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 · 2.FR-PA.2a
Coverage: partial. Adult observation needed; no automatic grade.
Adult reference: pit
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Pip says tap, then swaps its first and last sounds to say pat.
g2.reading.sound-0.v1Adult reference: pot
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Pip says tap, then swaps its first and last sounds to say pat.
g2.reading.sound-1.v1Adult reference: nap
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Pip says tap, then swaps its first and last sounds to say pat.
g2.reading.sound-2.v1Adult reference: but
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Pip says tap, then swaps its first and last sounds to say pat.
g2.reading.sound-3.v1Adult reference: net
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Pip says tap, then swaps its first and last sounds to say pat.
g2.reading.sound-4.v1Idaho ELA/Literacy · January 3, 2022 · 2.FR-PA.2b
Coverage: partial. Adult observation needed; no automatic grade.
Adult reference: lapping
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Pip says stop without the first sound, s: top.
g2.reading.sound-5.v1Adult reference: sipping
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Pip says stop without the first sound, s: top.
g2.reading.sound-6.v1Adult reference: seeking
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Pip says stop without the first sound, s: top.
g2.reading.sound-7.v1Adult reference: paying
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Pip says stop without the first sound, s: top.
g2.reading.sound-8.v1Adult reference: canning
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Pip says stop without the first sound, s: top.
g2.reading.sound-9.v1Idaho ELA/Literacy · January 3, 2022 · 2.FR-PA.2b
Coverage: partial. Adult observation needed; no automatic grade.
Adult reference: funny
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Pip changes the last sound in cat from t to p: cap.
g2.reading.sound-10.v1Adult reference: mutter
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Pip changes the last sound in cat from t to p: cap.
g2.reading.sound-11.v1Adult reference: madder
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Pip changes the last sound in cat from t to p: cap.
g2.reading.sound-12.v1Adult reference: winner
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Pip changes the last sound in cat from t to p: cap.
g2.reading.sound-13.v1Adult reference: tapping
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Pip changes the last sound in cat from t to p: cap.
g2.reading.sound-14.v1Idaho ELA/Literacy · January 3, 2022 · 2.FR-PH.3a
Coverage: partial. Adult observation needed; no automatic grade.
Target: head
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip joins c, l, ou, d. The letters ou work together in cloud.
g2.reading.decode-head.v1Target: hook
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip joins c, l, ou, d. The letters ou work together in cloud.
g2.reading.decode-hook.v1Target: boat
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip joins c, l, ou, d. The letters ou work together in cloud.
g2.reading.decode-boat.v1Target: weigh
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip joins c, l, ou, d. The letters ou work together in cloud.
g2.reading.decode-weigh.v1Target: toil
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip joins c, l, ou, d. The letters ou work together in cloud.
g2.reading.decode-toil.v1Target: cloud
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip joins c, l, ou, d. The letters ou work together in cloud.
g2.reading.decode-cloud.v1Target: train
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip joins c, l, ou, d. The letters ou work together in cloud.
g2.reading.decode-train.v1Target: coin
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip joins c, l, ou, d. The letters ou work together in cloud.
g2.reading.decode-coin.v1Target: clown
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip joins c, l, ou, d. The letters ou work together in cloud.
g2.reading.decode-clown.v1Target: bread
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip joins c, l, ou, d. The letters ou work together in cloud.
g2.reading.decode-bread.v1Idaho ELA/Literacy · January 3, 2022 · 2.FR-PH.3b
Coverage: partial. Adult observation needed; no automatic grade.
Target: rabbit
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads each part, sun and set, then blends sunset.
g2.reading.decode-rabbit.v1Target: picnic
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads each part, sun and set, then blends sunset.
g2.reading.decode-picnic.v1Target: robot
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads each part, sun and set, then blends sunset.
g2.reading.decode-robot.v1Target: tulip
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads each part, sun and set, then blends sunset.
g2.reading.decode-tulip.v1Target: sunset
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads each part, sun and set, then blends sunset.
g2.reading.decode-sunset.v1Target: magnet
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads each part, sun and set, then blends sunset.
g2.reading.decode-magnet.v1Target: napkin
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads each part, sun and set, then blends sunset.
g2.reading.decode-napkin.v1Target: invite
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads each part, sun and set, then blends sunset.
g2.reading.decode-invite.v1Target: contest
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads each part, sun and set, then blends sunset.
g2.reading.decode-contest.v1Target: open
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads each part, sun and set, then blends sunset.
g2.reading.decode-open.v1Idaho ELA/Literacy · January 3, 2022 · 2.FR-PH.3c
Coverage: partial. Adult observation needed; no automatic grade.
Target: unpack
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads unpack and notices the word pack inside it.
g2.reading.decode-unpack.v1Target: dislike
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads unpack and notices the word pack inside it.
g2.reading.decode-dislike.v1Target: helpful
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads unpack and notices the word pack inside it.
g2.reading.decode-helpful.v1Target: careless
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads unpack and notices the word pack inside it.
g2.reading.decode-careless.v1Target: replay
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads unpack and notices the word pack inside it.
g2.reading.decode-replay.v1Target: kindness
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads unpack and notices the word pack inside it.
g2.reading.decode-kindness.v1Target: teacher
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads unpack and notices the word pack inside it.
g2.reading.decode-teacher.v1Target: hopeful
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads unpack and notices the word pack inside it.
g2.reading.decode-hopeful.v1Target: unfair
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads unpack and notices the word pack inside it.
g2.reading.decode-unfair.v1Target: fearless
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip reads unpack and notices the word pack inside it.
g2.reading.decode-fearless.v1Idaho ELA/Literacy · January 3, 2022 · 2.FR-PH.3d–e
Coverage: partial. Adult observation needed; no automatic grade.
Target: again
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip notices that the k in knock is silent, then reads the whole word.
g2.reading.decode-again.v1Target: been
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip notices that the k in knock is silent, then reads the whole word.
g2.reading.decode-been.v1Target: knock
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip notices that the k in knock is silent, then reads the whole word.
g2.reading.decode-knock.v1Target: write
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip notices that the k in knock is silent, then reads the whole word.
g2.reading.decode-write.v1Target: thumb
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Pip notices that the k in knock is silent, then reads the whole word.
g2.reading.decode-thumb.v1Idaho ELA/Literacy · January 3, 2022 · 2.VD-WB.1a
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: tired · hungry · noisy
Answer: tired
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: The towel dripped. It was damp. Pip uses dripped to explain that damp means a little wet.
g2.reading.meaning-0.v1Choices: spoke quietly · shouted loudly · ran quickly
Answer: spoke quietly
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: The towel dripped. It was damp. Pip uses dripped to explain that damp means a little wet.
g2.reading.meaning-1.v1Choices: not wide · very long · very bright
Answer: not wide
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: The towel dripped. It was damp. Pip uses dripped to explain that damp means a little wet.
g2.reading.meaning-2.v1Choices: easy to slide on · easy to climb · covered in sand
Answer: easy to slide on
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: The towel dripped. It was damp. Pip uses dripped to explain that damp means a little wet.
g2.reading.meaning-3.v1Choices: looked closely · ran away · fell asleep
Answer: looked closely
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: The towel dripped. It was damp. Pip uses dripped to explain that damp means a little wet.
g2.reading.meaning-4.v1Idaho ELA/Literacy · January 3, 2022 · 2.VD-WB.2b
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: hurl · place · hold
Answer: hurl
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: Pip notices that hurl suggests a stronger throw than toss.
g2.reading.meaning-9.v1Idaho ELA/Literacy · January 3, 2022 · 2.VD-WB.1b–e
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: take things out · buy a new bag · carry a full bag
Answer: take things out
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: Pip knows read and learns that re can mean again: reread means read again.
g2.reading.meaning-5.v1Choices: a coat worn in rain · a rainy cloud · a boat in a river
Answer: a coat worn in rain
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: Pip knows read and learns that re can mean again: reread means read again.
g2.reading.meaning-6.v1Choices: a pond where a frog lives · a frog’s jumping motion · a frog’s green color
Answer: a pond where a frog lives
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: Pip knows read and learns that re can mean again: reread means read again.
g2.reading.meaning-7.v1Choices: without enough care · full of care · caring again
Answer: without enough care
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: Pip knows read and learns that re can mean again: reread means read again.
g2.reading.meaning-8.v1Idaho ELA/Literacy · January 3, 2022 · 2.RC-TE.3; 2.RC-L.5b
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Tess made a paper kite. A gust tore a corner before she could fly it. She wanted to throw it away. Amir offered a small patch. They repaired the corner together, and the kite rose above the grass.
Choices: She accepts help to repair it. · She hides it in a tree. · She tears the other corner.
Answer: She accepts help to repair it.
Help: Find a sentence that supports your idea.
Pip’s example: Pip notices a character’s broken kite, then finds the sentence about repairing it.
g2.reading.story-kite-detail.v1Noor planted a seed in a cup. Each morning she checked it, but nothing showed. She kept giving it the right amount of water. One morning a green loop pushed up. Noor drew what she saw and kept watching.
Choices: She keeps caring for the seed. · She throws the cup away. · She stops looking at the cup.
Answer: She keeps caring for the seed.
Help: Find a sentence that supports your idea.
Pip’s example: Pip notices a character’s broken kite, then finds the sentence about repairing it.
g2.reading.story-seed-detail.v1Ben’s toy bridge fell when he put a car on it. He felt annoyed. He tried a wider base and tested one car before adding another. The bridge stayed up. Ben smiled and sketched the new base.
Choices: He makes its base wider. · He makes the car heavier. · He stops testing it.
Answer: He makes its base wider.
Help: Find a sentence that supports your idea.
Pip’s example: Pip notices a character’s broken kite, then finds the sentence about repairing it.
g2.reading.story-bridge-detail.v1Rae could not find a book about moths. She asked the librarian where insect books were kept. Together they checked a shelf label. Rae found two books and showed a friend how the label helped.
Choices: She asks for help and uses a label. · She guesses without looking. · She waits for books to fly over.
Answer: She asks for help and uses a label.
Help: Find a sentence that supports your idea.
Pip’s example: Pip notices a character’s broken kite, then finds the sentence about repairing it.
g2.reading.story-library-detail.v1A class planned a garden mural. Eli wanted only yellow flowers. Jo suggested several colors to show different plants. Eli listened and made a yellow flower beside Jo’s purple one. Their mural had room for many ideas.
Choices: He makes room for it. · He covers it up. · He refuses to paint.
Answer: He makes room for it.
Help: Find a sentence that supports your idea.
Pip’s example: Pip notices a character’s broken kite, then finds the sentence about repairing it.
g2.reading.story-mural-detail.v1Idaho ELA/Literacy · January 3, 2022 · 2.RC-L.5a
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Tess made a paper kite. A gust tore a corner before she could fly it. She wanted to throw it away. Amir offered a small patch. They repaired the corner together, and the kite rose above the grass.
Choices: Working together can solve a problem. · Broken things can never work. · Friends must agree about everything.
Answer: Working together can solve a problem.
Help: Think about the events from the beginning through the ending.
Pip’s example: When two friends work together to finish a job, Pip connects their actions to cooperation.
g2.reading.story-kite-whole.v1Noor planted a seed in a cup. Each morning she checked it, but nothing showed. She kept giving it the right amount of water. One morning a green loop pushed up. Noor drew what she saw and kept watching.
Choices: Some changes take patient care. · Every seed grows in one hour. · Plants do not need care.
Answer: Some changes take patient care.
Help: Think about the events from the beginning through the ending.
Pip’s example: When two friends work together to finish a job, Pip connects their actions to cooperation.
g2.reading.story-seed-whole.v1Ben’s toy bridge fell when he put a car on it. He felt annoyed. He tried a wider base and tested one car before adding another. The bridge stayed up. Ben smiled and sketched the new base.
Choices: Trying a new idea can help. · One failed try means stop. · A drawing builds a bridge by itself.
Answer: Trying a new idea can help.
Help: Think about the events from the beginning through the ending.
Pip’s example: When two friends work together to finish a job, Pip connects their actions to cooperation.
g2.reading.story-bridge-whole.v1Rae could not find a book about moths. She asked the librarian where insect books were kept. Together they checked a shelf label. Rae found two books and showed a friend how the label helped.
Choices: Asking a question can help you learn. · Nobody needs directions. · Labels only decorate shelves.
Answer: Asking a question can help you learn.
Help: Think about the events from the beginning through the ending.
Pip’s example: When two friends work together to finish a job, Pip connects their actions to cooperation.
g2.reading.story-library-whole.v1A class planned a garden mural. Eli wanted only yellow flowers. Jo suggested several colors to show different plants. Eli listened and made a yellow flower beside Jo’s purple one. Their mural had room for many ideas.
Choices: Different ideas can work together. · Only one color belongs in art. · Listening ruins a plan.
Answer: Different ideas can work together.
Help: Think about the events from the beginning through the ending.
Pip’s example: When two friends work together to finish a job, Pip connects their actions to cooperation.
g2.reading.story-mural-whole.v1Idaho ELA/Literacy · January 3, 2022 · 2.RC-L.5c
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
In one version, a mouse uses a leaf to cross a puddle. The leaf tips, so a frog gives the mouse a ride. In another version, the mouse folds a paper boat. When it gets wet, a turtle carries the mouse across.
Choices: A helper carries the mouse across. · The puddle turns into a road. · The mouse forgets the other side.
Answer: A helper carries the mouse across.
Help: Think about the events from the beginning through the ending.
Pip’s example: Pip compares the problem at the start with what changes at the end.
g2.reading.story-boat-whole.v1Luz wanted to draw clouds outside. Ren wanted dry paper for a card. When rain began, Luz was excited to watch the clouds from a window. Ren moved the paper away from the open window. They worked together indoors.
Choices: Both find a way to work indoors. · The rain removes their ideas. · They both stop making things.
Answer: Both find a way to work indoors.
Help: Think about the events from the beginning through the ending.
Pip’s example: Pip compares the problem at the start with what changes at the end.
g2.reading.story-rain-whole.v1In one story, a rabbit hurries ahead in a race, rests, and a steady turtle finishes first. In a new version, a rabbit stays beside a tired turtle and they reach the finish together.
Choices: The second ending. · The first ending. · Neither ending.
Answer: The second ending.
Help: Think about the events from the beginning through the ending.
Pip’s example: Pip compares the problem at the start with what changes at the end.
g2.reading.story-race-whole.v1Kai hoped to sled on new snow. Ana hoped to find bird tracks. Kai thought the yard looked empty, but Ana noticed tiny marks by the feeder. Kai stopped to look. They followed the tracks with their eyes, then went sledding.
Choices: They look at tracks and then go sledding. · They both forget the snow. · They hide the feeder.
Answer: They look at tracks and then go sledding.
Help: Think about the events from the beginning through the ending.
Pip’s example: Pip compares the problem at the start with what changes at the end.
g2.reading.story-snow-whole.v1At the start, Mei worried that her paper lantern would look unlike her cousin’s. She chose a wavy pattern that reminded her of a river. Her cousin chose stars. At the end, they displayed both and explained their different ideas.
Choices: She shares her own idea with confidence. · She copies every star. · She hides both lanterns.
Answer: She shares her own idea with confidence.
Help: Think about the events from the beginning through the ending.
Pip’s example: Pip compares the problem at the start with what changes at the end.
g2.reading.story-lantern-whole.v1Idaho ELA/Literacy · January 3, 2022 · 2.RC-L.5d–e
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
In one version, a mouse uses a leaf to cross a puddle. The leaf tips, so a frog gives the mouse a ride. In another version, the mouse folds a paper boat. When it gets wet, a turtle carries the mouse across.
Choices: Another animal helps the mouse cross. · The mouse uses the same boat. · A frog helps both times.
Answer: Another animal helps the mouse cross.
Help: Find a sentence that supports your idea.
Pip’s example: Pip asks what each character wants, then checks how their views differ.
g2.reading.story-boat-detail.v1Luz wanted to draw clouds outside. Ren wanted dry paper for a card. When rain began, Luz was excited to watch the clouds from a window. Ren moved the paper away from the open window. They worked together indoors.
Choices: Luz wants to observe it; Ren wants to protect paper. · Both want wet cards. · Neither notices the rain.
Answer: Luz wants to observe it; Ren wants to protect paper.
Help: Find a sentence that supports your idea.
Pip’s example: Pip asks what each character wants, then checks how their views differ.
g2.reading.story-rain-detail.v1In one story, a rabbit hurries ahead in a race, rests, and a steady turtle finishes first. In a new version, a rabbit stays beside a tired turtle and they reach the finish together.
Choices: One has a single winner; one has a shared finish. · Both rabbits fall asleep. · Both turtles quit.
Answer: One has a single winner; one has a shared finish.
Help: Find a sentence that supports your idea.
Pip’s example: Pip asks what each character wants, then checks how their views differ.
g2.reading.story-race-detail.v1Kai hoped to sled on new snow. Ana hoped to find bird tracks. Kai thought the yard looked empty, but Ana noticed tiny marks by the feeder. Kai stopped to look. They followed the tracks with their eyes, then went sledding.
