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 · 6.VD-WB.1a–d; 6.VD-AV.3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: having mixed feelings · being completely certain · having no opinion at all
Answer: having mixed feelings
Help: Use the whole sentence, word parts, and a reliable reference to verify the meaning.
Pip’s example: Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence.
g6.reading.vocabulary-0.v1Choices: temporary and subject to change · permanently approved · unrelated to the trial
Answer: temporary and subject to change
Help: Use the whole sentence, word parts, and a reliable reference to verify the meaning.
Pip’s example: Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence.
g6.reading.vocabulary-1.v1Choices: events by when they happened · words by length · places by population
Answer: events by when they happened
Help: Use the whole sentence, word parts, and a reliable reference to verify the meaning.
Pip’s example: Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence.
g6.reading.vocabulary-2.v1Choices: an instrument for viewing very small things · an instrument for measuring distance traveled · a device that always sees through walls
Answer: an instrument for viewing very small things
Help: Use the whole sentence, word parts, and a reliable reference to verify the meaning.
Pip’s example: Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence.
g6.reading.vocabulary-3.v1Choices: moved forward · became a higher-level course · paid money early
Answer: moved forward
Help: Use the whole sentence, word parts, and a reliable reference to verify the meaning.
Pip’s example: Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence.
g6.reading.vocabulary-4.v1Choices: limited the scope of the claim · made the claim apply everywhere · earned a job certificate
Answer: limited the scope of the claim
Help: Use the whole sentence, word parts, and a reliable reference to verify the meaning.
Pip’s example: Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence.
g6.reading.vocabulary-5.v1Choices: limited evidence makes a conclusion uncertain · a large sample guarantees certainty · the result has no connection to the sample
Answer: limited evidence makes a conclusion uncertain
Help: Use the whole sentence, word parts, and a reliable reference to verify the meaning.
Pip’s example: Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence.
g6.reading.vocabulary-6.v1Choices: Check a reference, its part of speech, and the full context. · Keep the first guess regardless of context. · Choose the longest dictionary definition.
Answer: Check a reference, its part of speech, and the full context.
Help: Use the whole sentence, word parts, and a reliable reference to verify the meaning.
Pip’s example: Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence.
g6.reading.vocabulary-7.v1Choices: failure to work correctly · an improvement in design · a machine’s brand name
Answer: failure to work correctly
Help: Use the whole sentence, word parts, and a reliable reference to verify the meaning.
Pip’s example: Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence.
g6.reading.vocabulary-8.v1Choices: They vary together; this alone does not prove cause. · One must be the only cause of the other. · They can never be measured.
Answer: They vary together; this alone does not prove cause.
Help: Use the whole sentence, word parts, and a reliable reference to verify the meaning.
Pip’s example: Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence.
g6.reading.vocabulary-9.v1Idaho ELA/Literacy · January 3, 2022 · 6.VD-WB.2a–d
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: a sense of a vast, quiet space · proof that the building is alive · a cheerful crowded scene
Answer: a sense of a vast, quiet space
Help: Explain the word’s effect in this context. Related words can carry different attitudes.
Pip’s example: Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space.
g6.reading.language-0.v1Choices: affordable · flimsy · stingy
Answer: affordable
Help: Explain the word’s effect in this context. Related words can carry different attitudes.
Pip’s example: Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space.
g6.reading.language-1.v1Choices: a connection that matters but may be fragile · a literal sewing lesson · a promise with no effect
Answer: a connection that matters but may be fragile
Help: Explain the word’s effect in this context. Related words can carry different attitudes.
Pip’s example: Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space.
g6.reading.language-2.v1Choices: It touched a sensitive concern. · It describes a physical injury with certainty. · It was not noticed.
Answer: It touched a sensitive concern.
Help: Explain the word’s effect in this context. Related words can carry different attitudes.
