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2013 Illinois Early Learning and Development Standards

2002/2013 Benchmark Crosswalk

These benchmark “crosswalk” tables have two main purposes. First, they can help teachers replace the 2002 benchmarks in their older lesson plans with equivalent or similar 2013 Illinois Early Learning and Development benchmarks. They also give a sense of how the structure and content of the benchmarks have changed from the original 2002 benchmarks to the 2013 revisions incorporating the Common Core Standards.

Because these crosswalks are principally aimed at helping teachers adapt existing lesson plans, we are listing every 2002 benchmark in the left column. Across from each 2002 benchmark is one or more similar or equivalent 2013 benchmark.

In some cases, an original 2002 benchmark has no equivalent in the 2013 IELDS. Likewise, some 2013 benchmarks are so different from all 2002 benchmarks that they have no equivalent and do not appear in the crosswalk.

Language Arts
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2002 Original Standards
LANGUAGE ARTS
  2013 Revised Standards
LANGUAGE ARTS

1.A.ECa: Understand that pictures and symbols have meaning and that print carries a message.

 

NONE

1.A.ECb: Understand that reading progresses from left to right and top to bottom.

 

4.A.ECb Begin to follow words from left to right, top to bottom, and page by page.

1.A.ECc: Identify labels and signs in the environment.

 

4.D.ECa Recognize own name and common signs and labels in the environment.

1.A.ECd: Identify some letters, including those in own name.

 

4.B.ECb Recognize and name some upper/lowercase letters of the alphabet, especially those in own name.

1.A.ECe: Make some letter-sound matches.

 

4.D.ECb With teacher assistance, demonstrate understanding of the one-to-one correspondence of letters and sounds.

1.B.ECa: Predict what will happen next using pictures and content for guides.

 

NONE

1.B.ECb: Begin to develop phonological awareness by participating in rhyming activities.

 

4.C.ECb With teacher assistance, recognize and match words that rhyme.

1.B.ECc: Recognize separable and repeating sounds in spoken language.

 

4.C.ECf With teacher assistance, begin to segment sounds (phonemes) in one-syllable words (e.g., cat = /c/ /a/ /t/).

1.C.ECa: Retell information from a story.

 

2.B.ECb With teacher assistance, retell familiar stories with three or more key events.

1.C.ECb: Respond to simple questions about reading material.

 

2.B.ECa With teacher assistance, ask and answer questions about books read aloud.

3.A.ECa With teacher assistance, ask and answer questions about details in a nonfiction book.

1.C.ECc: Demonstrate understanding of literal meaning of stories by making comments.

 

2.A.ECa Engage in book-sharing experiences with purpose and understanding.

2.A.EC: Understand that different text forms, such as magazines, notes, lists, letters, and story books, are used for different purposes.

 

2.C.ECa Interact with a variety of types of texts (e.g., storybooks, poems, rhymes, songs).

2.B.EC: Show independent interest in reading-related activities.

 

2.A.ECb Look at books independently, pretending to read.

3.A.EC: Use scribbles, approximations of letters, or known letters to represent written language.

 

5.A.ECb Use scribbles, letterlike forms, or letters/words to represent written language.

3.B.EC: Dictate stories and experiences.

 

5.B.ECa With teacher assistance, use a combination of drawing, dictating, or writing to express an opinion about a book or topic.

3.C.EC: Use drawing and writing skills to convey meaning and information.

 

5.B.ECa With teacher assistance, use a combination of drawing, dictating, or writing to express an opinion about a book or topic.

5.B.ECb With teacher assistance, use a combination of drawing, dictating, or writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

5.B.ECc With teacher assistance, use a combination of drawing, dictating, or writing to narrate a single event and provide a reaction to what happened.

4.A.EC: Listen with understanding and respond to directions and conversations.

 

1.A.ECa Follow simple one-, two- and three-step directions.

1.A.ECb Respond appropriately to questions from others.

1.A.ECc Provide comments relevant to the context.

1.B.ECd Engage in agreed‐upon rules for discussions (e.g., listening, making eye contact, taking turns speaking).

4.B.EC: Communicate needs, ideas and thoughts.

 

1.B.ECa Use language for a variety of purposes.

