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Get Set for School

Correlations Georgia Standards Correlations to to thethe Florida Early Learning and of Excellence forStandards ELA: Writing Developmental Building Writers Kindergarten – Grade 5

Florida School Readiness Program: Curriculum Application and Self-Assessment Form OEL-SR-7104 Office of Early Learning School Readiness Curriculum Approval According to the developmental age group identified above, please indicate how the curriculum meets each of the applicable standards and benchmarks. Please note standards and benchmarks must be met in multiple locations throughout a submitted curriculum. Failure to meet all applicable standards will result in the curriculum application not being approved.

Name of Curriculum: Get Set for School PreK Program: 3-4 year old’s; 4-Kindergarten Florida Early Learning and Developmental Standards 2017 I. Physical Development Domain

Submission Evidence and Page Number(s)

Age: 3-4 Years (36-48 Months) A. Health and Well Being a. Active Physical Play 1. Engages in physical activities with increasing balance, coordination, endurance and intensity. Benchmark 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)

b. Safety 1. Shows awareness of safety and increasingly demonstrates knowledge of safe choices and risk assessment when participating in a daily activity. Benchmark a: (CD) Follows basic safety practices with close adult supervision (e.g., tries to buckle own seatbelt; seeks adult assistance to use step stool)

1 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Oral Language, p. 123; Science, p. 149

c. Personal Care Routines 1. Responds to and initiates care routines that support personal hygiene Benchmark a: Carries out familiar hygiene routines with occasional reminders of how to do them

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Oral Language, p. 123; Science, p. 149

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: Serves self or others by scooping or pouring from containers Benchmark b: Begins to recognize nutritious food choices and healthy eating habits

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Suggestions for 3-Year-Olds, p. 245; Oral Language, pp.229, 235 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, p.225; Science, p. 227

B. Motor Development a. Gross Motor Development 1. Demonstrates use of large muscles for movement, position, strength, and coordination Benchmark a: Begins to balance, such as on one leg or a beam, for short periods

Benchmark b: Begins to perform some skills, such as jumping for height and hopping Benchmark c: Engages in physical activity that requires strength and stamina for brief periods

2 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Schedules and Alternate Pacing, “Half- Day and Full-Day Schedules,” p. 136; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Language & Literacy pp. 240, 266 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, p. 149; Social Studies, p. 61 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Schedules and Alternate Pacing, “Half-Day and Full-Day Schedules,” p. 136; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Science, p. 375

2. Demonstrates use of large muscles to move in the environment Benchmark 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)

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Schedules and Alternate Pacing, “Half-Day and Full-Day Schedules,” p. 136; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Science, pp. 61, 375

b. Gross Motor Perception 1. Uses perceptual information to guide motions and interactions with objects and other people Benchmark a: Begins to act and move with purpose and recognizes differences in direction, distance and location Benchmark b: Demonstrates awareness of own body in relation to others

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy p. 16, Multisensory Introduction; Numbers & Math, p. 27 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, pp. 88 (Step 4), 240

c. Fine Motor Development 1. Demonstrates increasing precision, strength, coordination, and efficiency when using hand muscles for play and functional tasks Benchmark a: Uses various drawing and art tools with developing coordination

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum, Teaching Grip0, p. 57; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Readiness & Writing, pp. 142, 264

2. Increasingly coordinates hand and eye movements to perform a variety of actions with increasing precision Benchmark 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 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Language & Literacy, p. 176Numbers & Math p.277; Enrichment, p. 55

Benchmark b: Uses hand-eye coordination in handling books (e.g., turning pages, pointing to a picture or looking for favorite page)

Florida Early Learning and Developmental Standards 2017 I. Physical Development Domain

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum, Book Centers and Connections, pp. 42–43; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, pp. 24, 32 Submission Evidence and Page Number(s)

Age: 4 Years – Kindergarten (48 months - Kindergarten) A. Health and Well Being 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

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Example Schedule and Alternate Pacing, Recess/ Gross Motor Play, p. 136Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Numbers & Math, p. 129, Step 1

b. Safety 1. Shows awareness of safety and increasingly demonstrates knowledge of safe choices and risk assessment when participating in a daily activity Benchmark a: (CD) Consistently follows basic safety rules independently across different situations

Benchmark b: (CD) Identifies consequences of not following safety rules

4 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Book Connections, Social-Emotional Learning, pp. 100-101; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Oral Language, p. 147, Step 2 Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Book Connections, Social-Emotional Learning, pp. 100-101; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Social Studies, p. 187

c. Personal Care Routines 1. Responds to and initiates care routines that support personal hygiene Benchmark a: Initiates and completes familiar hygiene routines independently

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Oral Language, p. 123; Science, p. 149

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

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, p.225; Science, p. 227 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, p. 45; Oral Language, p.221; Social Studies, Enrichment, p. 223

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

5 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Schedules and Alternate Pacing, “Half- Day and Full-Day Schedules,” p. 136; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Language & Literacy pp. 240, 266 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Schedules and Alternate Pacing, “Half- Day and Full-Day Schedules,” p. 136; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Language & Literacy, p. 110; Social Studies, p. 61

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

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Schedules and Alternate Pacing, “Half- Day and Full-Day Schedules,” p. 136; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Oral Language, pp. 29, 395 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Schedules and Alternate Pacing, “Half- Day and Full-Day Schedules,” p. 136; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Science, pp. 179, 301

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 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

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

6 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 186; Enrichment, p. 142; Science, p. 129

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.

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum, Numbers & Math Multisensory Activities, pp. 88–89; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, Throughout, e.g., pp. 67,75, 91, 117, 127

Approaches to Learning Domain

Age: 3 – 4 Years (36-48 Months) A. Eagerness and Curiosity 1. Shows curiosity and is eager to learn new things and have new experiences

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Multisensory Activities & Centers, “Child- Led Activities,” Throughout, e.g., pp. 39–90 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Social Studies, pp. 199, 371

B. Persistence 1. (CD) Sustains attention for brief periods and finds help when needed

C. Creativity and Inventiveness 1. Approaches daily activities with creativity and inventiveness

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Classroom Management Tips, “Daily Schedule,” pp. 33–34; Multisensory Activities & Centers, “Child-Led Activities,” Throughout, e.g., pp. 39–90; Example Schedules and Alternate Pacing, “Half-Day and FullDay Schedules,” p. 136 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Readiness & Writing, p. 32; Social Studies, Enrichment, p. 187

7 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Language & Literacy, p. 176 Numbers & Math p.277; Enrichment, p. 55 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum, Teaching Grip, pp. 57, 58, 59

D. Planning and Reflection 1. Shows initial signs of planning and learning from their experiences

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 52; Readiness & Writing, p. 12

Florida Early Learning and Developmental Standards: II. Approaches to Learning Domain Age: 4 Years – Kindergarten (48 Months – Kindergarten) A. Eagerness and Curiosity 1. Shows increased curiosity and is eager to learn new things and have new experiences

