Human review pending. Please review these activities before treating the coverage or evidence rule as suitable for a learner.
800 supplemental activities; coverage is partial. Completion levels are game progress, not standards mastery.
Four first-try independent successes in five varied checks over two sessions. Product hypothesis, not an Idaho cutoff. Review separately for each skill; never automatically grade creative work or real-world behavior.
Download the complete activity map
Idaho ELA/Literacy · January 3, 2022 · 4.FR-PH.3
Coverage: partial. Adult observation needed; no automatic grade.
Target: beneficial
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-beneficial.v1Target: recycle
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-recycle.v1Target: unpredictable
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-unpredictable.v1Target: transportation
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-transportation.v1Target: uncomfortable
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-uncomfortable.v1Target: disagreement
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-disagreement.v1Target: observation
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-observation.v1Target: magnificent
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-magnificent.v1Target: independent
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-independent.v1Target: construction
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-construction.v1Target: biography
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-biography.v1Target: thermometer
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-thermometer.v1Target: geography
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-geography.v1Target: photograph
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-photograph.v1Target: invisible
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-invisible.v1Target: misunderstood
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-misunderstood.v1Target: reusable
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-reusable.v1Target: consideration
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-consideration.v1Target: responsibility
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-responsibility.v1Target: remarkable
Help: Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.
Pip’s example: Pip finds a familiar root and affix, blends the syllables, and checks the word in context.
g4.reading.decode-remarkable.v1Idaho ELA/Literacy · January 3, 2022 · 4.VD-WB.1a,c
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: not yet settled · already canceled · very detailed
Answer: not yet settled
Help: Use the sentence or stated word part, then check that the meaning fits.
Pip’s example: Pip notices that a plan may still change, so tentative means not yet settled.
g4.reading.word-meaning-0.v1Choices: risky · peaceful · unmarked
Answer: risky
Help: Use the sentence or stated word part, then check that the meaning fits.
Pip’s example: Pip notices that a plan may still change, so tentative means not yet settled.
g4.reading.word-meaning-1.v1Choices: able to be seen through · able to bend · covered with soil
Answer: able to be seen through
Help: Use the sentence or stated word part, then check that the meaning fits.
Pip’s example: Pip notices that a plan may still change, so tentative means not yet settled.
g4.reading.word-meaning-2.v1Choices: plentiful · warm · unexpected
Answer: plentiful
Help: Use the sentence or stated word part, then check that the meaning fits.
Pip’s example: Pip notices that a plan may still change, so tentative means not yet settled.
g4.reading.word-meaning-3.v1Choices: similar across trials · impossible to measure · different every time
Answer: similar across trials
Help: Use the sentence or stated word part, then check that the meaning fits.
Pip’s example: Pip notices that a plan may still change, so tentative means not yet settled.
g4.reading.word-meaning-4.v1Idaho ELA/Literacy · January 3, 2022 · 4.VD-WB.1b
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: temperature · distance · sound level
Answer: temperature
Help: Use the sentence or stated word part, then check that the meaning fits.
Pip’s example: Pip connects thermometer with measuring temperature and checks the meaning in a reference.
g4.reading.word-meaning-5.v1Choices: living things · only rocks · only machines
Answer: living things
Help: Use the sentence or stated word part, then check that the meaning fits.
Pip’s example: Pip connects thermometer with measuring temperature and checks the meaning in a reference.
g4.reading.word-meaning-6.v1Choices: able to be carried · able to be seen · unable to move
Answer: able to be carried
Help: Use the sentence or stated word part, then check that the meaning fits.
Pip’s example: Pip connects thermometer with measuring temperature and checks the meaning in a reference.
g4.reading.word-meaning-7.v1Choices: look at beforehand · look at again · look away
Answer: look at beforehand
Help: Use the sentence or stated word part, then check that the meaning fits.
Pip’s example: Pip connects thermometer with measuring temperature and checks the meaning in a reference.
g4.reading.word-meaning-8.v1Choices: a person’s own written signature · a map of a river · a type of vehicle
Answer: a person’s own written signature
Help: Use the sentence or stated word part, then check that the meaning fits.
Pip’s example: Pip connects thermometer with measuring temperature and checks the meaning in a reference.
g4.reading.word-meaning-9.v1Idaho ELA/Literacy · January 3, 2022 · 4.VD-WB.2a–b
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: A difficult situation may have something positive. · Clouds are made of metal. · Mistakes cannot be changed.
Answer: A difficult situation may have something positive.
Help: Use the situation rather than only the literal meaning of the words.
Pip’s example: Pip uses the situation to interpret the saying as thinking before acting.
g4.reading.expression-0.v1Choices: Think before acting. · Jump as far as possible. · Never make a choice.
Answer: Think before acting.
Help: Use the situation rather than only the literal meaning of the words.
Pip’s example: Pip uses the situation to interpret the saying as thinking before acting.
g4.reading.expression-1.v1Choices: help people feel comfortable · damage a frozen pond · end the conversation
Answer: help people feel comfortable
Help: Use the situation rather than only the literal meaning of the words.
Pip’s example: Pip uses the situation to interpret the saying as thinking before acting.
g4.reading.expression-2.v1Choices: It was easy for Leo. · It was about baking. · It was impossible.
Answer: It was easy for Leo.
Help: Use the situation rather than only the literal meaning of the words.
Pip’s example: Pip uses the situation to interpret the saying as thinking before acting.
g4.reading.expression-3.v1Choices: He almost remembers it. · He is tasting it. · He has never heard it.
Answer: He almost remembers it.
Help: Use the situation rather than only the literal meaning of the words.
Pip’s example: Pip uses the situation to interpret the saying as thinking before acting.
g4.reading.expression-4.v1Choices: cooperate · move a rope · leave separately
Answer: cooperate
Help: Use the situation rather than only the literal meaning of the words.
Pip’s example: Pip uses the situation to interpret the saying as thinking before acting.
g4.reading.expression-5.v1Choices: small shaking movements · a fast walk across the room · complete stillness
Answer: small shaking movements
Help: Use the situation rather than only the literal meaning of the words.
Pip’s example: Pip uses the situation to interpret the saying as thinking before acting.
g4.reading.expression-6.v1Choices: demanded · wondered · mentioned
Answer: demanded
Help: Use the situation rather than only the literal meaning of the words.
Pip’s example: Pip uses the situation to interpret the saying as thinking before acting.
g4.reading.expression-7.v1Choices: the voice became quieter · the words became longer · the speaker moved away
Answer: the voice became quieter
Help: Use the situation rather than only the literal meaning of the words.
Pip’s example: Pip uses the situation to interpret the saying as thinking before acting.
g4.reading.expression-8.v1Choices: Do not assume a result before it happens. · Never count animals. · Prepare only after winning.
Answer: Do not assume a result before it happens.
Help: Use the situation rather than only the literal meaning of the words.
Pip’s example: Pip uses the situation to interpret the saying as thinking before acting.
g4.reading.expression-9.v1Idaho ELA/Literacy · January 3, 2022 · 4.RC-TE.3; 4.RC-L.5b
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Ren had designed the club’s bird feeder alone and expected everyone to admire it. During the first test, the roof tilted and spilled the seeds. Ren reached for the tape, but Amara asked whether the supports were equal. Ren nearly dismissed the question. Then he measured them and found one was shorter. Together they rebuilt the frame. When a bird finally landed, Ren wrote both names on the plans. The feeder was sturdier, and Ren had discovered that a useful question could matter as much as a clever design.
Choices: He writes both names on the plans. · She shows how the bridge affected different people. · The group makes room for drawing during planning.
Answer: He writes both names on the plans.
Help: Find an action or statement in this text that supports the inference.
Pip’s example: Pip infers that a character is cautious and points to an action that supports the idea.
g4.reading.infer-0.v1I volunteered to guide the museum tour because I knew every display label. When a younger visitor asked why a cracked bowl had been repaired, I repeated the label. She still looked puzzled. I stopped and compared the bowl with a treasured toy someone might mend. Her face brightened. For the rest of the tour, I watched the visitors instead of racing through my notes. Knowing facts helped me prepare, but noticing what listeners needed helped me explain them.
Choices: The narrator uses a toy comparison after noticing confusion. · The team compares conditions and plans another test. · He traces the water and explains what changed his mind.
Answer: The narrator uses a toy comparison after noticing confusion.
Help: Find an action or statement in this text that supports the inference.
Pip’s example: Pip infers that a character is cautious and points to an action that supports the idea.
g4.reading.infer-1.v1Sela found two reports about the old bridge. One called it an obstacle to river traffic; the other called it a link between neighborhoods. She wanted a simple answer about whether the bridge had helped the town. Her teacher asked who had written each report and why. Sela marked the dates and authors, then revised her display. Instead of choosing one account as the whole truth, she showed how the bridge affected different people. A visitor stayed to read both sides of her display.
Choices: She shows how the bridge affected different people. · She experiments with empty space and revises the plan. · The narrator rewrites the paragraph in understandable words.
Answer: She shows how the bridge affected different people.
Help: Find an action or statement in this text that supports the inference.
Pip’s example: Pip infers that a character is cautious and points to an action that supports the idea.
g4.reading.infer-2.v1Our team’s solar model failed during the demonstration. I wanted to hide it behind the successful models. My partner opened our notebook and pointed to the tests that had worked. We compared the room with the sunny window where we had practiced and tried again near the light. The model moved slowly. We explained the difference to the visitors and added a question for our next test. I left with an unfinished design, but also with a clearer idea of what evidence could teach us.
Choices: The team compares conditions and plans another test. · The group makes room for drawing during planning. · She explains which changes need more time.
Answer: The team compares conditions and plans another test.
Help: Find an action or statement in this text that supports the inference.
Pip’s example: Pip infers that a character is cautious and points to an action that supports the idea.
g4.reading.infer-3.v1Dara’s first mural sketch filled every space with bright shapes. The librarian said she could not find the central image. Dara felt the comment was unfair; she had worked for hours. That evening she covered parts of the sketch with plain paper and looked again. A single blue bird suddenly stood out. Dara kept a photograph of the crowded version and made a simpler plan. At the opening, she described the change instead of pretending the first plan had been perfect.
Choices: She experiments with empty space and revises the plan. · He traces the water and explains what changed his mind. · The group uses the chart to propose a change.
Answer: She experiments with empty space and revises the plan.
Help: Find an action or statement in this text that supports the inference.
Pip’s example: Pip infers that a character is cautious and points to an action that supports the idea.
g4.reading.infer-4.v1I assumed the quietest member of our group had no ideas for the play. While others argued about the ending, Niko drew a scene showing the missing key beneath the stage. His plan solved a problem none of us had noticed. I asked him to explain, and we made room for drawing as well as talking during our planning meetings. Our ending improved. I also learned that listening sometimes means looking carefully and allowing more than one way to share an idea.
Choices: The group makes room for drawing during planning. · The narrator rewrites the paragraph in understandable words. · He writes both names on the plans.
Answer: The group makes room for drawing during planning.
Help: Find an action or statement in this text that supports the inference.
Pip’s example: Pip infers that a character is cautious and points to an action that supports the idea.
g4.reading.infer-5.v1When the garden path flooded, Ben blamed the new raised beds. His grandmother suggested following the water before deciding. They watched rain run from a nearby roof into the path. Ben drew arrows on a map and compared the flow with last month’s photographs. The beds were not blocking the drain as he had assumed. At the meeting, he explained what had changed his mind. The group planned a small model to test a different route for the runoff.
Choices: He traces the water and explains what changed his mind. · She explains which changes need more time. · The narrator uses a toy comparison after noticing confusion.
Answer: He traces the water and explains what changed his mind.
Help: Find an action or statement in this text that supports the inference.
Pip’s example: Pip infers that a character is cautious and points to an action that supports the idea.
g4.reading.infer-6.v1I wanted our newsletter to sound impressive, so I copied long phrases from my sources. When I read the draft aloud, even I could not explain one sentence. I went back to the notes, asked what each source actually said, and wrote a simpler paragraph. I listed the sources at the end. My friend asked a thoughtful question after reading it. I realized clear writing could invite a conversation, while impressive words alone might shut one down.
Choices: The narrator rewrites the paragraph in understandable words. · The group uses the chart to propose a change. · She shows how the bridge affected different people.
Answer: The narrator rewrites the paragraph in understandable words.
Help: Find an action or statement in this text that supports the inference.
Pip’s example: Pip infers that a character is cautious and points to an action that supports the idea.
g4.reading.infer-7.v1Maya promised to finish the costumes before rehearsals. She accepted every extra request because she did not want to disappoint anyone. Soon the unfinished pile hid her worktable. Maya listed the tasks, asked two friends for help, and told the director which changes would take more time. Some decorations were left out, but every actor had a costume. Maya learned that being dependable included communicating limits, not only saying yes.
Choices: She explains which changes need more time. · He writes both names on the plans. · The team compares conditions and plans another test.
Answer: She explains which changes need more time.
Help: Find an action or statement in this text that supports the inference.
Pip’s example: Pip infers that a character is cautious and points to an action that supports the idea.
g4.reading.infer-8.v1I arrived at the river cleanup ready to collect the most rubbish. A volunteer asked me to record what kinds of litter we found. At first, writing totals felt less important than filling a bag. Later the group used our chart to propose more bins near the picnic area. My notes had helped explain where a change might matter. I still enjoyed collecting litter, but I now saw how careful records could turn one afternoon’s effort into a longer-lasting improvement.
Choices: The group uses the chart to propose a change. · The narrator uses a toy comparison after noticing confusion. · She experiments with empty space and revises the plan.
Answer: The group uses the chart to propose a change.
Help: Find an action or statement in this text that supports the inference.
Pip’s example: Pip infers that a character is cautious and points to an action that supports the idea.
g4.reading.infer-9.v1Idaho ELA/Literacy · January 3, 2022 · 4.RC-L.5a
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Ren had designed the club’s bird feeder alone and expected everyone to admire it. During the first test, the roof tilted and spilled the seeds. Ren reached for the tape, but Amara asked whether the supports were equal. Ren nearly dismissed the question. Then he measured them and found one was shorter. Together they rebuilt the frame. When a bird finally landed, Ren wrote both names on the plans. The feeder was sturdier, and Ren had discovered that a useful question could matter as much as a clever design.
Choices: Listening to others can improve our work. · Setbacks can lead to useful questions. · Evidence can change an initial explanation.
Answer: Listening to others can improve our work.
Help: Connect the beginning, the character’s decisions, and the ending.
Pip’s example: Pip connects several events to a theme and checks that the ending supports it.
g4.reading.theme-0.v1I volunteered to guide the museum tour because I knew every display label. When a younger visitor asked why a cracked bowl had been repaired, I repeated the label. She still looked puzzled. I stopped and compared the bowl with a treasured toy someone might mend. Her face brightened. For the rest of the tour, I watched the visitors instead of racing through my notes. Knowing facts helped me prepare, but noticing what listeners needed helped me explain them.
Choices: Good communication considers the listener. · Revision can strengthen an idea. · Understanding matters more than sounding impressive.
Answer: Good communication considers the listener.
Help: Connect the beginning, the character’s decisions, and the ending.
Pip’s example: Pip connects several events to a theme and checks that the ending supports it.
g4.reading.theme-1.v1Sela found two reports about the old bridge. One called it an obstacle to river traffic; the other called it a link between neighborhoods. She wanted a simple answer about whether the bridge had helped the town. Her teacher asked who had written each report and why. Sela marked the dates and authors, then revised her display. Instead of choosing one account as the whole truth, she showed how the bridge affected different people. A visitor stayed to read both sides of her display.
Choices: Different perspectives can deepen understanding. · People contribute in different ways. · Responsibility includes asking for help and planning honestly.
Answer: Different perspectives can deepen understanding.
Help: Connect the beginning, the character’s decisions, and the ending.