1.B.ECb With teacher assistance, participate in collaborative conversations with diverse partners (e.g., peers and adults in both small and large groups) about age-appropriate topics and texts.

1.B.ECc Continue a conversation through two or more exchanges.

1.C.ECa Describe familiar people, places, things, and events and, with teacher assistance, provide additional detail.

5.A.EC: Seek answers to questions through active exploration.

 

5.C.ECa Participate in group projects or units of study designed to learn about a topic of interest.

5.B.EC: Relate prior knowledge to new information.

 

NONE

5.C.EC: Communicate information with others.

 

5.C.ECb With teacher assistance, recall factual information and share that information through drawing, dictation, or writing.

Mathematics
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2002 Original Standards
MATHEMATICS
  2013 Revised Standards
MATHEMATICS

6.A.ECa: Use concepts that include number recognition, counting and one-to-one correspondence.

 

6.A.ECa Count with understanding and recognize “how many” in small sets up to 5.

6.B.ECa Recognize that numbers (or sets of objects) can be combined or separated to make another number.

6.A.ECe Differentiate numerals from letters and recognize some single‐digit written numerals.

6.A.ECf Verbally recite numbers from 1 to 10.

6.A.ECb: Count with understanding and recognize “how many” in sets of objects.

 

6.A.ECa Count with understanding and recognize “how many” in small sets up to 5.

6.B.EC: Solve simple mathematical problems.

 

6.B.ECd Informally solve simple mathematical problems presented in a meaningful context.

6.C.ECa: Explore quantity and number.

 

6.A.ECd Connect numbers to quantities they represent using physical models and informal representations.

6.B.ECa Recognize that numbers (or sets of objects) can be combined or separated to make another number.

6.B.ECd Informally solve simple mathematical problems presented in a meaningful context.

6.C.ECb: Connect numbers to quantities they represent using physical models and representations.

 

6.A.ECd Connect numbers to quantities they represent using physical models and informal representations.

6.D.EC: Make comparisons of quantities.

 

6.D.ECa Compare two collections to see if they are equal or determine which is more, using a procedure of the child’s choice.

7.A.ECa: Demonstrate a beginning understanding of measurement using non-standard units and measurement words.

 

7.A.ECb Use nonstandard units to measure attributes such as length and capacity.

7.A.ECc Use vocabulary that describes and compares length, height, weight, capacity, and size.View sample lesson plan

7.A.ECb: Construct a sense of time through participation in daily activities.

 

7.A.ECd Begin to construct a sense of time through participation in daily activities.

7.B.EC: Show understanding of and use comparative words.

 

6.D.ECb Describe comparisons with appropriate vocabulary, such as “more”, “less”, “greater than”, “fewer”, “equal to”, or “same as”.

7.C.EC: Incorporate estimating and measuring activities into play.

 

7.B.ECa Practice estimating in everyday play and everyday measurement problems.

8.A.EC: Sort and classify objects by a variety of properties.

 

8.A.ECa Sort, order, compare, and describe objects according to characteristics or attribute(s).

8.B.ECa: Recognize, duplicate and extend simple patterns, such as sequences of sounds, shapes and colors.

 

8.A.ECb Recognize, duplicate, extend, and create simple patterns in various formats.

8.B.ECb: Begin to order objects in series or rows.

 

8.A.ECa Sort, order, compare, and describe objects according to characteristics or attribute(s).

8.C.EC: Participate in situations that involve addition and subtraction using manipulatives.

 

6.B.ECb Show understanding of how to count out and construct sets of objects of a given number up to 5.View sample lesson plan

6.B.ECc Identify the new number created when small sets (up to 5) are combined or separated.

6.B.ECd Informally solve simple mathematical problems presented in a meaningful context.

8.D.EC: Describe qualitative change, such as measuring to see who is growing taller.

 

NONE

9.A.EC: Recognize geometric shapes and structures in the environment.

 

9.A.ECa Recognize and name common two- and three-dimensional shapes and describe some of their attributes (e.g., number of sides, straight or curved lines).

9.B.EC: Find and name locations with simple words, such as “near”.

 

9.B.ECb Use appropriate vocabulary for identifying location and ordinal position.

