Purpose: The purpose of this assignment is to develop a rubric for emergent reading skills in four year old children.  Directions:  For this assignment, you will : 

*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-VPK 15 (October 2017) Draft Rule 6M-8 602 F A C

HOW TO USE THE STANDARDS FOR CHILDREN 4 YEARS OLD 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 4 Years Old 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-VPK 15 (October 2017) Rule 6M-8.602, F.A.C. 1

Form OEL-VPK 15 (October 2017) Rule 6M-8.602, F.A.C.

*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.

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I. PHYSICAL DEVELOPMENT DOMAIN *

A. HEALTH AND WELLBEING a. Active Physical Play

1. Engages in physical activities with increasing balance, coordination, endurance and intensity Benchmark a: Seeks to engage in physical activities or active play routinely with increased intensity and duration

b. Safety 1. Shows awareness of safety and increasingly demonstrates knowledge of safe choices and risk assessment when participating in daily activities

Benchmark a: Consistently follows basic safety rules independently across different situations Benchmark b: Identifies consequences of not following safety rules

c. Personal Care Routines 1. Responds to and initiates care routines that support personal hygiene

Benchmark a: Initiates and completes familiar hygiene routines independently 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: Assists adults in preparing simple foods to serve to self or others Benchmark b: Recognizes nutritious food choices and healthy eating habits

B. MOTOR DEVELOPMENT a. Gross Motor Development

1. Demonstrates use of large muscles for movement, position, strength and coordination Benchmark a: Balances, such as on one leg or on a beam, for longer periods of time both when standing still and when moving from one position to

another Benchmark b: Demonstrates more coordinated movement when engaging in skills, such as jumping for height and distance, hopping and running Benchmark c: Engages in more complex movements (e.g., riding 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: Combines and coordinates more than two motor movements (e.g., moves a wheelchair through an obstacle course)

b. Gross Motor Perception (Sensorimotor) 1. Uses perceptual information to guide motions and interactions with objects and other people

Benchmark a: Acts and moves with purpose and independently recognizes differences in direction, distance and location Benchmark b: Demonstrates spatial awareness through play activities

Form OEL-VPK 15 (October 2017) Rule 6M-8.602, F.A.C.

*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.

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c. Fine Motor Development 1. Demonstrates increasing precision, strength, coordination and efficiency when using hand muscles for play and functional tasks

Benchmark a: Shows hand control using various drawing and art tools with increasing coordination 2. Increasingly coordinates hand and eye movements to perform a variety of actions with increasing precision

Benchmark a: Easily coordinates hand and eye movements to carry out tasks (e.g., working on puzzles or stringing beads together) Benchmark b: Uses developmentally appropriate grasp to hold and manipulate tools for writing, 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)

II. APPROACHES TO LEARNING DOMAIN *

A. EAGERNESS AND CURIOSITY 1. Shows increased curiosity and is eager to learn new things and have new experiences

B. PERSISTENCE 1. Attends to tasks for a brief period of time

C. CREATIVITY AND INVENTIVENESS 1. Approaches daily activities with creativity and inventiveness

D. PLANNING AND REFLECTION 1. Demonstrates some planning and learning from experiences

III. SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN *

A. EMOTIONAL FUNCTIONING 1. Expresses, identifies and responds to a range of emotions

Benchmark a: Recognizes the emotions of peers and responds with empathy and compassion 2. Demonstrates appropriate affect (emotional response) between behavior and facial expression

Benchmark a: Demonstrates cognitive empathy (recognizing or inferring other’s mental states) and the use of words, gestures and facial expressions to respond appropriately

B. MANAGING EMOTIONS 1. Demonstrates ability to self-regulate

Benchmark a: Recognizes and names own emotions and manages and exhibits behavioral control with or without adult support

Form OEL-VPK 15 (October 2017) Rule 6M-8.602, F.A.C.

*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.