Choices: They are hoping to do different activities. · Only Ana can see the yard. · The snow is different for each child.
Answer: They are hoping to do different activities.
Help: Find a sentence that supports your idea.
Pip’s example: Pip asks what each character wants, then checks how their views differ.
g2.reading.story-snow-detail.v1At the start, Mei worried that her paper lantern would look unlike her cousin’s. She chose a wavy pattern that reminded her of a river. Her cousin chose stars. At the end, they displayed both and explained their different ideas.
Choices: One uses waves and one uses stars. · Both use only waves. · Neither uses a pattern.
Answer: One uses waves and one uses stars.
Help: Find a sentence that supports your idea.
Pip’s example: Pip asks what each character wants, then checks how their views differ.
g2.reading.story-lantern-detail.v1Idaho ELA/Literacy · January 3, 2022 · 2.RC-NF.6a
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Roots help many plants take in water from soil. They also hold a plant in place. A seedling with growing roots can get water and stay steady as its stem grows.
Choices: Roots help a plant live and stay in place. · All roots are the same size. · Plants grow only in cups.
Answer: Roots help a plant live and stay in place.
Help: Use the words in the text to support your answer.
Pip’s example: Pip asks what most of the sentences teach, then chooses an idea broad enough to include them.
g2.reading.facts-roots-0.v1To borrow a library book, first choose one that interests you. Next take it to the checkout desk or machine. Keep track of its return date. Returning books lets another reader borrow them.
Choices: Borrowing and returning library books. · Making a book cover. · Building library shelves.
Answer: Borrowing and returning library books.
Help: Use the words in the text to support your answer.
Pip’s example: Pip asks what most of the sentences teach, then chooses an idea broad enough to include them.
g2.reading.facts-library-0.v1Trees can make shade by blocking some sunlight. A shaded bench may feel cooler than a sunny bench. Parks sometimes have trees near places where people rest. Shade is one way trees help people outdoors.
Choices: Tree shade can help people feel cooler. · Benches only belong indoors. · Trees block all light everywhere.
Answer: Tree shade can help people feel cooler.
Help: Use the words in the text to support your answer.
Pip’s example: Pip asks what most of the sentences teach, then chooses an idea broad enough to include them.
g2.reading.facts-shade-0.v1Text A: Reusing a jar for pencils means the jar can serve another purpose. Text B: Recycling a glass jar can provide material for making new glass products. Reusing keeps the jar as an object; recycling uses its material.
Choices: Ways to use a glass jar again. · Ways to grow pencils. · Ways to make only plastic.
Answer: Ways to use a glass jar again.
Help: Use the words in the text to support your answer.
Pip’s example: Pip asks what most of the sentences teach, then chooses an idea broad enough to include them.
g2.reading.facts-recycle-0.v1Text A: A bee visits flowers to collect food. Some pollen sticks to its body. Text B: When pollen travels between certain flowers, it helps those plants make seeds. A bee can carry pollen as it visits.
Choices: A bee’s flower visits can help plants make seeds. · All flowers grow in water. · Bees make soil from stones.
Answer: A bee’s flower visits can help plants make seeds.
Help: Use the words in the text to support your answer.
Pip’s example: Pip asks what most of the sentences teach, then chooses an idea broad enough to include them.
g2.reading.facts-bees-0.v1Idaho ELA/Literacy · January 3, 2022 · 2.RC-NF.6b–c
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Roots help many plants take in water from soil. They also hold a plant in place. A seedling with growing roots can get water and stay steady as its stem grows.
Choices: They hold it in place. · They make wind stop. · They turn into rocks.
Answer: They hold it in place.
Help: Use the words in the text to support your answer.
Pip’s example: Pip follows the steps and explains why the order matters.
g2.reading.facts-roots-1.v1To borrow a library book, first choose one that interests you. Next take it to the checkout desk or machine. Keep track of its return date. Returning books lets another reader borrow them.
Choices: You need a book to bring to checkout. · All books have the same title. · Return dates never change.
Answer: You need a book to bring to checkout.
Help: Use the words in the text to support your answer.
Pip’s example: Pip follows the steps and explains why the order matters.
g2.reading.facts-library-1.v1Trees can make shade by blocking some sunlight. A shaded bench may feel cooler than a sunny bench. Parks sometimes have trees near places where people rest. Shade is one way trees help people outdoors.
Choices: It blocks some sunlight. · It turns sunlight into snow. · It sends a bench underground.
Answer: It blocks some sunlight.
Help: Use the words in the text to support your answer.
Pip’s example: Pip follows the steps and explains why the order matters.
g2.reading.facts-shade-1.v1Text A: Reusing a jar for pencils means the jar can serve another purpose. Text B: Recycling a glass jar can provide material for making new glass products. Reusing keeps the jar as an object; recycling uses its material.
Choices: Reuse keeps the jar; recycling uses its material. · Both turn the jar into a plant. · Only recycling needs an object.
Answer: Reuse keeps the jar; recycling uses its material.
Help: Use the words in the text to support your answer.
Pip’s example: Pip follows the steps and explains why the order matters.
g2.reading.facts-recycle-1.v1Text A: A bee visits flowers to collect food. Some pollen sticks to its body. Text B: When pollen travels between certain flowers, it helps those plants make seeds. A bee can carry pollen as it visits.
Choices: It travels on a visiting bee. · It becomes a pencil. · It stays inside one rock.
Answer: It travels on a visiting bee.
Help: Use the words in the text to support your answer.
Pip’s example: Pip follows the steps and explains why the order matters.
g2.reading.facts-bees-1.v1Idaho ELA/Literacy · January 3, 2022 · 2.RC-NF.6d–e
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Roots help many plants take in water from soil. They also hold a plant in place. A seedling with growing roots can get water and stay steady as its stem grows.
Choices: Roots take in water. · The text has three sentences. · Some plants are tall.
Answer: Roots take in water.
Help: Use the words in the text to support your answer.
Pip’s example: Pip matches a reason to the point it supports and checks both texts before comparing them.
g2.reading.facts-roots-2.v1To borrow a library book, first choose one that interests you. Next take it to the checkout desk or machine. Keep track of its return date. Returning books lets another reader borrow them.
Choices: Another reader can borrow it. · The book must become new. · A shelf cannot hold books.
Answer: Another reader can borrow it.
Help: Use the words in the text to support your answer.
Pip’s example: Pip matches a reason to the point it supports and checks both texts before comparing them.
g2.reading.facts-library-2.v1Trees can make shade by blocking some sunlight. A shaded bench may feel cooler than a sunny bench. Parks sometimes have trees near places where people rest. Shade is one way trees help people outdoors.
Choices: A shaded bench may feel cooler. · Trees have names. · People sometimes read.
Answer: A shaded bench may feel cooler.
Help: Use the words in the text to support your answer.
Pip’s example: Pip matches a reason to the point it supports and checks both texts before comparing them.
g2.reading.facts-shade-2.v1Text A: Reusing a jar for pencils means the jar can serve another purpose. Text B: Recycling a glass jar can provide material for making new glass products. Reusing keeps the jar as an object; recycling uses its material.
Choices: They can keep useful material in use. · They always create the same object. · They require throwing every jar away.
Answer: They can keep useful material in use.
Help: Use the words in the text to support your answer.
Pip’s example: Pip matches a reason to the point it supports and checks both texts before comparing them.
g2.reading.facts-recycle-2.v1Text A: A bee visits flowers to collect food. Some pollen sticks to its body. Text B: When pollen travels between certain flowers, it helps those plants make seeds. A bee can carry pollen as it visits.
Choices: Pollen can stick to its body. · Bees have a name. · Some flowers are tall.
Answer: Pollen can stick to its body.
Help: Use the words in the text to support your answer.
Pip’s example: Pip matches a reason to the point it supports and checks both texts before comparing them.
g2.reading.facts-bees-2.v1Idaho ELA/Literacy · January 3, 2022 · 2.RC-RF.4; 2.ODC-OC.2–4
Coverage: partial. Adult observation needed; no automatic grade.
Tess made a paper kite. A gust tore a corner before she could fly it. She wanted to throw it away. Amir offered a small patch. They repaired the corner together, and the kite rose above the grass.
Help: Read at a comfortable pace. Reread a tricky part, pause at punctuation, and explain one important event. A grown-up can observe your reading.
Pip’s example: Pip pauses at a period, rereads a tricky sentence, and tells a grown-up what it means.
g2.reading.reread-kite.v1Noor planted a seed in a cup. Each morning she checked it, but nothing showed. She kept giving it the right amount of water. One morning a green loop pushed up. Noor drew what she saw and kept watching.
Help: Read at a comfortable pace. Reread a tricky part, pause at punctuation, and explain one important event. A grown-up can observe your reading.
Pip’s example: Pip pauses at a period, rereads a tricky sentence, and tells a grown-up what it means.
g2.reading.reread-seed.v1Ben’s toy bridge fell when he put a car on it. He felt annoyed. He tried a wider base and tested one car before adding another. The bridge stayed up. Ben smiled and sketched the new base.
Help: Read at a comfortable pace. Reread a tricky part, pause at punctuation, and explain one important event. A grown-up can observe your reading.
Pip’s example: Pip pauses at a period, rereads a tricky sentence, and tells a grown-up what it means.
g2.reading.reread-bridge.v1Rae could not find a book about moths. She asked the librarian where insect books were kept. Together they checked a shelf label. Rae found two books and showed a friend how the label helped.
Help: Read at a comfortable pace. Reread a tricky part, pause at punctuation, and explain one important event. A grown-up can observe your reading.
Pip’s example: Pip pauses at a period, rereads a tricky sentence, and tells a grown-up what it means.
g2.reading.reread-library.v1A class planned a garden mural. Eli wanted only yellow flowers. Jo suggested several colors to show different plants. Eli listened and made a yellow flower beside Jo’s purple one. Their mural had room for many ideas.
Help: Read at a comfortable pace. Reread a tricky part, pause at punctuation, and explain one important event. A grown-up can observe your reading.
Pip’s example: Pip pauses at a period, rereads a tricky sentence, and tells a grown-up what it means.
g2.reading.reread-mural.v1Idaho ELA/Literacy · January 3, 2022 · 2.W-HWK.7
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use the drawing paper or your own paper. Ask a grown-up to read it and notice the letter shapes and spacing. Typing or scribing can help ideas, but does not show handwriting.
Pip’s example: Pip leaves a finger space between words, then checks that another person can read the sentence.
g2.writing.hand-0.v1Help: Use the drawing paper or your own paper. Ask a grown-up to read it and notice the letter shapes and spacing. Typing or scribing can help ideas, but does not show handwriting.
Pip’s example: Pip leaves a finger space between words, then checks that another person can read the sentence.
g2.writing.hand-1.v1Help: Use the drawing paper or your own paper. Ask a grown-up to read it and notice the letter shapes and spacing. Typing or scribing can help ideas, but does not show handwriting.
Pip’s example: Pip leaves a finger space between words, then checks that another person can read the sentence.
g2.writing.hand-2.v1Help: Use the drawing paper or your own paper. Ask a grown-up to read it and notice the letter shapes and spacing. Typing or scribing can help ideas, but does not show handwriting.
Pip’s example: Pip leaves a finger space between words, then checks that another person can read the sentence.
g2.writing.hand-3.v1Help: Use the drawing paper or your own paper. Ask a grown-up to read it and notice the letter shapes and spacing. Typing or scribing can help ideas, but does not show handwriting.
Pip’s example: Pip leaves a finger space between words, then checks that another person can read the sentence.
g2.writing.hand-4.v1Idaho ELA/Literacy · January 3, 2022 · 2.W-HWK.8
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use the keyboard with help. Check spaces, capital letters, and endings. Show it to a chosen grown-up on this screen; it is not published or saved.
Pip’s example: With help, Pip types a short sentence, checks spaces, and shows it privately to a grown-up.
g2.writing.keyboard-0.v1Help: Use the keyboard with help. Check spaces, capital letters, and endings. Show it to a chosen grown-up on this screen; it is not published or saved.
Pip’s example: With help, Pip types a short sentence, checks spaces, and shows it privately to a grown-up.
g2.writing.keyboard-1.v1Help: Use the keyboard with help. Check spaces, capital letters, and endings. Show it to a chosen grown-up on this screen; it is not published or saved.
Pip’s example: With help, Pip types a short sentence, checks spaces, and shows it privately to a grown-up.
g2.writing.keyboard-2.v1Help: Use the keyboard with help. Check spaces, capital letters, and endings. Show it to a chosen grown-up on this screen; it is not published or saved.
Pip’s example: With help, Pip types a short sentence, checks spaces, and shows it privately to a grown-up.
g2.writing.keyboard-3.v1Help: Use the keyboard with help. Check spaces, capital letters, and endings. Show it to a chosen grown-up on this screen; it is not published or saved.
Pip’s example: With help, Pip types a short sentence, checks spaces, and shows it privately to a grown-up.
g2.writing.keyboard-4.v1Idaho ELA/Literacy · January 3, 2022 · 2.GC-GU.1f–g
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Sequence: The → small → fox → waited → quietly.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Pip joins two complete ideas with and, keeping a subject and an action in each part.
g2.writing.sentence-0.v1Sequence: We → made → a → map → of → the → park.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Pip joins two complete ideas with and, keeping a subject and an action in each part.
g2.writing.sentence-1.v1Sequence: I → packed → a → snack, → and → Jo → filled → the → bottle.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Pip joins two complete ideas with and, keeping a subject and an action in each part.
g2.writing.sentence-2.v1Sequence: The → path → was → muddy, → so → we → wore → boots.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Pip joins two complete ideas with and, keeping a subject and an action in each part.
g2.writing.sentence-3.v1Sequence: A → bright → kite → floated → above → the → field.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Pip joins two complete ideas with and, keeping a subject and an action in each part.
g2.writing.sentence-4.v1Sequence: Mina → wanted → to → play, → but → the → rain → began.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Pip joins two complete ideas with and, keeping a subject and an action in each part.
g2.writing.sentence-5.v1Sequence: After → lunch, → we → read → a → story.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Pip joins two complete ideas with and, keeping a subject and an action in each part.
g2.writing.sentence-6.v1Sequence: The → tired → puppy → curled → up → beside → me.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Pip joins two complete ideas with and, keeping a subject and an action in each part.
g2.writing.sentence-7.v1Sequence: Our → class → planted → seeds → in → small → cups.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Pip joins two complete ideas with and, keeping a subject and an action in each part.
g2.writing.sentence-8.v1Sequence: I → held → the → ladder → while → Dad → hung → the → picture.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Pip joins two complete ideas with and, keeping a subject and an action in each part.
g2.writing.sentence-9.v1Idaho ELA/Literacy · January 3, 2022 · 2.GC-GU.1a–e
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: went · goed · go
Answer: went
Help: Read the whole sentence and think about the job of the missing word.
Pip’s example: Pip uses went, rather than goed, to tell about a trip that already happened.
g2.writing.grammar-0.v1Choices: mice · mouses · mouse
Answer: mice
Help: Read the whole sentence and think about the job of the missing word.
Pip’s example: Pip uses went, rather than goed, to tell about a trip that already happened.
g2.writing.grammar-1.v1Choices: quietly · quiet · quiets
Answer: quietly
Help: Read the whole sentence and think about the job of the missing word.
Pip’s example: Pip uses went, rather than goed, to tell about a trip that already happened.
g2.writing.grammar-2.v1Choices: herself · himself · yourself
Answer: herself
Help: Read the whole sentence and think about the job of the missing word.
Pip’s example: Pip uses went, rather than goed, to tell about a trip that already happened.
g2.writing.grammar-3.v1Choices: We fish at the pond. · The fish is silver. · I drew a fish.
Answer: We fish at the pond.
Help: Read the whole sentence and think about the job of the missing word.
Pip’s example: Pip uses went, rather than goed, to tell about a trip that already happened.
g2.writing.grammar-4.v1Idaho ELA/Literacy · January 3, 2022 · 2.GC-M.2a–c
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Dear Jo, · Dear, Jo · Dear Jo.
Answer: Dear Jo,
Help: Check the greeting, name, or apostrophe carefully. Read it as a complete message.
Pip’s example: Pip places a comma after a letter’s greeting and checks names for capital letters.
g2.writing.edit-0.v1Choices: Your friend, · Your, friend · Your friend?
Answer: Your friend,
Help: Check the greeting, name, or apostrophe carefully. Read it as a complete message.
Pip’s example: Pip places a comma after a letter’s greeting and checks names for capital letters.
g2.writing.edit-1.v1Choices: don’t · dont · do’nt
Answer: don’t
Help: Check the greeting, name, or apostrophe carefully. Read it as a complete message.
Pip’s example: Pip places a comma after a letter’s greeting and checks names for capital letters.
g2.writing.edit-2.v1Choices: the dog’s bowl · the dogs bowl · the dog bowl’s
Answer: the dog’s bowl
Help: Check the greeting, name, or apostrophe carefully. Read it as a complete message.