B. Persistence 1. (CD) Attends to tasks for brief periods of time

C. Creativity 1. Approaches daily activities with creativity and inventiveness

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Readiness & Writing, p. 32; Social Studies, Enrichment, p. 187

D. Planning and Reflection 1. Demonstrates some planning and learning from experiences

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 52; Readiness & Writing, p. 12

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Florida Early Learning and Developmental Standards: III. Social and Emotional Development Domain Age: 3-4 Years (36 - 48 Months) A. Emotional Functioning 1. Expresses, identifies and responds to a range of emotions Benchmark a: (CD) Identifies complex emotions in a book, picture or on a person’s face (e.g., frustrated, confused)

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Book Connections, SocialEmotional Learning, p. 100; Books All Year, pp. 102-103; Social-Emotional Books and Descriptions, Research and Support Resources, Classroom Resources, pp. 102-104; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Suggestions for 3-YearOld’s, p. 109; Social Studies, p. 187

2. Demonstrates appropriate affect (emotional response) between behavior and facial expression Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, p. 109; Language & Literacy, p.118

Benchmark a: (CD) Verbalizes own feelings and those of others B. Managing Emotions 1. Demonstrates ability to self-regulate

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Book Connections, pp. 100-101; Books All Year – Social Emotional Learning Books, Feelings and Dealings: The ABCs of Emotions by Camille Childs, p. 104Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, p. 109Language & Literacy, p. 118

Benchmark a: (CD) Begins to verbalize their emotions

9 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

2. Attends to sights, sounds, objects, people and activities

Benchmark a: (CD) Begins to sustain attention for brief period of time in group activities

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum, Classroom Management Tips, “Transition Tips,” pp. 33–34; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Social Studies, p. 163

C. Building and Maintaining Relationships with Adults and Peers 1. Develops positive relationships with adults

Benchmark a: (CD) Develops positive relationships and interacts comfortably with familiar adults

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Classroom Management Tips, “Transition Tips,” p. 33; Book Connections, pp. 100101; Books All Year, pp. 102–105

2. Develops positive relationships with peers

Benchmark a: (CD) Builds social relationships and becomes more connected to other children

Benchmark b: (CD) Demonstrates strategies for entry into social play with peers Benchmark c: (CD) Develops an initial understanding of bullying

10 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Classroom Management Tips, “Transition Tips,” p. 33; Book Connections, Social-Emotional Learning, p. 100; Books All Year, pp. 102-103; Social-Emotional Books and Descriptions, Research and Support Resources, Classroom Resources, pp. 103-104 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Social Studies, p. 175 (Step 5), p. 187 (Step 6) Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Books All Year, pp. 102-103; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Social Studies, p. 187

3. Develops increasing ability to engage in social problem solving

Benchmark a: (CD) Able to suggest a potential solution to social problems and with adult support is able to follow through

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Books All Year, pp. 102-103; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Social Studies, p. 187

4. Exhibits empathy by demonstrating care and concern for others Benchmark a: (CD) Responds to the emotions of others with comforting words or actions

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum, Books All Year – Social Emotional Learning Books, I’m Like You, You’re Like Me: A Book About Understanding and Appreciating Each Other by Cindy Gainer, p. 103; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 118

D. Sense of Identity and Belonging 1. Develops sense of identity and belonging through play

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Multisensory Activities & Centers, Child-Led Activities, pp. 39-90; Example Schedule and Alternate Pacing, Recess/ Gross Motor Play, p. 136

Benchmark a: (CD) Continues to play with preferred playmates

2. Develops sense of identity and belonging through exploration and persistence

Benchmark a: (CD) Continues sustained independent play and participates in more planned group activities

11 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum, Digital Educator Teaching Tools: PreKITT, MyLWT, Digital Teaching Tips, pp. 32–37; Language & Literacy Multisensory Activities, Student App: Sound Around Letters, p. 53; Readiness & Writing Multisensory Activities, Student App: Wet-Dry-Try App, p. 73; Numbers & Math Multisensory Activities, Student App: Touch & Flip Numbers, p. 90

3. Develops sense of identity and belonging through routines, rituals, and interactions

Benchmark a: (CD) Begins to show a willingness to be flexible if routines must change in minor ways

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Classroom Management Tips, “Daily Schedule,” pp. 33– 34; Multisensory Activities & Centers, “Child-Led Activities,” Throughout, e.g., pp. 39–90; Example Schedules and Alternate Pacing, “Half-Day and Full-Day Schedules,” p. 136; Books All Year, pp. 102–105

4. Develops sense of self awareness and independence

Benchmark a: (CD) Increasingly uses words to communicate needs and wants Benchmark b: (CD) Begins to recognize preferences of others

Benchmark c: (CD) Begins to use words to demonstrate knowledge of personal information (e.g., hair color, age, gender or size)

Benchmark d: (CD) Begins to identify self as part of a group (e.g., class or family)

12 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, p. 47, 58 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Book Connections, Social- Emotional Learning, p. 100; Books All Year, pp. 102-103; Social-Emotional Books and Descriptions, Research and Support Resources, Classroom Resources, pp. 103-104 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Social-Emotional Books and Descriptions, All the Colors We Are/Todos los colores de nuestrapiel: The Story of How We Get Our Skin Color/Lahistoria de por qué tenemos diferentes colores depiel by Katie Kissinger, p.103 ; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Language & Literacy, Support/ ELL, p. 12

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 11, 22; Oral Language, pp. 17, 131, 205

Florida Early Learning and Developmental Standards: III. Social and Emotional Development Domain Age: 4 to Kindergarten (48 – Kindergarten) A. Emotional Functioning 1. Expresses, identifies and responds to a range of emotions

Benchmark a: (CD) Recognizes the emotions of peers and responds with empathy and compassion

2. Demonstrates appropriate affect (emotional response) between behavior and facial expression Benchmark a: (CD) 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: (CD)Recognizes and names own emotions and manages and exhibits behavioral control with or without adult support

13 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

2. Attends to sights, sounds, objects, people and activities

Benchmark a: (CD) Increases attention to preferred activities and begins to attend to non-preferred activities

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Classroom Management Tips, “Transition Tips,” p. 33; Book Connections, pp. 100101; Books All Year, pp. 102–105

C. Building and Maintaining Relationships with Adults and Peers 1. Develops positive relationships with adults

Benchmark a: (CD) Shows enjoyment in interactions with trusted adults while also demonstrating skill in separating from these adults

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Classroom Management Tips, “Transition Tips,” p. 33; Book Connections, pp. 100101; Books All Year, pp. 102–105

2. Develops positive relationships with peers

Benchmark a: (CD) Plays with peers in a coordinated manner including assigning roles, materials and actions