Pip’s example: Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space.
g6.reading.language-3.v1Choices: the implied evaluation of similar behavior · the spelling of the character’s name · the time of day
Answer: the implied evaluation of similar behavior
Help: Explain the word’s effect in this context. Related words can carry different attitudes.
Pip’s example: Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space.
g6.reading.language-4.v1Choices: magnificent · shelf · one
Answer: magnificent
Help: Explain the word’s effect in this context. Related words can carry different attitudes.
Pip’s example: Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space.
g6.reading.language-5.v1Choices: effort or weariness · speed and excitement · complete stillness
Answer: effort or weariness
Help: Explain the word’s effect in this context. Related words can carry different attitudes.
Pip’s example: Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space.
g6.reading.language-6.v1Choices: ongoing, active talk · complete silence · a proven fact in every conversation
Answer: ongoing, active talk
Help: Explain the word’s effect in this context. Related words can carry different attitudes.
Pip’s example: Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space.
g6.reading.language-7.v1Choices: part to whole · cause to effect · opposites
Answer: part to whole
Help: Explain the word’s effect in this context. Related words can carry different attitudes.
Pip’s example: Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space.
g6.reading.language-8.v1Choices: The time feels especially valuable. · The minutes are made of metal. · The writer does not care about time.
Answer: The time feels especially valuable.
Help: Explain the word’s effect in this context. Related words can carry different attitudes.
Pip’s example: Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space.
g6.reading.language-9.v1Idaho ELA/Literacy · January 3, 2022 · 6.RC-TE.3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Mara wanted the community map to look complete. She filled every blank space with a confident label, even the marsh path she had never walked. At the rehearsal, Tavi asked how she knew the path remained open in winter. Mara pointed to an old photograph. Tavi set a recent maintenance notice beside it and waited. Mara felt that removing a label would make her work seem smaller. Yet she imagined a visitor following the map into mud. She replaced the bold line with a dotted one and added a question for the park staff. The finished map had more empty space than her first draft. Beside those spaces, however, visitors found dates, sources, and invitations to help. Mara watched someone use the map, pause at a dotted line, and choose a safer route. For the first time, she was proud of a blank.
Choices: She labels an unvisited path confidently, then marks it uncertain after comparing sources. · The setting is named and the story has an ending. · An unrelated object appears and time passes.
Answer: She labels an unvisited path confidently, then marks it uncertain after comparing sources.
Help: Connect an early response and a later choice; check both against the text.
Pip’s example: Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change.
g6.reading.evidence-0.v1I kept a tally of every suggestion our group accepted. By Wednesday, my column was nearly empty. When Lena proposed rehearsing without scenery, I objected before she finished. I had spent two evenings painting the scenery. She asked us to test the scene once with it and once without it. During the second version, the audience could see the small gesture that explained the ending. I looked at my tally and realized it counted ownership, not usefulness. At the next meeting I suggested keeping just one painted doorway. Lena asked me where it should stand. My column gained a mark, but I stopped counting before the rehearsal ended. Watching the audience lean forward mattered more than being able to point at everything I had made.
Choices: The narrator counts accepted ideas, then stops counting while watching the audience. · The setting is named and the story has an ending. · An unrelated object appears and time passes.
Answer: The narrator counts accepted ideas, then stops counting while watching the audience.
Help: Connect an early response and a later choice; check both against the text.
Pip’s example: Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change.
g6.reading.evidence-1.v1The museum label described the old canal as a triumph of engineering. Ben liked that sentence because it fit neatly on one line. Sal brought an account from a family whose orchard had been divided by the canal. Ben argued that the label was about construction, not families. Sal asked whether construction happened in an empty landscape. They read the survey notes together. The canal had carried water to new fields, but its route had also required choices about whose land to cross. Ben drafted a longer label, then cut it back to two questions and a small map. During the opening, visitors disagreed about the answers. Ben began to worry that the label had failed. Then he noticed them pointing to the sources rather than merely repeating the first sentence.