Pip’s example: Pip places a comma after a letter’s greeting and checks names for capital letters.
g2.writing.edit-3.v1Choices: We visited Boise. · We visited boise. · we Visited boise.
Answer: We visited Boise.
Help: Check the greeting, name, or apostrophe carefully. Read it as a complete message.
Pip’s example: Pip places a comma after a letter’s greeting and checks names for capital letters.
g2.writing.edit-4.v1Choices: We celebrate New Year’s Day. · We celebrate new year’s day. · We Celebrate new year’s day.
Answer: We celebrate New Year’s Day.
Help: Check the greeting, name, or apostrophe carefully. Read it as a complete message.
Pip’s example: Pip places a comma after a letter’s greeting and checks names for capital letters.
g2.writing.edit-5.v1Choices: we’re · were’ · wer’e
Answer: we’re
Help: Check the greeting, name, or apostrophe carefully. Read it as a complete message.
Pip’s example: Pip places a comma after a letter’s greeting and checks names for capital letters.
g2.writing.edit-6.v1Idaho ELA/Literacy · January 3, 2022 · 2.GC-M.3a–b
Coverage: partial. Adult observation needed; no automatic grade.
Adult reference: badge
Help: Try the spelling, then use a beginning dictionary with a grown-up to check it. Explain one pattern you noticed.
Pip’s example: Pip listens to the word, tries a spelling pattern, and checks a beginning dictionary with help.
g2.writing.spell-badge.v1Adult reference: boil
Help: Try the spelling, then use a beginning dictionary with a grown-up to check it. Explain one pattern you noticed.
Pip’s example: Pip listens to the word, tries a spelling pattern, and checks a beginning dictionary with help.
g2.writing.spell-boil.v1Adult reference: cloud
Help: Try the spelling, then use a beginning dictionary with a grown-up to check it. Explain one pattern you noticed.
Pip’s example: Pip listens to the word, tries a spelling pattern, and checks a beginning dictionary with help.
g2.writing.spell-cloud.v1Adult reference: hopeful
Help: Try the spelling, then use a beginning dictionary with a grown-up to check it. Explain one pattern you noticed.
Pip’s example: Pip listens to the word, tries a spelling pattern, and checks a beginning dictionary with help.
g2.writing.spell-hopeful.v1Adult reference: careless
Help: Try the spelling, then use a beginning dictionary with a grown-up to check it. Explain one pattern you noticed.
Pip’s example: Pip listens to the word, tries a spelling pattern, and checks a beginning dictionary with help.
g2.writing.spell-careless.v1Adult reference: unpack
Help: Try the spelling, then use a beginning dictionary with a grown-up to check it. Explain one pattern you noticed.
Pip’s example: Pip listens to the word, tries a spelling pattern, and checks a beginning dictionary with help.
g2.writing.spell-unpack.v1Adult reference: rabbit
Help: Try the spelling, then use a beginning dictionary with a grown-up to check it. Explain one pattern you noticed.
Pip’s example: Pip listens to the word, tries a spelling pattern, and checks a beginning dictionary with help.
g2.writing.spell-rabbit.v1Adult reference: knock
Help: Try the spelling, then use a beginning dictionary with a grown-up to check it. Explain one pattern you noticed.
Pip’s example: Pip listens to the word, tries a spelling pattern, and checks a beginning dictionary with help.
g2.writing.spell-knock.v1Idaho ELA/Literacy · January 3, 2022 · 2.W-RW.1,4
Coverage: partial. Adult observation needed; no automatic grade.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-0.v1Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-1.v1Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-2.v1Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-3.v1Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-4.v1Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-5.v1Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-6.v1Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-7.v1Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-8.v1Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-9.v1Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-10.v1Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-11.v1Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-12.v1Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-13.v1Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-14.v1Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-15.v1Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-16.v1Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-17.v1Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-18.v1Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Pip writes about a lost button, tells how two friends search, and ends with finding it under a chair.
g2.writing.story-19.v1Idaho ELA/Literacy · January 3, 2022 · 2.W-RW.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: Pip chooses a garden bench, gives a reason about a resting place, and ends by repeating the choice in a new way.
g2.writing.opinion-0.v1Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: Pip chooses a garden bench, gives a reason about a resting place, and ends by repeating the choice in a new way.
g2.writing.opinion-1.v1Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: Pip chooses a garden bench, gives a reason about a resting place, and ends by repeating the choice in a new way.
g2.writing.opinion-2.v1Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: Pip chooses a garden bench, gives a reason about a resting place, and ends by repeating the choice in a new way.
g2.writing.opinion-3.v1Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: Pip chooses a garden bench, gives a reason about a resting place, and ends by repeating the choice in a new way.
g2.writing.opinion-4.v1Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: Pip chooses a garden bench, gives a reason about a resting place, and ends by repeating the choice in a new way.
g2.writing.opinion-5.v1Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: Pip chooses a garden bench, gives a reason about a resting place, and ends by repeating the choice in a new way.
g2.writing.opinion-6.v1Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: Pip chooses a garden bench, gives a reason about a resting place, and ends by repeating the choice in a new way.
g2.writing.opinion-7.v1Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: Pip chooses a garden bench, gives a reason about a resting place, and ends by repeating the choice in a new way.
g2.writing.opinion-8.v1Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: Pip chooses a garden bench, gives a reason about a resting place, and ends by repeating the choice in a new way.
g2.writing.opinion-9.v1Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: Pip chooses a garden bench, gives a reason about a resting place, and ends by repeating the choice in a new way.
g2.writing.opinion-10.v1Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: Pip chooses a garden bench, gives a reason about a resting place, and ends by repeating the choice in a new way.
g2.writing.opinion-11.v1Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: Pip chooses a garden bench, gives a reason about a resting place, and ends by repeating the choice in a new way.
g2.writing.opinion-12.v1Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: Pip chooses a garden bench, gives a reason about a resting place, and ends by repeating the choice in a new way.
g2.writing.opinion-13.v1Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: Pip chooses a garden bench, gives a reason about a resting place, and ends by repeating the choice in a new way.
g2.writing.opinion-14.v1Idaho ELA/Literacy · January 3, 2022 · 2.W-RW.3; 2.RS-IP.1
Coverage: partial. Adult observation needed; no automatic grade.
A class recorded a sprout at 2 cm on Monday and 5 cm on Friday. Its leaves opened during the week.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: Pip groups two observations about a plant, explains what they show, and writes a final sentence about the topic.
g2.writing.report-0.v1A flat paper bridge held one counter. The same paper folded into pleats held six counters.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: Pip groups two observations about a plant, explains what they show, and writes a final sentence about the topic.
g2.writing.report-1.v1In a pretend club, 6 children chose animal stories, 4 chose mysteries, and 3 chose poems.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: Pip groups two observations about a plant, explains what they show, and writes a final sentence about the topic.
g2.writing.report-2.v1A watcher saw three birds at a feeder in the morning and five in the afternoon. No birds were counted after dark.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: Pip groups two observations about a plant, explains what they show, and writes a final sentence about the topic.
g2.writing.report-3.v1A chalk outline marked a puddle after rain. Later, the wet area was smaller than the outline.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: Pip groups two observations about a plant, explains what they show, and writes a final sentence about the topic.
g2.writing.report-4.v1The class noticed that one seed had hooks and another had a wide wing. They drew the shapes without opening the seeds.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: Pip groups two observations about a plant, explains what they show, and writes a final sentence about the topic.
g2.writing.report-5.v1One clean jar became a pencil holder. A small box became storage for cards. Both objects had a new use.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: Pip groups two observations about a plant, explains what they show, and writes a final sentence about the topic.
g2.writing.report-6.v1The pretend map shows a library west of a park. A path connects them, with a bridge across a stream.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: Pip groups two observations about a plant, explains what they show, and writes a final sentence about the topic.
g2.writing.report-7.v1A paper towel soaked up a drop of water. A plastic sheet kept the drop on its surface.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: Pip groups two observations about a plant, explains what they show, and writes a final sentence about the topic.
g2.writing.report-8.v1One pattern had four sounds. Another had three sounds and a rest. Both filled four steady beats.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: Pip groups two observations about a plant, explains what they show, and writes a final sentence about the topic.
g2.writing.report-9.v1The artist used two rectangles for buildings, circles for wheels, and triangles for roofs.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: Pip groups two observations about a plant, explains what they show, and writes a final sentence about the topic.
g2.writing.report-10.v1Monday was cloudy, Tuesday was rainy, and Wednesday was clear. The class recorded one observation each day.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: Pip groups two observations about a plant, explains what they show, and writes a final sentence about the topic.
g2.writing.report-11.v1A flashlight and a card made a shadow on a wall. Moving the card changed the shadow’s size.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: Pip groups two observations about a plant, explains what they show, and writes a final sentence about the topic.
g2.writing.report-12.v1A reader checked the return date, put the book in a bag, and brought it to the library desk.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: Pip groups two observations about a plant, explains what they show, and writes a final sentence about the topic.
g2.writing.report-13.v1A group sorted buttons by size. Then they sorted the same buttons by color and got different groups.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: Pip groups two observations about a plant, explains what they show, and writes a final sentence about the topic.
g2.writing.report-14.v1Idaho ELA/Literacy · January 3, 2022 · 2.W-RW.6
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: Pip asks a reader which part is unclear, adds a helpful detail, and rereads to see if the change helps.
g2.writing.revise-0.v1Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: Pip asks a reader which part is unclear, adds a helpful detail, and rereads to see if the change helps.
g2.writing.revise-1.v1Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: Pip asks a reader which part is unclear, adds a helpful detail, and rereads to see if the change helps.
g2.writing.revise-2.v1Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: Pip asks a reader which part is unclear, adds a helpful detail, and rereads to see if the change helps.
g2.writing.revise-3.v1Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: Pip asks a reader which part is unclear, adds a helpful detail, and rereads to see if the change helps.
g2.writing.revise-4.v1Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: Pip asks a reader which part is unclear, adds a helpful detail, and rereads to see if the change helps.
g2.writing.revise-5.v1Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: Pip asks a reader which part is unclear, adds a helpful detail, and rereads to see if the change helps.
g2.writing.revise-6.v1Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: Pip asks a reader which part is unclear, adds a helpful detail, and rereads to see if the change helps.
g2.writing.revise-7.v1Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: Pip asks a reader which part is unclear, adds a helpful detail, and rereads to see if the change helps.
g2.writing.revise-8.v1Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: Pip asks a reader which part is unclear, adds a helpful detail, and rereads to see if the change helps.
g2.writing.revise-9.v1Idaho Mathematics · January 3, 2022 · 2.NBT.A.1,3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Help: 124 has 1 hundreds, 2 tens, and 4 ones. The first digit tells the hundreds, the middle digit tells the tens, and the last digit tells the ones. Add or remove blocks to match each place.
Pip’s example: Pip builds 234 with two hundreds, three tens, and four ones.
g2.math.place-builder-0.v1Help: 235 has 2 hundreds, 3 tens, and 5 ones. The first digit tells the hundreds, the middle digit tells the tens, and the last digit tells the ones. Add or remove blocks to match each place.
Pip’s example: Pip builds 234 with two hundreds, three tens, and four ones.
g2.math.place-builder-1.v1Help: 316 has 3 hundreds, 1 tens, and 6 ones. The first digit tells the hundreds, the middle digit tells the tens, and the last digit tells the ones. Add or remove blocks to match each place.
Pip’s example: Pip builds 234 with two hundreds, three tens, and four ones.
g2.math.place-builder-2.v1Help: 452 has 4 hundreds, 5 tens, and 2 ones. The first digit tells the hundreds, the middle digit tells the tens, and the last digit tells the ones. Add or remove blocks to match each place.
Pip’s example: Pip builds 234 with two hundreds, three tens, and four ones.
g2.math.place-builder-3.v1Help: 567 has 5 hundreds, 6 tens, and 7 ones. The first digit tells the hundreds, the middle digit tells the tens, and the last digit tells the ones. Add or remove blocks to match each place.
Pip’s example: Pip builds 234 with two hundreds, three tens, and four ones.
g2.math.place-builder-4.v1Help: 689 has 6 hundreds, 8 tens, and 9 ones. The first digit tells the hundreds, the middle digit tells the tens, and the last digit tells the ones. Add or remove blocks to match each place.
Pip’s example: Pip builds 234 with two hundreds, three tens, and four ones.
g2.math.place-builder-5.v1Help: 703 has 7 hundreds, 0 tens, and 3 ones. Zero tens means leave the tens tray empty. Add or remove blocks to match each place.
Pip’s example: Pip builds 234 with two hundreds, three tens, and four ones.
g2.math.place-builder-6.v1Help: 940 has 9 hundreds, 4 tens, and 0 ones. Zero ones means leave the ones tray empty. Add or remove blocks to match each place.
Pip’s example: Pip builds 234 with two hundreds, three tens, and four ones.
g2.math.place-builder-7.v1Idaho Mathematics · January 3, 2022 · 2.NBT.A.1,3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 600
Help: Read the place of the digit before naming its value.
Pip’s example: Pip exchanges ten tens for one hundred. The value stays the same.
g2.math.hundreds-value.v1Answer: 1
Help: Bundle ten tens into the next larger place.
Pip’s example: Pip exchanges ten tens for one hundred. The value stays the same.
g2.math.tens-to-hundred.v1Answer: 429
Help: Combine the hundreds, tens, and ones.
Pip’s example: Pip exchanges ten tens for one hundred. The value stays the same.
g2.math.expanded.v1Choices: 10 hundreds · 10 tens · 10 ones
Answer: 10 hundreds
Help: Think about the value of one hundred.
Pip’s example: Pip exchanges ten tens for one hundred. The value stays the same.
g2.math.thousand.v1Idaho Mathematics · January 3, 2022 · 2.NBT.A.4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: 352 · 325 · They are equal
Answer: 352
Help: Compare hundreds, then tens, then ones.
Pip’s example: Pip compares hundreds first. When they match, the tens help decide which number is larger.
g2.math.compare-0.v1Choices: 680 · 608 · They are equal
Answer: 680
Help: Compare hundreds, then tens, then ones.
Pip’s example: Pip compares hundreds first. When they match, the tens help decide which number is larger.
g2.math.compare-1.v1Choices: 719 · 709 · They are equal
Answer: 719
Help: Compare hundreds, then tens, then ones.
Pip’s example: Pip compares hundreds first. When they match, the tens help decide which number is larger.
g2.math.compare-2.v1Choices: 490 · 409 · They are equal
Answer: 490
Help: Compare hundreds, then tens, then ones.
Pip’s example: Pip compares hundreds first. When they match, the tens help decide which number is larger.
g2.math.compare-3.v1Idaho Mathematics · January 3, 2022 · 2.NBT.A.2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 120
Help: Find the amount added each time.
Pip’s example: Pip notices each number grows by five and continues with 120.
g2.math.skip-0.v1Answer: 250
Help: Find the amount added each time.
Pip’s example: Pip notices each number grows by five and continues with 120.
g2.math.skip-1.v1Answer: 600
Help: Find the amount added each time.
Pip’s example: Pip notices each number grows by five and continues with 120.
g2.math.skip-2.v1Answer: 1000
Help: Find the amount added each time.
Pip’s example: Pip notices each number grows by five and continues with 120.
g2.math.skip-3.v1Idaho Mathematics · January 3, 2022 · 2.OA.B.2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 13
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Pip makes ten, then adds the remaining three. Another helpful strategy is welcome.
g2.math.mental-0.v1Answer: 15
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Pip makes ten, then adds the remaining three. Another helpful strategy is welcome.
g2.math.mental-1.v1Answer: 14
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Pip makes ten, then adds the remaining three. Another helpful strategy is welcome.
g2.math.mental-2.v1Answer: 14
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Pip makes ten, then adds the remaining three. Another helpful strategy is welcome.
g2.math.mental-3.v1Answer: 18
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Pip makes ten, then adds the remaining three. Another helpful strategy is welcome.
g2.math.mental-4.v1Answer: 7
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Pip makes ten, then adds the remaining three. Another helpful strategy is welcome.
g2.math.mental-5.v1Answer: 7
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Pip makes ten, then adds the remaining three. Another helpful strategy is welcome.
g2.math.mental-6.v1Answer: 8
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Pip makes ten, then adds the remaining three. Another helpful strategy is welcome.
g2.math.mental-7.v1Answer: 7
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Pip makes ten, then adds the remaining three. Another helpful strategy is welcome.
g2.math.mental-8.v1Answer: 9
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Pip makes ten, then adds the remaining three. Another helpful strategy is welcome.
g2.math.mental-9.v1Idaho Mathematics · January 3, 2022 · 2.NBT.B.5,9
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 42
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Pip combines two tens and one ten, then seven ones and five ones. Ten ones can become one ten.
g2.math.regroup-0.v1Answer: 62
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Pip combines two tens and one ten, then seven ones and five ones. Ten ones can become one ten.
g2.math.regroup-1.v1Answer: 63
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Pip combines two tens and one ten, then seven ones and five ones. Ten ones can become one ten.
g2.math.regroup-2.v1Answer: 85
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Pip combines two tens and one ten, then seven ones and five ones. Ten ones can become one ten.
g2.math.regroup-3.v1Answer: 85
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Pip combines two tens and one ten, then seven ones and five ones. Ten ones can become one ten.
g2.math.regroup-4.v1Idaho Mathematics · January 3, 2022 · 2.NBT.B.5,9
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 25
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Pip can exchange one ten for ten ones, then take away one ten and seven ones.
g2.math.regroup-5.v1Answer: 25
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Pip can exchange one ten for ten ones, then take away one ten and seven ones.
g2.math.regroup-6.v1Answer: 26
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Pip can exchange one ten for ten ones, then take away one ten and seven ones.
g2.math.regroup-7.v1Answer: 28
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Pip can exchange one ten for ten ones, then take away one ten and seven ones.
g2.math.regroup-8.v1Answer: 53
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Pip can exchange one ten for ten ones, then take away one ten and seven ones.
g2.math.regroup-9.v1Idaho Mathematics · January 3, 2022 · 2.NBT.B.7–9
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 370
Help: Work with hundreds, tens, and ones. Exchange a larger unit when it helps.