Benchmark b: (CD) Maintains friendships and is able to engage in prosocial behavior such as cooperating, compromising and turn-taking

14 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Classroom Management Tips, “Transition Tips,” p. 33; Book Connections, Social-Emotional Learning, p. 100; Books All Year, pp. 102-103; Social-Emotional Books and Descriptions, Research and Support Resources, Classroom Resources, pp. 103-104 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Book Connections, Social-Emotional Learning, p. 100; Books All Year, pp. 102- 103; Social-Emotional Books and Descriptions, Research and Support Resources, Classroom Resources, pp. 103-104Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Social Studies, p. 175 (Step 5)

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Books All Year, pp. 102- 103; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Social Studies, p. 187

Benchmark c: (CD) Responds appropriately to bullying behavior

3. Develops increasing ability to engage in social problem solving

Benchmark a: (CD) Able to independently engage in simple social problem solving including offering potential solutions and reflecting on the appropriateness of the solution

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Classroom Management Tips, “Daily Schedule,” pp. 33– 34; Multisensory Activities & Centers, “Child-Led Activities,” Throughout, e.g., pp. 39–90; Example Schedules and Alternate Pacing, “Half-Day and Full-Day Schedules,” p. 136; Books All Year, pp. 102–105

4. Exhibits empathy by demonstrating care and concern for others

Benchmark a: (CD) 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: (CD) Engages in associative play and begins to play cooperatively with friends

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2. Develops sense of identity and belonging through exploration and persistence

Benchmark a: (CD) Persists at individual planned experiences, caregiver- directed experiences and planned group activities

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Classroom Management Tips, “Daily Schedule,” pp. 33– 34; Multisensory Activities & Centers, “Child-Led Activities,” Throughout, e.g., pp. 39–90; Example Schedules and Alternate Pacing, “Half-Day and Full-Day Schedules,” p. 136; Books All Year, pp. 102–105

3. Develops sense of identity and belonging through routines, rituals, and interactions

Benchmark a: (CD) Demonstrates willingness to be flexible if routines must change

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 11, 22; Oral Language, pp. 17, 131, 205 Multisensory Activities & Centers, “Teacher-Led Activities,” Throughout, e.g., pp. 39–90. Suggestions for 3-Year-Olds p. 59

4. Develops sense of self awareness and independence

Benchmark a: (CD) Uses words to communicate personal characteristics, preferences, thoughts and feelings

Benchmark b: (CD) Recognizes preferences of others

16 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Book Connections, Social- Emotional Learning, p. 100; Books All Year, pp. 102-103; Social-Emotional Books and Descriptions, Research and Support Resources, Classroom Resources, pp. 103104Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, p. 109Language & Literacy, p.118 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Book Connections, Social- Emotional Learning, p. 100; Books All Year, pp. 102-103; Social-Emotional Books and Descriptions, Research and Support Resources, Classroom Resources, pp. 103-104

Benchmark c: (CD) Uses words to demonstrate knowledge of personal information (e.g., hair color, age, gender or size)

Benchmark d: (CD) Identifies self as a unique member of a group (e.g., class, school, family or larger community)

Florida Early Learning and Developmental Standards: IV. Language and Literacy Domain

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Social-Emotional Books and Descriptions, All the Colors We Are/Todos los colores de nuestrapiel: The Story of How We Get Our Skin Color/Lahistoria de por qué tenemos diferentes colores depiel by Katie Kissinger, p.103; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Language & Literacy, Support/ ELL, p. 12 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 17, 131, 205

Submission Evidence and Page Number(s)

Age: 3-4 Years (36 - 48Months) A. Listening and Understanding 1. Demonstrates understanding when listening Benchmark a: Engages in multiple back-and-forth communicative interactions with adults and peers in purposeful and novel situations to reach a goal Benchmark b: Shows understanding by answering factual questions and responding appropriately to what is said

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 84, 96, 232, 416; Oral Language, Throughout, e.g., pp. 13, 17, 21 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, Day 5 Throughout, e.g., pp. 255, 279, 317

2. Increase knowledge through listening Benchmark a: Tells the main idea or topic of a conversation, story, informational text or creative play, and makes a connection Benchmark b: Observes simple aspects of child’s world and responds and reacts

17 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Language & Literacy, Support/ELL, Throughout, p. 94; Social Studies, Support/ELL, Throughout, p. 187 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Multisensory Activities & Centers, “ChildLed Activities,” Throughout, e.g., pp. 39–90

3. Follows directions Benchmark a: Achieves mastery of one-step directions and usually follows twostep directions

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Suggestions for 3-Year-Olds, pp. 84, 96, 232, 416; Readiness & Writing, Throughout, e.g., pp. 128, 242, 376

B. Speaking 1. Speaks and is understood when speaking

Benchmark a: Begins to speak and is usually understood by both a familiar and an unfamiliar adult but may make some pronunciation errors

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Developmental Stages, 4Year-Old, Language &Literacy, p.30; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, p. 21

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

Benchmark 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)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, Days 1, 3, 5 Throughout, e.g., pp. 345, 349, 353

Benchmark b: Begins to understand the use of words in different context (including plurals and past tense in speech)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, Day 1 Throughout, e.g., pp. 283, 345; Numbers & Math, p. 407; Science, p. 401

2. Uses increased vocabulary to describe objects, actions, and events (expressive) Benchmark 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)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, Days 1, 3, 5, Throughout, e.g., pp. 221, 225, 229

Benchmark b: Describes what objects are used for and is able to express ideas (e.g., names some colors, shapes, and says full name)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, Days 5, Throughout, e.g., pp. 193, 205, 353

18 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

D. Sentences and Structure 1. Uses appropriate grammar in conversations and increasingly complex phrases and sentences

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

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, Support/ ELL Throughout, pp. 12, 28, 100, 228 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language (Step 4), pp. 201, 291; Numbers & Math, p. 113 (Step 4); p. 377 (Step 2)

2. Connects words, phrases, and sentences to build ideas

Benchmark 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.”) Benchmark b: Asks more complex questions beginning with “is” (e.g., “Is David here?” “What was for lunch?”) Benchmark c: Uses conjunctions “and” and sometimes “because” in sentences and uses other complex sentence structures (e.g., elaborated phrases with adjectives and adverbs)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, Throughout, pp. 324, 270, 312, 364, 412 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, Days 5, Throughout, e.g., pp. 391, 415, 427 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, Enrichment, p. 221; Numbers & Math, p. 341; Social Studies, Support/ ELL, p. 51, Science, pp. 339, 409

E. Conversation 1. Uses nonverbal and verbal communication and language to express needs and feelings, share experiences, and resolve problems Benchmark a: Engages in conversations using sentences with four or more words, participates in simple, back-and-forth conversations to exchange ideas or information

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Social Studies, Support/ ELL, p. 187; Language & Literacy, Support/ ELL, p.94; Numbers & Math, Support/ ELL, pp. 99, 101