Pip’s example: Pip connects several events to a theme and checks that the ending supports it.
g4.reading.theme-2.v1Our team’s solar model failed during the demonstration. I wanted to hide it behind the successful models. My partner opened our notebook and pointed to the tests that had worked. We compared the room with the sunny window where we had practiced and tried again near the light. The model moved slowly. We explained the difference to the visitors and added a question for our next test. I left with an unfinished design, but also with a clearer idea of what evidence could teach us.
Choices: Setbacks can lead to useful questions. · Evidence can change an initial explanation. · Careful observations can support useful action.
Answer: Setbacks can lead to useful questions.
Help: Connect the beginning, the character’s decisions, and the ending.
Pip’s example: Pip connects several events to a theme and checks that the ending supports it.
g4.reading.theme-3.v1Dara’s first mural sketch filled every space with bright shapes. The librarian said she could not find the central image. Dara felt the comment was unfair; she had worked for hours. That evening she covered parts of the sketch with plain paper and looked again. A single blue bird suddenly stood out. Dara kept a photograph of the crowded version and made a simpler plan. At the opening, she described the change instead of pretending the first plan had been perfect.
Choices: Revision can strengthen an idea. · Understanding matters more than sounding impressive. · Listening to others can improve our work.
Answer: Revision can strengthen an idea.
Help: Connect the beginning, the character’s decisions, and the ending.
Pip’s example: Pip connects several events to a theme and checks that the ending supports it.
g4.reading.theme-4.v1I assumed the quietest member of our group had no ideas for the play. While others argued about the ending, Niko drew a scene showing the missing key beneath the stage. His plan solved a problem none of us had noticed. I asked him to explain, and we made room for drawing as well as talking during our planning meetings. Our ending improved. I also learned that listening sometimes means looking carefully and allowing more than one way to share an idea.
Choices: People contribute in different ways. · Responsibility includes asking for help and planning honestly. · Good communication considers the listener.
Answer: People contribute in different ways.
Help: Connect the beginning, the character’s decisions, and the ending.
Pip’s example: Pip connects several events to a theme and checks that the ending supports it.
g4.reading.theme-5.v1When the garden path flooded, Ben blamed the new raised beds. His grandmother suggested following the water before deciding. They watched rain run from a nearby roof into the path. Ben drew arrows on a map and compared the flow with last month’s photographs. The beds were not blocking the drain as he had assumed. At the meeting, he explained what had changed his mind. The group planned a small model to test a different route for the runoff.
Choices: Evidence can change an initial explanation. · Careful observations can support useful action. · Different perspectives can deepen understanding.
Answer: Evidence can change an initial explanation.
Help: Connect the beginning, the character’s decisions, and the ending.
Pip’s example: Pip connects several events to a theme and checks that the ending supports it.
g4.reading.theme-6.v1I wanted our newsletter to sound impressive, so I copied long phrases from my sources. When I read the draft aloud, even I could not explain one sentence. I went back to the notes, asked what each source actually said, and wrote a simpler paragraph. I listed the sources at the end. My friend asked a thoughtful question after reading it. I realized clear writing could invite a conversation, while impressive words alone might shut one down.
Choices: Understanding matters more than sounding impressive. · Listening to others can improve our work. · Setbacks can lead to useful questions.
Answer: Understanding matters more than sounding impressive.
Help: Connect the beginning, the character’s decisions, and the ending.
Pip’s example: Pip connects several events to a theme and checks that the ending supports it.
g4.reading.theme-7.v1Maya promised to finish the costumes before rehearsals. She accepted every extra request because she did not want to disappoint anyone. Soon the unfinished pile hid her worktable. Maya listed the tasks, asked two friends for help, and told the director which changes would take more time. Some decorations were left out, but every actor had a costume. Maya learned that being dependable included communicating limits, not only saying yes.
Choices: Responsibility includes asking for help and planning honestly. · Good communication considers the listener. · Revision can strengthen an idea.
Answer: Responsibility includes asking for help and planning honestly.
Help: Connect the beginning, the character’s decisions, and the ending.
Pip’s example: Pip connects several events to a theme and checks that the ending supports it.
g4.reading.theme-8.v1I arrived at the river cleanup ready to collect the most rubbish. A volunteer asked me to record what kinds of litter we found. At first, writing totals felt less important than filling a bag. Later the group used our chart to propose more bins near the picnic area. My notes had helped explain where a change might matter. I still enjoyed collecting litter, but I now saw how careful records could turn one afternoon’s effort into a longer-lasting improvement.
Choices: Careful observations can support useful action. · Different perspectives can deepen understanding. · People contribute in different ways.
Answer: Careful observations can support useful action.
Help: Connect the beginning, the character’s decisions, and the ending.
Pip’s example: Pip connects several events to a theme and checks that the ending supports it.
g4.reading.theme-9.v1Idaho ELA/Literacy · January 3, 2022 · 4.RC-L.5d
Coverage: partial. Adult observation needed; no automatic grade.
Ren had designed the club’s bird feeder alone and expected everyone to admire it. During the first test, the roof tilted and spilled the seeds. Ren reached for the tape, but Amara asked whether the supports were equal. Ren nearly dismissed the question. Then he measured them and found one was shorter. Together they rebuilt the frame. When a bird finally landed, Ren wrote both names on the plans. The feeder was sturdier, and Ren had discovered that a useful question could matter as much as a clever design.
Help: Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.
Pip’s example: Pip checks pronouns and asks whose thoughts the narrator tells directly.
g4.reading.viewpoint-0.v1I volunteered to guide the museum tour because I knew every display label. When a younger visitor asked why a cracked bowl had been repaired, I repeated the label. She still looked puzzled. I stopped and compared the bowl with a treasured toy someone might mend. Her face brightened. For the rest of the tour, I watched the visitors instead of racing through my notes. Knowing facts helped me prepare, but noticing what listeners needed helped me explain them.
Help: Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.
Pip’s example: Pip checks pronouns and asks whose thoughts the narrator tells directly.
g4.reading.viewpoint-1.v1Sela found two reports about the old bridge. One called it an obstacle to river traffic; the other called it a link between neighborhoods. She wanted a simple answer about whether the bridge had helped the town. Her teacher asked who had written each report and why. Sela marked the dates and authors, then revised her display. Instead of choosing one account as the whole truth, she showed how the bridge affected different people. A visitor stayed to read both sides of her display.
Help: Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.
Pip’s example: Pip checks pronouns and asks whose thoughts the narrator tells directly.
g4.reading.viewpoint-2.v1Our team’s solar model failed during the demonstration. I wanted to hide it behind the successful models. My partner opened our notebook and pointed to the tests that had worked. We compared the room with the sunny window where we had practiced and tried again near the light. The model moved slowly. We explained the difference to the visitors and added a question for our next test. I left with an unfinished design, but also with a clearer idea of what evidence could teach us.
Help: Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.
Pip’s example: Pip checks pronouns and asks whose thoughts the narrator tells directly.
g4.reading.viewpoint-3.v1Dara’s first mural sketch filled every space with bright shapes. The librarian said she could not find the central image. Dara felt the comment was unfair; she had worked for hours. That evening she covered parts of the sketch with plain paper and looked again. A single blue bird suddenly stood out. Dara kept a photograph of the crowded version and made a simpler plan. At the opening, she described the change instead of pretending the first plan had been perfect.
Help: Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.
Pip’s example: Pip checks pronouns and asks whose thoughts the narrator tells directly.
g4.reading.viewpoint-4.v1I assumed the quietest member of our group had no ideas for the play. While others argued about the ending, Niko drew a scene showing the missing key beneath the stage. His plan solved a problem none of us had noticed. I asked him to explain, and we made room for drawing as well as talking during our planning meetings. Our ending improved. I also learned that listening sometimes means looking carefully and allowing more than one way to share an idea.
Help: Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.
Pip’s example: Pip checks pronouns and asks whose thoughts the narrator tells directly.
g4.reading.viewpoint-5.v1When the garden path flooded, Ben blamed the new raised beds. His grandmother suggested following the water before deciding. They watched rain run from a nearby roof into the path. Ben drew arrows on a map and compared the flow with last month’s photographs. The beds were not blocking the drain as he had assumed. At the meeting, he explained what had changed his mind. The group planned a small model to test a different route for the runoff.
Help: Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.
Pip’s example: Pip checks pronouns and asks whose thoughts the narrator tells directly.
g4.reading.viewpoint-6.v1I wanted our newsletter to sound impressive, so I copied long phrases from my sources. When I read the draft aloud, even I could not explain one sentence. I went back to the notes, asked what each source actually said, and wrote a simpler paragraph. I listed the sources at the end. My friend asked a thoughtful question after reading it. I realized clear writing could invite a conversation, while impressive words alone might shut one down.
Help: Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.
Pip’s example: Pip checks pronouns and asks whose thoughts the narrator tells directly.
g4.reading.viewpoint-7.v1Maya promised to finish the costumes before rehearsals. She accepted every extra request because she did not want to disappoint anyone. Soon the unfinished pile hid her worktable. Maya listed the tasks, asked two friends for help, and told the director which changes would take more time. Some decorations were left out, but every actor had a costume. Maya learned that being dependable included communicating limits, not only saying yes.
Help: Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.
Pip’s example: Pip checks pronouns and asks whose thoughts the narrator tells directly.
g4.reading.viewpoint-8.v1I arrived at the river cleanup ready to collect the most rubbish. A volunteer asked me to record what kinds of litter we found. At first, writing totals felt less important than filling a bag. Later the group used our chart to propose more bins near the picnic area. My notes had helped explain where a change might matter. I still enjoyed collecting litter, but I now saw how careful records could turn one afternoon’s effort into a longer-lasting improvement.
Help: Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.
Pip’s example: Pip checks pronouns and asks whose thoughts the narrator tells directly.
g4.reading.viewpoint-9.v1Idaho ELA/Literacy · January 3, 2022 · 4.RC-NF.6a
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
A: A model roof test used equal sheets of paper and the same supports. The folded sheet held more counters than the flat sheet. The test suggests that shape can affect how a structure supports a load. B: A second team compared paper of different thicknesses. It kept the shape the same. The thicker paper held more counters. The teams tested different variables, so their results should not be treated as the same experiment.
Choices: Both shape and material can affect a model roof. · Several kinds of evidence can guide library changes. · Different observations can help investigate erosion control.
Answer: Both shape and material can affect a model roof.
Help: Choose an idea broad enough to include important details from both sources.
Pip’s example: Pip includes the central idea and important details while leaving out minor examples.
g4.reading.main-0.v1A: A model roof test used equal sheets of paper and the same supports. The folded sheet held more counters than the flat sheet. The test suggests that shape can affect how a structure supports a load. B: A second team compared paper of different thicknesses. It kept the shape the same. The thicker paper held more counters. The teams tested different variables, so their results should not be treated as the same experiment.
Help: Use your own words, name information from both texts, and explain how the sources differ in focus. Avoid conclusions the sources cannot support.
Pip’s example: Pip includes the central idea and important details while leaving out minor examples.
g4.reading.summary-0.v1A: A library survey found that readers wanted a quiet corner. The library moved noisy activities to another room. Readers reported fewer interruptions afterward. B: A librarian also noticed that signs helped visitors find the corner. The survey did not ask about signs, so this observation suggests a new question rather than proving what caused the survey result.
Choices: Several kinds of evidence can guide library changes. · Different observations can help investigate erosion control. · Organization and sources shape how history is presented.
Answer: Several kinds of evidence can guide library changes.
Help: Choose an idea broad enough to include important details from both sources.
Pip’s example: Pip includes the central idea and important details while leaving out minor examples.
g4.reading.main-1.v1A: A library survey found that readers wanted a quiet corner. The library moved noisy activities to another room. Readers reported fewer interruptions afterward. B: A librarian also noticed that signs helped visitors find the corner. The survey did not ask about signs, so this observation suggests a new question rather than proving what caused the survey result.
Help: Use your own words, name information from both texts, and explain how the sources differ in focus. Avoid conclusions the sources cannot support.
Pip’s example: Pip includes the central idea and important details while leaving out minor examples.
g4.reading.summary-1.v1A: A garden group placed a barrier beside a muddy path. After a small rain, less soil washed onto the path than before. The group kept a record of the rainfall. B: Another group tested plant cover in two trays with equal slopes and equal water. The covered tray lost less soil. A field observation and a controlled model can both be useful, but each has limits.
Choices: Different observations can help investigate erosion control. · Organization and sources shape how history is presented. · The design of a comparison affects what it can explain.
Answer: Different observations can help investigate erosion control.
Help: Choose an idea broad enough to include important details from both sources.
Pip’s example: Pip includes the central idea and important details while leaving out minor examples.
g4.reading.main-2.v1A: A garden group placed a barrier beside a muddy path. After a small rain, less soil washed onto the path than before. The group kept a record of the rainfall. B: Another group tested plant cover in two trays with equal slopes and equal water. The covered tray lost less soil. A field observation and a controlled model can both be useful, but each has limits.
Help: Use your own words, name information from both texts, and explain how the sources differ in focus. Avoid conclusions the sources cannot support.
Pip’s example: Pip includes the central idea and important details while leaving out minor examples.
g4.reading.summary-2.v1A: A local exhibit arranged photographs by date. Visitors could follow changes to the town’s main street. Each caption named its source. B: Another exhibit grouped interviews by topic. Visitors heard different memories about work and celebrations. Memories and photographs reveal different details; neither exhibit includes every person who lived in the town.
Choices: Organization and sources shape how history is presented. · The design of a comparison affects what it can explain. · Both shape and material can affect a model roof.
Answer: Organization and sources shape how history is presented.
Help: Choose an idea broad enough to include important details from both sources.
Pip’s example: Pip includes the central idea and important details while leaving out minor examples.
g4.reading.main-3.v1A: A local exhibit arranged photographs by date. Visitors could follow changes to the town’s main street. Each caption named its source. B: Another exhibit grouped interviews by topic. Visitors heard different memories about work and celebrations. Memories and photographs reveal different details; neither exhibit includes every person who lived in the town.
Help: Use your own words, name information from both texts, and explain how the sources differ in focus. Avoid conclusions the sources cannot support.
Pip’s example: Pip includes the central idea and important details while leaving out minor examples.
g4.reading.summary-3.v1A: A music group repeated the same melody at two different tempos. Listeners described the faster version as more energetic. B: A second group changed both tempo and loudness. Listeners also reported a difference, but the group could not tell which change mattered more. Holding some features steady can make a comparison easier to interpret.
Choices: The design of a comparison affects what it can explain. · Both shape and material can affect a model roof. · Several kinds of evidence can guide library changes.
Answer: The design of a comparison affects what it can explain.
Help: Choose an idea broad enough to include important details from both sources.
Pip’s example: Pip includes the central idea and important details while leaving out minor examples.
g4.reading.main-4.v1A: A music group repeated the same melody at two different tempos. Listeners described the faster version as more energetic. B: A second group changed both tempo and loudness. Listeners also reported a difference, but the group could not tell which change mattered more. Holding some features steady can make a comparison easier to interpret.
Help: Use your own words, name information from both texts, and explain how the sources differ in focus. Avoid conclusions the sources cannot support.
Pip’s example: Pip includes the central idea and important details while leaving out minor examples.
g4.reading.summary-4.v1Idaho ELA/Literacy · January 3, 2022 · 4.RC-NF.6b–d
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
A: A model roof test used equal sheets of paper and the same supports. The folded sheet held more counters than the flat sheet. The test suggests that shape can affect how a structure supports a load. B: A second team compared paper of different thicknesses. It kept the shape the same. The thicker paper held more counters. The teams tested different variables, so their results should not be treated as the same experiment.
Choices: The teams tested different variables. · The survey did not measure the effect of signs. · Neither exhibit includes every person’s experience.
Answer: The teams tested different variables.
Help: Find the detail in these sources that explains a limit or a controlled condition.
Pip’s example: Pip explains how a cause-and-effect section connects an event with its result and checks the evidence offered.
g4.reading.evidence-0.v1A: A library survey found that readers wanted a quiet corner. The library moved noisy activities to another room. Readers reported fewer interruptions afterward. B: A librarian also noticed that signs helped visitors find the corner. The survey did not ask about signs, so this observation suggests a new question rather than proving what caused the survey result.
