The FTCE Prekindergarten/Primary PK–3 examination is the Florida subject area examination for certification to teach children from age 3 through grade 3. It consists of four subtests — Developmental Knowledge (531), Language Arts and Reading (532), Mathematics (533), and Science (534) — with approximately 180 multiple-choice questions in total, delivered as a computer-based test (CBT). A scaled score of at least 200 per subtest is required, and candidates must pass all four subtests. The official FLDOE/Pearson fee is $150 for all four subtests.
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The examination at a glance
| Item | Verified position |
|---|---|
| Examination | FTCE Prekindergarten/Primary PK–3 — Florida Teacher Certification Examinations (FTCE) subject area examination |
| Certification | Subject area examination for certification covering prekindergarten through grade 3 (age 3 through grade 3) in Florida |
| Subtests | Subtest 1: Developmental Knowledge (531); Subtest 2: Language Arts and Reading (532); Subtest 3: Mathematics (533); Subtest 4: Science (534) |
| Format | Computer-based test (CBT); Subtest 1: approximately 50 multiple-choice questions; Subtest 2: approximately 50 multiple-choice questions; Subtest 3: approximately 40 multiple-choice questions; Subtest 4: approximately 40 multiple-choice questions — approximately 180 in total. Tests may include questions being evaluated for future administrations that do not affect the score |
| Testing time | Subtest 1: 1 hour and 10 minutes; Subtest 2: 1 hour and 10 minutes; Subtest 3: 1 hour and 10 minutes; Subtest 4: 1 hour. Total appointment time is longer than testing time. If 3 or more subtests are taken in a single session, a 15-minute break is provided |
| Passing standard | A scaled score of at least 200 per subtest. Examinees must pass all four subtests to pass the Prekindergarten/Primary PK–3 examination |
| Scheduling | By appointment, year round, at CBT sites located throughout Florida and nationwide. Starting February 28, 2023, candidates are no longer required to take all four subtests in the first attempt and may split subtests across appointments in any combination, with a separate registration for each appointment |
| Reference materials and calculators | A mathematics reference sheet is provided with the test; an on-screen reference sheet is provided for Subtest 3, Mathematics. Use of a calculator is not permitted for this test |
| Examination fee | Official FLDOE/Pearson fee: $150 for all four subtests; $37.50 for one subtest; $75 for two subtests; $112.50 for three subtests |
| Scores | On-site score reports are typically provided immediately after testing, except where on-site reporting is not available for tests being redeveloped or revised. All official score reports are released within 4 weeks of testing |
| Administrator | The Florida Department of Education (FLDOE) is the state authority for the FTCE; Pearson administers the examinations. PassProfessor is independent and is not affiliated with FLDOE or Pearson |
The official test page introduces this examination as four subtests covering content and content pedagogy, and that short description is the most useful study instruction the program publishes. Developmental Knowledge asks what a young child is, how development proceeds, and what a teacher does about it in a real room with real families. Language Arts and Reading asks what literacy is made of and how each component is taught, sequenced, and assessed. Mathematics asks the candidate to do early mathematics and, in the same subtest, to recognise how a child’s reasoning about it grows. Science asks for the earth, physical, and life science content of the primary years, taught as inquiry — observing, questioning, investigating, and arguing from evidence — rather than as facts delivered. Four subtests, twenty-two competencies, one outlook: the young child learns actively, unevenly, and in a developmental order the teacher is responsible for knowing.
Reading the verified facts
Every fact in the table above is stated as FLDOE and Pearson state it in their own publications. Three reading disciplines govern this guide. First, where those documents do not publish a figure, this guide prints none rather than borrowing one. That matters most for the passing standard, given throughout in FLDOE’s exact published form: a scaled score of at least 200 per subtest. No official source converts that standard into a share of questions answered correctly, and this guide does not either. Second, the subtests’ codes are 531, 532, 533, and 534, and those are the numbers this guide cites; a number appearing in a web address for the test page is not an examination code. Third, the companion PassProfessor program is in the works and unbuilt: nothing here describes a bank, a course, or an enrollment that exists today. For the program itself, see the companion FTCE Prekindergarten/Primary PK–3 Exam Preparation page.
A naming discipline belongs here as well. Florida also administers Preschool Education (Birth–Age 4), code 007 — a different examination, for a different age span and certification area. Material prepared for one does not prepare for the other. This guide covers Prekindergarten/Primary PK–3 only.