Choices: Ben first prefers a simple triumph, then invites readers to weigh mapped sources. · The setting is named and the story has an ending. · An unrelated object appears and time passes.
Answer: Ben first prefers a simple triumph, then invites readers to weigh mapped sources.
Help: Connect an early response and a later choice; check both against the text.
Pip’s example: Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change.
g6.reading.evidence-2.v1Ari found a melody in a book of songs and arranged it for the school concert. The program called it an ancient tune from a faraway place. During rehearsal, Ms. Chen asked who had collected it, who had performed it, and what the words meant. Ari thought those questions would delay the music. The source note, however, named a living composer and a particular community event. Ari realized that ancient had made a real person disappear. With help, Ari checked the book’s credits and revised both the introduction and arrangement. The final performance was shorter because the introduction took time. Ari listened differently now: each phrase belonged to someone’s choices, not to an unnamed collection waiting to be borrowed.
Choices: Ari first uses a vague ancient label, then identifies a composer and revises the introduction. · The setting is named and the story has an ending. · An unrelated object appears and time passes.
Answer: Ari first uses a vague ancient label, then identifies a composer and revises the introduction.
Help: Connect an early response and a later choice; check both against the text.
Pip’s example: Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change.
g6.reading.evidence-3.v1The paper tower stood through four tests. On the fifth, one corner folded. Dev wanted to leave that result out of the presentation because a sleeve had brushed the table. Nia wrote the possible disturbance beside the failed trial instead. They rebuilt the tower and repeated the test under the same conditions. It failed again, this time with no sleeve nearby. Dev stared at the four successes, which now seemed less useful than the bent corner. The team changed the base and recorded three more trials. Their display did not claim that the new design could never fail. It showed where the evidence had changed their plan. Dev saved the first bent corner in a clear envelope and placed it at the center.
Choices: The repeated failure changes the base, and Dev displays the bent corner instead of hiding it. · The setting is named and the story has an ending. · An unrelated object appears and time passes.
Answer: The repeated failure changes the base, and Dev displays the bent corner instead of hiding it.
Help: Connect an early response and a later choice; check both against the text.
Pip’s example: Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change.
g6.reading.evidence-4.v1Sana was assigned to record the discussion, a role she considered less important than presenting. While others debated, she wrote down the reasons attached to each proposal. After twenty minutes, the group seemed to have two incompatible plans. Sana noticed that both included a quiet entrance and movable seating. She drew a line between those shared features. The room grew quiet while everyone read her notes. They still disagreed about cost, but they no longer had to restart the whole plan. At the presentation, Sana did not deliver the opening speech. She displayed the chart that had let the group continue. The task she had thought invisible turned out to be the one that made their common ground visible.
Choices: Sana records reasons and then connects features shared by the competing plans. · The setting is named and the story has an ending. · An unrelated object appears and time passes.
Answer: Sana records reasons and then connects features shared by the competing plans.
Help: Connect an early response and a later choice; check both against the text.
Pip’s example: Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change.
g6.reading.evidence-5.v1I photographed the mural from across the street, carefully keeping the traffic sign out of the frame. In my picture the painted river seemed to flow through an untouched neighborhood. At the exhibit, a visitor asked why I had removed the sign warning of a flood route. I explained that it spoiled the composition. She said the sign was part of why the mural had been painted. Later I returned and made a second photograph. This time the sign stood at the edge, awkward but necessary. I hung both pictures with their dates and explained the choice I had made. Neither image showed everything. Together they made it harder for me to pretend that a frame was merely a border.
Choices: The narrator excludes the sign for appearance, then includes it to restore context. · The setting is named and the story has an ending. · An unrelated object appears and time passes.
Answer: The narrator excludes the sign for appearance, then includes it to restore context.
Help: Connect an early response and a later choice; check both against the text.