Choices: The survey did not measure the effect of signs. · The tray test kept slope and water amounts equal. · The second group changed two features at once.
Answer: The survey did not measure the effect of signs.
Help: Find the detail in these sources that explains a limit or a controlled condition.
Pip’s example: Pip explains how a cause-and-effect section connects an event with its result and checks the evidence offered.
g4.reading.evidence-1.v1A: A garden group placed a barrier beside a muddy path. After a small rain, less soil washed onto the path than before. The group kept a record of the rainfall. B: Another group tested plant cover in two trays with equal slopes and equal water. The covered tray lost less soil. A field observation and a controlled model can both be useful, but each has limits.
Choices: The tray test kept slope and water amounts equal. · Neither exhibit includes every person’s experience. · The teams tested different variables.
Answer: The tray test kept slope and water amounts equal.
Help: Find the detail in these sources that explains a limit or a controlled condition.
Pip’s example: Pip explains how a cause-and-effect section connects an event with its result and checks the evidence offered.
g4.reading.evidence-2.v1A: A local exhibit arranged photographs by date. Visitors could follow changes to the town’s main street. Each caption named its source. B: Another exhibit grouped interviews by topic. Visitors heard different memories about work and celebrations. Memories and photographs reveal different details; neither exhibit includes every person who lived in the town.
Choices: Neither exhibit includes every person’s experience. · The second group changed two features at once. · The survey did not measure the effect of signs.
Answer: Neither exhibit includes every person’s experience.
Help: Find the detail in these sources that explains a limit or a controlled condition.
Pip’s example: Pip explains how a cause-and-effect section connects an event with its result and checks the evidence offered.
g4.reading.evidence-3.v1A: A music group repeated the same melody at two different tempos. Listeners described the faster version as more energetic. B: A second group changed both tempo and loudness. Listeners also reported a difference, but the group could not tell which change mattered more. Holding some features steady can make a comparison easier to interpret.
Choices: The second group changed two features at once. · The teams tested different variables. · The tray test kept slope and water amounts equal.
Answer: The second group changed two features at once.
Help: Find the detail in these sources that explains a limit or a controlled condition.
Pip’s example: Pip explains how a cause-and-effect section connects an event with its result and checks the evidence offered.
g4.reading.evidence-4.v1Idaho ELA/Literacy · January 3, 2022 · 4.RC-NF.6e
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
A: A model roof test used equal sheets of paper and the same supports. The folded sheet held more counters than the flat sheet. The test suggests that shape can affect how a structure supports a load. B: A second team compared paper of different thicknesses. It kept the shape the same. The thicker paper held more counters. The teams tested different variables, so their results should not be treated as the same experiment.
Choices: A compares shape; B compares thickness. · A describes a survey; B suggests an additional question. · A changes one feature; B changes two.
Answer: A compares shape; B compares thickness.
Help: Check that each half of the comparison matches its source.
Pip’s example: Pip names a shared idea, a detail unique to each text, and a conclusion supported by both.
g4.reading.combine-0.v1A: A library survey found that readers wanted a quiet corner. The library moved noisy activities to another room. Readers reported fewer interruptions afterward. B: A librarian also noticed that signs helped visitors find the corner. The survey did not ask about signs, so this observation suggests a new question rather than proving what caused the survey result.
Choices: A describes a survey; B suggests an additional question. · A observes a path; B tests a controlled model. · A compares shape; B compares thickness.
Answer: A describes a survey; B suggests an additional question.
Help: Check that each half of the comparison matches its source.
Pip’s example: Pip names a shared idea, a detail unique to each text, and a conclusion supported by both.
g4.reading.combine-1.v1A: A garden group placed a barrier beside a muddy path. After a small rain, less soil washed onto the path than before. The group kept a record of the rainfall. B: Another group tested plant cover in two trays with equal slopes and equal water. The covered tray lost less soil. A field observation and a controlled model can both be useful, but each has limits.
Choices: A observes a path; B tests a controlled model. · A uses chronological photographs; B uses thematic interviews. · A describes a survey; B suggests an additional question.
Answer: A observes a path; B tests a controlled model.
Help: Check that each half of the comparison matches its source.
Pip’s example: Pip names a shared idea, a detail unique to each text, and a conclusion supported by both.
g4.reading.combine-2.v1A: A local exhibit arranged photographs by date. Visitors could follow changes to the town’s main street. Each caption named its source. B: Another exhibit grouped interviews by topic. Visitors heard different memories about work and celebrations. Memories and photographs reveal different details; neither exhibit includes every person who lived in the town.
Choices: A uses chronological photographs; B uses thematic interviews. · A changes one feature; B changes two. · A observes a path; B tests a controlled model.
Answer: A uses chronological photographs; B uses thematic interviews.
Help: Check that each half of the comparison matches its source.
Pip’s example: Pip names a shared idea, a detail unique to each text, and a conclusion supported by both.
g4.reading.combine-3.v1A: A music group repeated the same melody at two different tempos. Listeners described the faster version as more energetic. B: A second group changed both tempo and loudness. Listeners also reported a difference, but the group could not tell which change mattered more. Holding some features steady can make a comparison easier to interpret.
Choices: A changes one feature; B changes two. · A compares shape; B compares thickness. · A uses chronological photographs; B uses thematic interviews.
Answer: A changes one feature; B changes two.
Help: Check that each half of the comparison matches its source.
Pip’s example: Pip names a shared idea, a detail unique to each text, and a conclusion supported by both.
g4.reading.combine-4.v1Idaho ELA/Literacy · January 3, 2022 · 4.RC-L.5c,e
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose suitable complete texts with a grown-up. Identify creators or source communities where known. Cite details and respect differences rather than treating cultures as interchangeable.
Pip’s example: Pip asks how a scene, stanza, or chapter changes the meaning of the whole work.
g4.reading.literary-study-0.v1Help: Choose suitable complete texts with a grown-up. Identify creators or source communities where known. Cite details and respect differences rather than treating cultures as interchangeable.
Pip’s example: Pip asks how a scene, stanza, or chapter changes the meaning of the whole work.
g4.reading.literary-study-1.v1Help: Choose suitable complete texts with a grown-up. Identify creators or source communities where known. Cite details and respect differences rather than treating cultures as interchangeable.
Pip’s example: Pip asks how a scene, stanza, or chapter changes the meaning of the whole work.
g4.reading.literary-study-2.v1Help: Choose suitable complete texts with a grown-up. Identify creators or source communities where known. Cite details and respect differences rather than treating cultures as interchangeable.
Pip’s example: Pip asks how a scene, stanza, or chapter changes the meaning of the whole work.
g4.reading.literary-study-3.v1Help: Choose suitable complete texts with a grown-up. Identify creators or source communities where known. Cite details and respect differences rather than treating cultures as interchangeable.
Pip’s example: Pip asks how a scene, stanza, or chapter changes the meaning of the whole work.
g4.reading.literary-study-4.v1Idaho ELA/Literacy · January 3, 2022 · 4.RC-RF.4; 4.ODC-OC.2–4
Coverage: partial. Adult observation needed; no automatic grade.
Ren had designed the club’s bird feeder alone and expected everyone to admire it. During the first test, the roof tilted and spilled the seeds. Ren reached for the tape, but Amara asked whether the supports were equal. Ren nearly dismissed the question. Then he measured them and found one was shorter. Together they rebuilt the frame. When a bird finally landed, Ren wrote both names on the plans. The feeder was sturdier, and Ren had discovered that a useful question could matter as much as a clever design.
Help: A grown-up can note accuracy, phrasing, expression, and self-correction. Explain the main idea in your own words. There is no speed contest.
Pip’s example: Pip checks unfamiliar words and adjusts phrasing so a listener can understand the passage.
g4.reading.fluent-0.v1I volunteered to guide the museum tour because I knew every display label. When a younger visitor asked why a cracked bowl had been repaired, I repeated the label. She still looked puzzled. I stopped and compared the bowl with a treasured toy someone might mend. Her face brightened. For the rest of the tour, I watched the visitors instead of racing through my notes. Knowing facts helped me prepare, but noticing what listeners needed helped me explain them.
Help: A grown-up can note accuracy, phrasing, expression, and self-correction. Explain the main idea in your own words. There is no speed contest.
Pip’s example: Pip checks unfamiliar words and adjusts phrasing so a listener can understand the passage.
g4.reading.fluent-1.v1Sela found two reports about the old bridge. One called it an obstacle to river traffic; the other called it a link between neighborhoods. She wanted a simple answer about whether the bridge had helped the town. Her teacher asked who had written each report and why. Sela marked the dates and authors, then revised her display. Instead of choosing one account as the whole truth, she showed how the bridge affected different people. A visitor stayed to read both sides of her display.
Help: A grown-up can note accuracy, phrasing, expression, and self-correction. Explain the main idea in your own words. There is no speed contest.
Pip’s example: Pip checks unfamiliar words and adjusts phrasing so a listener can understand the passage.
g4.reading.fluent-2.v1Our team’s solar model failed during the demonstration. I wanted to hide it behind the successful models. My partner opened our notebook and pointed to the tests that had worked. We compared the room with the sunny window where we had practiced and tried again near the light. The model moved slowly. We explained the difference to the visitors and added a question for our next test. I left with an unfinished design, but also with a clearer idea of what evidence could teach us.
Help: A grown-up can note accuracy, phrasing, expression, and self-correction. Explain the main idea in your own words. There is no speed contest.
Pip’s example: Pip checks unfamiliar words and adjusts phrasing so a listener can understand the passage.
g4.reading.fluent-3.v1Dara’s first mural sketch filled every space with bright shapes. The librarian said she could not find the central image. Dara felt the comment was unfair; she had worked for hours. That evening she covered parts of the sketch with plain paper and looked again. A single blue bird suddenly stood out. Dara kept a photograph of the crowded version and made a simpler plan. At the opening, she described the change instead of pretending the first plan had been perfect.
Help: A grown-up can note accuracy, phrasing, expression, and self-correction. Explain the main idea in your own words. There is no speed contest.
Pip’s example: Pip checks unfamiliar words and adjusts phrasing so a listener can understand the passage.
g4.reading.fluent-4.v1Idaho ELA/Literacy · January 3, 2022 · 4.W-HWK.7
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.
Pip’s example: Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention.
g4.writing.cursive-0.v1Help: Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.
Pip’s example: Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention.
g4.writing.cursive-1.v1Help: Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.
Pip’s example: Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention.
g4.writing.cursive-2.v1Help: Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.
Pip’s example: Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention.
g4.writing.cursive-3.v1Help: Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.
Pip’s example: Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention.
g4.writing.cursive-4.v1Help: Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.
Pip’s example: Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention.
g4.writing.cursive-5.v1Help: Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.
Pip’s example: Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention.
g4.writing.cursive-6.v1Help: Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.
Pip’s example: Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention.
g4.writing.cursive-7.v1Help: Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.
Pip’s example: Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention.
g4.writing.cursive-8.v1Help: Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.
Pip’s example: Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention.
g4.writing.cursive-9.v1Idaho ELA/Literacy · January 3, 2022 · 4.W-HWK.8
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use paragraph breaks and punctuation. Proofread for your audience and share privately with a chosen adult. Words are not published or saved on this site.
Pip’s example: Pip types paragraphs, checks readability, and prepares a private copy for a chosen reader.
g4.writing.keyboard-0.v1Help: Use paragraph breaks and punctuation. Proofread for your audience and share privately with a chosen adult. Words are not published or saved on this site.
Pip’s example: Pip types paragraphs, checks readability, and prepares a private copy for a chosen reader.
g4.writing.keyboard-1.v1Help: Use paragraph breaks and punctuation. Proofread for your audience and share privately with a chosen adult. Words are not published or saved on this site.
Pip’s example: Pip types paragraphs, checks readability, and prepares a private copy for a chosen reader.
g4.writing.keyboard-2.v1Help: Use paragraph breaks and punctuation. Proofread for your audience and share privately with a chosen adult. Words are not published or saved on this site.
Pip’s example: Pip types paragraphs, checks readability, and prepares a private copy for a chosen reader.
g4.writing.keyboard-3.v1Help: Use paragraph breaks and punctuation. Proofread for your audience and share privately with a chosen adult. Words are not published or saved on this site.
Pip’s example: Pip types paragraphs, checks readability, and prepares a private copy for a chosen reader.
g4.writing.keyboard-4.v1Idaho ELA/Literacy · January 3, 2022 · 4.GC-GU.1a,g–h
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: The seedlings grew beside the window. · Beside the sunny window. · Because the seedlings grew.
Answer: The seedlings grew beside the window.
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip checks who or what a sentence is about and whether the verb agrees, then repairs a fragment.
g4.writing.grammar-0.v1Choices: The basket of books is heavy. · The basket of books are heavy. · The books is heavy.
Answer: The basket of books is heavy.
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip checks who or what a sentence is about and whether the verb agrees, then repairs a fragment.
g4.writing.grammar-1.v1Choices: Pip drew a map, and Jo labeled it. · Pip drew a map Jo, labeled it. · Pip drew, a map Jo labeled it.
Answer: Pip drew a map, and Jo labeled it.
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip checks who or what a sentence is about and whether the verb agrees, then repairs a fragment.
g4.writing.grammar-2.v1Choices: The curious visitors · examined the model · the model
Answer: The curious visitors
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip checks who or what a sentence is about and whether the verb agrees, then repairs a fragment.
g4.writing.grammar-3.v1Choices: built a paper bridge · Our class · a paper
Answer: built a paper bridge
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip checks who or what a sentence is about and whether the verb agrees, then repairs a fragment.
g4.writing.grammar-4.v1Idaho ELA/Literacy · January 3, 2022 · 4.GC-GU.1b
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: must · may · might
Answer: must
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip uses may for permission, can for ability, and must for a requirement in a particular context.
g4.writing.grammar-5.v1Choices: May I borrow the ruler? · I must borrow the ruler. · I can count the rulers.
Answer: May I borrow the ruler?
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip uses may for permission, can for ability, and must for a requirement in a particular context.
g4.writing.grammar-6.v1Choices: Jo can read the map. · Jo must read the map. · Jo may leave the map.
Answer: Jo can read the map.
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip uses may for permission, can for ability, and must for a requirement in a particular context.
g4.writing.grammar-7.v1Choices: might · must certainly · always does
Answer: might
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip uses may for permission, can for ability, and must for a requirement in a particular context.
g4.writing.grammar-8.v1Idaho ELA/Literacy · January 3, 2022 · 4.GC-GU.1c–e
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: a small wooden box · a wooden small box · a box small wooden
Answer: a small wooden box
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip uses that to connect extra information to the book and a prepositional phrase to show where it is.
g4.writing.grammar-9.v1Choices: who · where · when
Answer: who
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip uses that to connect extra information to the book and a prepositional phrase to show where it is.
g4.writing.grammar-10.v1Choices: when · who · whose
Answer: when
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip uses that to connect extra information to the book and a prepositional phrase to show where it is.
g4.writing.grammar-11.v1Choices: beneath the old bridge · very thoughtfully · has finished
Answer: beneath the old bridge
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip uses that to connect extra information to the book and a prepositional phrase to show where it is.
g4.writing.grammar-12.v1Choices: whose · who · where
Answer: whose
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip uses that to connect extra information to the book and a prepositional phrase to show where it is.
g4.writing.grammar-13.v1Choices: beside the fence · and but · carefully quickly
Answer: beside the fence
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip uses that to connect extra information to the book and a prepositional phrase to show where it is.
g4.writing.grammar-14.v1Idaho ELA/Literacy · January 3, 2022 · 4.GC-GU.1f; 4.GC-M.3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: They’re · Their · There
Answer: They’re
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip expands they’re to they are and checks whether the sentence still makes sense.
g4.writing.grammar-15.v1Choices: their · there · they’re
Answer: their
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip expands they’re to they are and checks whether the sentence still makes sense.
g4.writing.grammar-16.v1Choices: there · their · they’re
Answer: there
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip expands they’re to they are and checks whether the sentence still makes sense.
g4.writing.grammar-17.v1Choices: two · to · too
Answer: two
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip expands they’re to they are and checks whether the sentence still makes sense.
g4.writing.grammar-18.v1Choices: too · two · to
Answer: too
Help: Read the whole sentence and check the job of the word or phrase.