2. Asks questions, and responds to adults and peers in a variety of settings Benchmark a: Asks and responds to increasingly longer and more complex sentences and simple questions 19 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, Days 5, Throughout, e.g., pp. 391, 415, 427

3. Demonstrates understanding of the social conventions of communication and language use Benchmark a: Demonstrates awareness of nonverbal conversational rules Benchmark 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) Benchmark c: Begins to match language to social and academic contexts (e.g., uses volume appropriate to context)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Readiness & Writing, p. 12; Oral Language, p. 13 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Readiness & Writing, p. 16; Social Studies, p. 15 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, Multisensory Introduction, pp. 42, 66, 74

F. Emergent Reading 1. Shows motivation for and appreciation of reading Benchmark a: Begins to select books for reading enjoyment and reading related activities including pretending to read to self or others Benchmark b: Begins to make real-world connections between stories and real-life experiences Benchmark c: Interacts appropriately with books; pretends to read, holds book appropriately or picture reads Benchmark d: Asks to be read to or asks the meaning of written text Benchmark e: Participates in conversations that demonstrate appreciation of printed materials

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Book Centers & Connections, pp. 42-43; Book Connections, pp. 97-101; Books All Year, pp. 102-105 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Book Centers & Connections, pp. 42-43; Book Connections, pp. 97-101; Books All Year, pp. 102-105 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Book Centers & Connections, pp. 42-43; Book Connections, pp. 97-101; Books All Year, pp. 102-105 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Book Centers & Connections, pp. 42-43; Book Connections, pp. 97-101; Books All Year, pp. 102-105 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Book Centers & Connections, pp. 42-43; Book Connections, pp. 97-101; Books All Year, pp. 102-105

2. Shows age-appropriate phonological awareness Benchmark a: Listens and matches rhythm, volume and pitch of rhymes, songs and chants

20 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, Throughout, pp. 78, 110, 150, 238, 320

3. Shows alphabetic and print knowledge Benchmark a: Recognizes that print conveys meaning

Benchmark 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)

Benchmark c: Names some letters (e.g., when shown an uppercase or lowercase letter, can accurately say its name)

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Book Centers & Connections, pp. 42-43; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Language & Literacy, p. 64; Oral Language, Throughout, pp. 111, 287, 411 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum, Student App: Letters and Sounds, p. 53; Readiness & Writing Multisensory Activities, pp. 54–81; Student App: Wet-Dry-Try App, p. 73; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, Throughout, pp. 36, 120, 330, 430, 450 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum, Student App: Letters and Sounds, p. 53; Readiness & Writing Multisensory Activities, pp. 54–81; Student App: Wet-Dry-Try App, p. 73; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, Throughout, pp. 68, 118, 120, 130, 136

4. Demonstrates comprehension of books read aloud Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, pp. 106, 122

Benchmark a: Retells or reenacts parts of a story after it is read aloud G. Emergent Writing 1. Begins to show motivation to engage in written expression appropriate knowledge of forms and functions of written composition Benchmark a: Uses scribbling, letter-like shapes and drawings to represent thoughts and ideas

21 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Introduction, Developmental Sequence, pp. 28-31; Readiness & Writing, p. 88

Florida Early Learning and Developmental Standards: IV. Language and Literacy Domain

Submission Evidence and Page Number(s)

Age: 4 Years – Kindergarten (48 – Kindergarten) 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. Increase 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

22 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

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)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, Days 1, 3, 5 Throughout, e.g., pp. 345, 349, 353

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

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, Day 1 Throughout, e.g., pp. 283, 345; Numbers & Math, p. 407; Science, p. 401 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, Throughout, e.g., pp. 247; Science, Throughout, p. 253; Social Studies, Throughout, p. 445

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)

23 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, Throughout, e.g., pp. 247; Science, Throughout,p. 253; Social Studies, Throughout, p. 445 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, Days 1, 3, 5, Throughout, e.g., pp. 221, 225, 229

Benchmark c: Identifies unfamiliar words asking for clarification Benchmark d: Uses words in multiple contexts, with the understanding that some words have multiple meanings

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, Throughout, pp. 14, 38, 414, 40 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 312, Support/ ELL, p. 276; Numbers & Math, pp. 99, 177

D. Sentences and Structure 1. Uses 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

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 198; Oral Language, pp. 169, 213, 217, 221 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 33, 111, 195, 298, 333

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

24 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, pp. 324, 270, 312, 364, 412 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Social Studies (Step 3), p. 233; Science (Enrichment), p. 149 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, pp. 412, 422, 448

E. Conversation 1. Uses nonverbal and verbal 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”)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, pp. 12, 14, 192; Social Studies, p. 19; Science, p. 27

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

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, pp. 424, 14, 192; Numbers & Math, pp. 415, 421; Oral Language, p. 447; Social Studies, p. 445

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)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 424, Numbers & Math, pp. 415, 421; Oral Language (Enrichment), p. 447; Social Studies, p. 445 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 384, Numbers & Math, p. 77; Oral Language, p. 205; Science, p. 203 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 94, Numbers & Math, p. 99; Oral Language, p. 37; Social Studies, p. 113

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

25 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

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

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum, Book Centers and Connections, pp. 42–43; Book Connections, pp. 97–101; Books All Year, pp. 102–105; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Language & Literacy, pp. 264, 434 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum, Book Centers and Connections, pp. 42–43; Book Connections, pp. 97–101; Books All Year, pp. 102–105; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Language & Literacy, pp. 16, 18, 24, 26 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum, Book Centers and Connections, pp. 42–43; Book Connections, pp. 97–101; Books All Year, pp. 102–105; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Suggestions for 3-Year-Olds, pp. 245, 343,355Language & Literacy, pp. 24, 26, 30 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum, Book Connections, pp. 97– 101; Books All Year, pp. 102– 105; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Language & Literacy, pp. 92, 164, 188, 328

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”)

26 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum, Book Connections, pp. 97– 101; Books All Year, pp. 102–105; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Language & Literacy, pp. 92, 164, 188, 328 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Language & Literacy, pp. 220, 224, 234, 246, 258 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Language & Literacy, pp. 220, 224, 234, 246, 258

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)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Language & Literacy, pp. 50, 270, 274, 282, 286, 294, 324, 414, 448 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Language & Literacy, Enrichment, p. 414 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Language & Literacy, pp. 204, 344, 356

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)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Language & Literacy, pp. 64, 66; Oral Language, Throughout, pp. 111, 287, 411 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Language & Literacy, Throughout, e.g., pp. 160, 196, 294, 368 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Pre-K Assessments, p. 94, No. 10 then PreKITT Assessments, review Language & Literacy Benchmark Assessment, pp. 1–2 for 26 Uppercase & Lowercase Letters; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Language & Literacy, Throughout, e.g., pp. 338, 402, 410, 438 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Language & Literacy, Throughout, e.g., pp. 204, 198, 374, 390