The route, step by step
Step 1 — Confirm the requirement in your own certification file
Florida certification is a file, not a single test, and this examination is the subject area component for its certificate. FLDOE administers the certification system and determines the examinations a given applicant’s file requires; confirm your own position with FLDOE before registering, particularly on a non-traditional route — the names in this area of the catalog are close enough to punish assumption.
Step 2 — Read the Test Information Guide before you study anything else
The program publishes a Test Information Guide for this examination, and its Competencies and Skills and Blueprint section is the syllabus: the test design table, then, for each subtest, every competency with its approximate percentage of subtest questions and the numbered skills beneath it. The skills are written as observable teacher knowledge — identify, select, apply, analyse, interpret — and they tell you the grain at which questions are built: not a theorist’s name in isolation, but the theory’s implication for a classroom decision; not a definition of phonemic awareness, but its place in a sequence of instruction for a described child. Mark the competencies you cannot yet act on in those verbs. That marked list, weighted by the published percentages, is your study plan’s first draft.
Step 3 — Register, and design the split before you pay for it
Testing is by appointment, year round, scheduled during registration based on available dates, at CBT sites throughout Florida and nationwide. The governing rule changed on February 28, 2023: you are no longer required to take all four subtests in your first attempt. You can split them into two appointments of two subtests each, four single-subtest appointments, or any other combination. Two mechanics follow, both published on the test page. You must create a separate registration for each testing appointment. And the subtests selected on a registration cannot be changed: changing a combination means cancelling that registration and creating new ones.
The official FLDOE/Pearson fee is $37.50 for one subtest, $75 for two, $112.50 for three, and $150 for all four. Splitting therefore costs no more in total fees than sitting all four together, which makes the split a pure study decision: take together the subtests your preparation has genuinely finished, and defer the ones it has not. When you register, you must agree to abide by all testing rules and policies — read them at registration, not at the test center door.
Step 4 — Sit each subtest at its own pace
Developmental Knowledge and Language Arts and Reading each present approximately 50 questions in 1 hour and 10 minutes — roughly eighty seconds a question, sustained. Mathematics presents approximately 40 questions in the same time, a slower nominal pace the paper spends on multi-step problems and described student reasoning. Science presents approximately 40 questions in 1 hour, the fastest pace of the four. Total appointment time is longer than testing time, and three or more subtests in a single session earn a 15-minute break. A mathematics reference sheet is provided with the test, and an on-screen reference sheet for the Mathematics subtest; use of a calculator is not permitted on any subtest. Questions being evaluated for future administrations do not affect your score and cannot be identified, so answer every question at full effort — mark, move, and return rather than letting one unfamiliar item consume three ordinary ones’ time.
Step 5 — Read the result subtest by subtest
On-site score reports are typically provided immediately after testing, except where on-site reporting is not available for tests being redeveloped or revised; all official score reports are released within 4 weeks of testing. Read the report as four separate decisions against one published standard — a scaled score of at least 200 per subtest — with the examination passed only when all four are passed. A subtest at or above the standard is banked progress; a subtest below it defines the next cycle precisely, down to the competencies the blueprint weights. Keep the official report with your certification file, noting the standard and sitting dates alongside it.
Step 6 — If a subtest must be retaken, retake it as a single-subject campaign
Because passing is per subtest and registration is per appointment, a retake is a registration for the outstanding subtest or subtests alone, at the published per-combination fee — $37.50 for a single subtest. Prepare as a single-subject campaign: rebuild from that subtest’s blueprint percentages, work its competencies in weight order, and practise at its exact question count and clock. Resist the two common retake errors — re-studying subtests already passed, and re-studying the outstanding subtest evenly, which repeats the original error in miniature. The blueprint tells you where that subtest’s questions live; study there first.
The examination blueprint in full
Subtest 1: Developmental Knowledge (531) — 7 competencies, approximately 50 questions
Competency 1, child growth, child development, and relationships with families and the community (14%): the effects of genetics, health, nutrition, public policy, environment, and economics on development; developmental stages and milestones of the typically developing child across the social-emotional, cognitive, language, and physical domains; atypical development; the influences of substance abuse, physical abuse, and emotional distress; diverse family systems; the influence of research on theories of cognitive and social development and on instructional strategy; and strategies to involve families and facilitate family and community partnerships. The guide teaches this as trajectories with variation: recognising where a described child sits relative to a milestone, and what follows.