Pip’s example: Pip expands they’re to they are and checks whether the sentence still makes sense.
g4.writing.grammar-19.v1Idaho ELA/Literacy · January 3, 2022 · 4.GC-M.2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Pack paper, pencils, and tape. · Pack paper pencils and, tape. · Pack, paper pencils and tape.
Answer: Pack paper, pencils, and tape.
Help: Check exact spoken words, names, and the boundaries between items in a series.
Pip’s example: Pip marks the exact spoken words and checks commas and capitals.
g4.writing.edit-0.v1Choices: “The test worked,” said Jo. · The test worked, said Jo. · “The test worked, said Jo.”
Answer: “The test worked,” said Jo.
Help: Check exact spoken words, names, and the boundaries between items in a series.
Pip’s example: Pip marks the exact spoken words and checks commas and capitals.
g4.writing.edit-1.v1Choices: We visited the Snake River. · We visited the snake river. · We Visited the Snake river.
Answer: We visited the Snake River.
Help: Check exact spoken words, names, and the boundaries between items in a series.
Pip’s example: Pip marks the exact spoken words and checks commas and capitals.
g4.writing.edit-2.v1Choices: “Is this your map?” asked Pip. · “Is this your map,” asked Pip? · Is this your map? asked Pip.
Answer: “Is this your map?” asked Pip.
Help: Check exact spoken words, names, and the boundaries between items in a series.
Pip’s example: Pip marks the exact spoken words and checks commas and capitals.
g4.writing.edit-3.v1Choices: Our group visited Boise on Monday. · Our Group visited boise on monday. · our group visited Boise on Monday.
Answer: Our group visited Boise on Monday.
Help: Check exact spoken words, names, and the boundaries between items in a series.
Pip’s example: Pip marks the exact spoken words and checks commas and capitals.
g4.writing.edit-4.v1Choices: The report says, “We tested twice.” · The report says “We tested twice”. · The report says, We tested twice.
Answer: The report says, “We tested twice.”
Help: Check exact spoken words, names, and the boundaries between items in a series.
Pip’s example: Pip marks the exact spoken words and checks commas and capitals.
g4.writing.edit-5.v1Choices: We measured height, width, length, and mass. · We measured height width, length and, mass. · We, measured height width length and mass.
Answer: We measured height, width, length, and mass.
Help: Check exact spoken words, names, and the boundaries between items in a series.
Pip’s example: Pip marks the exact spoken words and checks commas and capitals.
g4.writing.edit-6.v1Choices: Pip said, “Please explain your evidence.” · Pip said “Please explain your evidence”. · Pip, said please explain your evidence.
Answer: Pip said, “Please explain your evidence.”
Help: Check exact spoken words, names, and the boundaries between items in a series.
Pip’s example: Pip marks the exact spoken words and checks commas and capitals.
g4.writing.edit-7.v1Choices: A Journey Through the Garden · a Journey through the garden · A journey Through The garden
Answer: A Journey Through the Garden
Help: Check exact spoken words, names, and the boundaries between items in a series.
Pip’s example: Pip marks the exact spoken words and checks commas and capitals.
g4.writing.edit-8.v1Choices: The exhibit opens in October. · The exhibit opens in october. · the Exhibit opens in october.
Answer: The exhibit opens in October.
Help: Check exact spoken words, names, and the boundaries between items in a series.
Pip’s example: Pip marks the exact spoken words and checks commas and capitals.
g4.writing.edit-9.v1Idaho ELA/Literacy · January 3, 2022 · 4.GC-M.3
Coverage: partial. Adult observation needed; no automatic grade.
Adult reference: responsibility
Help: Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.
Pip’s example: Pip notices how the base changes, tries the spelling, then checks a reference.
g4.writing.spelling-responsibility.v1Adult reference: disappearance
Help: Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.
Pip’s example: Pip notices how the base changes, tries the spelling, then checks a reference.
g4.writing.spelling-disappearance.v1Adult reference: observation
Help: Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.
Pip’s example: Pip notices how the base changes, tries the spelling, then checks a reference.
g4.writing.spelling-observation.v1Adult reference: independent
Help: Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.
Pip’s example: Pip notices how the base changes, tries the spelling, then checks a reference.
g4.writing.spelling-independent.v1Adult reference: unnecessary
Help: Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.
Pip’s example: Pip notices how the base changes, tries the spelling, then checks a reference.
g4.writing.spelling-unnecessary.v1Adult reference: environment
Help: Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.
Pip’s example: Pip notices how the base changes, tries the spelling, then checks a reference.
g4.writing.spelling-environment.v1Adult reference: explanation
Help: Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.
Pip’s example: Pip notices how the base changes, tries the spelling, then checks a reference.
g4.writing.spelling-explanation.v1Adult reference: different
Help: Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.
Pip’s example: Pip notices how the base changes, tries the spelling, then checks a reference.
g4.writing.spelling-different.v1Adult reference: separate
Help: Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.
Pip’s example: Pip notices how the base changes, tries the spelling, then checks a reference.
g4.writing.spelling-separate.v1Adult reference: usually
Help: Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.
Pip’s example: Pip notices how the base changes, tries the spelling, then checks a reference.
g4.writing.spelling-usually.v1Idaho ELA/Literacy · January 3, 2022 · 4.W-RW.1,4–5
Coverage: partial. Adult observation needed; no automatic grade.
Help: Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.
Pip’s example: Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution.
g4.writing.narrative-0.v1Help: Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.
Pip’s example: Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution.
g4.writing.narrative-1.v1Help: Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.
Pip’s example: Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution.
g4.writing.narrative-2.v1Help: Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.
Pip’s example: Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution.
g4.writing.narrative-3.v1Help: Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.
Pip’s example: Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution.
g4.writing.narrative-4.v1Help: Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.
Pip’s example: Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution.
g4.writing.narrative-5.v1Help: Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.
Pip’s example: Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution.
g4.writing.narrative-6.v1Help: Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.
Pip’s example: Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution.
g4.writing.narrative-7.v1Help: Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.
Pip’s example: Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution.
g4.writing.narrative-8.v1Help: Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.
Pip’s example: Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution.
g4.writing.narrative-9.v1Help: Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.
Pip’s example: Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution.
g4.writing.narrative-10.v1Help: Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.
Pip’s example: Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution.
g4.writing.narrative-11.v1Help: Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.
Pip’s example: Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution.
g4.writing.narrative-12.v1Help: Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.
Pip’s example: Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution.
g4.writing.narrative-13.v1Help: Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.
Pip’s example: Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution.
g4.writing.narrative-14.v1Idaho ELA/Literacy · January 3, 2022 · 4.W-RW.2,5
Coverage: partial. Adult observation needed; no automatic grade.
Help: Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.
Pip’s example: Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation.
g4.writing.argument-0.v1Help: Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.
Pip’s example: Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation.
g4.writing.argument-1.v1Help: Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.
Pip’s example: Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation.
g4.writing.argument-2.v1Help: Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.
Pip’s example: Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation.
g4.writing.argument-3.v1Help: Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.
Pip’s example: Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation.
g4.writing.argument-4.v1Help: Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.
Pip’s example: Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation.
g4.writing.argument-5.v1Help: Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.
Pip’s example: Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation.
g4.writing.argument-6.v1Help: Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.
Pip’s example: Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation.
g4.writing.argument-7.v1Help: Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.
Pip’s example: Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation.
g4.writing.argument-8.v1Help: Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.
Pip’s example: Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation.
g4.writing.argument-9.v1Idaho ELA/Literacy · January 3, 2022 · 4.W-RW.3,5
Coverage: partial. Adult observation needed; no automatic grade.
Sample results: a folded paper beam held 12 counters; a flat beam of equal paper held 4. Both spans were 15 cm. This is model data, not a claim about real bridges.
Help: Introduce the focus, use exact details from the sample notes, and explain what they show and do not show. Label these as supplied sample information.
Pip’s example: Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection.
g4.writing.report-0.v1Sample results: a folded paper beam held 12 counters; a flat beam of equal paper held 4. Both spans were 15 cm. This is model data, not a claim about real bridges.
Help: Make one paragraph describe the information and another explain its limits or implications. Use linking phrases and a precise concluding statement.
Pip’s example: Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection.
g4.writing.organize-0.v1Fictional survey: 18 readers requested quiet spaces, 12 requested more tables, and 9 requested later hours. Participants could select only one improvement.
Help: Introduce the focus, use exact details from the sample notes, and explain what they show and do not show. Label these as supplied sample information.
Pip’s example: Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection.
g4.writing.report-1.v1Fictional survey: 18 readers requested quiet spaces, 12 requested more tables, and 9 requested later hours. Participants could select only one improvement.
Help: Make one paragraph describe the information and another explain its limits or implications. Use linking phrases and a precise concluding statement.
Pip’s example: Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection.
g4.writing.organize-1.v1Sample results: equal water poured over two equal slopes carried 8 spoonfuls of loose soil from a bare tray and 3 from a covered tray. Other tests may differ.
Help: Introduce the focus, use exact details from the sample notes, and explain what they show and do not show. Label these as supplied sample information.
Pip’s example: Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection.
g4.writing.report-2.v1Sample results: equal water poured over two equal slopes carried 8 spoonfuls of loose soil from a bare tray and 3 from a covered tray. Other tests may differ.
Help: Make one paragraph describe the information and another explain its limits or implications. Use linking phrases and a precise concluding statement.
Pip’s example: Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection.
g4.writing.organize-2.v1Plan A groups photographs by date. Plan B groups them by topic. Both label sources. One highlights sequence; the other invites comparison across time.
Help: Introduce the focus, use exact details from the sample notes, and explain what they show and do not show. Label these as supplied sample information.
Pip’s example: Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection.
g4.writing.report-3.v1Plan A groups photographs by date. Plan B groups them by topic. Both label sources. One highlights sequence; the other invites comparison across time.
Help: Make one paragraph describe the information and another explain its limits or implications. Use linking phrases and a precise concluding statement.
Pip’s example: Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection.
g4.writing.organize-3.v1Sample listening notes: the same phrase was played at two tempos. Some listeners preferred the slower version. Preference alone does not establish which version suits every purpose.
Help: Introduce the focus, use exact details from the sample notes, and explain what they show and do not show. Label these as supplied sample information.
Pip’s example: Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection.
g4.writing.report-4.v1Sample listening notes: the same phrase was played at two tempos. Some listeners preferred the slower version. Preference alone does not establish which version suits every purpose.
Help: Make one paragraph describe the information and another explain its limits or implications. Use linking phrases and a precise concluding statement.
Pip’s example: Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection.
g4.writing.organize-4.v1Idaho ELA/Literacy · January 3, 2022 · 4.RS-IP.1; 4.ODC-DC.5
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose reliable sources together. Keep names and private information out of the site. Source notes belong on your own paper.
Pip’s example: Pip identifies what information is needed, collects relevant notes, and keeps the source beside each note.
g4.writing.research-0.v1Help: Choose reliable sources together. Keep names and private information out of the site. Source notes belong on your own paper.
Pip’s example: Pip identifies what information is needed, collects relevant notes, and keeps the source beside each note.
g4.writing.research-1.v1Help: Choose reliable sources together. Keep names and private information out of the site. Source notes belong on your own paper.
Pip’s example: Pip identifies what information is needed, collects relevant notes, and keeps the source beside each note.
g4.writing.research-2.v1Help: Choose reliable sources together. Keep names and private information out of the site. Source notes belong on your own paper.
Pip’s example: Pip identifies what information is needed, collects relevant notes, and keeps the source beside each note.
g4.writing.research-3.v1Help: Choose reliable sources together. Keep names and private information out of the site. Source notes belong on your own paper.
Pip’s example: Pip identifies what information is needed, collects relevant notes, and keeps the source beside each note.
g4.writing.research-4.v1Idaho ELA/Literacy · January 3, 2022 · 4.W-RW.6; 4.GC-GU.1i
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use your draft or a grown-up-selected sample. Explain the purpose and audience, ask for feedback, and describe why your change helps a reader.
Pip’s example: Pip considers the audience, asks a reader what is unclear, and makes a change that improves meaning.
g4.writing.revision-0.v1Help: Use your draft or a grown-up-selected sample. Explain the purpose and audience, ask for feedback, and describe why your change helps a reader.
Pip’s example: Pip considers the audience, asks a reader what is unclear, and makes a change that improves meaning.
g4.writing.revision-1.v1Help: Use your draft or a grown-up-selected sample. Explain the purpose and audience, ask for feedback, and describe why your change helps a reader.
Pip’s example: Pip considers the audience, asks a reader what is unclear, and makes a change that improves meaning.
g4.writing.revision-2.v1Help: Use your draft or a grown-up-selected sample. Explain the purpose and audience, ask for feedback, and describe why your change helps a reader.
Pip’s example: Pip considers the audience, asks a reader what is unclear, and makes a change that improves meaning.
g4.writing.revision-3.v1Help: Use your draft or a grown-up-selected sample. Explain the purpose and audience, ask for feedback, and describe why your change helps a reader.
Pip’s example: Pip considers the audience, asks a reader what is unclear, and makes a change that improves meaning.
g4.writing.revision-4.v1Idaho Mathematics · January 3, 2022 · 4.NF.A.1
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Help: Each of Pip’s parts becomes 2 smaller parts in your bar. Multiply both the numerator, 1, and the denominator, 2, by 2. The numerator counts shaded parts. The denominator counts all equal parts. Match the shaded lengths.
Pip’s example: Pip divides every third into two equal parts, so both the count of shaded parts and total parts double.
g4.math.fraction-workshop-0.v1Help: Each of Pip’s parts becomes 2 smaller parts in your bar. Multiply both the numerator, 1, and the denominator, 3, by 2. The numerator counts shaded parts. The denominator counts all equal parts. Match the shaded lengths.
Pip’s example: Pip divides every third into two equal parts, so both the count of shaded parts and total parts double.
g4.math.fraction-workshop-1.v1Help: Each of Pip’s parts becomes 2 smaller parts in your bar. Multiply both the numerator, 1, and the denominator, 4, by 2. The numerator counts shaded parts. The denominator counts all equal parts. Match the shaded lengths.
Pip’s example: Pip divides every third into two equal parts, so both the count of shaded parts and total parts double.
g4.math.fraction-workshop-2.v1Help: Each of Pip’s parts becomes 4 smaller parts in your bar. Multiply both the numerator, 2, and the denominator, 3, by 4. The numerator counts shaded parts. The denominator counts all equal parts. Match the shaded lengths.
Pip’s example: Pip divides every third into two equal parts, so both the count of shaded parts and total parts double.
g4.math.fraction-workshop-3.v1Help: Each of Pip’s parts becomes 3 smaller parts in your bar. Multiply both the numerator, 3, and the denominator, 4, by 3. The numerator counts shaded parts. The denominator counts all equal parts. Match the shaded lengths.
Pip’s example: Pip divides every third into two equal parts, so both the count of shaded parts and total parts double.
g4.math.fraction-workshop-4.v1Help: Each of Pip’s parts becomes 2 smaller parts in your bar. Multiply both the numerator, 2, and the denominator, 5, by 2. The numerator counts shaded parts. The denominator counts all equal parts. Match the shaded lengths.
Pip’s example: Pip divides every third into two equal parts, so both the count of shaded parts and total parts double.
g4.math.fraction-workshop-5.v1Help: Each of Pip’s parts becomes 2 smaller parts in your bar. Multiply both the numerator, 3, and the denominator, 6, by 2. The numerator counts shaded parts. The denominator counts all equal parts. Match the shaded lengths.
Pip’s example: Pip divides every third into two equal parts, so both the count of shaded parts and total parts double.
g4.math.fraction-workshop-6.v1Help: Each of Pip’s parts becomes 2 smaller parts in your bar. Multiply both the numerator, 5, and the denominator, 6, by 2. The numerator counts shaded parts. The denominator counts all equal parts. Match the shaded lengths.