Pip’s example: Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change.
g6.reading.evidence-6.v1Eli wrote a complaint about the new bus stop and signed it for the entire block. Before sending it, he showed it to Jo, who used the new curb ramp every morning. Jo agreed that the shelter was too small but explained why the stop’s new position helped. Eli had described the move as useless. He crossed out the word, leaving a dark patch on the page. They asked three more neighbors what had changed for them and recorded both benefits and problems. The revised letter requested a larger shelter without asking to move the ramp. Eli no longer signed for everyone. He listed the people who had read and supported the request. The letter sounded less sweeping and more difficult to dismiss.
Choices: Eli revises useless after hearing Jo and limits the signature to actual supporters. · The setting is named and the story has an ending. · An unrelated object appears and time passes.
Answer: Eli revises useless after hearing Jo and limits the signature to actual supporters.
Help: Connect an early response and a later choice; check both against the text.
Pip’s example: Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change.
g6.reading.evidence-7.v1The poem on the board had only six lines. Ivo finished reading it before the rest of the group looked up. He called it simple. Mira asked him to read it again, pausing at the line breaks instead of racing to the periods. A word at the end of the third line seemed certain until the fourth line changed its meaning. Ivo laughed, then looked embarrassed. During discussion he wanted to explain what the poem meant, but he noticed that Mira emphasized a different pause. They tried both readings aloud. The words stayed the same while the movement between them shifted. Ivo wrote a question in the margin where he had planned to write a final answer.
Choices: Ivo first calls the poem simple, then tests two readings and records a question. · The setting is named and the story has an ending. · An unrelated object appears and time passes.
Answer: Ivo first calls the poem simple, then tests two readings and records a question.
Help: Connect an early response and a later choice; check both against the text.
Pip’s example: Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change.
g6.reading.evidence-8.v1The garden committee voted to leave the gate open during the festival. Rae worried that someone might step on the seedlings and proposed a long list of rules. Tomas asked the group to walk the entrance as if they were new visitors. The route to the tool display ran directly beside the young plants, while an empty strip of path remained unused. Rae moved the display and marked the path with bright stones. During the festival, a child still reached toward a seedling. Rae explained what was growing and offered a leaf from the demonstration tray. At closing, most of the rules remained unwritten. Rae had learned that protecting a place could begin by helping people understand how to enter it.
Choices: Rae changes the route and explains the seedlings instead of relying only on a list of rules. · The setting is named and the story has an ending. · An unrelated object appears and time passes.
Answer: Rae changes the route and explains the seedlings instead of relying only on a list of rules.
Help: Connect an early response and a later choice; check both against the text.
Pip’s example: Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change.
g6.reading.evidence-9.v1Idaho ELA/Literacy · January 3, 2022 · 6.RC-L.5a
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Mara wanted the community map to look complete. She filled every blank space with a confident label, even the marsh path she had never walked. At the rehearsal, Tavi asked how she knew the path remained open in winter. Mara pointed to an old photograph. Tavi set a recent maintenance notice beside it and waited. Mara felt that removing a label would make her work seem smaller. Yet she imagined a visitor following the map into mud. She replaced the bold line with a dotted one and added a question for the park staff. The finished map had more empty space than her first draft. Beside those spaces, however, visitors found dates, sources, and invitations to help. Mara watched someone use the map, pause at a dotted line, and choose a safer route. For the first time, she was proud of a blank.
Choices: Reliable knowledge includes admitting uncertainty. · Being certain is always more useful than reconsidering. · The first plan should never change after feedback.
Answer: Reliable knowledge includes admitting uncertainty.
Help: Explain how more than one detail develops the theme.
Pip’s example: Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops.
g6.reading.theme-0.v1I kept a tally of every suggestion our group accepted. By Wednesday, my column was nearly empty. When Lena proposed rehearsing without scenery, I objected before she finished. I had spent two evenings painting the scenery. She asked us to test the scene once with it and once without it. During the second version, the audience could see the small gesture that explained the ending. I looked at my tally and realized it counted ownership, not usefulness. At the next meeting I suggested keeping just one painted doorway. Lena asked me where it should stand. My column gained a mark, but I stopped counting before the rehearsal ended. Watching the audience lean forward mattered more than being able to point at everything I had made.