Pip’s example: Pip combines two hundreds and one hundred, then four tens and three tens.
g2.math.hundreds-0.v1Answer: 583
Help: Work with hundreds, tens, and ones. Exchange a larger unit when it helps.
Pip’s example: Pip combines two hundreds and one hundred, then four tens and three tens.
g2.math.hundreds-1.v1Answer: 693
Help: Work with hundreds, tens, and ones. Exchange a larger unit when it helps.
Pip’s example: Pip combines two hundreds and one hundred, then four tens and three tens.
g2.math.hundreds-2.v1Answer: 412
Help: Work with hundreds, tens, and ones. Exchange a larger unit when it helps.
Pip’s example: Pip combines two hundreds and one hundred, then four tens and three tens.
g2.math.hundreds-3.v1Answer: 552
Help: Work with hundreds, tens, and ones. Exchange a larger unit when it helps.
Pip’s example: Pip combines two hundreds and one hundred, then four tens and three tens.
g2.math.hundreds-4.v1Answer: 396
Help: Think about taking away one ten. You may need an exchange.
Pip’s example: Pip combines two hundreds and one hundred, then four tens and three tens.
g2.math.ten-less.v1Answer: 680
Help: The value changes by one hundred.
Pip’s example: Pip combines two hundreds and one hundred, then four tens and three tens.
g2.math.hundred-more.v1Idaho Mathematics · January 3, 2022 · 2.NBT.B.6
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 60
Help: Group addends that make helpful totals. Check that each addend is included once.
Pip’s example: Pip groups numbers that make friendly totals, then combines the groups.
g2.math.four-addends-0.v1Answer: 70
Help: Group addends that make helpful totals. Check that each addend is included once.
Pip’s example: Pip groups numbers that make friendly totals, then combines the groups.
g2.math.four-addends-1.v1Answer: 70
Help: Group addends that make helpful totals. Check that each addend is included once.
Pip’s example: Pip groups numbers that make friendly totals, then combines the groups.
g2.math.four-addends-2.v1Idaho Mathematics · January 3, 2022 · 2.OA.A.1
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 44
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Pip sketches the total and the known part to find the missing part.
g2.math.story-join.v1Answer: 36
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Pip sketches the total and the known part to find the missing part.
g2.math.story-take.v1Answer: 23
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Pip sketches the total and the known part to find the missing part.
g2.math.story-missing-start.v1Answer: 24
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Pip sketches the total and the known part to find the missing part.
g2.math.story-missing-add.v1Answer: 19
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Pip sketches the total and the known part to find the missing part.
g2.math.story-difference.v1Answer: 34
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Pip sketches the total and the known part to find the missing part.
g2.math.story-smaller.v1Answer: 52
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Pip sketches the total and the known part to find the missing part.
g2.math.story-larger.v1Answer: 25
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Pip sketches the total and the known part to find the missing part.
g2.math.story-removed.v1Answer: 18
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Pip sketches the total and the known part to find the missing part.
g2.math.story-unknown-part.v1Answer: 61
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Pip sketches the total and the known part to find the missing part.
g2.math.story-unknown-total.v1Idaho Mathematics · January 3, 2022 · 2.OA.A.1
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 54
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Pip draws one change at a time, then checks the final amount against the story.
g2.math.story-two-join.v1Answer: 43
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Pip draws one change at a time, then checks the final amount against the story.
g2.math.story-join-take.v1Answer: 53
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Pip draws one change at a time, then checks the final amount against the story.
g2.math.story-take-join.v1Answer: 38
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Pip draws one change at a time, then checks the final amount against the story.
g2.math.story-two-take.v1Answer: 8
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Pip draws one change at a time, then checks the final amount against the story.
g2.math.story-combine-compare.v1Idaho Mathematics · January 3, 2022 · 2.OA.C.3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: odd · even
Answer: odd
Help: Make pairs. Check whether one counter is left.
Pip’s example: Pip pairs seven counters. Three pairs use six counters and one is left, so seven is odd.
g2.math.odd.v1Choices: even · odd
Answer: even
Help: Make pairs and check for a leftover.
Pip’s example: Pip pairs seven counters. Three pairs use six counters and one is left, so seven is odd.
g2.math.even.v1Idaho Mathematics · January 3, 2022 · 2.OA.C.4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 12
Help: Add the same number for each row.
Pip’s example: Pip sees three rows of three and adds equal groups. No times-table speed test is needed.
g2.math.array-0.v1Answer: 10
Help: Add the same number for each row.
Pip’s example: Pip sees three rows of three and adds equal groups. No times-table speed test is needed.
g2.math.array-1.v1Answer: 16
Help: Add the same number for each row.
Pip’s example: Pip sees three rows of three and adds equal groups. No times-table speed test is needed.
g2.math.array-2.v1Idaho Mathematics · January 3, 2022 · 2.MD.A.1,4; 2.MD.B.5–6
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 7
Help: Count each equal section once.
Pip’s example: Pip counts equal spaces, not just the marks, and compares lengths using the same unit.
g2.math.ribbon-units.v1Answer: 4
Help: Count the equal spaces.
Pip’s example: Pip counts equal spaces, not just the marks, and compares lengths using the same unit.
g2.math.ribbon-short.v1Answer: 7
Help: Compare amounts measured in the same unit.
Pip’s example: Pip counts equal spaces, not just the marks, and compares lengths using the same unit.
g2.math.length-difference.v1Answer: 44
Help: Split the move into tens and ones.
Pip’s example: Pip counts equal spaces, not just the marks, and compares lengths using the same unit.
g2.math.line-add.v1Answer: 35
Help: Keep the spaces equal as you move back.
Pip’s example: Pip counts equal spaces, not just the marks, and compares lengths using the same unit.
g2.math.line-back.v1Idaho Mathematics · January 3, 2022 · 2.MD.A.1–3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Ask a grown-up for a safe ruler or tape. Estimate first, line up the zero, and record what you notice on your own paper. Explain your tool and unit.
Pip’s example: Pip predicts a pencil’s length, starts the ruler at zero, then compares the measurement with the estimate.
g2.math.measure-real-0.v1Help: Ask a grown-up for a safe ruler or tape. Estimate first, line up the zero, and record what you notice on your own paper. Explain your tool and unit.
Pip’s example: Pip predicts a pencil’s length, starts the ruler at zero, then compares the measurement with the estimate.
g2.math.measure-real-1.v1Help: Ask a grown-up for a safe ruler or tape. Estimate first, line up the zero, and record what you notice on your own paper. Explain your tool and unit.
Pip’s example: Pip predicts a pencil’s length, starts the ruler at zero, then compares the measurement with the estimate.
g2.math.measure-real-2.v1Help: Ask a grown-up for a safe ruler or tape. Estimate first, line up the zero, and record what you notice on your own paper. Explain your tool and unit.
Pip’s example: Pip predicts a pencil’s length, starts the ruler at zero, then compares the measurement with the estimate.
g2.math.measure-real-3.v1Help: Ask a grown-up for a safe ruler or tape. Estimate first, line up the zero, and record what you notice on your own paper. Explain your tool and unit.
Pip’s example: Pip predicts a pencil’s length, starts the ruler at zero, then compares the measurement with the estimate.
g2.math.measure-real-4.v1Idaho Mathematics · January 3, 2022 · 2.MD.C.7
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: 2:15 · 2:20 · 3:15
Answer: 2:15
Help: Count the minute hand by fives; use the short hand for the hour. Tell a grown-up something you might do at this time in the morning or evening.
Pip’s example: Pip counts five minutes for each number the long hand passes. The short hand shows the hour.
g2.math.clock-0.v1Choices: 4:35 · 4:40 · 5:35
Answer: 4:35
Help: Count the minute hand by fives; use the short hand for the hour. Tell a grown-up something you might do at this time in the morning or evening.
Pip’s example: Pip counts five minutes for each number the long hand passes. The short hand shows the hour.
g2.math.clock-1.v1Choices: 7:05 · 7:10 · 8:05
Answer: 7:05
Help: Count the minute hand by fives; use the short hand for the hour. Tell a grown-up something you might do at this time in the morning or evening.
Pip’s example: Pip counts five minutes for each number the long hand passes. The short hand shows the hour.
g2.math.clock-2.v1Choices: 9:50 · 9:55 · 10:50
Answer: 9:50
Help: Count the minute hand by fives; use the short hand for the hour. Tell a grown-up something you might do at this time in the morning or evening.
Pip’s example: Pip counts five minutes for each number the long hand passes. The short hand shows the hour.
g2.math.clock-3.v1Choices: 11:40 · 11:45 · 12:40
Answer: 11:40
Help: Count the minute hand by fives; use the short hand for the hour. Tell a grown-up something you might do at this time in the morning or evening.
Pip’s example: Pip counts five minutes for each number the long hand passes. The short hand shows the hour.
g2.math.clock-4.v1Idaho Mathematics · January 3, 2022 · 2.MD.C.8
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 45
Help: A quarter is 25 cents. A dime is 10 cents.
Pip’s example: Pip uses the value of each coin, then adds the amounts in cents.
g2.math.coins-quarter-dimes.v1Answer: 19
Help: A nickel is 5 cents. A penny is 1 cent.
Pip’s example: Pip uses the value of each coin, then adds the amounts in cents.
g2.math.coins-nickels.v1Answer: 15
Help: Compare the price with the amount paid.
Pip’s example: Pip uses the value of each coin, then adds the amounts in cents.
g2.math.coin-change.v1Answer: 4
Help: The price plus the change equals the money paid.
Pip’s example: Pip uses the value of each coin, then adds the amounts in cents.
g2.math.dollar-change.v1Choices: 75¢ · $75 · 7¢
Answer: 75¢
Help: Check the symbol as well as the digits.
Pip’s example: Pip uses the value of each coin, then adds the amounts in cents.
g2.math.money-writing.v1Idaho Mathematics · January 3, 2022 · 2.MD.D.9–10
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 12
Help: Use the key and include every category.
Pip’s example: Pip checks the key, counts marks, and compares categories or measured lengths.
g2.math.graph-total.v1Answer: 3
Help: Each dot is one vote. Compare the two rows.
Pip’s example: Pip checks the key, counts marks, and compares categories or measured lengths.
g2.math.graph-difference.v1Answer: 11
Help: Add only the two named categories.
Pip’s example: Pip checks the key, counts marks, and compares categories or measured lengths.
g2.math.graph-missing.v1Answer: 3
Help: Each X stands for one measured leaf.
Pip’s example: Pip checks the key, counts marks, and compares categories or measured lengths.
g2.math.plot-four.v1Answer: 7
Help: Each X is one pencil. Count all marks.
Pip’s example: Pip checks the key, counts marks, and compares categories or measured lengths.
g2.math.plot-total.v1Idaho Mathematics · January 3, 2022 · 2.G.A.1
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: pentagon · triangle · hexagon
Answer: pentagon
Help: Count the sides, not the size.
Pip’s example: Pip counts straight sides and corners rather than guessing from size or color.
g2.math.shape-pentagon.v1Choices: cube · sphere · cone
Answer: cube
Help: Think about the flat faces.
Pip’s example: Pip counts straight sides and corners rather than guessing from size or color.
g2.math.shape-cube.v1Idaho Mathematics · January 3, 2022 · 2.G.A.2–3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use the paper or draw here. Equal shares must have equal area. Show a grown-up how you checked.
Pip’s example: Pip divides a rectangle into equal rows and columns. Different-looking parts can have equal area.
g2.math.shares-0.v1Help: Use the paper or draw here. Equal shares must have equal area. Show a grown-up how you checked.
Pip’s example: Pip divides a rectangle into equal rows and columns. Different-looking parts can have equal area.
g2.math.shares-1.v1Help: Use the paper or draw here. Equal shares must have equal area. Show a grown-up how you checked.
Pip’s example: Pip divides a rectangle into equal rows and columns. Different-looking parts can have equal area.
g2.math.shares-2.v1Idaho Science · January 3, 2022 · 2-PS-1.1
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: flexibility · color · length
Answer: flexibility
Help: Use the stated observation rather than guessing an unseen property.
Pip’s example: Pip sorts a cloth strip and a card by how easily they bend, then explains the sorting rule.
g2.science.property-0.v1Choices: absorbency · brightness · shape
Answer: absorbency
Help: Use the stated observation rather than guessing an unseen property.
Pip’s example: Pip sorts a cloth strip and a card by how easily they bend, then explains the sorting rule.
g2.science.property-1.v1Choices: by texture · by red color · by their shared color
Answer: by texture
Help: Use the stated observation rather than guessing an unseen property.
Pip’s example: Pip sorts a cloth strip and a card by how easily they bend, then explains the sorting rule.
g2.science.property-2.v1Choices: It is transparent. · It is very heavy. · It is always soft.
Answer: It is transparent.
Help: Use the stated observation rather than guessing an unseen property.
Pip’s example: Pip sorts a cloth strip and a card by how easily they bend, then explains the sorting rule.
g2.science.property-3.v1Choices: the cloth · the ruler · both must bend equally
Answer: the cloth
Help: Use the stated observation rather than guessing an unseen property.
Pip’s example: Pip sorts a cloth strip and a card by how easily they bend, then explains the sorting rule.
g2.science.property-4.v1Choices: Its shape changes with the container. · It must be blue. · It cannot be poured.
Answer: Its shape changes with the container.
Help: Use the stated observation rather than guessing an unseen property.
Pip’s example: Pip sorts a cloth strip and a card by how easily they bend, then explains the sorting rule.
g2.science.property-5.v1Choices: solid · liquid · invisible
Answer: solid
Help: Use the stated observation rather than guessing an unseen property.
Pip’s example: Pip sorts a cloth strip and a card by how easily they bend, then explains the sorting rule.
g2.science.property-6.v1Choices: surface texture · favorite name · time of day
Answer: surface texture
Help: Use the stated observation rather than guessing an unseen property.
Pip’s example: Pip sorts a cloth strip and a card by how easily they bend, then explains the sorting rule.
g2.science.property-7.v1Idaho Science · January 3, 2022 · 2-PS-1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Ask a grown-up to choose clean, safe samples. Do not taste materials. Explain a property you actually observed.
Pip’s example: Pip asks a testable question, compares safe samples the same way, and records what happened.
g2.science.property-test-0.v1Help: Ask a grown-up to choose clean, safe samples. Do not taste materials. Explain a property you actually observed.
Pip’s example: Pip asks a testable question, compares safe samples the same way, and records what happened.
g2.science.property-test-1.v1Help: Ask a grown-up to choose clean, safe samples. Do not taste materials. Explain a property you actually observed.
Pip’s example: Pip asks a testable question, compares safe samples the same way, and records what happened.
g2.science.property-test-2.v1Help: Ask a grown-up to choose clean, safe samples. Do not taste materials. Explain a property you actually observed.
Pip’s example: Pip asks a testable question, compares safe samples the same way, and records what happened.
g2.science.property-test-3.v1Help: Ask a grown-up to choose clean, safe samples. Do not taste materials. Explain a property you actually observed.
Pip’s example: Pip asks a testable question, compares safe samples the same way, and records what happened.
g2.science.property-test-4.v1Help: Ask a grown-up to choose clean, safe samples. Do not taste materials. Explain a property you actually observed.
Pip’s example: Pip asks a testable question, compares safe samples the same way, and records what happened.
g2.science.property-test-5.v1Help: Ask a grown-up to choose clean, safe samples. Do not taste materials. Explain a property you actually observed.
Pip’s example: Pip asks a testable question, compares safe samples the same way, and records what happened.
g2.science.property-test-6.v1Idaho Science · January 3, 2022 · 2-PS-1.2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Waxed paper stayed dry underneath. Tissue became wet underneath.
Choices: waxed paper · tissue · The results do not compare materials.
Answer: waxed paper
Help: Match the tested property to the stated purpose.
Pip’s example: Pip needs a cover that keeps paper dry, so Pip uses the water-test results rather than favorite colors.
g2.science.test-data-0.v1A sponge took in water. A plastic lid did not.