Pip’s example: Pip divides every third into two equal parts, so both the count of shaded parts and total parts double.
g4.math.fraction-workshop-7.v1Fraction answer: 4/6 or an equivalent value; use a different representation from 2/3.
Help: Multiply the numerator and denominator by the same positive whole number.
Pip’s example: Pip divides every third into two equal parts, so both the count of shaded parts and total parts double.
g4.math.equivalent-0.v1Fraction answer: 9/12 or an equivalent value; use a different representation from 3/4.
Help: Multiply the numerator and denominator by the same positive whole number.
Pip’s example: Pip divides every third into two equal parts, so both the count of shaded parts and total parts double.
g4.math.equivalent-1.v1Fraction answer: 10/8 or an equivalent value; use a different representation from 5/4.
Help: Multiply the numerator and denominator by the same positive whole number.
Pip’s example: Pip divides every third into two equal parts, so both the count of shaded parts and total parts double.
g4.math.equivalent-2.v1Fraction answer: 14/12 or an equivalent value; use a different representation from 7/6.
Help: Multiply the numerator and denominator by the same positive whole number.
Pip’s example: Pip divides every third into two equal parts, so both the count of shaded parts and total parts double.
g4.math.equivalent-3.v1Fraction answer: 8/4 or an equivalent value; use a different representation from 2/1.
Help: Multiply the numerator and denominator by the same positive whole number.
Pip’s example: Pip divides every third into two equal parts, so both the count of shaded parts and total parts double.
g4.math.equivalent-4.v1Idaho Mathematics · January 3, 2022 · 4.OA.A.1–2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 32
Help: Represent four equal groups of eight.
Pip’s example: Pip uses three equal groups to represent three times as many, rather than adding three.
g4.math.comparison-times.v1Answer: 6
Help: Find how many groups of the shorter length fit in the longer length.
Pip’s example: Pip uses three equal groups to represent three times as many, rather than adding three.
g4.math.comparison-factor.v1Answer: 9
Help: Use division to find one equal group.
Pip’s example: Pip uses three equal groups to represent three times as many, rather than adding three.
g4.math.comparison-unknown.v1Idaho Mathematics · January 3, 2022 · 4.OA.A.3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 7
Help: A partly filled bus is still needed for travelers left over.
Pip’s example: Pip solves each step and asks what a remainder means in the actual situation.
g4.math.story-buses.v1Answer: 12
Help: Interpret the remainder: this question asks only for full boxes.
Pip’s example: Pip solves each step and asks what a remainder means in the actual situation.
g4.math.story-boxes.v1Answer: 59
Help: Find the total in the packs, then subtract the amount given away.
Pip’s example: Pip solves each step and asks what a remainder means in the actual situation.
g4.math.story-supplies.v1Answer: 22
Help: Find the cost, then compare it with the budget.
Pip’s example: Pip solves each step and asks what a remainder means in the actual situation.
g4.math.story-cost.v1Idaho Mathematics · January 3, 2022 · 4.OA.B.4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: 1×24, 2×12, 3×8, 4×6 · 1×24, 2×12 only · 1×24, 5×5, 6×4
Answer: 1×24, 2×12, 3×8, 4×6
Help: Check that each pair multiplies to the target and that none are missing.
Pip’s example: Pip lists one times twelve, two times six, and three times four, then checks for missing pairs.
g4.math.factor-pairs.v1Choices: prime · composite · neither
Answer: prime
Help: Look for whole-number factors besides one and itself.
Pip’s example: Pip lists one times twelve, two times six, and three times four, then checks for missing pairs.
g4.math.prime-29.v1Choices: It has factors 3 and 17. · It is odd. · It has two digits.
Answer: It has factors 3 and 17.
Help: A composite number has more than two positive factors.
Pip’s example: Pip lists one times twelve, two times six, and three times four, then checks for missing pairs.
g4.math.composite-51.v1Choices: 56 · 54 · 58
Answer: 56
Help: Use a multiplication fact or equal groups.
Pip’s example: Pip lists one times twelve, two times six, and three times four, then checks for missing pairs.
g4.math.multiple-7.v1Help: Use factor pairs and explain how you know the list is complete. Rotations need not count as new pairs.
Pip’s example: Pip lists one times twelve, two times six, and three times four, then checks for missing pairs.
g4.math.factor-model.v1Idaho Mathematics · January 3, 2022 · 4.OA.C.5
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 13
Help: The starting number is term one. Write four more terms.
Pip’s example: Pip writes several terms and notices that adding three changes odd numbers to even and even to odd.
g4.math.pattern-0.v1Answer: 22
Help: The starting number is term one. Write four more terms.
Pip’s example: Pip writes several terms and notices that adding three changes odd numbers to even and even to odd.
g4.math.pattern-1.v1Answer: 28
Help: The starting number is term one. Write four more terms.
Pip’s example: Pip writes several terms and notices that adding three changes odd numbers to even and even to odd.
g4.math.pattern-2.v1Help: Generate several terms, then use what adding an odd number does to pairs. Examples alone do not explain why.
Pip’s example: Pip writes several terms and notices that adding three changes odd numbers to even and even to odd.
g4.math.pattern-parity.v1Help: State the repeat unit, extend it, and predict a later position. Show how the rule supports your prediction.
Pip’s example: Pip writes several terms and notices that adding three changes odd numbers to even and even to odd.
g4.math.shape-pattern.v1Idaho Mathematics · January 3, 2022 · 4.NBT.A.1–3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 70000
Help: Name the digit’s place before giving its value.
Pip’s example: Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers.
g4.math.value-7.v1Answer: 10
Help: Compare neighboring place values.
Pip’s example: Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers.
g4.math.ten-times.v1Answer: 320609
Help: Include zero in places with no amount.
Pip’s example: Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers.
g4.math.expanded.v1Answer: 1000000
Help: Bundle ten of one place into the next larger place.
Pip’s example: Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers.
g4.math.million.v1Choices: 506,080 < 560,008 · 506,080 > 560,008 · 506,080 = 560,008
Answer: 506,080 < 560,008
Help: Compare digits from the left until they differ.
Pip’s example: Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers.
g4.math.compare-place.v1Answer: 348000
Help: Find the neighboring multiples and compare distances. Halfway rounds up.
Pip’s example: Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers.
g4.math.round-0.v1Answer: 680000
Help: Find the neighboring multiples and compare distances. Halfway rounds up.
Pip’s example: Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers.
g4.math.round-1.v1Answer: 1000000
Help: Find the neighboring multiples and compare distances. Halfway rounds up.
Pip’s example: Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers.
g4.math.round-2.v1Answer: 74800
Help: Find the neighboring multiples and compare distances. Halfway rounds up.
Pip’s example: Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers.
g4.math.round-3.v1Answer: 329450
Help: Find the neighboring multiples and compare distances. Halfway rounds up.
Pip’s example: Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers.
g4.math.round-4.v1Idaho Mathematics · January 3, 2022 · 4.NBT.B.4–6
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 74733
Help: Use a written method or model, then estimate or use a related operation to check.
Pip’s example: Pip estimates, calculates with place value, and checks a product or quotient with a related operation.
g4.math.calculate-0.v1Answer: 32646
Help: Use a written method or model, then estimate or use a related operation to check.
Pip’s example: Pip estimates, calculates with place value, and checks a product or quotient with a related operation.
g4.math.calculate-1.v1Answer: 16142
Help: Use a written method or model, then estimate or use a related operation to check.
Pip’s example: Pip estimates, calculates with place value, and checks a product or quotient with a related operation.
g4.math.calculate-2.v1Answer: 1288
Help: Use a written method or model, then estimate or use a related operation to check.
Pip’s example: Pip estimates, calculates with place value, and checks a product or quotient with a related operation.
g4.math.calculate-3.v1Answer: 156
Help: Use a written method or model, then estimate or use a related operation to check.
Pip’s example: Pip estimates, calculates with place value, and checks a product or quotient with a related operation.
g4.math.calculate-4.v1Answer: 946
Help: Use a written method or model, then estimate or use a related operation to check.
Pip’s example: Pip estimates, calculates with place value, and checks a product or quotient with a related operation.
g4.math.calculate-5.v1Choices: 157 remainder 5 · 158 remainder 1 · 156 remainder 5
Answer: 157 remainder 5
Help: Multiply the quotient by six, add the remainder, and check the original dividend.
Pip’s example: Pip estimates, calculates with place value, and checks a product or quotient with a related operation.
g4.math.division-remainder.v1Idaho Mathematics · January 3, 2022 · 4.NBT.B.4–6
Coverage: partial. Adult observation needed; no automatic grade.
Help: Label place values and explain each exchange or partial product to a grown-up. A correct final answer alone does not demonstrate the method.
Pip’s example: Pip labels place values, explains an exchange or partial product, and checks the result.
g4.math.algorithm-0.v1Help: Label place values and explain each exchange or partial product to a grown-up. A correct final answer alone does not demonstrate the method.
Pip’s example: Pip labels place values, explains an exchange or partial product, and checks the result.
g4.math.algorithm-1.v1Help: Label place values and explain each exchange or partial product to a grown-up. A correct final answer alone does not demonstrate the method.
Pip’s example: Pip labels place values, explains an exchange or partial product, and checks the result.
g4.math.algorithm-2.v1Idaho Mathematics · January 3, 2022 · 4.NF.B.3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Fraction answer: 5/8 or an equivalent value.
Help: Combine or remove equal-sized parts. An equivalent fraction or mixed number is welcome.
Pip’s example: Pip joins three eighths and two eighths. The size of each part stays an eighth.
g4.math.sum-0.v1Fraction answer: 3/10 or an equivalent value.
Help: Combine or remove equal-sized parts. An equivalent fraction or mixed number is welcome.
Pip’s example: Pip joins three eighths and two eighths. The size of each part stays an eighth.
g4.math.sum-1.v1Fraction answer: 9/6 or an equivalent value.
Help: Combine or remove equal-sized parts. An equivalent fraction or mixed number is welcome.
Pip’s example: Pip joins three eighths and two eighths. The size of each part stays an eighth.
g4.math.sum-2.v1Fraction answer: 8/4 or an equivalent value.
Help: Combine or remove equal-sized parts. An equivalent fraction or mixed number is welcome.
Pip’s example: Pip joins three eighths and two eighths. The size of each part stays an eighth.
g4.math.sum-3.v1Fraction answer: 22/8 or an equivalent value.
Help: Combine or remove equal-sized parts. An equivalent fraction or mixed number is welcome.
Pip’s example: Pip joins three eighths and two eighths. The size of each part stays an eighth.
g4.math.sum-4.v1Fraction answer: 6/6 or an equivalent value.
Help: Combine or remove equal-sized parts. An equivalent fraction or mixed number is welcome.
Pip’s example: Pip joins three eighths and two eighths. The size of each part stays an eighth.
g4.math.sum-5.v1Idaho Mathematics · January 3, 2022 · 4.NF.B.4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Fraction answer: 6/5 or an equivalent value.
Help: Think of equal groups of the fraction. Keep the part size the same.
Pip’s example: Pip combines three groups of two fifths to make six fifths.
g4.math.product-0.v1Fraction answer: 12/8 or an equivalent value.
Help: Think of equal groups of the fraction. Keep the part size the same.
Pip’s example: Pip combines three groups of two fifths to make six fifths.
g4.math.product-1.v1Fraction answer: 5/6 or an equivalent value.
Help: Think of equal groups of the fraction. Keep the part size the same.
Pip’s example: Pip combines three groups of two fifths to make six fifths.
g4.math.product-2.v1Fraction answer: 15/4 or an equivalent value.
Help: Think of equal groups of the fraction. Keep the part size the same.
Pip’s example: Pip combines three groups of two fifths to make six fifths.
g4.math.product-3.v1Idaho Mathematics · January 3, 2022 · 4.NF.A.2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: < · > · =
Answer: <
Help: Use common denominators, a benchmark, or a drawing. Explain the comparison.
Pip’s example: Pip uses equivalent twelfths or a visual model, keeping the whole the same.
g4.math.fraction-compare-0.v1Choices: < · > · =
Answer: <
Help: Use common denominators, a benchmark, or a drawing. Explain the comparison.
Pip’s example: Pip uses equivalent twelfths or a visual model, keeping the whole the same.
g4.math.fraction-compare-1.v1Choices: > · < · =
Answer: >
Help: Use common denominators, a benchmark, or a drawing. Explain the comparison.
Pip’s example: Pip uses equivalent twelfths or a visual model, keeping the whole the same.
g4.math.fraction-compare-2.v1Choices: > · < · =
Answer: >
Help: Use common denominators, a benchmark, or a drawing. Explain the comparison.
Pip’s example: Pip uses equivalent twelfths or a visual model, keeping the whole the same.
g4.math.fraction-compare-3.v1Choices: = · < · >
Answer: =
Help: Use common denominators, a benchmark, or a drawing. Explain the comparison.
Pip’s example: Pip uses equivalent twelfths or a visual model, keeping the whole the same.
g4.math.fraction-compare-4.v1Idaho Mathematics · January 3, 2022 · 4.NF.C.5–7
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 0.6
Help: Tenths and hundredths name decimal places. You may include a zero before the decimal point.
Pip’s example: Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes.
g4.math.decimal-0.v1Answer: 0.37
Help: Tenths and hundredths name decimal places. You may include a zero before the decimal point.
Pip’s example: Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes.
g4.math.decimal-1.v1Answer: 0.04
Help: Tenths and hundredths name decimal places. You may include a zero before the decimal point.
Pip’s example: Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes.
g4.math.decimal-2.v1Answer: 0.9
Help: Tenths and hundredths name decimal places. You may include a zero before the decimal point.
Pip’s example: Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes.
g4.math.decimal-3.v1Answer: 0.85
Help: Tenths and hundredths name decimal places. You may include a zero before the decimal point.
Pip’s example: Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes.
g4.math.decimal-4.v1Choices: > · < · =
Answer: >
Help: Compare tenths, then hundredths; a trailing zero does not change the value.
Pip’s example: Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes.
g4.math.decimal-compare-0.v1Choices: < · > · =
Answer: <
Help: Compare tenths, then hundredths; a trailing zero does not change the value.
Pip’s example: Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes.
g4.math.decimal-compare-1.v1Choices: = · < · >
Answer: =
Help: Compare tenths, then hundredths; a trailing zero does not change the value.
Pip’s example: Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes.
g4.math.decimal-compare-2.v1Choices: < · > · =
Answer: <
Help: Compare tenths, then hundredths; a trailing zero does not change the value.
Pip’s example: Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes.
g4.math.decimal-compare-3.v1Choices: > · < · =
Answer: >
Help: Compare tenths, then hundredths; a trailing zero does not change the value.
Pip’s example: Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes.
g4.math.decimal-compare-4.v1Idaho Mathematics · January 3, 2022 · 4.MD.A.1–2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 84
Help: Multiply each foot by twelve inches.
Pip’s example: Pip uses twelve inches for each foot and multiplies by three.
g4.math.feet-inches.v1Answer: 800
Help: Use the number of smaller units in each larger unit.
Pip’s example: Pip uses twelve inches for each foot and multiplies by three.
g4.math.meters-cm.v1Answer: 3000
Help: Use equal groups of a thousand.
Pip’s example: Pip uses twelve inches for each foot and multiplies by three.
g4.math.kg-grams.v1Answer: 265
Help: Convert the hours, then add the remaining minutes.
Pip’s example: Pip uses twelve inches for each foot and multiplies by three.
g4.math.time-minutes.v1Answer: 215
Help: Use the same unit before subtracting.
Pip’s example: Pip uses twelve inches for each foot and multiplies by three.
g4.math.length-story.v1Help: Use three feet per yard. Explain the relationship and predict a new pair.
Pip’s example: Pip uses twelve inches for each foot and multiplies by three.
g4.math.conversion-table.v1Idaho Mathematics · January 3, 2022 · 4.MD.A.3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 112
Help: Multiply side lengths; label square units.