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…?”) 27 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Language & Literacy, pp. 106, 122, 168, 264, 434 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, pp. 254, 264, 316

G. Emergent Writing 1. Begins to show motivation to engage in written expression 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

Florida Early Learning and Developmental Standards: V. Mathematical Thinking Domain

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, pp. 60, 338, ; Readiness & Writing, pp. 112, 126, 384 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, pp. 430; Readiness & Writing, pp. 422, 424, 426, 436 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum, Name Writing: Magnetic Lowercase & Blackboard Set, p. 79; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Readiness & Writing, pp. 286, 336, 360, 450

Submission Evidence and Page Number(s)

Age: 3 – 4 Years (36 – 48 Months) A. Number Sense 1. Subitizes (immediately recognizes without counting) the number of objects in a set of four objects.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, Throughout, e.g., pp. 39, 67, 93, 103, 117

2. Counts and identifies the number sequence “1 to 10”

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Language & Literacy, p. 160; Numbers & Math, Throughout, e.g., pp. 135, 161, 215 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Numbers & Math, pp. 51, 185, 263, 347, 433

3. Begins to demonstrate one-to-one correspondence up to 10 during daily routines

28 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

4. Identifies the last number spoken tells “how many” up to five (cardinality) 5. Counts sets constructed by the teacher to five and beyond

6. Constructs and counts sets of one to five and beyond

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 85 (Day 4), 108 (Day 2), 159 (Day 4); Numbers & Math, pp. 107, 161, 167 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Suggestions for 3-Year-Olds, pp. 171 (Day 3), 195 (Day 4), 218 (Day 2); Numbers & Math, pp. 215, 235, 253 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Suggestions for 3-Year-Olds, pp. 319 (Day 5), 354 (Day 2), 416 (Day 2); Numbers & Math, pp. 413, 433, 449

B. Number and Operations 1. Explores quantities up to five using objects, fingers and dramatic play to solve real-world joining and separating problems

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Suggestions for 3-Year-Olds, pp. 171 (Day 3), 195 (Day 4), 218 (Day 2); Numbers & Math, pp. 163, 227, 297, 299

2. Changes size of a set of up to five objects by combining and taking away

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, pp. 163, 341, 359, 447

C. Patterns 1. Notices a pattern with a missing element and completes the pattern

2. Begins to duplicate a pattern from a model

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Suggestions for 3-Year-Olds, pp. 194 (Day 2); Numbers & Math, pp. 201, 259, 261 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, pp. 129, 199, 275, 401; Science, p. 203

D. Geometry Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Teacher-Led Activities, No. 3; Child-Led Activities,

1. Recognizes and names typical shapes (circle, square, triangle)

29 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

No. 2, p. 85; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 16; Readiness & Writing, pp. 48, 52; Numbers & Math, p. 351 2. Matches a wider variety of shapes and orientations

3. Explores three-dimensional shapes in the environment through play

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Numbers & Math Multisensory Activities, Mix & Make Shapes, pp. 84–85; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Suggestions for 3-Year-Olds, pp. 46 (Day 2), 70 (Day 2), 306 (Day 2); Numbers & Math, pp. 95, 119, 125, 149, 151 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Suggestions for 3-Year-Olds, pp. 47 (Day 3), 366 (Day 2); Numbers & Math, Enrichment p. 351

E. Spatial Relations 1. Demonstrates an understanding of basic spatial directions through songs, finger plays and games

2. Demonstrates directionality, order and position of objects by following simple directions

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 46 (Day 1), 69 (Day 2), 71 (Day 4), 307 (Day 5); Readiness & Writing, Throughout, e.g., pp. 12, 26, 28, 30, 32; Numbers & Math, Throughout, e.g., pp. 13, 21, 27 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, pp. 77, 265, 339, 387

F. Measurement and Data 1. Uses size words to label objects

2. Explores two objects by making direct comparisons in length, weight and size using a single attribute

30 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 120 (Day 1), 405 (Day 4);Numbers & Math, pp. 123, 139, 211, 237, 263 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum, Sample Circle Time, Calendar, 2nd Bullet, p. 105; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, pp. 285, 391, 403, 409

3. Measures object attributes using a variety of standard and nonstandard tools with adult guidance

4. Participates in group sorting and data collection

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, pp. 41, 227, 263, 297, 299; Science, p. 227; Social Studies, pp. 19, 113

Florida Early Learning and Developmental Standards: V. Mathematical Thinking Domain

Submission Evidence and Page Number(s)

Age: 4 – Kindergarten (48 – Kindergarten) A. Number Sense 1. Subitizes (immediately recognizes without counting) up to five objects

2. Counts and identifies the number sequence “1 to 31”Begins to count groups of one to five objects in daily routine

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

31 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, Throughout, e.g., pp. 39, 67, 93, 103, 117 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum, Sample Circle Time, Calendar, 2nd Bullet, p. 105; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, pp. 285, 391, 403, 409 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Numbers & Math, pp. 371, 407, 413 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, pp. 53, 55, 263, 347 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Numbers & Math, pp. 297, 299, 333, 335, 337, 347 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Numbers & Math, pp. 285, 297, 299, 301 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Multisensory Activities & Centers, “ChildLed Activities,” Throughout, e.g., pp.83, 90Vol. 2, Get Set for

School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Numbers & Math, Throughout, pp. 321, 323

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) 32 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Numbers & Math, pp. 165, 221, 241, 247 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, pp. 163, 241, 249, Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, pp. 201, 259, 261 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, pp. 129 173; Science, pp. 129, 167, 203 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, pp. 199, 201, Enrichment, p. 401

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Teacher-Led Activities, No. 3; Child-Led Activities, No. 2, p. 85; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 16; Readiness & Writing, pp. 48, 52; Numbers & Math, p. 351 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Teacher-Led & Child-Led Activities, p. 85; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math,pp.193, 235, Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, pp. 129 173; Science, p. 235

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

33 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, Enrichment p. 351 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Readiness & Writing, Throughout, e.g., pp. 12, 26, 28, 30, 32; Numbers & Math, Throughout, e.g., pp. 13, 21, 27 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, pp. 77, 265, 339, 387 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 120 (Day 1), 405 (Day 4); Numbers & Math, pp. 123, 139, 211, 237, 431Science, p. 67; Social Studies, p. 249 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 120 (Day 1), 405 (Day 4); Numbers & Math, pp. 123, 139, 211, 237, 431Science, p. 67; Social Studies, p. 249 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Numbers & Math, pp. 29, 123, 155, 263, 415, 425, 439 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Numbers & Math, pp. 41, 227, 263, 297, 299, 435 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Numbers & Math, pp. 41, 227, 263, 297, 299, 435

Florida Early Learning and Developmental Standards: VI. Scientific Inquiry Domain

