATIVE MOVEMENT3-4.VIII.C
D
IMAGINATIVE AND CREATIVE PLAY 3-4.VIII.D
E
APPRECIATION OF THE ARTS3-4.VIII.E

Uses imagination and creativity to express self with intention using a variety of open-ended, process-oriented and diverse art materials3-4.VIII.A.1

1
Uses imagination and creativity to express self with intention using a variety of open-ended, process-oriented and diverse art materials3-4.VIII.A.1

Engages in a variety of individual and group musical activities with more coordinated intention3-4.VIII.B.1

1
Engages in a variety of individual and group musical activities with more coordinated intention3-4.VIII.B.1

Begins to express and represent thought, observations, imagination, feelings, experiences and knowledge in individual and group music activities (e.g., singing, trying musical instruments or marching) 3-4.VIII.B.2

2
Begins to express and represent thought, observations, imagination, feelings, experiences and knowledge in individual and group music activities (e.g., singing, trying musical instruments or marching) 3-4.VIII.B.2

Engages in individual and group movement activities to express and represent thoughts, observations, imagination, feelings, experiences and knowledge3-4.VIII.C.1

1
Engages in individual and group movement activities to express and represent thoughts, observations, imagination, feelings, experiences and knowledge3-4.VIII.C.1

Expresses and represents thoughts, observations, imagination, feelings, experiences and knowledge, verbally or non-verbally, using a variety of objects in own environment3-4.VIII.D.1

1
Expresses and represents thoughts, observations, imagination, feelings, experiences and knowledge, verbally or non-verbally, using a variety of objects in own environment3-4.VIII.D.1

Responds to and expresses opinions and feelings about own art form as well as a variety of artistic expressions of others 3-4.VIII.E.1

1
Responds to and expresses opinions and feelings about own art form as well as a variety of artistic expressions of others 3-4.VIII.E.1

Frequently asked questions

What grade levels do these standards cover?: PRE-K
Where can I read the official document?: Florida Early Learning and Developmental Standards: Birth to Kindergarten (2017)

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