Pip’s example: Pip labels units, uses the known area and length to find width, and distinguishes area from perimeter.
g4.math.area-rectangle.v1Answer: 7
Help: Find the missing factor in the area equation.
Pip’s example: Pip labels units, uses the known area and length to find width, and distinguishes area from perimeter.
g4.math.area-width.v1Answer: 50
Help: Add all four outside side lengths.
Pip’s example: Pip labels units, uses the known area and length to find width, and distinguishes area from perimeter.
g4.math.perimeter.v1Help: Label side lengths, calculate both measurements, and explain why the perimeter changes.
Pip’s example: Pip labels units, uses the known area and length to find width, and distinguishes area from perimeter.
g4.math.area-perimeter.v1Idaho Mathematics · January 3, 2022 · 4.MD.C.5–7
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 45
Angle model: 45 degrees.
Help: Start at the zero on the right. Read where the sloping ray meets the protractor scale.
Pip’s example: Pip lines up a protractor’s center and baseline, reads the scale beginning at zero, and checks whether the angle is acute or obtuse.
g4.math.angle-0.v1Answer: 75
Angle model: 75 degrees.
Help: Start at the zero on the right. Read where the sloping ray meets the protractor scale.
Pip’s example: Pip lines up a protractor’s center and baseline, reads the scale beginning at zero, and checks whether the angle is acute or obtuse.
g4.math.angle-1.v1Answer: 120
Angle model: 120 degrees.
Help: Start at the zero on the right. Read where the sloping ray meets the protractor scale.
Pip’s example: Pip lines up a protractor’s center and baseline, reads the scale beginning at zero, and checks whether the angle is acute or obtuse.
g4.math.angle-2.v1Answer: 90
Help: Adjacent non-overlapping angles add.
Pip’s example: Pip lines up a protractor’s center and baseline, reads the scale beginning at zero, and checks whether the angle is acute or obtuse.
g4.math.angle-add.v1Answer: 62
Help: The two parts add to ninety degrees.
Pip’s example: Pip lines up a protractor’s center and baseline, reads the scale beginning at zero, and checks whether the angle is acute or obtuse.
g4.math.angle-missing.v1Idaho Mathematics · January 3, 2022 · 4.G.A.1–3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: They remain the same distance apart and do not meet. · They always meet at a right angle. · They have exactly one endpoint.
Answer: They remain the same distance apart and do not meet.
Help: Distinguish lines from rays and segments.
Pip’s example: Pip checks parallel sides, right angles, and matching halves instead of judging by size or orientation.
g4.math.parallel.v1Choices: It has one 90-degree angle. · It has three equal sides. · It points to the right.
Answer: It has one 90-degree angle.
Help: Use angle properties, not the direction the drawing faces.
Pip’s example: Pip checks parallel sides, right angles, and matching halves instead of judging by size or orientation.
g4.math.right-triangle.v1Help: Use a ruler, folding, or drawing with a grown-up. Explain how the attributes support your description.
Pip’s example: Pip checks parallel sides, right angles, and matching halves instead of judging by size or orientation.
g4.math.geometry-0.v1Help: Use a ruler, folding, or drawing with a grown-up. Explain how the attributes support your description.
Pip’s example: Pip checks parallel sides, right angles, and matching halves instead of judging by size or orientation.
g4.math.geometry-1.v1Help: Use a ruler, folding, or drawing with a grown-up. Explain how the attributes support your description.
Pip’s example: Pip checks parallel sides, right angles, and matching halves instead of judging by size or orientation.
g4.math.geometry-2.v1Idaho Mathematics · January 3, 2022 · 4.MD.B.4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Fraction answer: 3/4 or an equivalent value.
Line plot data: {"d":8,"rows":[[2,2],[4,1],[8,2]]}
Help: Read the smallest and largest marked measurements before subtracting.
Pip’s example: Pip reads the fractional scale and counts every measurement before finding a total or difference.
g4.math.plot-difference.v1Fraction answer: 7/4 or an equivalent value.
Line plot data: {"d":4,"rows":[[1,1],[2,1],[4,1]]}
Help: Add each measurement once for every X above it.
Pip’s example: Pip reads the fractional scale and counts every measurement before finding a total or difference.
g4.math.plot-total.v1Answer: 6
Line plot data: {"d":8,"rows":[[3,2],[5,3],[7,1]]}
Help: Each X is one measured ribbon, regardless of its length.
Pip’s example: Pip reads the fractional scale and counts every measurement before finding a total or difference.
g4.math.plot-count.v1Help: Use a suitable ruler with a grown-up. Label equal intervals, record an X for each measurement, and explain a total or difference from your own data.
Pip’s example: Pip reads the fractional scale and counts every measurement before finding a total or difference.
g4.math.plot-real-0.v1Help: Use a suitable ruler with a grown-up. Label equal intervals, record an X for each measurement, and explain a total or difference from your own data.
Pip’s example: Pip reads the fractional scale and counts every measurement before finding a total or difference.
g4.math.plot-real-1.v1Idaho Science · January 3, 2022 · 4-PS-1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip compares the effects of the same toy moving slowly and faster, without calculating energy.
g4.science.speed-test-0.v1Help: Draw a before-and-after diagram from real observations. Explain why the same object and target help make a fair comparison.
Pip’s example: Pip compares the effects of the same toy moving slowly and faster, without calculating energy.
g4.science.speed-argument-0.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip compares the effects of the same toy moving slowly and faster, without calculating energy.
g4.science.speed-test-1.v1Help: Draw a before-and-after diagram from real observations. Explain why the same object and target help make a fair comparison.
Pip’s example: Pip compares the effects of the same toy moving slowly and faster, without calculating energy.
g4.science.speed-argument-1.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip compares the effects of the same toy moving slowly and faster, without calculating energy.
g4.science.speed-test-2.v1Help: Draw a before-and-after diagram from real observations. Explain why the same object and target help make a fair comparison.
Pip’s example: Pip compares the effects of the same toy moving slowly and faster, without calculating energy.
g4.science.speed-argument-2.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip compares the effects of the same toy moving slowly and faster, without calculating energy.
g4.science.speed-test-3.v1Help: Draw a before-and-after diagram from real observations. Explain why the same object and target help make a fair comparison.
Pip’s example: Pip compares the effects of the same toy moving slowly and faster, without calculating energy.
g4.science.speed-argument-3.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip compares the effects of the same toy moving slowly and faster, without calculating energy.
g4.science.speed-test-4.v1Help: Draw a before-and-after diagram from real observations. Explain why the same object and target help make a fair comparison.
Pip’s example: Pip compares the effects of the same toy moving slowly and faster, without calculating energy.
g4.science.speed-argument-4.v1Idaho Science · January 3, 2022 · 4-PS-1.2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: light travels from the flashlight to the wall · Energy always stays inside its first source. · Only moving cars can transfer energy.
Answer: light travels from the flashlight to the wall
Help: Trace what changes and how energy could get there.
Pip’s example: Pip traces energy from a flashlight battery to light reaching a surface.
g4.science.transfer-check-0.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip traces energy from a flashlight battery to light reaching a surface.
g4.science.transfer-observe-0.v1Choices: sound can transfer energy through the air · Energy always stays inside its first source. · Only moving cars can transfer energy.
Answer: sound can transfer energy through the air
Help: Trace what changes and how energy could get there.
Pip’s example: Pip traces energy from a flashlight battery to light reaching a surface.
g4.science.transfer-check-1.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip traces energy from a flashlight battery to light reaching a surface.
g4.science.transfer-observe-1.v1Choices: energy can transfer from warmer objects to cooler surroundings · Energy always stays inside its first source. · Only moving cars can transfer energy.
Answer: energy can transfer from warmer objects to cooler surroundings
Help: Trace what changes and how energy could get there.
Pip’s example: Pip traces energy from a flashlight battery to light reaching a surface.
g4.science.transfer-check-2.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip traces energy from a flashlight battery to light reaching a surface.
g4.science.transfer-observe-2.v1Choices: electrical energy is transferred through the circuit · Energy always stays inside its first source. · Only moving cars can transfer energy.
Answer: electrical energy is transferred through the circuit
Help: Trace what changes and how energy could get there.
Pip’s example: Pip traces energy from a flashlight battery to light reaching a surface.
g4.science.transfer-check-3.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip traces energy from a flashlight battery to light reaching a surface.
g4.science.transfer-observe-3.v1Choices: light can transfer energy to a surface · Energy always stays inside its first source. · Only moving cars can transfer energy.
Answer: light can transfer energy to a surface
Help: Trace what changes and how energy could get there.
Pip’s example: Pip traces energy from a flashlight battery to light reaching a surface.
g4.science.transfer-check-4.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip traces energy from a flashlight battery to light reaching a surface.
g4.science.transfer-observe-4.v1Idaho Science · January 3, 2022 · 4-PS-1.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip predicts how a moving toy affects a resting toy, then checks the prediction.
g4.science.collision-0.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip predicts how a moving toy affects a resting toy, then checks the prediction.
g4.science.collision-1.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip predicts how a moving toy affects a resting toy, then checks the prediction.
g4.science.collision-2.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip predicts how a moving toy affects a resting toy, then checks the prediction.
g4.science.collision-3.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip predicts how a moving toy affects a resting toy, then checks the prediction.
g4.science.collision-4.v1Idaho Science · January 3, 2022 · 4-PS-1.4
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip sets a goal for a rubber-band-powered model, tests it with adult help, and improves one feature.
g4.science.conversion-design-0.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip sets a goal for a rubber-band-powered model, tests it with adult help, and improves one feature.
g4.science.conversion-design-1.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip sets a goal for a rubber-band-powered model, tests it with adult help, and improves one feature.
g4.science.conversion-design-2.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip sets a goal for a rubber-band-powered model, tests it with adult help, and improves one feature.
g4.science.conversion-design-3.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip sets a goal for a rubber-band-powered model, tests it with adult help, and improves one feature.
g4.science.conversion-design-4.v1Idaho Science · January 3, 2022 · 4-PS-2.1
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: amplitude · wavelength · the rope’s total length
Answer: amplitude
Help: Compare height from the middle with distance between matching points in the pattern.
Pip’s example: Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern.
g4.science.wave-check-0.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern.
g4.science.wave-model-0.v1Choices: wavelength · the paper’s color · amplitude
Answer: wavelength
Help: Compare height from the middle with distance between matching points in the pattern.
Pip’s example: Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern.
g4.science.wave-check-1.v1Help: Draw labels and use your observations to explain what changes and what stays the same. Do not calculate wave energy or speed.
Pip’s example: Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern.
g4.science.wave-explain-0.v1Choices: The pattern travels while the marked place moves locally. · The ribbon must travel to the rope’s end. · The rope has no motion.
Answer: The pattern travels while the marked place moves locally.
Help: Compare height from the middle with distance between matching points in the pattern.
Pip’s example: Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern.
g4.science.wave-check-2.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern.
g4.science.wave-model-1.v1Choices: from the middle position to a crest · between neighboring crests · along the whole rope
Answer: from the middle position to a crest
Help: Compare height from the middle with distance between matching points in the pattern.
Pip’s example: Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern.
g4.science.wave-check-3.v1Help: Draw labels and use your observations to explain what changes and what stays the same. Do not calculate wave energy or speed.
Pip’s example: Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern.
g4.science.wave-explain-1.v1Choices: regular crests and troughs with a labeled middle position · a list of animal names · one unlabeled dot
Answer: regular crests and troughs with a labeled middle position
Help: Compare height from the middle with distance between matching points in the pattern.
Pip’s example: Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern.
g4.science.wave-check-4.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern.
g4.science.wave-model-2.v1Help: Draw labels and use your observations to explain what changes and what stays the same. Do not calculate wave energy or speed.
Pip’s example: Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern.
g4.science.wave-explain-2.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern.
g4.science.wave-model-3.v1Help: Draw labels and use your observations to explain what changes and what stays the same. Do not calculate wave energy or speed.
Pip’s example: Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern.
g4.science.wave-explain-3.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern.
g4.science.wave-model-4.v1Help: Draw labels and use your observations to explain what changes and what stays the same. Do not calculate wave energy or speed.
Pip’s example: Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern.
g4.science.wave-explain-4.v1Idaho Science · January 3, 2022 · 4-PS-2.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip draws arrows showing light from a lamp reflecting from a book into an eye.
g4.science.light-path-0.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip draws arrows showing light from a lamp reflecting from a book into an eye.
g4.science.light-path-1.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip draws arrows showing light from a lamp reflecting from a book into an eye.
g4.science.light-path-2.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip draws arrows showing light from a lamp reflecting from a book into an eye.
g4.science.light-path-3.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip draws arrows showing light from a lamp reflecting from a book into an eye.
g4.science.light-path-4.v1Idaho Science · January 3, 2022 · 4-PS-2.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip agrees on a code, sends a pattern, and checks whether the receiver gets the intended message.
g4.science.code-0.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip agrees on a code, sends a pattern, and checks whether the receiver gets the intended message.
g4.science.code-1.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip agrees on a code, sends a pattern, and checks whether the receiver gets the intended message.
g4.science.code-2.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip agrees on a code, sends a pattern, and checks whether the receiver gets the intended message.
g4.science.code-3.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip agrees on a code, sends a pattern, and checks whether the receiver gets the intended message.
g4.science.code-4.v1Idaho Science · January 3, 2022 · 4-LS-1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.
Pip’s example: Pip uses a diagram to connect roots with taking in water and supporting a plant.
g4.science.structure-0.v1Help: Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.
Pip’s example: Pip uses a diagram to connect roots with taking in water and supporting a plant.
g4.science.structure-1.v1Help: Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.
Pip’s example: Pip uses a diagram to connect roots with taking in water and supporting a plant.
g4.science.structure-2.v1Help: Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.
Pip’s example: Pip uses a diagram to connect roots with taking in water and supporting a plant.
g4.science.structure-3.v1Help: Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.
Pip’s example: Pip uses a diagram to connect roots with taking in water and supporting a plant.
g4.science.structure-4.v1Help: Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.
Pip’s example: Pip uses a diagram to connect roots with taking in water and supporting a plant.
g4.science.structure-5.v1Help: Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.
Pip’s example: Pip uses a diagram to connect roots with taking in water and supporting a plant.
g4.science.structure-6.v1Help: Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.
Pip’s example: Pip uses a diagram to connect roots with taking in water and supporting a plant.
g4.science.structure-7.v1Help: Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.
Pip’s example: Pip uses a diagram to connect roots with taking in water and supporting a plant.
g4.science.structure-8.v1Help: Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.
Pip’s example: Pip uses a diagram to connect roots with taking in water and supporting a plant.
g4.science.structure-9.v1Idaho Science · January 3, 2022 · 4-LS-1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Draw the sense organ, information going to the brain, and a possible response. Discuss how experience or context could change a response. Never test with loud sounds, unknown foods, or unsafe objects.
Pip’s example: Pip models how seeing an obstacle sends information to the brain before a person chooses to stop.
g4.science.sense-0.v1Help: Draw the sense organ, information going to the brain, and a possible response. Discuss how experience or context could change a response. Never test with loud sounds, unknown foods, or unsafe objects.
Pip’s example: Pip models how seeing an obstacle sends information to the brain before a person chooses to stop.
g4.science.sense-1.v1Help: Draw the sense organ, information going to the brain, and a possible response. Discuss how experience or context could change a response. Never test with loud sounds, unknown foods, or unsafe objects.
Pip’s example: Pip models how seeing an obstacle sends information to the brain before a person chooses to stop.
g4.science.sense-2.v1Help: Draw the sense organ, information going to the brain, and a possible response. Discuss how experience or context could change a response. Never test with loud sounds, unknown foods, or unsafe objects.
Pip’s example: Pip models how seeing an obstacle sends information to the brain before a person chooses to stop.
g4.science.sense-3.v1Help: Draw the sense organ, information going to the brain, and a possible response. Discuss how experience or context could change a response. Never test with loud sounds, unknown foods, or unsafe objects.