Submission Evidence and Page Number(s)

Age: 3-4 Years (36 – 48 Months) A. Scientific Inquiry Through Exploration and Discovery 1. Uses senses to explore and understand their social and physical environment Benchmark a: Begins to identify each of the five senses and how they relate to the sense organs Benchmark b: Uses senses to observe and experience objects and environment

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Language & Literacy, pp. 140, 408; Science, pp. 27, 39 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Science, pp. 149, 265, 289, 301

2. Uses tools in scientific inquiry Benchmark a: Demonstrates the use of simple tools and equipment for observing and investigating (e.g., droppers, blocks, bug catchers)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Science, pp. 149, 265, 289, 301

3. Uses understanding of causal relationships to act on social and physical environments Benchmark a: Makes simple predictions and reflects on what caused something to happen Benchmark b: Participates in and discusses simple experiments Benchmark c: Represents ideas and observations through drawings or using other forms of representation (e.g., manipulatives or different objects)

34 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Suggestions for 3-Year-Olds, pp. 22, 96, 218, 355 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Suggestions for 3-Year-Olds, pp. 22, 96, 218, 355 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Suggestions for 3-Year-Olds, pp. 233, 281, 380, 393

B. Life Science 1. Demonstrates knowledge related to living things and their environments Benchmark 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)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 84, 158, 170, 183, 206

Benchmark b: Begins to notice the similarities and differences among various living things

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 84, 158, 218 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, p. 257; Language & Literacy, pp. 86, 254, 264, 398; Oral Language, p. 255 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Science, p. 137; Social Studies, p. 297 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, p. 245; Science, p. 253; Social Studies, p. 249

Benchmark c: Explores basic life cycles (e.g., plants grow from seeds and hatching eggs) Benchmark d: Explores the differences between living and non-living things Benchmark e: Explores the needs of living things (e.g., plants need water to grow and kids need food to grow

C. Physical Science 1. Demonstrate knowledge related to physical science Benchmark a: Explores and investigates objects that require positioning and movement through play (e.g., gears, marble chutes, screws in a toy workbench) Benchmark b: Explores and investigates how to change the speed with which an object will move (e.g., pedaling a tricycle, rolling a ball) Benchmark c: Explores and investigates the properties of toys and objects (e.g., relationship between size and weight of blocks, what makes balls bounce)

35 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Suggestions for 3-Year-Olds, pp. 330, 342; Oral Language, p. 345; Science, pp. 315, 335, 339 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, p. 337; Science, pp. 179, 339 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, p. 337; Science, pp. 179, 301, 339

Benchmark 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)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 244, 245, 355

D. Earth and Space Science 1. Demonstrate knowledge related to the dynamic properties of earth and sky Benchmark a: Investigates and asks questions about the properties of water using adult- and child-directed activities Benchmark b: Investigates and asks questions about the properties of rocks, soil, sand and mud using adult- and child-directed activities Benchmark c: Asks questions and shows curiosity about objects in the sky (e.g., clouds, sun, moon and stars) Benchmark d: Describes typical daytime and nighttime activities for people and other animals through drawing, naming or pretend play

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 233, 245, 355 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 244, 245 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Numbers & Math, p. 251Oral Language, pp. 235, 239, 243, 287 All Year, pp. 102-105 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Suggestions for 3-Year-Olds, pp. 96, 144; Numbers & Math, p. 251

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 46, 132, 158, 170, 219, 268, 269, 404. 417

Benchmark e: Observes and discusses weather changes day to day

E. Environment 1. Demonstrates awareness of relationship to people, objects and living/nonliving things in their environment Benchmark a: Describes familiar people and objects in the environment Benchmark b: Participates in activities to protect the environment

36 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 233, 268, 269 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Suggestions for 3-Year-Olds, pp. 233, 268, 269

F. Engineering and Technology 1. Shows interest and understanding of how simple tools and machines assist with solving problems or creating objects and structures Benchmark 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) Benchmark b: Explores and identifies simple machines through play (e.g., ramps, gears, wheels, pulleys and levers Benchmark 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)

Florida Early Learning and Developmental Standards 2017 VI. Scientific Inquiry Domain

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 248, 268, 280 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 330, 342 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 319, 331, 366, 393 Submission Evidence and Page Number(s)

Age: 4 – Kindergarten (48 months – Kindergarten) 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 their 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

37 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Oral Language, pp. 25, 65, 139, 143; Science, p. 39 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Science, pp. 39, 289, 301, 311, 315, 363 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 408; Oral Language, p. 299, Enrichment, pp. 299, 361; Science, p. 39

2. Uses tools in scientific inquiry Benchmark a: Uses tools and various technologies to support exploration and inquiry (e.g., digital cameras, scales)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Science, pp. 289, 301, 315, 339, 375

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 through drawing, writing, dictation and taking photographs and records data (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

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Science pp. 27, 179, 241, 265, 289 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Science, pp. 241, 311 Enrichment p. 179 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Science pp. 39, 179, 215, 311, 375 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Science pp. 39, 179, 215, 311, 375

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, 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

38 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Science, pp. 43, 67, 191, 203, 227, 245, 247, 253, 255, 397, 427, 433, 449, 497; Enrichment, p. 79 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Science, pp. 43, 67, 191, 203, 227, 245, 247, 253, 255, 397 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Language & Literacy, pp. 86, 254, 264, 398 Oral Language, p. 255

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

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Language & Literacy, pp. 86, 254, 264, 398 Oral Language, pp. 255 S c i e n c e , pp. 43, 67, 137, 191, 203, 227, 245, 253, 397 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Language & Literacy, pp. 86, 254, 264, 398. Oral Language, p. 255; Science, pp. 43, 67, 191

C. Physical Science 1. Demonstrate 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)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Science, pp. 61, 79, 101, 129, 389 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Science, pp. 61, 79, 101, 129, 389 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Science, pp. 117, 239, 289 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Science, pp. 117, 239, 289 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Science, pp. 39, 137, 215, 241, 253, 265, 289, 311, 323, 335

D. Earth and Space Science 1. Demonstrate 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)

39 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Science, pp. 117, 239, 289Oral Language, pp. 115, 239, 283

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)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning, Oral Language, pp. 243, 247, 251, 309, 313, 333 Support/ ELL, p. 235 Enrichment, p. 235 Science, pp. 137, 253, 311, 323, 335

Benchmark c: Begins to explore and discuss simple observations of characteristics and movements of the clouds, sun, moon and stars

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 235, 239, 243, 287; Science, pp. 241, 289 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, p. 251; Oral Language, pp. 235, 239, 243, 287; Social Studies, p. 237 Science, pp. 241, 289 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math p. 251; Oral Language, Enrichment p. 287; Social Studies p. 285; Science p. 289