Choices: Collaboration can change how a person defines contribution. · Being certain is always more useful than reconsidering. · The first plan should never change after feedback.
Answer: Collaboration can change how a person defines contribution.
Help: Explain how more than one detail develops the theme.
Pip’s example: Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops.
g6.reading.theme-1.v1The museum label described the old canal as a triumph of engineering. Ben liked that sentence because it fit neatly on one line. Sal brought an account from a family whose orchard had been divided by the canal. Ben argued that the label was about construction, not families. Sal asked whether construction happened in an empty landscape. They read the survey notes together. The canal had carried water to new fields, but its route had also required choices about whose land to cross. Ben drafted a longer label, then cut it back to two questions and a small map. During the opening, visitors disagreed about the answers. Ben began to worry that the label had failed. Then he noticed them pointing to the sources rather than merely repeating the first sentence.
Choices: A responsible account can make room for conflicting experiences. · Being certain is always more useful than reconsidering. · The first plan should never change after feedback.
Answer: A responsible account can make room for conflicting experiences.
Help: Explain how more than one detail develops the theme.
Pip’s example: Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops.
g6.reading.theme-2.v1Ari found a melody in a book of songs and arranged it for the school concert. The program called it an ancient tune from a faraway place. During rehearsal, Ms. Chen asked who had collected it, who had performed it, and what the words meant. Ari thought those questions would delay the music. The source note, however, named a living composer and a particular community event. Ari realized that ancient had made a real person disappear. With help, Ari checked the book’s credits and revised both the introduction and arrangement. The final performance was shorter because the introduction took time. Ari listened differently now: each phrase belonged to someone’s choices, not to an unnamed collection waiting to be borrowed.
Choices: Respectful creative work includes understanding and crediting its sources. · Being certain is always more useful than reconsidering. · The first plan should never change after feedback.
Answer: Respectful creative work includes understanding and crediting its sources.
Help: Explain how more than one detail develops the theme.
Pip’s example: Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops.
g6.reading.theme-3.v1The paper tower stood through four tests. On the fifth, one corner folded. Dev wanted to leave that result out of the presentation because a sleeve had brushed the table. Nia wrote the possible disturbance beside the failed trial instead. They rebuilt the tower and repeated the test under the same conditions. It failed again, this time with no sleeve nearby. Dev stared at the four successes, which now seemed less useful than the bent corner. The team changed the base and recorded three more trials. Their display did not claim that the new design could never fail. It showed where the evidence had changed their plan. Dev saved the first bent corner in a clear envelope and placed it at the center.
Choices: Unexpected results can improve a design when they are examined honestly. · Being certain is always more useful than reconsidering. · The first plan should never change after feedback.
Answer: Unexpected results can improve a design when they are examined honestly.
Help: Explain how more than one detail develops the theme.
Pip’s example: Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops.
g6.reading.theme-4.v1Sana was assigned to record the discussion, a role she considered less important than presenting. While others debated, she wrote down the reasons attached to each proposal. After twenty minutes, the group seemed to have two incompatible plans. Sana noticed that both included a quiet entrance and movable seating. She drew a line between those shared features. The room grew quiet while everyone read her notes. They still disagreed about cost, but they no longer had to restart the whole plan. At the presentation, Sana did not deliver the opening speech. She displayed the chart that had let the group continue. The task she had thought invisible turned out to be the one that made their common ground visible.
Choices: Careful listening can reveal possibilities that debate alone misses. · Being certain is always more useful than reconsidering. · The first plan should never change after feedback.
Answer: Careful listening can reveal possibilities that debate alone misses.
Help: Explain how more than one detail develops the theme.