Competency 2, the profession and foundations of early childhood (PreK–3) education (12%): theorists, theories, and developmental domains and their classroom implications; curriculum models such as Montessori and Creative Curriculum; the impact of federal and state laws, including the law governing English for speakers of other languages and the Individuals with Disabilities Education Act; professional organisations and journals; professional standards; current issues, trends, and legislation; and ethical and professional responsibilities, including the Florida Educator Accomplished Practices and the Florida Department of Education and National Association for the Education of Young Children codes of ethics.
Competency 3, developmentally appropriate practices (20%) — the subtest’s largest share: applying practices that guide effective instruction; organisation and management through rituals, routines, and schedules; arranging furniture, equipment, and materials indoors and outdoors; short- and long-term planning aligned to standards; designing objectives and developing, implementing, and assessing lesson plans; selecting materials that enrich active learning; flexible grouping; the integrated curriculum; play in relation to social, emotional, and cognitive development; trusting relationships; and evaluating evidence-based practices. Its questions are built as choices among plausible arrangements — the keyed answer fits this age, this purpose, and this group.
Competency 4, developmentally appropriate curricula (12%): selecting curricula providing for all areas of development — physical, emotional, social, linguistic, aesthetic, cognitive; facilitating literal, interpretive, and critical listening and thinking; fine and gross motor development; and strategies, including technology, for health, safety, and nutrition; the visual arts, music, drama, and dance; reading, mathematics, science, and social studies; and receptive and expressive vocabulary growth.
Competency 5, developmentally appropriate intervention strategies and resources for all students (15%): evidence-based strategies to adapt curricula for diverse needs; characteristics of children with diverse needs; resources supporting those children and their families; children at risk for school failure and answering interventions; trends in educating children with exceptionalities; strategies for children in foster care and children who are migrant, transient, orphaned, or homeless; accessing health information for medical needs; collaboration with other professionals; and programs addressing the language needs of children and families with limited English proficiency.
Competency 6, diagnosis, assessment, and evaluation (14%): selecting reliable and valid formal and informal screening, progress monitoring, and diagnostic instruments; establishing and using student records; interpreting data to make instructional decisions; authentic assessment — portfolios, observations, journals; family conferences and home visits under due process and confidentiality; observing and extending play; assessment types — norm-referenced, criterion-referenced, diagnostic, curriculum-based — and their purposes; and monitoring struggling students through tiered intervention. Competency 7, child guidance and classroom behavioral management (13%): components of a positive behavioral management system; positive guidance and responses to challenging behaviours; promoting self-concept, prosocial skills, and social-emotional development; conflict resolution, self-regulation, and social interaction; teaching character development; and collaborating with social workers, school counselors, and community liaisons to help children and families cope with stressors.
Subtest 2: Language Arts and Reading (532) — 5 competencies, approximately 50 questions
Competency 1, literacy and literacy instruction (24%): the components of emergent literacy — oral and written language development, phonological awareness, letter knowledge, print concepts — and of early literacy — phonemic awareness, phonics, fluency, vocabulary, comprehension; common emergent literacy difficulties and prevention, intervention, and remediation; evidence-based and multisensory practices, from literacy songs and manipulatives to Elkonin boxes; the specifics of effective practice — group size, explicit and systematic teaching, differentiation, individualisation, corrective feedback; the print-rich environment; the structured literacy program; integrating reading, writing, speaking, listening, viewing, and representing; and motivating academic and personal reading. The guide teaches the emergent-to-early sequence as one developmental line: questions ask where a described learner stands on it and which practice comes next.
Competency 2, literary and informational texts (18%): selecting texts that build background knowledge and language skills; elements of literary genres and formats, from traditional literature to fantasy and realistic fiction; comparing literature with common themes across viewpoints; literary analysis through story-mapping, plot structure, and literary devices; response through retelling, dramatising, and writing; multiple representations of information; comprehension practices including activating background knowledge, questioning, and summarising; text structures — cause and effect, chronological order, compare and contrast; informational text features and their purposes; and informational literacy skills such as reference materials and research skills.