Benchmark d: Compares the daytime and nighttime cycle

Benchmark e: Uses appropriate vocabulary to discuss climate and changes in the weather and the impact it has on their daily lives (e.g., types of clothing for different environment E. Environment 1. Demonstrates awareness of relationship to people, objects and living/nonliving things in their environment Benchmark a: Demonstrates how people use objects and natural resources in the environment Benchmark b: Participates in daily routines demonstrating basic conservation strategies (e.g., conserving water when washing hands or brushing teeth)

Benchmark c: Identifies examples of organized efforts to protect the environment (e.g., recycling materials in the classroom)

40 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 271, 275, 279; Science, p. 27, 39, 149, 215, 237, 241, 266, 277, 289, 301,311, 315, 363, 375 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, p. 271; Social Studies, pp. 249, 273; Science, pp. 253, 255, 277, 279, 323 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, p. 271; Social Studies, pp. 249, 273; Science, pp. 253, 255, 277, 279, 323

F. Engineering and Technology 1. Shows interest and understanding of how simple tools and machines assist with solving problems or creating objects and structures Benchmark a: Identifies problems and tries to solve them by designing or using tools (e.g., makes a simple tent with a chair and cloth for protection from the sun) Benchmark b: Explains why a simple machine is appropriate for a particular task (e.g., moving something heavy, moving water from one location to another) Benchmark c: Uses appropriate tools and materials with greater flexibility to create or solve problems Benchmark d: Invents and constructs simple objects or more complex structures and investigates concepts of motion and stability of structures (e.g., ramps, pathways, structure, Legos, block building and play)

Florida Early Learning and Developmental Standards 2017 VII. Social Studies Domain

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, p. 119; Science, pp. 61, 79, 101, 129, 389 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, p. 119Science, pp. 61, 79, 101, 129, 389 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Science pp. 317, 335, 339 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, pp. 53, 79, 129; Oral Language, p. 119; Science, pp. 61, 79, 101, 129, 389

Submission Evidence and Page Number(s)

Age: 3 –4 Years (36 -48 Months) A. Culture Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 11, 85; Oral Language, pp. 141, 205; Social Studies, p. 113 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 141, 177, 205; Enrichment, p. 161; Social Studies, p. 113 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 11, 85; Oral Language, pp. 141, 205; Social Studies, p. 113

1. Begins to identify self as a member of a culture

2. Begins to understand everyone belongs to a culture

3. Explores culture of peers and families (classroom)

41 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

B. Individual Development and Identity 1. Recognizes characteristics of self as an individual 2. Recognizes the ways self is similar to and different from peers and others

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 95, 99, 119, 131, 143 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 141, 177, 205. Social Studies, pp. 19, 113

C. Individuals and Groups 1. Identifies self and others as part of a group 2. Identifies groups within a community 3. Begins to demonstrate awareness of group rules (e.g., family, classroom, school and community) 4. Exhibits emerging leadership skills and roles (e.g., line leader and door holder)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 141, 177, 205. Social Studies, pp. 19, 113 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 141, 177, 205. Social Studies, pp. 19, 113 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Suggestions for 3-Year-Olds, p. 182; Oral Language, pp. 21, 33, 45 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Multisensory Activities & Centers, “Child- Led Activities,” Throughout, e.g., pp. 39–90; Teacher-Led Activities, No. 1, Word Helper, p. 47; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Social Studies, pp. 187, 199, 249

D. Spaces, Places, and Environments 1. Recognizes the relationship of personal space to surroundings

2. Identifies own environment and other locations

3. Identifies basic physical characteristics (e.g., landmarks or land features)

42 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

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

5. Begins to recognize some geographic tools and resources (e.g., maps, globes or GPS)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Social Studies, pp. 63, 75, 105

E. Time, Continuity, and Change 1. Recognizes sequence of events to establish a sense of order and time

2. Explores changes that take place over time in the immediate environment

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, p. 131; Science, p. 149; Social Studies, pp. 187, 223, 421 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 201, 239, 267; Science, p. 289; Social Studies, p. 421

F. Governance, Civic Ideals, and Practices 1. Begins to recognize and follow rules and expectations in varying settings

2. Begins to participate in problem solving and decision making 3. Begins to recognize national patriotic symbols (e.g., flag and eagle)

43 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Example Schedules and Alternate Pacing, “Half-Day and Full-Day Schedules,” p. 136; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 21, 29, 33; Social Studies, pp. 15, 51, 249 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Social Studies, pp. 187, 199, 211, 261 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum, Sample Circle Time, p. 105; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, Enrichment, p. 161

G. Economics and Resources Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 21, 33, 45, 61, 73, 87, 91, 95, 107, 119 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, p. 32; Social Studies, pp. 31, 175, 187, 211, 223, 297

1. Begins to recognize the difference between wants and needs 2. Recognizes familiar people who perform different occupations

H. Technology and Our World 1. Uses technology as a tool when appropriate (e.g., writing utensils, electronic toys, DVD, music players, digital cameras, computers or tablets)

Florida Early Learning and Developmental Standards 2017 VII. Social Studies Domain

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Digital Educator Teaching Tools: PreKITT, MyLWT, Digital Teaching Tips, pp. 32–37; Multisensory Activities, Student Apps: pp. 53, 73, 90

Submission Evidence and Page Number(s)

Age: 4 – Kindergarten (48 – Kindergarten) A. Culture Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning Suggestions for 3-Year-Olds, pp. 11, 85; Oral Language, pp. 141, 205; Social Studies, p. 113 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 141, 177, 205; Enrichment, p. 161; Social Studies, p. 113

1. Identifies self as a member of a culture

2. Understands everyone belongs to a culture

3. Explores culture of peers and families in the classroom and community

44 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Social Studies, pp. 15, 19, 113, 141, 199

4. Explores cultural attributes by comparing and contrasting different characteristics (e.g., language, literature, music, arts, artifacts, foods, architecture and celebrations)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 141, 177, 205; Social Studies, p. 19

B. Individual Development and Identity 1. Identifies characteristics of self as an individual

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 95, 99, 119, 131, 143

2. Identifies the ways self is similar to and different from peers and others

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 141, 177, 205; Social Studies, pp. 19, 113

3. Recognizes individual responsibility as a member of a group (e.g., classroom or family)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, p. 273; Oral Language, p. 161; Social Studies, p. 199

C. Individuals and Groups 1. Identifies differences and similarities of self and others as part of a group 2. Explains the role of groups within a community 3. Demonstrates awareness of group rules (e.g., family, classroom, school or community) 4. Exhibits leadership skills and roles (e.g., line leader and door holder)

45 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 141, 177, 205; Social Studies, pp. 19, 113 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 141, 177, 205; Social Studies, pp. 19, 113 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Suggestions for 3-Year-Olds, p. 182; Oral Language, pp. 21, 33, 45 Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Multisensory Activities & Centers, “Child- Led Activities,” Throughout, e.g., pp. 39–90; Teacher-Led Activities, No. 1, Word Helper, p. 47; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Social Studies, pp. 187, 199, 249