Choices: sponge · plastic lid · The results do not compare materials.
Answer: sponge
Help: Match the tested property to the stated purpose.
Pip’s example: Pip needs a cover that keeps paper dry, so Pip uses the water-test results rather than favorite colors.
g2.science.test-data-1.v1Cloth bent around the book. Stiff card cracked when bent.
Choices: cloth · stiff card · The results do not compare materials.
Answer: cloth
Help: Match the tested property to the stated purpose.
Pip’s example: Pip needs a cover that keeps paper dry, so Pip uses the water-test results rather than favorite colors.
g2.science.test-data-2.v1Clear plastic let a picture be seen. Thick card hid it.
Choices: clear plastic · thick card · The results do not compare materials.
Answer: clear plastic
Help: Match the tested property to the stated purpose.
Pip’s example: Pip needs a cover that keeps paper dry, so Pip uses the water-test results rather than favorite colors.
g2.science.test-data-3.v1A plastic sleeve kept the drawing dry. Thin paper let water through.
Choices: plastic sleeve · thin paper · The results do not compare materials.
Answer: plastic sleeve
Help: Match the tested property to the stated purpose.
Pip’s example: Pip needs a cover that keeps paper dry, so Pip uses the water-test results rather than favorite colors.
g2.science.test-data-4.v1Folded card held the test counters. Tissue sagged under them.
Choices: folded card · tissue · The results do not compare materials.
Answer: folded card
Help: Match the tested property to the stated purpose.
Pip’s example: Pip needs a cover that keeps paper dry, so Pip uses the water-test results rather than favorite colors.
g2.science.test-data-5.v1A cloth pad felt soft. A flat wooden piece felt hard.
Choices: cloth pad · wooden piece · The results do not compare materials.
Answer: cloth pad
Help: Match the tested property to the stated purpose.
Pip’s example: Pip needs a cover that keeps paper dry, so Pip uses the water-test results rather than favorite colors.
g2.science.test-data-6.v1Cotton took in water and bent easily. A hard tile did neither.
Choices: cotton · hard tile · The results do not compare materials.
Answer: cotton
Help: Match the tested property to the stated purpose.
Pip’s example: Pip needs a cover that keeps paper dry, so Pip uses the water-test results rather than favorite colors.
g2.science.test-data-7.v1Idaho Science · January 3, 2022 · 2-PS-1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Name the property you need. Choose safe samples with a grown-up, test them the same way, and explain which result supports your choice.
Pip’s example: Pip tests two safe materials the same way and uses an observation to explain a choice.
g2.science.design-0.v1Help: Name the property you need. Choose safe samples with a grown-up, test them the same way, and explain which result supports your choice.
Pip’s example: Pip tests two safe materials the same way and uses an observation to explain a choice.
g2.science.design-1.v1Help: Name the property you need. Choose safe samples with a grown-up, test them the same way, and explain which result supports your choice.
Pip’s example: Pip tests two safe materials the same way and uses an observation to explain a choice.
g2.science.design-2.v1Help: Name the property you need. Choose safe samples with a grown-up, test them the same way, and explain which result supports your choice.
Pip’s example: Pip tests two safe materials the same way and uses an observation to explain a choice.
g2.science.design-3.v1Help: Name the property you need. Choose safe samples with a grown-up, test them the same way, and explain which result supports your choice.
Pip’s example: Pip tests two safe materials the same way and uses an observation to explain a choice.
g2.science.design-4.v1Help: Name the property you need. Choose safe samples with a grown-up, test them the same way, and explain which result supports your choice.
Pip’s example: Pip tests two safe materials the same way and uses an observation to explain a choice.
g2.science.design-5.v1Help: Name the property you need. Choose safe samples with a grown-up, test them the same way, and explain which result supports your choice.
Pip’s example: Pip tests two safe materials the same way and uses an observation to explain a choice.
g2.science.design-6.v1Idaho Science · January 3, 2022 · 2-PS-1.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: Pip takes apart a block wall and makes a tower from the same pieces, checking that none were added.
g2.science.rebuild-0.v1Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: Pip takes apart a block wall and makes a tower from the same pieces, checking that none were added.
g2.science.rebuild-1.v1Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: Pip takes apart a block wall and makes a tower from the same pieces, checking that none were added.
g2.science.rebuild-2.v1Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: Pip takes apart a block wall and makes a tower from the same pieces, checking that none were added.
g2.science.rebuild-3.v1Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: Pip takes apart a block wall and makes a tower from the same pieces, checking that none were added.
g2.science.rebuild-4.v1Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: Pip takes apart a block wall and makes a tower from the same pieces, checking that none were added.
g2.science.rebuild-5.v1Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: Pip takes apart a block wall and makes a tower from the same pieces, checking that none were added.
g2.science.rebuild-6.v1Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: Pip takes apart a block wall and makes a tower from the same pieces, checking that none were added.
g2.science.rebuild-7.v1Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: Pip takes apart a block wall and makes a tower from the same pieces, checking that none were added.
g2.science.rebuild-8.v1Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: Pip takes apart a block wall and makes a tower from the same pieces, checking that none were added.
g2.science.rebuild-9.v1Idaho Science · January 3, 2022 · 2-PS-1.4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: This change can be reversed. · The water disappeared forever. · Every change is permanent.
Answer: This change can be reversed.
Help: Use the before-and-after observations to support your answer.
Pip’s example: Pip compares pictures of an ice cube melting and water freezing, then explains what changed back.
g2.science.change-data-0.v1Choices: This cooking change did not reverse by cooling. · Every cooling change makes a raw egg. · The egg became ice.
Answer: This cooking change did not reverse by cooling.
Help: Use the before-and-after observations to support your answer.
Pip’s example: Pip compares pictures of an ice cube melting and water freezing, then explains what changed back.
g2.science.change-data-1.v1Choices: It became firm again. · It had a name. · It was on a plate.
Answer: It became firm again.
Help: Use the before-and-after observations to support your answer.
Pip’s example: Pip compares pictures of an ice cube melting and water freezing, then explains what changed back.
g2.science.change-data-2.v1Choices: the form of the water · water became metal · the water stopped being matter
Answer: the form of the water
Help: Use the before-and-after observations to support your answer.
Pip’s example: Pip compares pictures of an ice cube melting and water freezing, then explains what changed back.
g2.science.change-data-3.v1Choices: It stayed a baked loaf after cooling. · It was near a table. · The plate had a pattern.
Answer: It stayed a baked loaf after cooling.
Help: Use the before-and-after observations to support your answer.
Pip’s example: Pip compares pictures of an ice cube melting and water freezing, then explains what changed back.
g2.science.change-data-4.v1Idaho Science · January 3, 2022 · 2-PS-1.4
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use pictures or a grown-up’s observations. Children do not handle hot equipment, hot substances, or unknown materials. Explain the evidence rather than just naming the change.
Pip’s example: Pip uses adult-provided observations to compare a change that reverses with one that does not.
g2.science.change-observe-0.v1Help: Use pictures or a grown-up’s observations. Children do not handle hot equipment, hot substances, or unknown materials. Explain the evidence rather than just naming the change.
Pip’s example: Pip uses adult-provided observations to compare a change that reverses with one that does not.
g2.science.change-observe-1.v1Help: Use pictures or a grown-up’s observations. Children do not handle hot equipment, hot substances, or unknown materials. Explain the evidence rather than just naming the change.
Pip’s example: Pip uses adult-provided observations to compare a change that reverses with one that does not.
g2.science.change-observe-2.v1Help: Use pictures or a grown-up’s observations. Children do not handle hot equipment, hot substances, or unknown materials. Explain the evidence rather than just naming the change.
Pip’s example: Pip uses adult-provided observations to compare a change that reverses with one that does not.
g2.science.change-observe-3.v1Help: Use pictures or a grown-up’s observations. Children do not handle hot equipment, hot substances, or unknown materials. Explain the evidence rather than just naming the change.
Pip’s example: Pip uses adult-provided observations to compare a change that reverses with one that does not.
g2.science.change-observe-4.v1Idaho Science · January 3, 2022 · 2-LS-1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use similar plants and the same water and soil. Change only the light. Predict what you may notice. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: Pip compares similar plants, changes only their light, keeps water the same, and records observations over days.
g2.science.plant-0.v1Help: Use similar plants in the same light and soil. Let a grown-up choose two safe watering plans. Change only water. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: Pip compares similar plants, changes only their light, keeps water the same, and records observations over days.
g2.science.plant-1.v1Help: Before a light investigation, draw both plants and label which condition each will have. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: Pip compares similar plants, changes only their light, keeps water the same, and records observations over days.
g2.science.plant-2.v1Help: Revisit a light comparison on several days. Keep water the same and draw changes in each plant. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: Pip compares similar plants, changes only their light, keeps water the same, and records observations over days.
g2.science.plant-3.v1Help: During a water comparison, record leaf appearance as well as height. Keep the other conditions alike. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: Pip compares similar plants, changes only their light, keeps water the same, and records observations over days.
g2.science.plant-4.v1Help: If plants do not match your prediction, describe what you observed and check whether more than one condition changed. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: Pip compares similar plants, changes only their light, keeps water the same, and records observations over days.
g2.science.plant-5.v1Help: After observing a plant comparison, ask a new question about light or water that changes just one condition. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: Pip compares similar plants, changes only their light, keeps water the same, and records observations over days.
g2.science.plant-6.v1Help: A pretend test changed both light and water. Draw a better plan that changes just one. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: Pip compares similar plants, changes only their light, keeps water the same, and records observations over days.
g2.science.plant-7.v1Help: Choose a consistent way to compare plant growth across days. Ask a grown-up to help measure from the same starting point. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: Pip compares similar plants, changes only their light, keeps water the same, and records observations over days.
g2.science.plant-8.v1Help: Record the watering plan for both plants in a light test so you can check that water stayed the same. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: Pip compares similar plants, changes only their light, keeps water the same, and records observations over days.
g2.science.plant-9.v1Help: Record where each plant is placed in a water test so you can check the light conditions. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: Pip compares similar plants, changes only their light, keeps water the same, and records observations over days.
g2.science.plant-10.v1Help: Draw both plants on the same observation day and label a similarity and a difference. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: Pip compares similar plants, changes only their light, keeps water the same, and records observations over days.
g2.science.plant-11.v1Help: Use at least two observations from a light investigation to explain what light seemed to change. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: Pip compares similar plants, changes only their light, keeps water the same, and records observations over days.
g2.science.plant-12.v1Help: Use observations from a water investigation to explain what water seemed to change. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: Pip compares similar plants, changes only their light, keeps water the same, and records observations over days.
g2.science.plant-13.v1Help: Tell what your small investigation suggests and one reason another test could be useful. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: Pip compares similar plants, changes only their light, keeps water the same, and records observations over days.
g2.science.plant-14.v1Idaho Science · January 3, 2022 · 2-LS-1.2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: pollen · rocks · rain
Answer: pollen
Help: Explain what the parts of the model stand for.
Pip’s example: Pip uses two paper flowers and a pretend visitor to show material moving between flowers.
g2.science.seed-model-0.v1Choices: an animal’s fur · the inside of a seed · a mountain
Answer: an animal’s fur
Help: Explain what the parts of the model stand for.
Pip’s example: Pip uses two paper flowers and a pretend visitor to show material moving between flowers.
g2.science.seed-model-1.v1Choices: an animal moving seeds · a rock growing leaves · water turning into light
Answer: an animal moving seeds
Help: Explain what the parts of the model stand for.
Pip’s example: Pip uses two paper flowers and a pretend visitor to show material moving between flowers.
g2.science.seed-model-2.v1Choices: It shows the starting and receiving places. · Every plant has exactly two flowers. · Models must always have two parts.
Answer: It shows the starting and receiving places.
Help: Explain what the parts of the model stand for.
Pip’s example: Pip uses two paper flowers and a pretend visitor to show material moving between flowers.
g2.science.seed-model-3.v1Choices: It shows one idea but is not a real living flower. · It proves a plant grew seeds today. · It shows every part of a plant’s life.
Answer: It shows one idea but is not a real living flower.
Help: Explain what the parts of the model stand for.
Pip’s example: Pip uses two paper flowers and a pretend visitor to show material moving between flowers.
g2.science.seed-model-4.v1Idaho Science · January 3, 2022 · 2-LS-1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use paper or large safe pieces with a grown-up. Avoid powders, real insects, and tasting seeds. Explain what the model shows and one thing it leaves out.
Pip’s example: Pip explains what each model part stands for and what the model cannot show.
g2.science.seed-build-0.v1Help: Use paper or large safe pieces with a grown-up. Avoid powders, real insects, and tasting seeds. Explain what the model shows and one thing it leaves out.
Pip’s example: Pip explains what each model part stands for and what the model cannot show.
g2.science.seed-build-1.v1Help: Use paper or large safe pieces with a grown-up. Avoid powders, real insects, and tasting seeds. Explain what the model shows and one thing it leaves out.
Pip’s example: Pip explains what each model part stands for and what the model cannot show.
g2.science.seed-build-2.v1Help: Use paper or large safe pieces with a grown-up. Avoid powders, real insects, and tasting seeds. Explain what the model shows and one thing it leaves out.
Pip’s example: Pip explains what each model part stands for and what the model cannot show.
g2.science.seed-build-3.v1Help: Use paper or large safe pieces with a grown-up. Avoid powders, real insects, and tasting seeds. Explain what the model shows and one thing it leaves out.
Pip’s example: Pip explains what each model part stands for and what the model cannot show.
g2.science.seed-build-4.v1Idaho Science · January 3, 2022 · 2-LS-2.1
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: the pond record · the lawn record · the records have equal kinds
Answer: the pond record
Help: Compare what was actually recorded. A short observation can miss living things.
Pip’s example: Pip compares the different kinds recorded in two places, rather than deciding from one crowded group.
g2.science.habitat-data-0.v1Choices: Area B · Area A · both show one kind
Answer: Area B
Help: Compare what was actually recorded. A short observation can miss living things.
Pip’s example: Pip compares the different kinds recorded in two places, rather than deciding from one crowded group.
g2.science.habitat-data-1.v1Choices: Record observations from both spots. · Assume no plants live in shade. · Erase the different observations.
Answer: Record observations from both spots.
Help: Compare what was actually recorded. A short observation can miss living things.
Pip’s example: Pip compares the different kinds recorded in two places, rather than deciding from one crowded group.
g2.science.habitat-data-2.v1Choices: No animals were observed during that visit. · Animals never live there. · All habitats are empty.
Answer: No animals were observed during that visit.
Help: Compare what was actually recorded. A short observation can miss living things.
Pip’s example: Pip compares the different kinds recorded in two places, rather than deciding from one crowded group.
g2.science.habitat-data-3.v1Choices: Moss was recorded only in Area B. · Both records include grass. · Both areas had exactly one plant kind.
Answer: Moss was recorded only in Area B.
Help: Compare what was actually recorded. A short observation can miss living things.
Pip’s example: Pip compares the different kinds recorded in two places, rather than deciding from one crowded group.
g2.science.habitat-data-4.v1Idaho Science · January 3, 2022 · 2-LS-2.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Stay with a grown-up, use pictures if needed, and leave living things alone. Record different kinds, not just the total number of individuals.
Pip’s example: Pip records different kinds seen in each area and admits that a short visit may miss some life.
g2.science.habitat-observe-0.v1Help: Stay with a grown-up, use pictures if needed, and leave living things alone. Record different kinds, not just the total number of individuals.
Pip’s example: Pip records different kinds seen in each area and admits that a short visit may miss some life.
g2.science.habitat-observe-1.v1Help: Stay with a grown-up, use pictures if needed, and leave living things alone. Record different kinds, not just the total number of individuals.
Pip’s example: Pip records different kinds seen in each area and admits that a short visit may miss some life.
g2.science.habitat-observe-2.v1Help: Stay with a grown-up, use pictures if needed, and leave living things alone. Record different kinds, not just the total number of individuals.
Pip’s example: Pip records different kinds seen in each area and admits that a short visit may miss some life.
g2.science.habitat-observe-3.v1Help: Stay with a grown-up, use pictures if needed, and leave living things alone. Record different kinds, not just the total number of individuals.
Pip’s example: Pip records different kinds seen in each area and admits that a short visit may miss some life.
g2.science.habitat-observe-4.v1Idaho Science · January 3, 2022 · 2-ESS-1.1
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
One report describes ground shaking suddenly. A second shows a road displaced just after the shaking.
Choices: a sudden change · a gradual change · no Earth change happened
Answer: a sudden change
Help: Use both sources. Other changes in the same place can happen at different speeds.
Pip’s example: Pip compares observations from different sources and notices whether a change happened suddenly or gradually.
g2.science.earth-0.v1Old and newer landscape pictures show a river slowly wearing away rock. A diagram shows material being carried away over time.
Choices: a gradual change · a sudden change · no Earth change happened
Answer: a gradual change
Help: Use both sources. Other changes in the same place can happen at different speeds.