Competency 3, foundational reading skills (24%): the stages of word recognition development — pre-alphabetic, partial-alphabetic, full-alphabetic, consolidated alphabetic, automatic — and strategies guiding students through them; word analysis in decoding; fluency’s components — accuracy, automaticity, rate, prosody — and practices such as connected text and timed repeated readings; vocabulary through tiered vocabulary, graphic organisers, and morphemic and contextual analysis; and comprehension skills and strategies, including retelling and summarising, for complex literary and informational texts. Competency 4, language elements for effective oral and written communication (22%): developmental stages of writing, from drawing and scribbling through letter-like formations and strings of letters; print concepts and conventions including spelling and punctuation; the writing process; narrative, expository, and argumentative modes chosen for occasion, purpose, and audience; research and textual evidence with direct and indirect citation; writers’ craft — supporting details, dialogue, transition words; comprehension and collaboration; student presentations; the increasing complexity of English conventions; and formal and informal language. Competency 5, assessments to inform literacy instruction (12%): oral and written methods including fluency probes, conferencing, and rubrics; and interpreting qualitative measures such as reading behaviours alongside quantitative measures — screening, progress monitoring, diagnosis, outcome measures — to guide differentiated instruction.
Subtest 3: Mathematics (533) — 5 competencies, approximately 40 questions
Competency 1, number concepts and operations in base-10 (33%) — the largest competency in the entire examination, and content before pedagogy: ordinal and cardinal numbers; one-to-one correspondence, conservation of number, and efficient counting; place value to name, compare, round, and represent numbers in equivalent base-10 forms; the four operations with whole numbers; and fractions — equivalent fractions, fractions greater than one, fractions sharing a numerator or denominator — across visual models, words, expressions, and number lines. No calculator is permitted, so this is practised as fluent hand computation and representation.
Competency 2, algebraic thinking (16%): numerical patterns — additive, multiplicative, repeating, extending — through descriptions, variables, tables, and graphs; equality and inequality in equations involving any of the four operations; multi-step problems with unknown values; and the associative, commutative, and distributive properties. Competency 3, measurement, data collection, and analysis (15%): measurable attributes — length, perimeter, volume, temperature, time, weight or mass — in metric, U.S. customary, and nonstandard units; time and money, including coin and currency combinations, making change, and elapsed time; collecting and representing data in tally marks, pictographs, tables, circle graphs, line plots, and scaled bar graphs, including fractional values; and analysing whole-number data. Competency 4, geometry and spatial concepts (13%): two-dimensional figures — circles, rectangles, quadrilaterals, triangles, hexagons — and three-dimensional figures — spheres, cones, cubes, prisms — compared by defining attributes; perimeter of triangles and quadrilaterals and area of rectangles, including decomposition into rectangles; and spatial concepts and geometric vocabulary.
Competency 5, student reasoning and instructional practices (23%): building fluency through visual models, partial sums and products, arrays and area models, compensation, and inverse relationships; learning progressions across concrete, representational, and abstract modes; the stages of mathematical fluency — exploration, procedural reliability, procedural fluency — and automaticity’s role in each; applying mathematics to real-world situations; selecting methods and tools including technology and manipulatives such as base-10 blocks and fraction circles against a task’s cognitive complexity; mathematical thinking through patterns, structures, multiple representations, and reasonableness; interpreting diagnostic, formative, progress monitoring, and summative data to differentiate; connecting topics within and across grade levels; and problem-solving strategies from drawing a picture to writing an equation. Its recurring question shape is a piece of student reasoning followed by a decision: what this child understands, where the misconception sits, and which next step the progression supports.
Subtest 4: Science (534) — 5 competencies, approximately 40 questions
Competency 1, effective science instruction (19%): developmentally appropriate strategies for observing, questioning, designing and carrying out investigations, developing and using models, and constructing and communicating explanations; facilitating active inquiry, naturalistic exploration, talk and argument, and conceptual development; formal and informal experiences promoting natural curiosity; organising the classroom for safe and effective science learning; assessing prior knowledge and the impact of science experiences; group strategies for explaining concepts, introducing formal terms, and clarifying misconceptions; safe use of models, equipment, realia, and representations; and responsible selection of socially and culturally sensitive content. Competency 2, the nature of science (19%): process skills — observing, inferring, classifying, measuring — and practices including analysing data, constructing explanations, and arguing from evidence; interpreting pictures, charts, tables, and graphs of authentic data; science’s dynamic character — tentativeness, replication, reliance on evidence; tools and units of measurement; the relationship among claims, evidence, and explanations; the attitudes of scientific thinking; science’s connections to the other STEM disciplines; and science and technology’s implications in society.