10.A.ECa: Represent data using concrete objects, pictures, and graphs.

 

10.B.ECa Organize, represent, and analyze information using concrete objects, pictures, and graphs, with teacher support.

10.A.ECb: Make predictions about what will happen next.

 

10.A.ECb Gather data about themselves and their surroundings to answer meaningful questions.

10.B.EC: Gather data about themselves and their surroundings.

 

10.A.ECb Gather data about themselves and their surroundings to answer meaningful questions.

Science
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2002 Original Standards
SCIENCE
  2013 Revised Standards
SCIENCE

11.A.ECa: Use senses to explore and observe materials and natural phenomena.

 

NONE

11.A.ECb: Collect, describe and record information.

 

11.A.ECd Collect, describe, compare, and record information from observations and investigations.

11.B.ECa: Use scientific tools such as thermometers, balance scales and magnifying glasses for investigation.

 

13.B.ECa Use nonstandard and standard scientific tools for investigation.

13.B.ECb Become familiar with technological tools that can aid in scientific inquiry.

11.B.ECb: Become familiar with the use of devices incorporating technology.

 

13.B.ECb Become familiar with technological tools that can aid in scientific inquiry.

12.A.ECa: Investigate and categorize living things in the environment.

 

12.A.ECa Observe, investigate, describe, and categorize living things.

12.A.ECb: Show an awareness of changes that occur in themselves and their environment.

 

12.A.ECb Show an awareness of changes that occur in oneself and the environment.

12.B.EC: Describe and compare basic needs of living things.

 

12.B.ECa Describe and compare basic needs of living things.

12.C.EC: Make comparisons among objects that have been observed.

 

12.C.ECa Identify, describe, and compare the physical properties of objects.

12.D.EC: Describe the effects of forces in nature (e.g., wind, gravity and magnetism).

 

12.D.ECa Describe the effects of forces in nature.

12.E.ECa: Use common weather-related vocabulary (e.g., rainy, snowy, sunny, windy).

 

12.F.ECa Observe and discuss changes in weather and seasons using common vocabulary.

12.E.ECb: Participate in recycling in their environment.

 

12.E.ECb Participate in discussions about simple ways to take care of the environment.

12.F.EC: Identify basic concepts associated with night/day and seasons.

 

12.F.ECa Observe and discuss changes in weather and seasons using common vocabulary.

13.A.EC: Begin to understand basic safety practices.

 

13.A.ECa Begin to understand basic safety practices one must follow when exploring and engaging in science and engineering investigations.

13.B.ECa: Express wonder and ask questions about their world.

 

11.A.ECa Express wonder and curiosity about their world by asking questions, solving problems, and designing things.

13.B.ECb: Begin to be aware of technology and how it affects their lives.

 

NONE

Social Studies, or Social Science (2002)
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2002 Original Standards
SOCIAL SCIENCE
  2013 Revised Standards
SOCIAL STUDIES

14.A.EC: Recognize the reasons for rules.

 

14.A.ECa Recognize the reasons for rules in the home and early childhood environment and for laws in the community.

14.C.EC: Participate in voting as a way of making choices.

 

14.C.ECa Participate in voting as a way of making choices.

14.D.EC: Develop an awareness of roles of leaders in their environment.

 

14.D.ECa Develop an awareness of what it means to be a leader.

15.A.EC: Identify community workers and the services they provide.

 

15.A.ECa Describe some common jobs and what is needed to perform those jobs.

15.A.ECb Discuss why people work.

15.D.EC: Begin to understand the use of trade to obtain goods and services.

 

15.D.ECa Begin to understand the use of trade or money to obtain goods and services.

16.A.EC: Recall information about the immediate past.

 

16.A.ECa Recall information about the immediate past.

17.A.ECa: Locate objects and places in familiar environments.

 

17.A.ECa Locate objects and places in familiar environments.

17.A.ECb: Express beginning geographic thinking.

 

17.A.ECb Express beginning geographic thinking.

18.A.EC: Recognize similarities and differences in people.

 

18.A.ECa Recognize similarities and differences in people.

18.B.EC: Understand that each of us belongs to a family and recognize that families vary.

 

18.B.ECa Understand that each of us belongs to a family and recognize that families vary.