Pip’s example: Pip models how seeing an obstacle sends information to the brain before a person chooses to stop.
g4.science.sense-4.v1Idaho Science · January 3, 2022 · 4-ESS-1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use labeled reference pictures with an adult. Describe visible evidence and a possible landscape history, or classify the pictured rock types from the reference. Relative order is not an exact age; do not assume every rock contains fossils.
Pip’s example: Pip compares fossils in undisturbed rock layers and explains a possible older environment using evidence.
g4.science.rock-0.v1Help: Use labeled reference pictures with an adult. Describe visible evidence and a possible landscape history, or classify the pictured rock types from the reference. Relative order is not an exact age; do not assume every rock contains fossils.
Pip’s example: Pip compares fossils in undisturbed rock layers and explains a possible older environment using evidence.
g4.science.rock-1.v1Help: Use labeled reference pictures with an adult. Describe visible evidence and a possible landscape history, or classify the pictured rock types from the reference. Relative order is not an exact age; do not assume every rock contains fossils.
Pip’s example: Pip compares fossils in undisturbed rock layers and explains a possible older environment using evidence.
g4.science.rock-2.v1Help: Use labeled reference pictures with an adult. Describe visible evidence and a possible landscape history, or classify the pictured rock types from the reference. Relative order is not an exact age; do not assume every rock contains fossils.
Pip’s example: Pip compares fossils in undisturbed rock layers and explains a possible older environment using evidence.
g4.science.rock-3.v1Help: Use labeled reference pictures with an adult. Describe visible evidence and a possible landscape history, or classify the pictured rock types from the reference. Relative order is not an exact age; do not assume every rock contains fossils.
Pip’s example: Pip compares fossils in undisturbed rock layers and explains a possible older environment using evidence.
g4.science.rock-4.v1Idaho Science · January 3, 2022 · 4-ESS-2.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip compares two small soil trays at different slopes while keeping soil and water amounts the same.
g4.science.erosion-0.v1Help: Draw both setups and label what changed and what stayed equal. Use actual observations, mention an uncertain result, and propose a follow-up test.
Pip’s example: Pip compares two small soil trays at different slopes while keeping soil and water amounts the same.
g4.science.erosion-evidence-0.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip compares two small soil trays at different slopes while keeping soil and water amounts the same.
g4.science.erosion-1.v1Help: Draw both setups and label what changed and what stayed equal. Use actual observations, mention an uncertain result, and propose a follow-up test.
Pip’s example: Pip compares two small soil trays at different slopes while keeping soil and water amounts the same.
g4.science.erosion-evidence-1.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip compares two small soil trays at different slopes while keeping soil and water amounts the same.
g4.science.erosion-2.v1Help: Draw both setups and label what changed and what stayed equal. Use actual observations, mention an uncertain result, and propose a follow-up test.
Pip’s example: Pip compares two small soil trays at different slopes while keeping soil and water amounts the same.
g4.science.erosion-evidence-2.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip compares two small soil trays at different slopes while keeping soil and water amounts the same.
g4.science.erosion-3.v1Help: Draw both setups and label what changed and what stayed equal. Use actual observations, mention an uncertain result, and propose a follow-up test.
Pip’s example: Pip compares two small soil trays at different slopes while keeping soil and water amounts the same.
g4.science.erosion-evidence-3.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip compares two small soil trays at different slopes while keeping soil and water amounts the same.
g4.science.erosion-4.v1Help: Draw both setups and label what changed and what stayed equal. Use actual observations, mention an uncertain result, and propose a follow-up test.
Pip’s example: Pip compares two small soil trays at different slopes while keeping soil and water amounts the same.
g4.science.erosion-evidence-4.v1Idaho Science · January 3, 2022 · 4-ESS-2.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use dated, labeled scientific maps chosen by an adult. Read the key, compare locations, identify a pattern and an exception, and explain what the maps do not establish.
Pip’s example: Pip compares earthquake and mountain locations on labeled maps without claiming that every place follows one pattern.
g4.science.earth-map-0.v1Help: Use dated, labeled scientific maps chosen by an adult. Read the key, compare locations, identify a pattern and an exception, and explain what the maps do not establish.
Pip’s example: Pip compares earthquake and mountain locations on labeled maps without claiming that every place follows one pattern.
g4.science.earth-map-1.v1Help: Use dated, labeled scientific maps chosen by an adult. Read the key, compare locations, identify a pattern and an exception, and explain what the maps do not establish.
Pip’s example: Pip compares earthquake and mountain locations on labeled maps without claiming that every place follows one pattern.
g4.science.earth-map-2.v1Help: Use dated, labeled scientific maps chosen by an adult. Read the key, compare locations, identify a pattern and an exception, and explain what the maps do not establish.
Pip’s example: Pip compares earthquake and mountain locations on labeled maps without claiming that every place follows one pattern.
g4.science.earth-map-3.v1Help: Use dated, labeled scientific maps chosen by an adult. Read the key, compare locations, identify a pattern and an exception, and explain what the maps do not establish.
Pip’s example: Pip compares earthquake and mountain locations on labeled maps without claiming that every place follows one pattern.
g4.science.earth-map-4.v1Idaho Science · January 3, 2022 · 4-ESS-3.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: With reliable sources, identify natural resources, whether they are replenished on human timescales, and effects on land, water, air, or living things. Every option has tradeoffs; record your sources.
Pip’s example: Pip compares a renewable and a nonrenewable energy source and considers environmental effects of each.
g4.science.resource-0.v1Help: With reliable sources, identify natural resources, whether they are replenished on human timescales, and effects on land, water, air, or living things. Every option has tradeoffs; record your sources.
Pip’s example: Pip compares a renewable and a nonrenewable energy source and considers environmental effects of each.
g4.science.resource-1.v1Help: With reliable sources, identify natural resources, whether they are replenished on human timescales, and effects on land, water, air, or living things. Every option has tradeoffs; record your sources.
Pip’s example: Pip compares a renewable and a nonrenewable energy source and considers environmental effects of each.
g4.science.resource-2.v1Help: With reliable sources, identify natural resources, whether they are replenished on human timescales, and effects on land, water, air, or living things. Every option has tradeoffs; record your sources.
Pip’s example: Pip compares a renewable and a nonrenewable energy source and considers environmental effects of each.
g4.science.resource-3.v1Help: With reliable sources, identify natural resources, whether they are replenished on human timescales, and effects on land, water, air, or living things. Every option has tradeoffs; record your sources.
Pip’s example: Pip compares a renewable and a nonrenewable energy source and considers environmental effects of each.
g4.science.resource-4.v1Idaho Science · January 3, 2022 · 4-ESS-3.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip compares model flood barriers with the same small amount of water and identifies a strength and a limit of each.
g4.science.hazard-0.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip compares model flood barriers with the same small amount of water and identifies a strength and a limit of each.
g4.science.hazard-1.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip compares model flood barriers with the same small amount of water and identifies a strength and a limit of each.
g4.science.hazard-2.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip compares model flood barriers with the same small amount of water and identifies a strength and a limit of each.
g4.science.hazard-3.v1Help: Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.
Pip’s example: Pip compares model flood barriers with the same small amount of water and identifies a strength and a limit of each.
g4.science.hazard-4.v1Idaho Social Studies · revised November 20, 2025 · 4.SS.1.1,3–5
Coverage: partial. Adult observation needed; no automatic grade.
Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.
Pip’s example: Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing.
g4.social-studies.history-0.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.
Pip’s example: Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing.
g4.social-studies.history-1.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.
Pip’s example: Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing.
g4.social-studies.history-2.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.
Pip’s example: Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing.
g4.social-studies.history-3.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.
Pip’s example: Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing.
g4.social-studies.history-4.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.
Pip’s example: Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing.
g4.social-studies.history-5.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.
Pip’s example: Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing.
g4.social-studies.history-6.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.
Pip’s example: Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing.
g4.social-studies.history-7.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.
Pip’s example: Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing.
g4.social-studies.history-8.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.
Pip’s example: Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing.
g4.social-studies.history-9.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.
Pip’s example: Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing.
g4.social-studies.history-10.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.
Pip’s example: Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing.
g4.social-studies.history-11.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.
Pip’s example: Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing.
g4.social-studies.history-12.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.
Pip’s example: Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing.
g4.social-studies.history-13.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.
Pip’s example: Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing.
g4.social-studies.history-14.v1Idaho Social Studies · revised November 20, 2025 · 4.SS.1.2,6–9
Coverage: partial. Adult observation needed; no automatic grade.
Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use public tribal educational maps with an adult. Distinguish ancestral homelands, ceded territory, and present reservation land; boundaries can extend beyond Idaho. Name the map and date.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-map-0.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: An adult selects a tribal-authored explanation and an age-appropriate historical source. Explain the policy’s purpose, effects on land and people, and a perspective missing from one account.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-policy-0.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use the nation’s public government page. Describe one government responsibility and a relationship with state or federal government. Tribal governments are not departments of state government.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-sovereignty-0.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use a tribal-authored current source with a grown-up. Connect present work with history; do not copy restricted cultural practices or assume one nation represents others.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-continuity-0.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use public tribal educational maps with an adult. Distinguish ancestral homelands, ceded territory, and present reservation land; boundaries can extend beyond Idaho. Name the map and date.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-map-1.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: An adult selects a tribal-authored explanation and an age-appropriate historical source. Explain the policy’s purpose, effects on land and people, and a perspective missing from one account.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-policy-1.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use the nation’s public government page. Describe one government responsibility and a relationship with state or federal government. Tribal governments are not departments of state government.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-sovereignty-1.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use a tribal-authored current source with a grown-up. Connect present work with history; do not copy restricted cultural practices or assume one nation represents others.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-continuity-1.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use public tribal educational maps with an adult. Distinguish ancestral homelands, ceded territory, and present reservation land; boundaries can extend beyond Idaho. Name the map and date.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-map-2.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: An adult selects a tribal-authored explanation and an age-appropriate historical source. Explain the policy’s purpose, effects on land and people, and a perspective missing from one account.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-policy-2.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use the nation’s public government page. Describe one government responsibility and a relationship with state or federal government. Tribal governments are not departments of state government.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-sovereignty-2.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use a tribal-authored current source with a grown-up. Connect present work with history; do not copy restricted cultural practices or assume one nation represents others.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-continuity-2.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use public tribal educational maps with an adult. Distinguish ancestral homelands, ceded territory, and present reservation land; boundaries can extend beyond Idaho. Name the map and date.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-map-3.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: An adult selects a tribal-authored explanation and an age-appropriate historical source. Explain the policy’s purpose, effects on land and people, and a perspective missing from one account.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-policy-3.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use the nation’s public government page. Describe one government responsibility and a relationship with state or federal government. Tribal governments are not departments of state government.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-sovereignty-3.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use a tribal-authored current source with a grown-up. Connect present work with history; do not copy restricted cultural practices or assume one nation represents others.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-continuity-3.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use public tribal educational maps with an adult. Distinguish ancestral homelands, ceded territory, and present reservation land; boundaries can extend beyond Idaho. Name the map and date.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-map-4.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: An adult selects a tribal-authored explanation and an age-appropriate historical source. Explain the policy’s purpose, effects on land and people, and a perspective missing from one account.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-policy-4.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use the nation’s public government page. Describe one government responsibility and a relationship with state or federal government. Tribal governments are not departments of state government.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-sovereignty-4.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use a tribal-authored current source with a grown-up. Connect present work with history; do not copy restricted cultural practices or assume one nation represents others.
Pip’s example: Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries.
g4.social-studies.nation-continuity-4.v1Idaho Social Studies · revised November 20, 2025 · 4.SS.2.1–2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: C4 · D3 · 4D
Answer: C4
Help: Read the map’s labels, compass, and scale before using the grid.
Pip’s example: Pip checks the lettered columns and numbered rows before locating a place on an Idaho map.
g4.social-studies.grid-check-0.v1Choices: northeast · southwest · southeast
Answer: northeast
Help: Read the map’s labels, compass, and scale before using the grid.
Pip’s example: Pip checks the lettered columns and numbered rows before locating a place on an Idaho map.
g4.social-studies.grid-check-1.v1Choices: 3 · 5 · 7
Answer: 3
Help: Read the map’s labels, compass, and scale before using the grid.
Pip’s example: Pip checks the lettered columns and numbered rows before locating a place on an Idaho map.
g4.social-studies.grid-check-2.v1Choices: the map scale · the paper’s color · the alphabet alone
Answer: the map scale
Help: Read the map’s labels, compass, and scale before using the grid.
Pip’s example: Pip checks the lettered columns and numbered rows before locating a place on an Idaho map.
g4.social-studies.grid-check-3.v1Choices: Use each map’s own key and grid. · Assume the same address fits both. · Ignore the labels.
Answer: Use each map’s own key and grid.
Help: Read the map’s labels, compass, and scale before using the grid.
Pip’s example: Pip checks the lettered columns and numbered rows before locating a place on an Idaho map.
g4.social-studies.grid-check-4.v1Help: Use a labeled Idaho atlas map with a grown-up. Identify the source, key, scale, and grid. Point to geographic evidence and separate it from your explanation of people’s choices.
Pip’s example: Pip checks the lettered columns and numbered rows before locating a place on an Idaho map.
g4.social-studies.idaho-map-0.v1Help: Use a labeled Idaho atlas map with a grown-up. Identify the source, key, scale, and grid. Point to geographic evidence and separate it from your explanation of people’s choices.
Pip’s example: Pip checks the lettered columns and numbered rows before locating a place on an Idaho map.
g4.social-studies.idaho-map-1.v1Help: Use a labeled Idaho atlas map with a grown-up. Identify the source, key, scale, and grid. Point to geographic evidence and separate it from your explanation of people’s choices.
Pip’s example: Pip checks the lettered columns and numbered rows before locating a place on an Idaho map.
g4.social-studies.idaho-map-2.v1Help: Use a labeled Idaho atlas map with a grown-up. Identify the source, key, scale, and grid. Point to geographic evidence and separate it from your explanation of people’s choices.
Pip’s example: Pip checks the lettered columns and numbered rows before locating a place on an Idaho map.
g4.social-studies.idaho-map-3.v1Help: Use a labeled Idaho atlas map with a grown-up. Identify the source, key, scale, and grid. Point to geographic evidence and separate it from your explanation of people’s choices.
Pip’s example: Pip checks the lettered columns and numbered rows before locating a place on an Idaho map.
g4.social-studies.idaho-map-4.v1Idaho Social Studies · revised November 20, 2025 · 4.SS.2.3
Coverage: partial. Adult observation needed; no automatic grade.
Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: An adult chooses a non-graphic tribal-authored account and a historical source. Discuss land, rights, and consequences, including the meaning of the event’s name. Do not reenact conflict or assume all events involved the same kind of violence. You may pause or choose another activity.
Pip’s example: Pip uses an age-appropriate tribal source and a historical account to discuss a land dispute without reenacting violence.
g4.social-studies.land-dispute-0.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: An adult chooses a non-graphic tribal-authored account and a historical source. Discuss land, rights, and consequences, including the meaning of the event’s name. Do not reenact conflict or assume all events involved the same kind of violence. You may pause or choose another activity.
Pip’s example: Pip uses an age-appropriate tribal source and a historical account to discuss a land dispute without reenacting violence.
g4.social-studies.land-dispute-1.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: An adult chooses a non-graphic tribal-authored account and a historical source. Discuss land, rights, and consequences, including the meaning of the event’s name. Do not reenact conflict or assume all events involved the same kind of violence. You may pause or choose another activity.
Pip’s example: Pip uses an age-appropriate tribal source and a historical account to discuss a land dispute without reenacting violence.
g4.social-studies.land-dispute-2.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: An adult chooses a non-graphic tribal-authored account and a historical source. Discuss land, rights, and consequences, including the meaning of the event’s name. Do not reenact conflict or assume all events involved the same kind of violence. You may pause or choose another activity.