Competency 3, the earth and space sciences (20%): Earth’s surface and the properties of soil, minerals, rocks, and water; processes that change Earth’s surface; gravity on Earth and in space; objects in the day and night sky; weather, wind, and the water cycle; the Sun’s energy and its effects on plants, animals, water, land, and air; space research and exploration; repeated patterns in the Sun-Earth-Moon system — the day-night cycle, Moon phases, seasons; and human impact on resources and preparation for severe weather such as hurricanes, tornadoes, and flooding. Competency 4, the physical sciences (17%): sorting matter by qualitative and quantitative properties including mass, volume, temperature, weight, and density; elements, compounds, and mixtures; physical and chemical changes; types of energy and energy transfer; and forces — push or pull — and changes in position, direction, or speed. Competency 5, the life sciences (25%) — this subtest’s largest share: how plants and animals respond to their environment; basic heredity; classification by characteristics; meeting needs through interaction and dependence — competition, predation, pollination; living and nonliving characteristics; structures, behaviours, and functions carrying out life processes; major systems of the human body; growth, development, and ageing; sexual and asexual reproduction; and habitats within ecosystems. The guide teaches it comparatively — structure against function, organism against habitat — because its questions reward the relationship over the isolated fact.
The sitting itself: format, tools, scoring, and what follows
Treat the sitting as four sittings, even when several subtests share one appointment. Each subtest’s clock and pace differ: Science allows roughly ninety seconds a question, Developmental Knowledge and Language Arts and Reading roughly eighty-four, and Mathematics roughly a hundred and five — a surplus Mathematics spends on problems that must be worked, without a calculator, rather than recognised. Practise each pace separately, in full subtest-length sets, so each rhythm is familiar before the appointment. In a combined session of three or more subtests, use the published 15-minute break to close the previous subtest completely: the next subtest’s standard is independent of the last one’s outcome.
Scoring deserves the same exactness. The standard is a scaled score of at least 200 per subtest, and examinees must pass all four subtests to pass the examination. Nothing in the official publications read for this guide states the standard as a percentage of questions, a number of correct answers, or a combined total — and any source offering such a conversion is offering something FLDOE has not published. What the structure does give you, legitimately, is diagnostic clarity: four independent results, each mapped to a published blueprint, so a preparation cycle after any sitting can be aimed at named competencies in published weights.
What this examination is for
A note on this page’s place in the PassProfessor catalog, stated plainly: the catalog’s FTCE material addresses neighbouring Florida examinations whose papers share vocabulary with this one. The Prekindergarten/Primary PK–3 examination had no guide of its own in that material. This guide closes that gap, covering this examination itself — its four subtests, twenty-two competencies, split-registration route, and per-subtest standard — and nothing borrowed from neighbouring blueprints, including Elementary Education K–6, whose subtests divide the same subjects along different lines for a different certificate.
Preparation errors this guide is written to prevent
Candidates prepare for one examination and meet four, studying in combined sets that let a strong area subsidise a weak one in practice while the real standard subsidises nothing. Candidates register for all four subtests out of habit, unaware that since February 28, 2023 the first attempt no longer requires it. Candidates study content without pedagogy, or pedagogy without content, when every blueprint weights both — most starkly in Mathematics, where the content and instructional-practice competencies together carry well over half the paper. Candidates neglect the developmental frame, preparing grade-level facts when questions ask what fits a stage — of writing, of word recognition, of mathematical fluency, of play. Candidates prepare with a calculator at hand for a test that permits none. And candidates misread the result, treating a three-subtest pass as a near miss of a single standard instead of three components banked and one named campaign remaining. Every section of this guide is aimed at one of those errors.
After the examination
Passing all four subtests clears the subject area examination component for certification covering prekindergarten through grade 3 in Florida. It is one component of a certification file FLDOE administers, whose other requirements run on their own timelines; keep your official score reports together with a note of the appointments, the subtest combinations you registered for, and the standard each result was measured against. Where a sitting leaves a subtest outstanding, the result is also a timetable: registration for the remaining subtest is a separate appointment at the published single-subtest fee, and Step 6 above is written for exactly that position.