Physical Development and Health
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2002 Original Standards
PHYSICAL DEVELOPMENT & HEALTH
  2013 Revised Standards
PHYSICAL DEVELOPMENT & HEALTH

19.A.ECa: Engage in active play using gross motor skills.

 

19.A.ECa Engage in active play using gross- and fine-motor skills.

19.A.ECb: Engage in active play using fine motor skills.

 

19.A.ECa Engage in active play using gross- and fine-motor skills.

19.B.EC: Coordinate movements to perform complex tasks.

 

19.B.ECa Coordinate movements to perform complex tasks.

19.C.EC: Follow simple safety rules while participating in activities.

 

19.C.ECa Follow simple safety rules while participating in activities.

20.A.EC: Participate in developmental activities related to physical fitness.

 

20.A.ECa Participate in activities to enhance physical fitness.

20.B.EC: Exhibit increased endurance.

 

NONE

21.A.EC: Follow rules and procedures when participating in group physical activities.

 

21.A.ECa Follow rules and procedures when participating in group physical activities.

21.B.EC: Demonstrate ability to cooperate with others during group physical activities.

 

21.B.ECa Demonstrate ability to cooperate with others during group physical activities.

22.A.EC: Participate in simple practices that promote healthy living and prevent illness.

 

22.A.ECa Identify simple practices that promote healthy living and prevent illness.

23.A.EC: Identify body parts and their functions.

 

23.A.ECa Identify body parts and their functions.

23.B.EC: Act independently in caring for personal hygiene needs.

 

22.A.ECb Demonstrate personal care and hygiene skills, with adult reminders.

24.A.ECa: Use appropriate communication skills when expressing needs, wants and feelings.

  30.A.ECb Use appropriate communication skills when expressing needs, wants, and feelings.

24.A.ECb: Use socially acceptable ways to resolve conflict.

 

31.C.ECb Solve simple conflicts with peers with independence, using gestures or words.

31.C.ECc Seek adult help when needed to resolve conflict.

24.C.EC: Participate in activities to learn to avoid dangerous situations.

 

19.C.ECa Follow simple safety rules while participating in activities.

22.A.ECc Identify and follow basic safety rules.

24.C.ECa Participate in activities to learn to avoid dangerous situations.

32.A.ECb Follow rules and make good choices about behavior.

The Arts, or Fine Arts (2002)
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2002 Original Standards
FINE ARTS
  2013 Revised Standards
THE ARTS

25.A.ECa: Dance: Investigate the elements of dance.

 

25.A.ECa Movement and Dance: Build awareness of, explore, and participate in dance and creative movement activities.

25.A.ECb: Drama: Investigate the elements of drama.

 

25.A.ECb Drama: Begin to appreciate and participate in dramatic activities.

25.A.ECc: Music: Investigate the elements of music.

 

25.A.ECc Music: Begin to appreciate and participate in music activities.

25.A.ECd: Visual Arts: Investigate the elements of visual arts.

 

25.A.ECd Visual Arts: Investigate and participate in activities using visual arts materials.

25.B.EC: Describe or respond to their own creative work or the creative work of others.

 

25.B.ECa Describe or respond to their creative work or the creative work of others.

26.A.ECa: Dance: Participate in dance activities.

 

25.A.ECa Movement and Dance: Build awareness of, explore, and participate in dance and creative movement activities.

26.A.ECb: Drama: Participate in drama activities.

 

25.A.ECb Drama: Begin to appreciate and participate in dramatic activities.

26.A.ECc: Music: Participate in music activities.

 

25.A.ECc Music: Begin to appreciate and participate in music activities.

26.A.ECd: Visual Arts: Participate in the visual arts.

 

25.A.ECd Visual Arts: Investigate and participate in activities using visual arts materials.

26.B.EC: Use creative arts as an avenue for self-expression.

 

25.B.ECa Describe or respond to their creative work or the creative work of others.

English Language Learner Home Language Development, or Foreign Languages (2002)
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2002 Original Standards
FOREIGN LANGUAGE
  2013 Revised Standards
ENGLISH LANGUAGE LEARNER HOME LANGUAGE DEVELOPMENT

28.A.EC: Maintain the native language for use in a variety of purposes.