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2. Attends to sights, sounds, objects, people and activities Benchmark a: Increases attention to preferred activities and begins to attend to non-preferred activities

C. BUILDING AND MAINTAINING RELATIONSHIPS WITH ADULTS AND PEERS 1. Develops positive relationships with adults

Benchmark a: Shows enjoyment in interactions with trusted adults while also demonstrating skill in separating from these adults 2. Develops positive relationships with peers

Benchmark a: Plays with peers in a coordinated manner including assigning roles, materials and actions Benchmark b: Maintains friendships and is able to engage in prosocial behavior such as cooperating, compromising and turn-taking Benchmark c: Responds appropriately to bullying behavior

3. Develops increasing ability to engage in social problem solving Benchmark a: Able to independently engage in simple social problem solving including offering potential solutions and reflecting on the appropriateness of

the solution 4. Exhibits empathy by demonstrating care and concern for others

Benchmark a: Able to take the perspective of others and actively respond in a manner that is consistent and supportive D. SENSE OF IDENTITY AND BELONGING

1. Develops sense of identity and belonging through play Benchmark a: Engages in associative play and begins to play cooperatively with friends

2. Develops sense of identity and belonging through exploration and persistence Benchmark a: Persists at individual planned experiences, caregiver-directed experiences and planned group activities

3. Develops sense of identity and belonging through routines, rituals and interactions Benchmark a: Demonstrates willingness to be flexible if routines must change

4. Develops sense of self-awareness and independence Benchmark a: Uses words to communicate personal characteristics, preferences, thoughts and feelings Benchmark b: Recognizes preferences of others Benchmark c: Uses words to demonstrate knowledge of personal information (e.g., hair color, age, gender or size) Benchmark d: Identifies self as a unique member of a group (e.g., class, school, family or larger community)

Form OEL-VPK 15 (October 2017) Rule 6M-8.602, F.A.C.

*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.

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IV. LANGUAGE AND LITERACY DOMAIN *

A. LISTENING AND UNDERSTANDING 1. Demonstrates understanding when listening

Benchmark a: Engages in multiple back-and-forth communicative interactions with adults (e.g., teacher-shared information, read-aloud books) and peers to set goals, follow rules, solve problems and share what is learned with others)

Benchmark b: Shows understanding by asking and answering factual, predictive and inferential questions, adding comments relevant to the topic, and reacting appropriately to what is said

2. Increases knowledge through listening Benchmark a: Identifies the main idea, some details of a conversation, story or informational text and can explicitly connect what is being learned to own

existing knowledge Benchmark b: Demonstrates increased ability to focus and sustain attention, set goals and solve dilemmas presented in conversation, story, informational

text or creative play 3. Follows Directions

Benchmark a: Achieves mastery of two-step directions and usually follows three-step directions B. SPEAKING

1. Speaks and is understood when speaking Benchmark a: Speaks and is understood by both a familiar and an unfamiliar adult but may make some pronunciation errors

C. VOCABULARY 1. Shows an understanding of words and their meanings (receptive)

Benchmark a: Demonstrates understanding of age-appropriate vocabulary across many topic areas and demonstrates a wide variety of words and their meanings within each area (e.g., world knowledge, names of body parts and feelings)

Benchmark b: Demonstrates understanding of functional and organizational language (e.g., same and different, in front of and behind, next to, opposite, below) in multiple environments

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 a large speaking vocabulary, adding new words weekly (e.g., repeats words and uses them appropriately in context) (typically has a

vocabulary of more than 1,500 words) Benchmark b: Uses a variety of word-meaning relationships (e.g., part-whole, object-function, object-location) Benchmark c: Identifies unfamiliar words asking for clarification Benchmark d: Uses words in multiple contexts, with the understanding that some words have multiple meanings

Form OEL-VPK 15 (October 2017) Rule 6M-8.602, F.A.C.

*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.