Pip’s example: Pip compares observations from different sources and notices whether a change happened suddenly or gradually.
g2.science.earth-1.v1A before-and-after camera record shows rocks falling down a slope in one event. A witness describes a sudden rumble.
Choices: a sudden change · a gradual change · no Earth change happened
Answer: a sudden change
Help: Use both sources. Other changes in the same place can happen at different speeds.
Pip’s example: Pip compares observations from different sources and notices whether a change happened suddenly or gradually.
g2.science.earth-2.v1A series of pictures taken far apart shows a shoreline changing bit by bit. A diagram shows waves moving sand.
Choices: a gradual change · a sudden change · no Earth change happened
Answer: a gradual change
Help: Use both sources. Other changes in the same place can happen at different speeds.
Pip’s example: Pip compares observations from different sources and notices whether a change happened suddenly or gradually.
g2.science.earth-3.v1A video shows an eruption sending material out quickly. A before-and-after photograph shows a newly covered area.
Choices: a sudden change · a gradual change · no Earth change happened
Answer: a sudden change
Help: Use both sources. Other changes in the same place can happen at different speeds.
Pip’s example: Pip compares observations from different sources and notices whether a change happened suddenly or gradually.
g2.science.earth-4.v1Idaho Science · January 3, 2022 · 2-ESS-2.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use a contained shallow tray and small gentle water pours. Keep the amount and starting position alike. Compare the designs using moved material as evidence. The tray is a model of land, not proof about every real landscape.
Pip’s example: Pip tests two barriers with the same gentle water flow, then compares where soil moved.
g2.science.erosion-0.v1Help: Use a contained shallow tray and small gentle water pours. Keep the amount and starting position alike. Compare the designs using moved material as evidence. The tray is a model of land, not proof about every real landscape.
Pip’s example: Pip tests two barriers with the same gentle water flow, then compares where soil moved.
g2.science.erosion-1.v1Help: Use a contained shallow tray and small gentle water pours. Keep the amount and starting position alike. Compare the designs using moved material as evidence. The tray is a model of land, not proof about every real landscape.
Pip’s example: Pip tests two barriers with the same gentle water flow, then compares where soil moved.
g2.science.erosion-2.v1Help: Use a contained shallow tray and small gentle water pours. Keep the amount and starting position alike. Compare the designs using moved material as evidence. The tray is a model of land, not proof about every real landscape.
Pip’s example: Pip tests two barriers with the same gentle water flow, then compares where soil moved.
g2.science.erosion-3.v1Help: Use a contained shallow tray and small gentle water pours. Keep the amount and starting position alike. Compare the designs using moved material as evidence. The tray is a model of land, not proof about every real landscape.
Pip’s example: Pip tests two barriers with the same gentle water flow, then compares where soil moved.
g2.science.erosion-4.v1Idaho Science · January 3, 2022 · 2-ESS-2.2–3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Help: Show land and water with a key. Explain where water goes; exact map scale is not required.
Pip’s example: Pip draws land and water shapes, labels a river, and explains that ice and liquid water are both water.
g2.science.land-river.v1Help: Label the land and water. Describe what your model represents and one detail it leaves out.
Pip’s example: Pip draws land and water shapes, labels a river, and explains that ice and liquid water are both water.
g2.science.land-lake.v1Choices: ice · liquid in a pond · liquid in a river
Answer: ice
Help: Think about frozen water.
Pip’s example: Pip draws land and water shapes, labels a river, and explains that ice and liquid water are both water.
g2.science.water-ice.v1Choices: rivers, lakes, and oceans · only mountain peaks · only dry rocks
Answer: rivers, lakes, and oceans
Help: Use observations or pictures of Earth’s water.
Pip’s example: Pip draws land and water shapes, labels a river, and explains that ice and liquid water are both water.
g2.science.water-places.v1Help: Point to evidence for solid or liquid water. Both are water even though their forms differ.
Pip’s example: Pip draws land and water shapes, labels a river, and explains that ice and liquid water are both water.
g2.science.water-compare.v1Idaho Social Studies · revised November 20, 2025 · 2.SS.1.3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Sequence: A park is planned. → The path is built. → The park opens. → The path is repaired later.
Help: Think about what must happen before the next event. These are fictional examples.
Pip’s example: Pip puts a building’s opening before its later repair, then explains what changed.
g2.social-studies.timeline-0.v1Sequence: A club begins with three members. → More neighbors join. → The club plants its first garden. → The club shares its harvest.
Help: Think about what must happen before the next event. These are fictional examples.
Pip’s example: Pip puts a building’s opening before its later repair, then explains what changed.
g2.social-studies.timeline-1.v1Sequence: A library opens in one room. → Readers donate more books. → The library moves to a larger building. → A new reading area is added.
Help: Think about what must happen before the next event. These are fictional examples.
Pip’s example: Pip puts a building’s opening before its later repair, then explains what changed.
g2.social-studies.timeline-2.v1Sequence: A family writes a letter. → The letter is mailed. → A friend receives it. → The friend sends a reply.
Help: Think about what must happen before the next event. These are fictional examples.
Pip’s example: Pip puts a building’s opening before its later repair, then explains what changed.
g2.social-studies.timeline-3.v1Sequence: A town discusses a bridge. → Workers build the bridge. → People start using it. → Workers check it after several years.
Help: Think about what must happen before the next event. These are fictional examples.
Pip’s example: Pip puts a building’s opening before its later repair, then explains what changed.
g2.social-studies.timeline-4.v1Idaho Social Studies · revised November 20, 2025 · 2.SS.1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use pretend people. Name a group the person belongs to and something that changes or stays the same about the role.
Pip’s example: A fictional child first visits a garden club, then helps welcome new visitors. Pip compares the roles.
g2.social-studies.roles-0.v1Help: Use pretend people. Name a group the person belongs to and something that changes or stays the same about the role.
Pip’s example: A fictional child first visits a garden club, then helps welcome new visitors. Pip compares the roles.
g2.social-studies.roles-1.v1Help: Use pretend people. Name a group the person belongs to and something that changes or stays the same about the role.
Pip’s example: A fictional child first visits a garden club, then helps welcome new visitors. Pip compares the roles.
g2.social-studies.roles-2.v1Help: Use pretend people. Name a group the person belongs to and something that changes or stays the same about the role.
Pip’s example: A fictional child first visits a garden club, then helps welcome new visitors. Pip compares the roles.
g2.social-studies.roles-3.v1Help: Use pretend people. Name a group the person belongs to and something that changes or stays the same about the role.
Pip’s example: A fictional child first visits a garden club, then helps welcome new visitors. Pip compares the roles.
g2.social-studies.roles-4.v1Idaho Social Studies · revised November 20, 2025 · 2.SS.1.2
Coverage: partial. Adult observation needed; no automatic grade.
The Nez Perce Tribe is a tribal nation in north-central Idaho. Its language program offers learning resources. Its fisheries department works to restore fish and protect watersheds. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Pip uses each tribal community’s own public information, names the source, and avoids assuming every member has the same life.
g2.social-studies.tribal-source-0.v1The Nez Perce Tribe is a tribal nation in north-central Idaho. Its language program offers learning resources. Its fisheries department works to restore fish and protect watersheds. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Pip uses each tribal community’s own public information, names the source, and avoids assuming every member has the same life.
g2.social-studies.tribal-source-1.v1The Nez Perce Tribe is a tribal nation in north-central Idaho. Its language program offers learning resources. Its fisheries department works to restore fish and protect watersheds. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Pip uses each tribal community’s own public information, names the source, and avoids assuming every member has the same life.
g2.social-studies.tribal-source-2.v1The Nez Perce Tribe is a tribal nation in north-central Idaho. Its language program offers learning resources. Its fisheries department works to restore fish and protect watersheds. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Pip uses each tribal community’s own public information, names the source, and avoids assuming every member has the same life.
g2.social-studies.tribal-source-3.v1The Nez Perce Tribe is a tribal nation in north-central Idaho. Its language program offers learning resources. Its fisheries department works to restore fish and protect watersheds. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Pip uses each tribal community’s own public information, names the source, and avoids assuming every member has the same life.
g2.social-studies.tribal-source-4.v1The Coeur d’Alene Tribe’s Lake Management Department works to care for water and related resources for people now and in the future. The Tribe also has education programs. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Pip uses each tribal community’s own public information, names the source, and avoids assuming every member has the same life.
g2.social-studies.tribal-source-5.v1The Coeur d’Alene Tribe’s Lake Management Department works to care for water and related resources for people now and in the future. The Tribe also has education programs. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Pip uses each tribal community’s own public information, names the source, and avoids assuming every member has the same life.
g2.social-studies.tribal-source-6.v1The Coeur d’Alene Tribe’s Lake Management Department works to care for water and related resources for people now and in the future. The Tribe also has education programs. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Pip uses each tribal community’s own public information, names the source, and avoids assuming every member has the same life.
g2.social-studies.tribal-source-7.v1The Coeur d’Alene Tribe’s Lake Management Department works to care for water and related resources for people now and in the future. The Tribe also has education programs. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Pip uses each tribal community’s own public information, names the source, and avoids assuming every member has the same life.
g2.social-studies.tribal-source-8.v1The Coeur d’Alene Tribe’s Lake Management Department works to care for water and related resources for people now and in the future. The Tribe also has education programs. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Pip uses each tribal community’s own public information, names the source, and avoids assuming every member has the same life.
g2.social-studies.tribal-source-9.v1The Nez Perce Tribe describes fisheries restoration and language learning programs. The Coeur d’Alene Tribe describes water protection and education programs. Both contribute to community life today. They are distinct tribal nations with their own histories. These examples come from their own public websites.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Pip uses each tribal community’s own public information, names the source, and avoids assuming every member has the same life.
g2.social-studies.tribal-source-10.v1The Nez Perce Tribe describes fisheries restoration and language learning programs. The Coeur d’Alene Tribe describes water protection and education programs. Both contribute to community life today. They are distinct tribal nations with their own histories. These examples come from their own public websites.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Pip uses each tribal community’s own public information, names the source, and avoids assuming every member has the same life.
g2.social-studies.tribal-source-11.v1The Nez Perce Tribe describes fisheries restoration and language learning programs. The Coeur d’Alene Tribe describes water protection and education programs. Both contribute to community life today. They are distinct tribal nations with their own histories. These examples come from their own public websites.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Pip uses each tribal community’s own public information, names the source, and avoids assuming every member has the same life.
g2.social-studies.tribal-source-12.v1The Nez Perce Tribe describes fisheries restoration and language learning programs. The Coeur d’Alene Tribe describes water protection and education programs. Both contribute to community life today. They are distinct tribal nations with their own histories. These examples come from their own public websites.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Pip uses each tribal community’s own public information, names the source, and avoids assuming every member has the same life.
g2.social-studies.tribal-source-13.v1The Nez Perce Tribe describes fisheries restoration and language learning programs. The Coeur d’Alene Tribe describes water protection and education programs. Both contribute to community life today. They are distinct tribal nations with their own histories. These examples come from their own public websites.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Pip uses each tribal community’s own public information, names the source, and avoids assuming every member has the same life.
g2.social-studies.tribal-source-14.v1Idaho Social Studies · revised November 20, 2025 · 2.SS.2.1b
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: north, then east · Stay in the same place. · Go south, then return north.
Answer: north, then east
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: On a north-up map, Pip uses the compass rose to move one place east.
g2.social-studies.direction-0.v1Choices: north, then west · Stay in the same place. · Go south, then return north.
Answer: north, then west
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: On a north-up map, Pip uses the compass rose to move one place east.
g2.social-studies.direction-1.v1Choices: south, then east · Stay in the same place. · Go south, then return north.
Answer: south, then east
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: On a north-up map, Pip uses the compass rose to move one place east.
g2.social-studies.direction-2.v1Choices: south, then west · Stay in the same place. · Go south, then return north.
Answer: south, then west
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: On a north-up map, Pip uses the compass rose to move one place east.
g2.social-studies.direction-3.v1Choices: north · Stay in the same place. · Go south, then return north.
Answer: north
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: On a north-up map, Pip uses the compass rose to move one place east.
g2.social-studies.direction-4.v1Choices: east · Stay in the same place. · Go south, then return north.
Answer: east
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: On a north-up map, Pip uses the compass rose to move one place east.
g2.social-studies.direction-5.v1Choices: south · Stay in the same place. · Go south, then return north.
Answer: south
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: On a north-up map, Pip uses the compass rose to move one place east.
g2.social-studies.direction-6.v1Choices: west · Stay in the same place. · Go south, then return north.
Answer: west
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: On a north-up map, Pip uses the compass rose to move one place east.
g2.social-studies.direction-7.v1Choices: east · Stay in the same place. · Go south, then return north.
Answer: east
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: On a north-up map, Pip uses the compass rose to move one place east.
g2.social-studies.direction-8.v1Choices: north · Stay in the same place. · Go south, then return north.
Answer: north
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: On a north-up map, Pip uses the compass rose to move one place east.
g2.social-studies.direction-9.v1Idaho Social Studies · revised November 20, 2025 · 2.SS.2.1a,e–g
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: a river · a road · a state boundary
Answer: a river
Help: Read the key before naming the feature.
Pip’s example: Pip checks the map key before deciding what a symbol represents.
g2.social-studies.key-river.v1Choices: the road · the lake · the mountain
Answer: the road
Help: Use the key and think about how the feature formed.
Pip’s example: Pip checks the map key before deciding what a symbol represents.
g2.social-studies.key-road.v1Choices: two states · two time periods · two books
Answer: two states
Help: A boundary marks where one area ends and another begins.
Pip’s example: Pip checks the map key before deciding what a symbol represents.
g2.social-studies.boundary.v1Choices: distance on the map and in the pretend place · the color of every house · the age of a building
Answer: distance on the map and in the pretend place
Help: A scale connects a map distance to a distance in the place.
Pip’s example: Pip checks the map key before deciding what a symbol represents.
g2.social-studies.scale.v1Help: Include a natural feature and a feature built by people. Ask a grown-up to follow a route using your key.
Pip’s example: Pip checks the map key before deciding what a symbol represents.
g2.social-studies.map-make.v1Idaho Social Studies · revised November 20, 2025 · 2.SS.2.1c–f
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Pip uses an atlas legend and labels to locate a place, then finds it on a globe when one is available.
g2.social-studies.atlas-0.v1Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Pip uses an atlas legend and labels to locate a place, then finds it on a globe when one is available.
g2.social-studies.atlas-1.v1Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Pip uses an atlas legend and labels to locate a place, then finds it on a globe when one is available.
g2.social-studies.atlas-2.v1Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Pip uses an atlas legend and labels to locate a place, then finds it on a globe when one is available.
g2.social-studies.atlas-3.v1Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Pip uses an atlas legend and labels to locate a place, then finds it on a globe when one is available.
g2.social-studies.atlas-4.v1Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Pip uses an atlas legend and labels to locate a place, then finds it on a globe when one is available.
g2.social-studies.atlas-5.v1Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Pip uses an atlas legend and labels to locate a place, then finds it on a globe when one is available.
g2.social-studies.atlas-6.v1Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Pip uses an atlas legend and labels to locate a place, then finds it on a globe when one is available.
g2.social-studies.atlas-7.v1Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Pip uses an atlas legend and labels to locate a place, then finds it on a globe when one is available.
g2.social-studies.atlas-8.v1Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Pip uses an atlas legend and labels to locate a place, then finds it on a globe when one is available.
g2.social-studies.atlas-9.v1Idaho Social Studies · revised November 20, 2025 · 2.SS.2.2–4
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Pip compares how rain and dry weather affect clothing choices without assuming everyone in a place lives alike.
g2.social-studies.place-0.v1Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Pip compares how rain and dry weather affect clothing choices without assuming everyone in a place lives alike.
g2.social-studies.place-1.v1Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Pip compares how rain and dry weather affect clothing choices without assuming everyone in a place lives alike.
g2.social-studies.place-2.v1Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Pip compares how rain and dry weather affect clothing choices without assuming everyone in a place lives alike.
g2.social-studies.place-3.v1Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Pip compares how rain and dry weather affect clothing choices without assuming everyone in a place lives alike.
g2.social-studies.place-4.v1Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Pip compares how rain and dry weather affect clothing choices without assuming everyone in a place lives alike.
g2.social-studies.place-5.v1Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Pip compares how rain and dry weather affect clothing choices without assuming everyone in a place lives alike.
g2.social-studies.place-6.v1Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Pip compares how rain and dry weather affect clothing choices without assuming everyone in a place lives alike.
g2.social-studies.place-7.v1Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Pip compares how rain and dry weather affect clothing choices without assuming everyone in a place lives alike.
g2.social-studies.place-8.v1Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Pip compares how rain and dry weather affect clothing choices without assuming everyone in a place lives alike.
g2.social-studies.place-9.v1Idaho Social Studies · revised November 20, 2025 · 2.SS.3.1
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 4
Help: Subtract the money already set aside. Discuss whether saving some of the rest is a useful option.
Pip’s example: Pip sets aside money for a pretend need before deciding what other choices fit the amount.
g2.social-studies.budget-0.v1Answer: 5
Help: Subtract the money already set aside. Discuss whether saving some of the rest is a useful option.