A preparation plan that respects the blueprint
Build the plan subtest by subtest, and inside each subtest by the blueprint’s weights. Open with a diagnostic pass through all twenty-two competencies — a short, timed set per competency, marked against the Test Information Guide’s skill lists — so the plan starts from evidence rather than confidence. Then work in weight order: in Developmental Knowledge, developmentally appropriate practices first, with intervention and assessment close behind; in Language Arts and Reading, the two 24-percent competencies first; in Mathematics, number concepts and student reasoning together, since together they are the majority of that paper; in Science, the life sciences first, with effective instruction and the nature of science as the methods core. Convert every competency into worked questions early — this examination tests application to described children, classrooms, texts, and student work. Keep Mathematics calculator-free from the first week, using its reference sheet in practice exactly as it will be available in the sitting. Sequence appointments to the plan: register first for the subtests nearest ready, and let the split rule work for you. Reserve complete timed sittings — each outstanding subtest at its full count and clock, under examination conditions — for the final stage before each appointment, and close by returning to the heaviest competency of the subtest next in line. The companion PassProfessor program page describes the preparation program itself, which is in the works; this guide stands on its own as the route and blueprint reference for the FTCE Prekindergarten/Primary PK–3 examination.
Frequently asked questions
Why is passing decided per subtest rather than on a combined score?
Because the four subtests certify four different kinds of readiness, and the published standard attaches to each: a scaled score of at least 200 per subtest, with all four required. A combined score would allow strength in one area to compensate for absence in another; the per-subtest structure is FLDOE’s published decision that, for a teacher of children from age 3 through grade 3, it may not.
What is the difference between emergent literacy and early literacy on this examination?
The Test Information Guide draws the line explicitly. Emergent literacy comprises oral and written language development, phonological awareness, letter knowledge, and print concepts. Early literacy comprises phonemic awareness, phonics, fluency, vocabulary, and comprehension. Subtest 2 examines both, the difficulties in each, and the practices that develop each — and questions frequently turn on which side of that line a described learner or activity sits.
How should I use the right to split subtests across appointments?
As a sequencing tool, not a shortcut — the combined fee is the same either way. Register first for the subtests your preparation has finished, in combinations you can pace well, remembering that each appointment needs its own registration and that a registration’s subtests cannot be changed afterwards. Candidates taking three or more subtests in one session receive a 15-minute break; candidates splitting into single subtests trade that combined-session endurance problem for shorter, fully focused sittings.
Why does Mathematics carry a reference sheet but no calculator?
That is the published arrangement: a mathematics reference sheet is provided with the test, an on-screen reference sheet is provided for the Mathematics subtest, and use of a calculator is not permitted for this test. The practical consequence is that fluency with whole-number operations, fractions, perimeter, and area must be hand fluency — practised without a calculator from the start.
What do the percentages beside each competency mean?
They are the Test Information Guide’s approximate percentages of total subtest questions for that competency — the blueprint weights. Developmentally appropriate practices is approximately 20 percent of Subtest 1, and number concepts and operations in base-10 is approximately 33 percent of Subtest 3. They describe the paper’s construction, not a passing threshold, and they are the soundest public basis for dividing study time.
Is there a percentage of questions I need to answer correctly to reach the standard?
None is published, and this guide states none. The standard is published only as a scaled score of at least 200 per subtest. FLDOE publishes a guideline table of maximum percentages in a different context, but it is not a passing score for any subtest and is not presented as one here.
How does Subtest 1 differ from the other three subtests?
The other three are school subjects — language arts and reading, mathematics, science — each examined as content plus its teaching. Subtest 1 examines everything around the subjects: child development and family partnership, the profession’s foundations and ethics, developmentally appropriate practice and curricula, intervention for all learners, assessment and evaluation, and guidance and behaviour management.
What happens if I pass three subtests and not the fourth?
You hold three passed components and one outstanding standard. The examination is passed only when all four subtests are passed, so the next step is a separate registration for the outstanding subtest — $37.50 at the official FLDOE/Pearson fee for one subtest — prepared for as the single-subject campaign described in Step 6. Nothing about the three passed subtests needs to be re-sat to complete the examination.
Where do this guide’s facts come from?
From FLDOE and Pearson’s own publications for this examination — the official FTCE test page for Prekindergarten/Primary PK–3 and the official Test Information Guide’s Competencies and Skills and Blueprint section, including all twenty-two competencies, their skills, and their approximate percentages — recorded in this file’s INTERNAL section. Facts that could not be verified from those sources were omitted.