D. Spaces, Places, and Environments 1. Identifies the relationship of personal space to surroundings

2. Identifies differences and similarities between own environment and other locations

3. Identifies differences and similarities of basic physical characteristics (e.g., landmarks or land features) 4. Uses spatial words (e.g., far/close, over/under and up/down)

5. Recognizes some geographic tools and resources (e.g., maps, globes or GPS) 6. Begins to identify the relationship between human decisions and the impact on the environment (e.g., recycling and water conservation)

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Readiness & Writing Multisensory Activities, Wood Pieces p. 62, No. 5, p. 63, No. 7; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Science, pp. 61, 79 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, pp. 115, 449; Oral Language, p. 377; Science, pp. 79, 101, 129, 203, 323; Support/ ELL, p. 254; Enrichment, pp. 137, 389 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Science, pp. 79, 101, 129, 203, 323; Support/ ELL, p. 254; Enrichment, pp. 137, 389 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, Throughout, pp. 13, 15, 21, 27, 29, 33, 37, 43, 45, 49, 295, 297, 299, 303; Science, p. 43 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, pp. 115, 449; Oral Language, p. 377; Science, p. 323; Social Studies, pp. 63, 347, 371 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 271, 275, 279; Social Studies, p. 273; Science, p. 277

E. Time, Continuity, and Change 1. Identifies changes within a sequence of events to establish a sense of order and time

46 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 254; Enrichment, p. 142; Oral Language, pp. 177, 201

2. Observes and recognizes changes that take place over time in the immediate environment

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum Introduction; Book Connections, Science/ Weather, p. 100; Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, p. 41; Science, p. 289

F. Governance, Civic Ideals, and Practices 1. Recognizes and follows rules and expectations in varying settings

2. Participates in problem solving and decision making 3. Begins to explore basic principles of democracy (e.g., deciding rules in a classroom, respecting opinions of others, voting on classroom activities or civic responsibilities)

Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Classroom Management Tips, “Daily Schedule,” pp. 33–34; Multisensory Activities & Centers, Throughout, e.g., pp. 39–90; Example Schedules and Alternate Pacing, “Half-Day and Full-Day Schedules,” p. 136 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, p. 227; Social Studies, p. 187; Science, p. 215 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Numbers & Math, pp. 227, 263, 297; Enrichment, p. 299; Science, p. 297

G. Economics and Resources 1. Recognizes the difference between wants and needs

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Oral Language, pp. 33, 123; Science, pp. 125, 227

2. Begins to recognize that people work to earn money to buy things they need or want

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Social Studies, pp. 31, 175, 211, 223, 297

H. Technology and Our World 1. Uses and shows awareness of technology and its impact on how people live (e.g., computers, tablets, mobile devices, cameras or music players)

47 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Vol. 1, Get Set for School Pre-K Teacher’s Guide: Introduction to the Curriculum; Digital Educator Teaching Tools: PreKITT, MyLWT, Digital Teaching Tips, pp. 32–37; Language & Literacy Multisensory Activities, Student App: Letters and Sounds, p. 53; Readiness & Writing Multisensory Activities, Student App: Wet-Dry-Try App, p. 73; Numbers & Math

Multisensory Activities, Student App: Touch & Flip Numbers, p. 90

Florida Early Learning and Developmental Standards 2017 VIII. Creative Expression Through the Arts Domain

Submission Evidence and Page Number(s)

Age: 3 – 4 Years (36 – 48 Months) A. Sensory Art Experience 1. Uses imagination and creativity to express self with intention using a variety of open-ended, process-oriented and diverse art materials

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Suggestions for 3-Year-Olds, pp. 183, 233, 281, 380, 381, 392, 393, 429

B. Music 1. Engages in a variety of individual and group musical activities with more coordinated intention

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)

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Suggestions for 3-Year-Olds, pp. 207, 366; Language & Literacy, p. 90; Readiness & Writing, p. 30; Numbers & Math, p. 279; Social Studies, p. 199 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 106; Readiness & Writing, p. 12; Oral Language, p.303; Science, p. 289; Social Studies, p. 211

C. Creative Movement 1. Engages in individual and group movement activities to express and represent thoughts, observations, imagination, feelings, experiences and knowledge

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 320 Enrichment, p. 236; Numbers & Math, pp. 129, 279

D. Imaginative and Creative Play 1. Expresses and represents thoughts, observations, imagination, feelings, experiences and knowledge, verbally or non-verbally, using a variety of objects in own environment

48 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Science, pp. 191, 203, 277; Social Studies, pp. 175, 297

E. Appreciation of the Arts 1. Responds to and expresses opinions and feelings about own art form as well as a variety of artistic expressions of others

Florida Early Learning and Developmental Standards 2017 VIII. Creative Expression Through the Arts Domain

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 142; Numbers & Math, pp. 261, 273; Oral Language, p. 229

Submission Evidence and Page Number(s)

Age: 4 – Kindergarten (48 months – Kindergarten) A. Sensory Art Experience 1. Combines with intention a variety of open-ended, process-oriented and diverse art materials

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, Enrichment, p. 254; Science, Enrichment, p. 191

B. Music 1. Actively participates in a variety of individual and group musical activities

2. Expresses and represents thought, observations, imagination, feelings, experiences and knowledge in individual and group music activities

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 90; Readiness & Writing, p. 30; Numbers & Math, p. 279; Social Studies, p. 199 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 106; Readiness & Writing, p. 12; Oral Language, p.303; Science, p. 289; Social Studies, p. 211

C. Creative Movement 1. Continues to engage in individual and group movement activities to express and represent thoughts, observations, imagination, feelings, experiences and knowledge

49 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 320 Enrichment, p. 236; Numbers & Math, pp. 129, 279

D. Imaginative and Creative Play 1. Expresses and represents thoughts, observations, imagination, feelings, experiences and knowledge, verbally and non-verbally, with others using a variety of objects in own environment

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Science, pp. 191, 203, 277; Social Studies, pp. 175, 297

E. Appreciation of the Arts 1. Uses appropriate art vocabulary to describe own art creations and those of others

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 142; Numbers & Math, pp. 261, 273; Oral Language, p. 229

2. Compares own art to similar art forms

Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Science, pp. 167, 215, 263. Social Studies, p. 163, 199 Vol. 2, Get Set for School Pre-K Teacher’s Guide: Multisensory Lessons with Hands-On Learning; Language & Literacy, p. 142 (Story Cards); Readiness & Writing, Enrichment, p. 42; Numbers & Math, p. 273; Social Studies, p. 211

3. Begins to recognize that instruments and art forms represent cultural perspectives of the home and the community, now and in the past

50 FORM OEL-SR-7104 (June 2018) Rule 6M-4.710, F.A.C.