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D. SENTENCES AND STRUCTURE 1. Uses age-appropriate grammar in conversations and increasingly complex phrases and sentences

Benchmark a: Typically uses complete sentences of five or more words, usually with subject, verb and object order Benchmark b: Uses regular and irregular plurals, regular past tense, personal and possessive pronouns and subject-verb agreement

2. Connects words, phrases and sentences to build ideas Benchmark a: Uses sentences with more than one phrase Benchmark b: Combines more than one idea using complex sentences (e.g., sequences and cause/effect relationships) Benchmark c: Combines sentences that give lots of detail, stick to the topic and clearly communicate intended meaning

E. CONVERSATION 1. Uses verbal and nonverbal communication and language to express needs and feelings, share experiences and resolve problems

Benchmark a: Engages in conversations with two to three back-and-forth turns using language, gestures and expressions (e.g., words related to social conventions like “please” and “thank you”)

2. Asks questions, and responds to adults and peers in a variety of settings Benchmark a: Asks and responds to more complex statements and questions, follows another’s conversational lead, maintains multi-turn 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: Demonstrates increased awareness of nonverbal conversational rules Benchmark b: Demonstrates knowledge of verbal conversational rules (e.g., appropriately takes turns, does not interrupt, uses appropriate verbal

expressions and uses appropriate intonation) Benchmark c: Matches language to social and academic contexts (e.g., uses volume appropriate to context)

F. EMERGENT READING 1. Shows motivation for and appreciation of reading

Benchmark a: Selects books for reading enjoyment and reading related activities including pretending to read to self or others Benchmark b: Makes real-world connections between stories and real-life experiences Benchmark c: Interacts appropriately with books and other materials in a print-rich environment Benchmark d: Asks to be read to, asks the meaning of written text or compares books/stories Benchmark e: Initiates and participates in conversations that demonstrate appreciation of printed materials

2. Shows age-appropriate phonological awareness Benchmark a: Distinguishes individual words within spoken phrases or sentences Benchmark b: Combines words to make a compound word (e.g., “foot” + “ball” = “football”) Benchmark c: Deletes a word from a compound word (e.g., “starfish” – “star” = “fish”)

Form OEL-VPK 15 (October 2017) Rule 6M-8.602, F.A.C.

*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.

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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”) 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

Benchmark a: Recognizes that print conveys meaning Benchmark b: Recognizes almost all letters when named (e.g., when shown a group of letters, can accurately identify, verbally or nonverbally, the letter

that is named) Benchmark c: Names most letters (e.g., when shown an uppercase or lowercase letter, can accurately say its name) Benchmark d: Recognizes some letter sounds (e.g., when shown a group of letters, can accurately identify, verbally or nonverbally, the letter of the sound

given) 4. Demonstrates comprehension of books read aloud

Benchmark a: Retells or reenacts story with increasing accuracy and complexity after it is read aloud Benchmark b: Asks and 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 Benchmark a: Intentionally uses scribbles/writing to convey meaning (e.g., signing artwork, captioning, labeling, creating lists, making notes) Benchmark b: Uses letter-like shapes or letters to write words or parts of words

Benchmark c: Writes own name (e.g., first name, last name or nickname), not necessarily with full correct spelling or well-formed letters

Form OEL-VPK 15 (October 2017) Rule 6M-8.602, F.A.C.

*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.

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V. MATHEMATICAL THINKING DOMAIN *

A. NUMBER SENSE 1. Subitizes (immediately recognizes without counting) up to five objects 2. Counts and identifies the number sequence "1 to 31" 3. Demonstrates one-to-one correspondence when counting objects placed in a row (one to 15 and beyond) 4. Identifies the last number spoken tells ”how many” up to 10 (cardinality) 5. Constructs and counts sets of objects (one to 10 and beyond) 6. Uses counting and matching strategies to find which is more, less than or equal to 10 7. Reads and writes some numerals one to 10 using appropriate activities

B. NUMBER AND OPERATIONS 1. Explores quantities up to eight using objects, fingers and dramatic play to solve real-world joining and separating problems 2. Begins to demonstrate how to compose and decompose (build and take apart) sets up to eight using objects, fingers and acting out