 

28.A.ECb Use home language in family, community, and early childhood settings.

30.A.EC: Use and maintain the native language in order to build upon and develop transferable language and literacy skills.

 

29.A.ECc Exhibit foundational literacy skills in home language to foster transfer to English.

Social/Emotional Development
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2002 Original Standards
SOCIAL/EMOTIONAL DEVELOPMENT
  2013 Revised Standards
SOCIAL/EMOTIONAL DEVELOPMENT

31.A.ECa: Describe self by using several basic characteristics.

 

30.B.ECa Describe self using several basic characteristics.

31.A.ECb: Exhibit eagerness and curiosity as a learner.

 

30.C.ECa Exhibit eagerness and curiosity as a learner.

31.A.ECc: Exhibit persistence and creativity in seeking solutions to problems.

 

30.C.ECb Demonstrate persistence and creativity in seeking solutions to problems.

31.A.ECd: Show some initiative and independence in actions.

 

30.C.ECc Show some initiative, self-direction, and independence in actions.

31.A.ECe: Use appropriate communication skills when expressing needs, wants and feelings.

 

30.A.ECb Use appropriate communication skills when expressing needs, wants, and feelings.

32.A.ECa: Begin to understand and follow rules.

 

30.A.ECd Begin to understand and follow rules.

32.A.ECb Follow rules and make good choices about behavior.

32.A.ECb: Manage transitions and begin to adapt to change in routines.

 

NONE

 Benchmark 32.A.ECc: Show empathy and caring for others.

 

31.A.ECa Show empathy, sympathy, and caring for others.

32.A.ECd: Use the classroom environment purposefully and respectfully.

 

30.A.ECe Use materials with purpose, safety, and respect.

32.B.ECa: Engage in cooperative group play.

 

31.B.ECb Engage in cooperative group play.

32.B.ECb: Begin to share materials and experiences and take turns.

 

31.C.ECa Begin to share materials and experiences and take turns.

32.B.ECc: Respect the rights of self and others.

 

NONE

32.B.ECd: Develop relationships with children and adults.

 

31.A.ECc Interact easily with familiar adults.

31.B.ECa Interact verbally and nonverbally with other children.

Additional Resources

  • Goals, Standards, and Benchmarks
    A complete HTML list of goals, standards, and benchmarks from the 2013 Illinois Early Learning and Development Standards.
  • Our benchmark crosswalk helps teachers replace the 2002 benchmarks in their older lesson plans with equivalent or similar 2013 Illinois Early Learning and Development benchmarks.
  • Tip Sheets Aligned to 2013 Benchmarks
    The IEL Project has revised 72 Tip Sheets to align them with the 2013 Illinois Early Learning and Development Standards. The revisions are available in HTML and PDF form. Order printed versions of all 72 Tip Sheets through our special online form.
  • Early Learning Benchmark Videos are now aligned with the 2013 benchmarks. Several of the 39 videos provide examples of incorporating math benchmarks into young children’s daily activities and routines.
  • FAQ: What Do Parents Need to Know About the 2013 Illinois Early Learning and Development Standards?
  • FAQ: How Can Active Games Help Children Meet Math Benchmarks?
  • The Illinois Projects in Practice website has revised
    • five project guides (in English and Spanish) to align them with the 2013 Illinois Early Learning and Development Standards. The guides are a set of resources intended to help teachers at any level of experience implement the Project Approach. Each guide includes a table listing benchmarks that are addressed by project activities—showing how specific activities address those benchmarks.
    • four lesson planning aids for projects to align them with the 2013 Illinois Early Learning and Development Standards. The lesson aids are designed to be quick, adaptable references for teachers who wish to use the Project Approach but are required to create lesson plans ahead of time.

Print Version

llinois Early Learning and Development Standards for Preschool (ages 3 to kindergarten enrollment age)

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The content of the IEL Web site does not necessarily reflect the views or policies of the Illinois Early Learning Project, the University of Illinois at Urbana-Champaign, or the Illinois State Board of Education; nor does the mention of trade names, commercial products, or organizations imply endorsement by the Illinois Early Learning Project, the University of Illinois at Urbana-Champaign, or the Illinois State Board of Education.

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