Pip’s example: Pip uses an age-appropriate tribal source and a historical account to discuss a land dispute without reenacting violence.
g4.social-studies.land-dispute-3.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: An adult chooses a non-graphic tribal-authored account and a historical source. Discuss land, rights, and consequences, including the meaning of the event’s name. Do not reenact conflict or assume all events involved the same kind of violence. You may pause or choose another activity.
Pip’s example: Pip uses an age-appropriate tribal source and a historical account to discuss a land dispute without reenacting violence.
g4.social-studies.land-dispute-4.v1Idaho Social Studies · revised November 20, 2025 · 4.SS.3.1–7
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: scarcity · unlimited supply · no choices
Answer: scarcity
Help: Identify the resource, role, or change described; avoid assuming all effects are the same.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-check-0.v1Choices: division of labor · a map scale · a government branch
Answer: division of labor
Help: Identify the resource, role, or change described; avoid assuming all effects are the same.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-check-1.v1Choices: demand · supply · the number already made
Answer: demand
Help: Identify the resource, role, or change described; avoid assuming all effects are the same.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-check-2.v1Choices: supply · customer interest automatically · the need for decisions
Answer: supply
Help: Identify the resource, role, or change described; avoid assuming all effects are the same.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-check-3.v1Choices: specialization · unlimited resources · a treaty
Answer: specialization
Help: Identify the resource, role, or change described; avoid assuming all effects are the same.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-check-4.v1Choices: repairing a wagon · a sack of flour · a metal pan
Answer: repairing a wagon
Help: Identify the resource, role, or change described; avoid assuming all effects are the same.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-check-5.v1Choices: a pair of boots · repairing a roof · teaching a lesson
Answer: a pair of boots
Help: Identify the resource, role, or change described; avoid assuming all effects are the same.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-check-6.v1Choices: entrepreneur · juror by definition · mapmaker by definition
Answer: entrepreneur
Help: Identify the resource, role, or change described; avoid assuming all effects are the same.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-check-7.v1Choices: effects on production and workers · only the machine’s color · that change helps everyone equally
Answer: effects on production and workers
Help: Identify the resource, role, or change described; avoid assuming all effects are the same.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-check-8.v1Choices: uses, limits, and tradeoffs · only one person’s wishes · an unlimited supply
Answer: uses, limits, and tradeoffs
Help: Identify the resource, role, or change described; avoid assuming all effects are the same.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-check-9.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-inquiry-0.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-inquiry-1.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-inquiry-2.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-inquiry-3.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-inquiry-4.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-inquiry-5.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-inquiry-6.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-inquiry-7.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-inquiry-8.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.
Pip’s example: Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies.
g4.social-studies.economy-inquiry-9.v1Idaho Social Studies · revised November 20, 2025 · 4.SS.4.1–4,7
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: legislative · executive · judicial
Answer: legislative
Help: Match the role to its authority and purpose. Tribal, state, and local governments are distinct.
Pip’s example: Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments.
g4.social-studies.government-check-0.v1Choices: executive · legislative · judicial
Answer: executive
Help: Match the role to its authority and purpose. Tribal, state, and local governments are distinct.
Pip’s example: Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments.
g4.social-studies.government-check-1.v1Choices: judicial · executive · legislative
Answer: judicial
Help: Match the role to its authority and purpose. Tribal, state, and local governments are distinct.
Pip’s example: Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments.
g4.social-studies.government-check-2.v1Choices: a sovereign government with its own authority · a club managed by a school · a department of Idaho state government
Answer: a sovereign government with its own authority
Help: Match the role to its authority and purpose. Tribal, state, and local governments are distinct.
Pip’s example: Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments.
g4.social-studies.government-check-3.v1Choices: Laws affect people and civic life. · Rights disappear when people disagree. · Only officials have responsibilities.
Answer: Laws affect people and civic life.
Help: Match the role to its authority and purpose. Tribal, state, and local governments are distinct.
Pip’s example: Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments.
g4.social-studies.government-check-4.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.
Pip’s example: Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments.
g4.social-studies.government-talk-0.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.
Pip’s example: Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments.
g4.social-studies.government-talk-1.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.
Pip’s example: Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments.
g4.social-studies.government-talk-2.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.
Pip’s example: Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments.
g4.social-studies.government-talk-3.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.
Pip’s example: Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments.
g4.social-studies.government-talk-4.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.
Pip’s example: Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments.
g4.social-studies.government-talk-5.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.
Pip’s example: Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments.
g4.social-studies.government-talk-6.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.
Pip’s example: Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments.
g4.social-studies.government-talk-7.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.
Pip’s example: Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments.
g4.social-studies.government-talk-8.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.
Pip’s example: Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments.
g4.social-studies.government-talk-9.v1Idaho Social Studies · revised November 20, 2025 · 4.SS.4.5–6
Coverage: partial. Adult observation needed; no automatic grade.
Help: Check current official information with a grown-up. Support an idea with reasons and listen to other perspectives. Draft on paper; this activity sends no message and requests no personal information.
Pip’s example: Pip checks an official source for an elected role and drafts a respectful question with adult help.
g4.social-studies.participation-0.v1Help: Check current official information with a grown-up. Support an idea with reasons and listen to other perspectives. Draft on paper; this activity sends no message and requests no personal information.
Pip’s example: Pip checks an official source for an elected role and drafts a respectful question with adult help.
g4.social-studies.participation-1.v1Help: Check current official information with a grown-up. Support an idea with reasons and listen to other perspectives. Draft on paper; this activity sends no message and requests no personal information.
Pip’s example: Pip checks an official source for an elected role and drafts a respectful question with adult help.
g4.social-studies.participation-2.v1Help: Check current official information with a grown-up. Support an idea with reasons and listen to other perspectives. Draft on paper; this activity sends no message and requests no personal information.
Pip’s example: Pip checks an official source for an elected role and drafts a respectful question with adult help.
g4.social-studies.participation-3.v1Help: Check current official information with a grown-up. Support an idea with reasons and listen to other perspectives. Draft on paper; this activity sends no message and requests no personal information.
Pip’s example: Pip checks an official source for an elected role and drafts a respectful question with adult help.
g4.social-studies.participation-4.v1Idaho Social Studies · revised November 20, 2025 · 4.SS.5.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.
Pip’s example: Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience.
g4.social-studies.heritage-0.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.
Pip’s example: Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience.
g4.social-studies.heritage-1.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.
Pip’s example: Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience.
g4.social-studies.heritage-2.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.
Pip’s example: Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience.
g4.social-studies.heritage-3.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.
Pip’s example: Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience.
g4.social-studies.heritage-4.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.
Pip’s example: Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience.
g4.social-studies.heritage-5.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.
Pip’s example: Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience.
g4.social-studies.heritage-6.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.
Pip’s example: Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience.
g4.social-studies.heritage-7.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.
Pip’s example: Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience.
g4.social-studies.heritage-8.v1Sources: Idaho Department of Education · Indian Education · Idaho Judicial Branch · Tribal websites · Idaho State Historical Society
Help: Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.
Pip’s example: Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience.
g4.social-studies.heritage-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.1.1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g4.feelings.emotions-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g4.feelings.emotions-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g4.feelings.emotions-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g4.feelings.emotions-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g4.feelings.emotions-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g4.feelings.emotions-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g4.feelings.emotions-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g4.feelings.emotions-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g4.feelings.emotions-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g4.feelings.emotions-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.4.1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g4.feelings.listening-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g4.feelings.listening-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g4.feelings.listening-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g4.feelings.listening-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g4.feelings.listening-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g4.feelings.listening-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g4.feelings.listening-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g4.feelings.listening-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g4.feelings.listening-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g4.feelings.listening-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.4.1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g4.feelings.refusal-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g4.feelings.refusal-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g4.feelings.refusal-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g4.feelings.refusal-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g4.feelings.refusal-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g4.feelings.refusal-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g4.feelings.refusal-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g4.feelings.refusal-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g4.feelings.refusal-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g4.feelings.refusal-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.4.1.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g4.feelings.conflict-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g4.feelings.conflict-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g4.feelings.conflict-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g4.feelings.conflict-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g4.feelings.conflict-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g4.feelings.conflict-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g4.feelings.conflict-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g4.feelings.conflict-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g4.feelings.conflict-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g4.feelings.conflict-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.4.1.4; 3-5.H.5.1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g4.feelings.help-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g4.feelings.help-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g4.feelings.help-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g4.feelings.help-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g4.feelings.help-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g4.feelings.help-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g4.feelings.help-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g4.feelings.help-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g4.feelings.help-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g4.feelings.help-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.2.1.3,5–6
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g4.feelings.peers-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g4.feelings.peers-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g4.feelings.peers-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g4.feelings.peers-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g4.feelings.peers-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g4.feelings.peers-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g4.feelings.peers-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g4.feelings.peers-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g4.feelings.peers-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g4.feelings.peers-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.5.1.1–6
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g4.feelings.decisions-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g4.feelings.decisions-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g4.feelings.decisions-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g4.feelings.decisions-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g4.feelings.decisions-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g4.feelings.decisions-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g4.feelings.decisions-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g4.feelings.decisions-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g4.feelings.decisions-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g4.feelings.decisions-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.6.1.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g4.feelings.goals-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g4.feelings.goals-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g4.feelings.goals-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g4.feelings.goals-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g4.feelings.goals-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g4.feelings.goals-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g4.feelings.goals-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g4.feelings.goals-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g4.feelings.goals-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g4.feelings.goals-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.1.1.1–3; 3-5.H.7.1.1–3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g4.feelings.habits-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g4.feelings.habits-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g4.feelings.habits-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g4.feelings.habits-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g4.feelings.habits-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g4.feelings.habits-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g4.feelings.habits-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g4.feelings.habits-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g4.feelings.habits-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g4.feelings.habits-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.3.1.1–2; 3-5.H.8.1.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g4.feelings.support-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g4.feelings.support-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g4.feelings.support-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g4.feelings.support-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g4.feelings.support-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g4.feelings.support-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g4.feelings.support-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g4.feelings.support-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g4.feelings.support-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g4.feelings.support-9.v1Idaho General Music 4–5 · April 29, 2024 · 4-5.MU:GM.2.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g4.music.rhythm-0.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g4.music.rhythm-1.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g4.music.rhythm-2.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g4.music.rhythm-3.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g4.music.rhythm-4.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g4.music.rhythm-5.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g4.music.rhythm-6.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g4.music.rhythm-7.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g4.music.rhythm-8.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g4.music.rhythm-9.v1Idaho General Music 4–5 · April 29, 2024 · 4-5.MU:GM.2.2–3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g4.music.melody-0.v1Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g4.music.melody-1.v1Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g4.music.melody-2.v1Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g4.music.melody-3.v1Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g4.music.melody-4.v1Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g4.music.melody-5.v1Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g4.music.melody-6.v1Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g4.music.melody-7.v1Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g4.music.melody-8.v1Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g4.music.melody-9.v1Idaho General Music 4–5 · April 29, 2024 · 4-5.MU:GM.1.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.compose-0.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.compose-1.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.compose-2.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.compose-3.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.compose-4.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.compose-5.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.compose-6.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.compose-7.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.compose-8.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.compose-9.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.harmony-0.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.harmony-1.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.harmony-2.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.harmony-3.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.harmony-4.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.harmony-5.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.harmony-6.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.harmony-7.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.harmony-8.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g4.music.harmony-9.v1Idaho General Music 4–5 · April 29, 2024 · 4-5.MU:GM.1.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g4.music.improvise-0.v1Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g4.music.improvise-1.v1Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g4.music.improvise-2.v1Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g4.music.improvise-3.v1Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g4.music.improvise-4.v1Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g4.music.improvise-5.v1Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g4.music.improvise-6.v1Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g4.music.improvise-7.v1Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g4.music.improvise-8.v1Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g4.music.improvise-9.v1Idaho General Music 4–5 · April 29, 2024 · 4-5.MU:GM.2.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g4.music.revise-0.v1Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g4.music.revise-1.v1Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g4.music.revise-2.v1Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g4.music.revise-3.v1Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g4.music.revise-4.v1Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g4.music.revise-5.v1Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g4.music.revise-6.v1Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g4.music.revise-7.v1Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g4.music.revise-8.v1Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g4.music.revise-9.v1Idaho General Music 4–5 · April 29, 2024 · 4-5.MU:GM.3.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g4.music.perform-0.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g4.music.perform-1.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g4.music.perform-2.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g4.music.perform-3.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g4.music.perform-4.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g4.music.perform-5.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g4.music.perform-6.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g4.music.perform-7.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g4.music.perform-8.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g4.music.perform-9.v1Idaho General Music 4–5 · April 29, 2024 · 4-5.MU:GM.4.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g4.music.listen-0.v1Help: Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g4.music.listen-1.v1Help: Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g4.music.listen-2.v1Help: Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g4.music.listen-3.v1Help: Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g4.music.listen-4.v1Help: Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g4.music.listen-5.v1Help: Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g4.music.listen-6.v1Help: Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g4.music.listen-7.v1Help: Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g4.music.listen-8.v1Help: Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g4.music.listen-9.v1Idaho General Music 4–5 · April 29, 2024 · 4-5.MU:GM.5.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g4.music.context-0.v1Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g4.music.context-1.v1Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g4.music.context-2.v1Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g4.music.context-3.v1Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g4.music.context-4.v1Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g4.music.context-5.v1Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g4.music.context-6.v1Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g4.music.context-7.v1Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g4.music.context-8.v1Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g4.music.context-9.v1Idaho General Music 4–5 · April 29, 2024 · 4-5.MU:GM.5.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g4.music.connect-0.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g4.music.connect-1.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g4.music.connect-2.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g4.music.connect-3.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g4.music.connect-4.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g4.music.connect-5.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g4.music.connect-6.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g4.music.connect-7.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g4.music.connect-8.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g4.music.connect-9.v1Idaho Visual Arts 3–5 · April 29, 2024 · 3-5.VA.1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-0.v1Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-1.v1Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-2.v1Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-3.v1Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-4.v1Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-5.v1Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-6.v1Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-7.v1Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-8.v1Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-9.v1Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-10.v1Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-11.v1Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-12.v1Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-13.v1Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-14.v1Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-15.v1Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-16.v1Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-17.v1Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-18.v1Help: Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g4.art.plan-19.v1Idaho Visual Arts 3–5 · April 29, 2024 · 3-5.VA.2.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-0.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-1.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-2.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-3.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-4.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-5.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-6.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-7.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-8.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-9.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-10.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-11.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-12.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-13.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-14.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-15.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-16.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-17.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-18.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g4.art.make-19.v1Idaho Visual Arts 3–5 · April 29, 2024 · 3-5.VA.4.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-0.v1Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-1.v1Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-2.v1Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-3.v1Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-4.v1Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-5.v1Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-6.v1Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-7.v1Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-8.v1Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-9.v1Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-10.v1Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-11.v1Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-12.v1Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-13.v1Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-14.v1Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-15.v1Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-16.v1Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-17.v1Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-18.v1Help: Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g4.art.observe-19.v1Idaho Visual Arts 3–5 · April 29, 2024 · 3-5.VA.2.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g4.art.revise-0.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g4.art.revise-1.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g4.art.revise-2.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g4.art.revise-3.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g4.art.revise-4.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g4.art.revise-5.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g4.art.revise-6.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g4.art.revise-7.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g4.art.revise-8.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g4.art.revise-9.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g4.art.revise-10.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g4.art.revise-11.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g4.art.revise-12.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g4.art.revise-13.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g4.art.revise-14.v1Idaho Visual Arts 3–5 · April 29, 2024 · 3-5.VA.3.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g4.art.present-0.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g4.art.present-1.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g4.art.present-2.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g4.art.present-3.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g4.art.present-4.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g4.art.present-5.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g4.art.present-6.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g4.art.present-7.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g4.art.present-8.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g4.art.present-9.v1Idaho Visual Arts 3–5 · April 29, 2024 · 3-5.VA.5.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g4.art.message-0.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g4.art.message-1.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g4.art.message-2.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g4.art.message-3.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g4.art.message-4.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g4.art.message-5.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g4.art.message-6.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g4.art.message-7.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g4.art.message-8.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g4.art.message-9.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g4.art.message-10.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g4.art.message-11.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g4.art.message-12.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g4.art.message-13.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g4.art.message-14.v1