C. PATTERNS 1. Identifies and extends a simple AB repeating pattern 2. Duplicates a simple AB pattern using different objects 3. Recognizes the unit of repeat of a more complex pattern and extends the pattern (e.g., ABB or ABC)

D. GEOMETRY 1. Recognizes and names two-dimensional shapes (circle, square, triangle and rectangle) of different size and orientation 2. Describes, sorts and classifies two- and three-dimensional shapes using some attributes such as size, sides and other properties (e.g., vertices) 3. Creates two-dimensional shapes using other shapes (e.g., 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)

E. SPATIAL RELATIONS 1. Describes relationships between objects and locations with words and gestures by constructing models to demonstrate an understanding of proximity

(beside, next to, between, below, over and under) 2. Uses directions to move through space and find places in space

F. MEASUREMENT AND DATA 1. Measures object attributes using a variety of standard and nonstandard tools 2. Identifies measurable attributes such as length and weight and solves problems by making direct comparisons of objects 3. Seriates (places objects in sequence) up to six objects in order by height or length (e.g., cube towers or unit blocks) 4. Represents, analyzes and discusses data (e.g., charts, graphs and tallies) 5. Begins to predict the results of data collection

Form OEL-VPK 15 (October 2017) Rule 6M-8.602, F.A.C.

*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.

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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: Identifies each of the five senses and the relationship to each of the sense organs Benchmark b: Begins to identify and make observations about what can be learned about the world using each of the five senses Benchmark c: Begins to understand that individuals may experience sensory 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: Uses tools and various technologies to support exploration and inquiry (e.g., digital cameras, scales) 3. Uses understanding of causal relationships to act on social and physical environments

Benchmark a: Makes predictions and tests their predictions through experimentation and investigation Benchmark b: Collects and records data through drawing, writing, dictation and taking photographs (e.g., using tables, charts, drawings, tallies and graphs) Benchmark c: Begins to form conclusions and construct explanations (e.g., What do the results mean?) Benchmark d: Shares findings and outcomes of experiments

B. LIFE SCIENCE 1. Demonstrates knowledge related to living things and their environments

Benchmark a: Identifies characteristics of a variety of plants and animals including physical attributes and behaviors (e.g., camouflage, body covering, eye color, other adaptations and types of trees and where they grow)

Benchmark b: Notices the similarities and differences among various living things Benchmark c: Understands that all living things grow, change and go through life cycles Benchmark d: Begins to distinguish between living and non-living things Benchmark e: Observes that living things differ with regard to their needs and habitats

C. PHYSICAL SCIENCE 1. Demonstrates knowledge related to physical science

Benchmark a: Discusses what makes objects move the way they do and how the movement can be controlled Benchmark b: Makes predictions about how to change the speed of an object, tests predictions through experiments and describes what happens Benchmark c: Distinguishes between the properties of an object and the properties of which the material is made (e.g., water and ice) Benchmark d: Investigates and describes changing states of matter — liquid, solid and gas Benchmark e: Explores the relationship of objects to light (e.g., light and shadows)

Form OEL-VPK 15 (October 2017) Rule 6M-8.602, F.A.C.

*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.

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D. EARTH AND SPACE SCIENCE 1. Demonstrates knowledge related to the dynamic properties of earth and sky

Benchmark a: Describes properties of water including changes in the states of water — liquid, solid and gas (e.g., buoyancy, movement, displacement and flow)

Benchmark b: Discovers, explores, sorts, compares and contrasts objects that are naturally found in the environment 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 explore and discuss simple observations of characteristics and movements of the clouds, sun, moon and stars Benchmark d: Compares the daytime and nighttime cycle Benchmark e: Uses appropriate vocabulary to discuss climate and changes in the weather and the impact on their daily lives (e.g., types of clothing for

different environments) E. ENVIRONMENT

1. Demonstrates awareness of rel