Pip’s example: Pip sets aside money for a pretend need before deciding what other choices fit the amount.
g2.social-studies.budget-1.v1Answer: 6
Help: Subtract the money already set aside. Discuss whether saving some of the rest is a useful option.
Pip’s example: Pip sets aside money for a pretend need before deciding what other choices fit the amount.
g2.social-studies.budget-2.v1Answer: 7
Help: Subtract the money already set aside. Discuss whether saving some of the rest is a useful option.
Pip’s example: Pip sets aside money for a pretend need before deciding what other choices fit the amount.
g2.social-studies.budget-3.v1Answer: 7
Help: Subtract the money already set aside. Discuss whether saving some of the rest is a useful option.
Pip’s example: Pip sets aside money for a pretend need before deciding what other choices fit the amount.
g2.social-studies.budget-4.v1Idaho Social Studies · revised November 20, 2025 · 2.SS.3.2–4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: producer · consumer of that bread · weather observer
Answer: producer
Help: Think about the work, who makes or uses something, and the resource involved.
Pip’s example: Pip notices that a baker produces bread and a customer buys it. A bus driver provides a service.
g2.social-studies.economy-0.v1Choices: consumer · producer of that bread · map key
Answer: consumer
Help: Think about the work, who makes or uses something, and the resource involved.
Pip’s example: Pip notices that a baker produces bread and a customer buys it. A bus driver provides a service.
g2.social-studies.economy-1.v1Choices: repairing a bicycle · a loaf of bread · a new pencil
Answer: repairing a bicycle
Help: Think about the work, who makes or uses something, and the resource involved.
Pip’s example: Pip notices that a baker produces bread and a customer buys it. A bus driver provides a service.
g2.social-studies.economy-2.v1Choices: money earned for work · a map symbol · a kind of cloud
Answer: money earned for work
Help: Think about the work, who makes or uses something, and the resource involved.
Pip’s example: Pip notices that a baker produces bread and a customer buys it. A bus driver provides a service.
g2.social-studies.economy-3.v1Choices: making wooden furniture · measuring the ocean’s depth · naming stars
Answer: making wooden furniture
Help: Think about the work, who makes or uses something, and the resource involved.
Pip’s example: Pip notices that a baker produces bread and a customer buys it. A bus driver provides a service.
g2.social-studies.economy-4.v1Help: Use made-up people and amounts. Do not share your family’s income or financial details.
Pip’s example: Pip notices that a baker produces bread and a customer buys it. A bus driver provides a service.
g2.social-studies.economy-discuss-0.v1Help: Use made-up people and amounts. Do not share your family’s income or financial details.
Pip’s example: Pip notices that a baker produces bread and a customer buys it. A bus driver provides a service.
g2.social-studies.economy-discuss-1.v1Help: Use made-up people and amounts. Do not share your family’s income or financial details.
Pip’s example: Pip notices that a baker produces bread and a customer buys it. A bus driver provides a service.
g2.social-studies.economy-discuss-2.v1Help: Use made-up people and amounts. Do not share your family’s income or financial details.
Pip’s example: Pip notices that a baker produces bread and a customer buys it. A bus driver provides a service.
g2.social-studies.economy-discuss-3.v1Help: Use made-up people and amounts. Do not share your family’s income or financial details.
Pip’s example: Pip notices that a baker produces bread and a customer buys it. A bus driver provides a service.
g2.social-studies.economy-discuss-4.v1Idaho Social Studies · revised November 20, 2025 · 2.SS.4.2–5
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Idaho’s constitution · a shopping list · a weather report
Answer: Idaho’s constitution
Help: Ask a grown-up to explain the civic word, role, or symbol and why it matters.
Pip’s example: Pip explains that Idaho’s constitution provides a foundation for state laws.
g2.social-studies.civic-0.v1Choices: the classroom teacher · a map legend · a fictional dragon
Answer: the classroom teacher
Help: Ask a grown-up to explain the civic word, role, or symbol and why it matters.
Pip’s example: Pip explains that Idaho’s constitution provides a foundation for state laws.
g2.social-studies.civic-1.v1Choices: the Statue of Liberty · a pretend garden shed · a classroom pencil
Answer: the Statue of Liberty
Help: Ask a grown-up to explain the civic word, role, or symbol and why it matters.
Pip’s example: Pip explains that Idaho’s constitution provides a foundation for state laws.
g2.social-studies.civic-2.v1Choices: the bald eagle · the penguin · the flamingo
Answer: the bald eagle
Help: Ask a grown-up to explain the civic word, role, or symbol and why it matters.
Pip’s example: Pip explains that Idaho’s constitution provides a foundation for state laws.
g2.social-studies.civic-3.v1Choices: fair treatment · always winning a game · everyone choosing the same color
Answer: fair treatment
Help: Ask a grown-up to explain the civic word, role, or symbol and why it matters.
Pip’s example: Pip explains that Idaho’s constitution provides a foundation for state laws.
g2.social-studies.civic-4.v1Idaho Social Studies · revised November 20, 2025 · 2.SS.4.1,3,6–7
Coverage: partial. Adult observation needed; no automatic grade.
Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Pip listens to different ideas about a shared space, asks for reasons, and helps compare possible solutions.
g2.social-studies.citizen-0.v1Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Pip listens to different ideas about a shared space, asks for reasons, and helps compare possible solutions.
g2.social-studies.citizen-1.v1Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Pip listens to different ideas about a shared space, asks for reasons, and helps compare possible solutions.
g2.social-studies.citizen-2.v1Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Pip listens to different ideas about a shared space, asks for reasons, and helps compare possible solutions.
g2.social-studies.citizen-3.v1Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Pip listens to different ideas about a shared space, asks for reasons, and helps compare possible solutions.
g2.social-studies.citizen-4.v1Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Pip listens to different ideas about a shared space, asks for reasons, and helps compare possible solutions.
g2.social-studies.citizen-5.v1Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Pip listens to different ideas about a shared space, asks for reasons, and helps compare possible solutions.
g2.social-studies.citizen-6.v1Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Pip listens to different ideas about a shared space, asks for reasons, and helps compare possible solutions.
g2.social-studies.citizen-7.v1Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Pip listens to different ideas about a shared space, asks for reasons, and helps compare possible solutions.
g2.social-studies.citizen-8.v1Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Pip listens to different ideas about a shared space, asks for reasons, and helps compare possible solutions.
g2.social-studies.citizen-9.v1Idaho Social Studies · revised November 20, 2025 · 2.SS.5.1–2
Coverage: partial. Adult observation needed; no automatic grade.
One fictional community has a weekly outdoor market. Another has a daily indoor market.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Pip compares two descriptions, names a similarity and a difference, and asks instead of guessing about someone’s traditions.
g2.social-studies.connections-0.v1One fictional family shares a special bread at a celebration. Another shares a rice dish.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Pip compares two descriptions, names a similarity and a difference, and asks instead of guessing about someone’s traditions.
g2.social-studies.connections-1.v1One fictional town welcomes visitors with music. Another welcomes them with a shared meal.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Pip compares two descriptions, names a similarity and a difference, and asks instead of guessing about someone’s traditions.
g2.social-studies.connections-2.v1One fictional neighborhood has a lending library. Another has a traveling book van.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Pip compares two descriptions, names a similarity and a difference, and asks instead of guessing about someone’s traditions.
g2.social-studies.connections-3.v1One fictional community travels mostly by boat. Another uses roads.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Pip compares two descriptions, names a similarity and a difference, and asks instead of guessing about someone’s traditions.
g2.social-studies.connections-4.v1One fictional class sends drawings to a partner class far away. The partner class sends a song description.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Pip compares two descriptions, names a similarity and a difference, and asks instead of guessing about someone’s traditions.
g2.social-studies.connections-5.v1One fictional family marks a new year by planting. Another makes cards.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Pip compares two descriptions, names a similarity and a difference, and asks instead of guessing about someone’s traditions.
g2.social-studies.connections-6.v1One fictional village shares a garden. Another shares a workshop.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Pip compares two descriptions, names a similarity and a difference, and asks instead of guessing about someone’s traditions.
g2.social-studies.connections-7.v1One fictional group tells stories aloud. Another makes a picture display of stories.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Pip compares two descriptions, names a similarity and a difference, and asks instead of guessing about someone’s traditions.
g2.social-studies.connections-8.v1Two fictional communities both celebrate a harvest, but one uses music and the other tells stories.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Pip compares two descriptions, names a similarity and a difference, and asks instead of guessing about someone’s traditions.
g2.social-studies.connections-9.v1Idaho Health K–2 · June 1, 2023 · K-2.H.1.1.2; K-2.H.4.1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-0.v1Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-1.v1Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-2.v1Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-3.v1Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-4.v1Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-5.v1Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-6.v1Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-7.v1Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-8.v1Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-9.v1Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-10.v1Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-11.v1Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-12.v1Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-13.v1Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-14.v1Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-15.v1Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-16.v1Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-17.v1Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-18.v1Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip notices a fictional character’s disappointment, names a possible need, and considers more than one helpful response.
g2.feelings.feelings-19.v1Idaho Health K–2 · June 1, 2023 · K-2.H.4.1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip repeats an idea in different words, then asks: Did I understand you?
g2.feelings.listening-0.v1Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip repeats an idea in different words, then asks: Did I understand you?
g2.feelings.listening-1.v1Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip repeats an idea in different words, then asks: Did I understand you?
g2.feelings.listening-2.v1Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip repeats an idea in different words, then asks: Did I understand you?
g2.feelings.listening-3.v1Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip repeats an idea in different words, then asks: Did I understand you?
g2.feelings.listening-4.v1Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip repeats an idea in different words, then asks: Did I understand you?
g2.feelings.listening-5.v1Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip repeats an idea in different words, then asks: Did I understand you?
g2.feelings.listening-6.v1Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip repeats an idea in different words, then asks: Did I understand you?
g2.feelings.listening-7.v1Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip repeats an idea in different words, then asks: Did I understand you?
g2.feelings.listening-8.v1Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip repeats an idea in different words, then asks: Did I understand you?
g2.feelings.listening-9.v1Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip repeats an idea in different words, then asks: Did I understand you?
g2.feelings.listening-10.v1Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip repeats an idea in different words, then asks: Did I understand you?
g2.feelings.listening-11.v1Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip repeats an idea in different words, then asks: Did I understand you?
g2.feelings.listening-12.v1Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip repeats an idea in different words, then asks: Did I understand you?
g2.feelings.listening-13.v1Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip repeats an idea in different words, then asks: Did I understand you?
g2.feelings.listening-14.v1Idaho Health K–2 · June 1, 2023 · K-2.H.4.1.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip admits bumping a tower, listens to the builder, and asks how to help repair it.
g2.feelings.repair-0.v1Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip admits bumping a tower, listens to the builder, and asks how to help repair it.
g2.feelings.repair-1.v1Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip admits bumping a tower, listens to the builder, and asks how to help repair it.
g2.feelings.repair-2.v1Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip admits bumping a tower, listens to the builder, and asks how to help repair it.
g2.feelings.repair-3.v1Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip admits bumping a tower, listens to the builder, and asks how to help repair it.
g2.feelings.repair-4.v1Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip admits bumping a tower, listens to the builder, and asks how to help repair it.
g2.feelings.repair-5.v1Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip admits bumping a tower, listens to the builder, and asks how to help repair it.
g2.feelings.repair-6.v1Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip admits bumping a tower, listens to the builder, and asks how to help repair it.
g2.feelings.repair-7.v1Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip admits bumping a tower, listens to the builder, and asks how to help repair it.
g2.feelings.repair-8.v1Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip admits bumping a tower, listens to the builder, and asks how to help repair it.
g2.feelings.repair-9.v1Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip admits bumping a tower, listens to the builder, and asks how to help repair it.
g2.feelings.repair-10.v1Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip admits bumping a tower, listens to the builder, and asks how to help repair it.
g2.feelings.repair-11.v1Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip admits bumping a tower, listens to the builder, and asks how to help repair it.
g2.feelings.repair-12.v1Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip admits bumping a tower, listens to the builder, and asks how to help repair it.
g2.feelings.repair-13.v1Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip admits bumping a tower, listens to the builder, and asks how to help repair it.
g2.feelings.repair-14.v1Idaho Health K–2 · June 1, 2023 · K-2.H.4.1.3–4; K-2.H.5.1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip can ask for space and get a trusted grown-up when a situation feels unsafe or confusing.
g2.feelings.boundaries-0.v1Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip can ask for space and get a trusted grown-up when a situation feels unsafe or confusing.
g2.feelings.boundaries-1.v1Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip can ask for space and get a trusted grown-up when a situation feels unsafe or confusing.
g2.feelings.boundaries-2.v1Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip can ask for space and get a trusted grown-up when a situation feels unsafe or confusing.
g2.feelings.boundaries-3.v1Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip can ask for space and get a trusted grown-up when a situation feels unsafe or confusing.
g2.feelings.boundaries-4.v1Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip can ask for space and get a trusted grown-up when a situation feels unsafe or confusing.
g2.feelings.boundaries-5.v1Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip can ask for space and get a trusted grown-up when a situation feels unsafe or confusing.
g2.feelings.boundaries-6.v1Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip can ask for space and get a trusted grown-up when a situation feels unsafe or confusing.
g2.feelings.boundaries-7.v1Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip can ask for space and get a trusted grown-up when a situation feels unsafe or confusing.
g2.feelings.boundaries-8.v1Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip can ask for space and get a trusted grown-up when a situation feels unsafe or confusing.
g2.feelings.boundaries-9.v1Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip can ask for space and get a trusted grown-up when a situation feels unsafe or confusing.
g2.feelings.boundaries-10.v1Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip can ask for space and get a trusted grown-up when a situation feels unsafe or confusing.
g2.feelings.boundaries-11.v1Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip can ask for space and get a trusted grown-up when a situation feels unsafe or confusing.
g2.feelings.boundaries-12.v1Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip can ask for space and get a trusted grown-up when a situation feels unsafe or confusing.
g2.feelings.boundaries-13.v1Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip can ask for space and get a trusted grown-up when a situation feels unsafe or confusing.
g2.feelings.boundaries-14.v1Idaho Health K–2 · June 1, 2023 · K-2.H.1.1.1–4; K-2.H.7.1.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip thinks about rest, movement, clean hands, and other everyday ways to care for a body, with a grown-up’s help.
g2.feelings.healthy-0.v1Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip thinks about rest, movement, clean hands, and other everyday ways to care for a body, with a grown-up’s help.
g2.feelings.healthy-1.v1Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip thinks about rest, movement, clean hands, and other everyday ways to care for a body, with a grown-up’s help.
g2.feelings.healthy-2.v1Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip thinks about rest, movement, clean hands, and other everyday ways to care for a body, with a grown-up’s help.
g2.feelings.healthy-3.v1Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip thinks about rest, movement, clean hands, and other everyday ways to care for a body, with a grown-up’s help.
g2.feelings.healthy-4.v1Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip thinks about rest, movement, clean hands, and other everyday ways to care for a body, with a grown-up’s help.
g2.feelings.healthy-5.v1Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip thinks about rest, movement, clean hands, and other everyday ways to care for a body, with a grown-up’s help.
g2.feelings.healthy-6.v1Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip thinks about rest, movement, clean hands, and other everyday ways to care for a body, with a grown-up’s help.
g2.feelings.healthy-7.v1Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip thinks about rest, movement, clean hands, and other everyday ways to care for a body, with a grown-up’s help.
g2.feelings.healthy-8.v1Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip thinks about rest, movement, clean hands, and other everyday ways to care for a body, with a grown-up’s help.
g2.feelings.healthy-9.v1Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip thinks about rest, movement, clean hands, and other everyday ways to care for a body, with a grown-up’s help.
g2.feelings.healthy-10.v1Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip thinks about rest, movement, clean hands, and other everyday ways to care for a body, with a grown-up’s help.
g2.feelings.healthy-11.v1Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip thinks about rest, movement, clean hands, and other everyday ways to care for a body, with a grown-up’s help.
g2.feelings.healthy-12.v1Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip thinks about rest, movement, clean hands, and other everyday ways to care for a body, with a grown-up’s help.
g2.feelings.healthy-13.v1Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip thinks about rest, movement, clean hands, and other everyday ways to care for a body, with a grown-up’s help.
g2.feelings.healthy-14.v1Idaho Health K–2 · June 1, 2023 · K-2.H.2.1.1–3; K-2.H.3.1.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip notices an advertisement wants attention and asks a trusted grown-up to help understand its message.
g2.feelings.influences-0.v1Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip notices an advertisement wants attention and asks a trusted grown-up to help understand its message.
g2.feelings.influences-1.v1Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip notices an advertisement wants attention and asks a trusted grown-up to help understand its message.
g2.feelings.influences-2.v1Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip notices an advertisement wants attention and asks a trusted grown-up to help understand its message.
g2.feelings.influences-3.v1Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip notices an advertisement wants attention and asks a trusted grown-up to help understand its message.
g2.feelings.influences-4.v1Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip notices an advertisement wants attention and asks a trusted grown-up to help understand its message.
g2.feelings.influences-5.v1Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip notices an advertisement wants attention and asks a trusted grown-up to help understand its message.
g2.feelings.influences-6.v1Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip notices an advertisement wants attention and asks a trusted grown-up to help understand its message.
g2.feelings.influences-7.v1Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip notices an advertisement wants attention and asks a trusted grown-up to help understand its message.
g2.feelings.influences-8.v1Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip notices an advertisement wants attention and asks a trusted grown-up to help understand its message.
g2.feelings.influences-9.v1Idaho Health K–2 · June 1, 2023 · K-2.H.6.1.1–2; K-2.H.8.1.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip chooses one small practice goal, asks for help, and checks what worked without losing rewards for a break.
g2.feelings.goals-0.v1Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip chooses one small practice goal, asks for help, and checks what worked without losing rewards for a break.
g2.feelings.goals-1.v1Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip chooses one small practice goal, asks for help, and checks what worked without losing rewards for a break.
g2.feelings.goals-2.v1Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip chooses one small practice goal, asks for help, and checks what worked without losing rewards for a break.
g2.feelings.goals-3.v1Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip chooses one small practice goal, asks for help, and checks what worked without losing rewards for a break.
g2.feelings.goals-4.v1Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip chooses one small practice goal, asks for help, and checks what worked without losing rewards for a break.
g2.feelings.goals-5.v1Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip chooses one small practice goal, asks for help, and checks what worked without losing rewards for a break.
g2.feelings.goals-6.v1Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip chooses one small practice goal, asks for help, and checks what worked without losing rewards for a break.
g2.feelings.goals-7.v1Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip chooses one small practice goal, asks for help, and checks what worked without losing rewards for a break.
g2.feelings.goals-8.v1Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip chooses one small practice goal, asks for help, and checks what worked without losing rewards for a break.
g2.feelings.goals-9.v1Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.2.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Pip gives each quarter note one beat and each quarter rest one quiet beat. The quiet space keeps its place.
g2.music.rhythm-0.v1Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Pip gives each quarter note one beat and each quarter rest one quiet beat. The quiet space keeps its place.
g2.music.rhythm-1.v1Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Pip gives each quarter note one beat and each quarter rest one quiet beat. The quiet space keeps its place.
g2.music.rhythm-2.v1Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Pip gives each quarter note one beat and each quarter rest one quiet beat. The quiet space keeps its place.
g2.music.rhythm-3.v1Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Pip gives each quarter note one beat and each quarter rest one quiet beat. The quiet space keeps its place.
g2.music.rhythm-4.v1Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Pip gives each quarter note one beat and each quarter rest one quiet beat. The quiet space keeps its place.
g2.music.rhythm-5.v1Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Pip gives each quarter note one beat and each quarter rest one quiet beat. The quiet space keeps its place.
g2.music.rhythm-6.v1Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Pip gives each quarter note one beat and each quarter rest one quiet beat. The quiet space keeps its place.
g2.music.rhythm-7.v1Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Pip gives each quarter note one beat and each quarter rest one quiet beat. The quiet space keeps its place.
g2.music.rhythm-8.v1Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Pip gives each quarter note one beat and each quarter rest one quiet beat. The quiet space keeps its place.
g2.music.rhythm-9.v1Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Pip gives each quarter note one beat and each quarter rest one quiet beat. The quiet space keeps its place.
g2.music.rhythm-10.v1Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Pip gives each quarter note one beat and each quarter rest one quiet beat. The quiet space keeps its place.
g2.music.rhythm-11.v1Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Pip gives each quarter note one beat and each quarter rest one quiet beat. The quiet space keeps its place.
g2.music.rhythm-12.v1Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Pip gives each quarter note one beat and each quarter rest one quiet beat. The quiet space keeps its place.
g2.music.rhythm-13.v1Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Pip gives each quarter note one beat and each quarter rest one quiet beat. The quiet space keeps its place.
g2.music.rhythm-14.v1Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.2.2–3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Pip follows notes that rise and return, then plays slowly to hear the shape.
g2.music.melody-0.v1Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Pip follows notes that rise and return, then plays slowly to hear the shape.
g2.music.melody-1.v1Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Pip follows notes that rise and return, then plays slowly to hear the shape.
g2.music.melody-2.v1Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Pip follows notes that rise and return, then plays slowly to hear the shape.
g2.music.melody-3.v1Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Pip follows notes that rise and return, then plays slowly to hear the shape.
g2.music.melody-4.v1Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Pip follows notes that rise and return, then plays slowly to hear the shape.
g2.music.melody-5.v1Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Pip follows notes that rise and return, then plays slowly to hear the shape.
g2.music.melody-6.v1Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Pip follows notes that rise and return, then plays slowly to hear the shape.
g2.music.melody-7.v1Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Pip follows notes that rise and return, then plays slowly to hear the shape.
g2.music.melody-8.v1Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Pip follows notes that rise and return, then plays slowly to hear the shape.
g2.music.melody-9.v1Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Pip follows notes that rise and return, then plays slowly to hear the shape.
g2.music.melody-10.v1Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Pip follows notes that rise and return, then plays slowly to hear the shape.
g2.music.melody-11.v1Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Pip follows notes that rise and return, then plays slowly to hear the shape.
g2.music.melody-12.v1Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Pip follows notes that rise and return, then plays slowly to hear the shape.
g2.music.melody-13.v1Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Pip follows notes that rise and return, then plays slowly to hear the shape.
g2.music.melody-14.v1Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.1.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-0.v1Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-1.v1Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-2.v1Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-3.v1Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-4.v1Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-5.v1Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-6.v1Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-7.v1Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-8.v1Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-9.v1Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-10.v1Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-11.v1Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-12.v1Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-13.v1Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-14.v1Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-15.v1Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-16.v1Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-17.v1Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-18.v1Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Pip chooses notes and rests to suggest a scene, then shows the order so someone else can try it.
g2.music.compose-19.v1Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.1.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Pip hears a short idea and makes a new answering phrase. It does not have to be a copy.
g2.music.improvise-0.v1Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Pip hears a short idea and makes a new answering phrase. It does not have to be a copy.
g2.music.improvise-1.v1Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Pip hears a short idea and makes a new answering phrase. It does not have to be a copy.
g2.music.improvise-2.v1Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Pip hears a short idea and makes a new answering phrase. It does not have to be a copy.
g2.music.improvise-3.v1Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Pip hears a short idea and makes a new answering phrase. It does not have to be a copy.
g2.music.improvise-4.v1Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Pip hears a short idea and makes a new answering phrase. It does not have to be a copy.
g2.music.improvise-5.v1Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Pip hears a short idea and makes a new answering phrase. It does not have to be a copy.
g2.music.improvise-6.v1Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Pip hears a short idea and makes a new answering phrase. It does not have to be a copy.
g2.music.improvise-7.v1Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Pip hears a short idea and makes a new answering phrase. It does not have to be a copy.
g2.music.improvise-8.v1Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Pip hears a short idea and makes a new answering phrase. It does not have to be a copy.
g2.music.improvise-9.v1Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Pip hears a short idea and makes a new answering phrase. It does not have to be a copy.
g2.music.improvise-10.v1Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Pip hears a short idea and makes a new answering phrase. It does not have to be a copy.
g2.music.improvise-11.v1Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Pip hears a short idea and makes a new answering phrase. It does not have to be a copy.
g2.music.improvise-12.v1Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Pip hears a short idea and makes a new answering phrase. It does not have to be a copy.
g2.music.improvise-13.v1Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Pip hears a short idea and makes a new answering phrase. It does not have to be a copy.
g2.music.improvise-14.v1Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.2.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Pip asks a listener about a musical idea, changes one part, and explains how the change helps.
g2.music.refine-0.v1Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Pip asks a listener about a musical idea, changes one part, and explains how the change helps.
g2.music.refine-1.v1Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Pip asks a listener about a musical idea, changes one part, and explains how the change helps.
g2.music.refine-2.v1Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Pip asks a listener about a musical idea, changes one part, and explains how the change helps.
g2.music.refine-3.v1Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Pip asks a listener about a musical idea, changes one part, and explains how the change helps.
g2.music.refine-4.v1Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Pip asks a listener about a musical idea, changes one part, and explains how the change helps.
g2.music.refine-5.v1Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Pip asks a listener about a musical idea, changes one part, and explains how the change helps.
g2.music.refine-6.v1Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Pip asks a listener about a musical idea, changes one part, and explains how the change helps.
g2.music.refine-7.v1Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Pip asks a listener about a musical idea, changes one part, and explains how the change helps.
g2.music.refine-8.v1Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Pip asks a listener about a musical idea, changes one part, and explains how the change helps.
g2.music.refine-9.v1Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.3.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Pip chooses an expressive purpose and shares a practiced idea with a trusted listener.
g2.music.perform-0.v1Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Pip chooses an expressive purpose and shares a practiced idea with a trusted listener.
g2.music.perform-1.v1Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Pip chooses an expressive purpose and shares a practiced idea with a trusted listener.
g2.music.perform-2.v1Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Pip chooses an expressive purpose and shares a practiced idea with a trusted listener.
g2.music.perform-3.v1Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Pip chooses an expressive purpose and shares a practiced idea with a trusted listener.
g2.music.perform-4.v1Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Pip chooses an expressive purpose and shares a practiced idea with a trusted listener.
g2.music.perform-5.v1Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Pip chooses an expressive purpose and shares a practiced idea with a trusted listener.
g2.music.perform-6.v1Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Pip chooses an expressive purpose and shares a practiced idea with a trusted listener.
g2.music.perform-7.v1Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Pip chooses an expressive purpose and shares a practiced idea with a trusted listener.
g2.music.perform-8.v1Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Pip chooses an expressive purpose and shares a practiced idea with a trusted listener.
g2.music.perform-9.v1Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.4.1–2; 2-3.MU:GM.5.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Pip describes a sound, connects it to a purpose, and asks about its context instead of guessing a whole culture from one song.
g2.music.context-0.v1Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Pip describes a sound, connects it to a purpose, and asks about its context instead of guessing a whole culture from one song.
g2.music.context-1.v1Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Pip describes a sound, connects it to a purpose, and asks about its context instead of guessing a whole culture from one song.
g2.music.context-2.v1Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Pip describes a sound, connects it to a purpose, and asks about its context instead of guessing a whole culture from one song.
g2.music.context-3.v1Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Pip describes a sound, connects it to a purpose, and asks about its context instead of guessing a whole culture from one song.
g2.music.context-4.v1Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Pip describes a sound, connects it to a purpose, and asks about its context instead of guessing a whole culture from one song.
g2.music.context-5.v1Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Pip describes a sound, connects it to a purpose, and asks about its context instead of guessing a whole culture from one song.
g2.music.context-6.v1Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Pip describes a sound, connects it to a purpose, and asks about its context instead of guessing a whole culture from one song.
g2.music.context-7.v1Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Pip describes a sound, connects it to a purpose, and asks about its context instead of guessing a whole culture from one song.
g2.music.context-8.v1Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Pip describes a sound, connects it to a purpose, and asks about its context instead of guessing a whole culture from one song.
g2.music.context-9.v1Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Pip describes a sound, connects it to a purpose, and asks about its context instead of guessing a whole culture from one song.
g2.music.context-10.v1Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Pip describes a sound, connects it to a purpose, and asks about its context instead of guessing a whole culture from one song.
g2.music.context-11.v1Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Pip describes a sound, connects it to a purpose, and asks about its context instead of guessing a whole culture from one song.
g2.music.context-12.v1Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Pip describes a sound, connects it to a purpose, and asks about its context instead of guessing a whole culture from one song.
g2.music.context-13.v1Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Pip describes a sound, connects it to a purpose, and asks about its context instead of guessing a whole culture from one song.
g2.music.context-14.v1Idaho Visual Arts K–2 · April 29, 2024 · K-2.VA.4.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-0.v1Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-1.v1Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-2.v1Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-3.v1Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-4.v1Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-5.v1Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-6.v1Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-7.v1Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-8.v1Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-9.v1Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-10.v1Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-11.v1Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-12.v1Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-13.v1Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-14.v1Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-15.v1Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-16.v1Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-17.v1Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-18.v1Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Pip points to a curved line and a repeated color, then explains how those details shape an idea.
g2.art.observe-19.v1Idaho Visual Arts K–2 · April 29, 2024 · K-2.VA.1.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-0.v1Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-1.v1Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-2.v1Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-3.v1Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-4.v1Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-5.v1Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-6.v1Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-7.v1Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-8.v1Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-9.v1Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-10.v1Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-11.v1Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-12.v1Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-13.v1Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-14.v1Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-15.v1Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-16.v1Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-17.v1Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-18.v1Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Pip tests a thick and a thin mark, compares their effects, and chooses one for a picture.
g2.art.material-19.v1Idaho Visual Arts K–2 · April 29, 2024 · K-2.VA.1.1–2; K-2.VA.2.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-0.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-1.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-2.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-3.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-4.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-5.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-6.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-7.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-8.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-9.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-10.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-11.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-12.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-13.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-14.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-15.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-16.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-17.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-18.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-19.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-20.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-21.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-22.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-23.v1Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Pip chooses shapes and colors to show an idea, then explains a choice instead of aiming for one correct picture.
g2.art.create-24.v1Idaho Visual Arts K–2 · April 29, 2024 · K-2.VA.1.1–2; K-2.VA.2.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Pip makes two arrangements for the same idea and compares what each makes a viewer notice.
g2.art.experiment-0.v1Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Pip makes two arrangements for the same idea and compares what each makes a viewer notice.
g2.art.experiment-1.v1Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Pip makes two arrangements for the same idea and compares what each makes a viewer notice.
g2.art.experiment-2.v1Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Pip makes two arrangements for the same idea and compares what each makes a viewer notice.
g2.art.experiment-3.v1Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Pip makes two arrangements for the same idea and compares what each makes a viewer notice.
g2.art.experiment-4.v1Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Pip makes two arrangements for the same idea and compares what each makes a viewer notice.
g2.art.experiment-5.v1Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Pip makes two arrangements for the same idea and compares what each makes a viewer notice.
g2.art.experiment-6.v1Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Pip makes two arrangements for the same idea and compares what each makes a viewer notice.
g2.art.experiment-7.v1Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Pip makes two arrangements for the same idea and compares what each makes a viewer notice.
g2.art.experiment-8.v1Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Pip makes two arrangements for the same idea and compares what each makes a viewer notice.
g2.art.experiment-9.v1Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Pip makes two arrangements for the same idea and compares what each makes a viewer notice.
g2.art.experiment-10.v1Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Pip makes two arrangements for the same idea and compares what each makes a viewer notice.
g2.art.experiment-11.v1Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Pip makes two arrangements for the same idea and compares what each makes a viewer notice.
g2.art.experiment-12.v1Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Pip makes two arrangements for the same idea and compares what each makes a viewer notice.
g2.art.experiment-13.v1Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Pip makes two arrangements for the same idea and compares what each makes a viewer notice.
g2.art.experiment-14.v1Idaho Visual Arts K–2 · April 29, 2024 · K-2.VA.3.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Pip chooses a way to protect a picture and a private place to show it, then explains the choice.
g2.art.present-0.v1Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Pip chooses a way to protect a picture and a private place to show it, then explains the choice.
g2.art.present-1.v1Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Pip chooses a way to protect a picture and a private place to show it, then explains the choice.
g2.art.present-2.v1Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Pip chooses a way to protect a picture and a private place to show it, then explains the choice.
g2.art.present-3.v1Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Pip chooses a way to protect a picture and a private place to show it, then explains the choice.
g2.art.present-4.v1Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Pip chooses a way to protect a picture and a private place to show it, then explains the choice.
g2.art.present-5.v1Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Pip chooses a way to protect a picture and a private place to show it, then explains the choice.
g2.art.present-6.v1Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Pip chooses a way to protect a picture and a private place to show it, then explains the choice.
g2.art.present-7.v1Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Pip chooses a way to protect a picture and a private place to show it, then explains the choice.
g2.art.present-8.v1Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Pip chooses a way to protect a picture and a private place to show it, then explains the choice.
g2.art.present-9.v1Idaho Visual Arts K–2 · April 29, 2024 · K-2.VA.5.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Pip notices art in a shared place, asks who made it and why, and does not assume one meaning for every viewer.
g2.art.community-0.v1Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Pip notices art in a shared place, asks who made it and why, and does not assume one meaning for every viewer.
g2.art.community-1.v1Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Pip notices art in a shared place, asks who made it and why, and does not assume one meaning for every viewer.
g2.art.community-2.v1Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Pip notices art in a shared place, asks who made it and why, and does not assume one meaning for every viewer.
g2.art.community-3.v1Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Pip notices art in a shared place, asks who made it and why, and does not assume one meaning for every viewer.
g2.art.community-4.v1Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Pip notices art in a shared place, asks who made it and why, and does not assume one meaning for every viewer.
g2.art.community-5.v1Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Pip notices art in a shared place, asks who made it and why, and does not assume one meaning for every viewer.
g2.art.community-6.v1Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Pip notices art in a shared place, asks who made it and why, and does not assume one meaning for every viewer.
g2.art.community-7.v1Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Pip notices art in a shared place, asks who made it and why, and does not assume one meaning for every viewer.
g2.art.community-8.v1Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Pip notices art in a shared place, asks who made it and why, and does not assume one meaning for every viewer.
g2.art.community-9.v1