Pip’s example: Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops.
g6.reading.theme-5.v1I photographed the mural from across the street, carefully keeping the traffic sign out of the frame. In my picture the painted river seemed to flow through an untouched neighborhood. At the exhibit, a visitor asked why I had removed the sign warning of a flood route. I explained that it spoiled the composition. She said the sign was part of why the mural had been painted. Later I returned and made a second photograph. This time the sign stood at the edge, awkward but necessary. I hung both pictures with their dates and explained the choice I had made. Neither image showed everything. Together they made it harder for me to pretend that a frame was merely a border.
Choices: The way information is framed can shape what viewers understand. · Being certain is always more useful than reconsidering. · The first plan should never change after feedback.
Answer: The way information is framed can shape what viewers understand.
Help: Explain how more than one detail develops the theme.
Pip’s example: Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops.
g6.reading.theme-6.v1Eli wrote a complaint about the new bus stop and signed it for the entire block. Before sending it, he showed it to Jo, who used the new curb ramp every morning. Jo agreed that the shelter was too small but explained why the stop’s new position helped. Eli had described the move as useless. He crossed out the word, leaving a dark patch on the page. They asked three more neighbors what had changed for them and recorded both benefits and problems. The revised letter requested a larger shelter without asking to move the ramp. Eli no longer signed for everyone. He listed the people who had read and supported the request. The letter sounded less sweeping and more difficult to dismiss.
Choices: A persuasive request can become stronger when it represents people accurately. · Being certain is always more useful than reconsidering. · The first plan should never change after feedback.
Answer: A persuasive request can become stronger when it represents people accurately.
Help: Explain how more than one detail develops the theme.
Pip’s example: Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops.
g6.reading.theme-7.v1The poem on the board had only six lines. Ivo finished reading it before the rest of the group looked up. He called it simple. Mira asked him to read it again, pausing at the line breaks instead of racing to the periods. A word at the end of the third line seemed certain until the fourth line changed its meaning. Ivo laughed, then looked embarrassed. During discussion he wanted to explain what the poem meant, but he noticed that Mira emphasized a different pause. They tried both readings aloud. The words stayed the same while the movement between them shifted. Ivo wrote a question in the margin where he had planned to write a final answer.
Choices: Attentive rereading can reveal complexity that a quick reading misses. · Being certain is always more useful than reconsidering. · The first plan should never change after feedback.
Answer: Attentive rereading can reveal complexity that a quick reading misses.
Help: Explain how more than one detail develops the theme.
Pip’s example: Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops.
g6.reading.theme-8.v1The garden committee voted to leave the gate open during the festival. Rae worried that someone might step on the seedlings and proposed a long list of rules. Tomas asked the group to walk the entrance as if they were new visitors. The route to the tool display ran directly beside the young plants, while an empty strip of path remained unused. Rae moved the display and marked the path with bright stones. During the festival, a child still reached toward a seedling. Rae explained what was growing and offered a leaf from the demonstration tray. At closing, most of the rules remained unwritten. Rae had learned that protecting a place could begin by helping people understand how to enter it.
Choices: Thoughtful design and explanation can support care better than rules alone. · Being certain is always more useful than reconsidering. · The first plan should never change after feedback.
Answer: Thoughtful design and explanation can support care better than rules alone.
Help: Explain how more than one detail develops the theme.
Pip’s example: Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops.
g6.reading.theme-9.v1Idaho ELA/Literacy · January 3, 2022 · 6.RC-L.5b
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Mara wanted the community map to look complete. She filled every blank space with a confident label, even the marsh path she had never walked. At the rehearsal, Tavi asked how she knew the path remained open in winter. Mara pointed to an old photograph. Tavi set a recent maintenance notice beside it and waited. Mara felt that removing a label would make her work seem smaller. Yet she imagined a visitor following the map into mud. She replaced the bold line with a dotted one and added a question for the park staff. The finished map had more empty space than her first draft. Beside those spaces, however, visitors found dates, sources, and invitations to help. Mara watched someone use the map, pause at a dotted line, and choose a safer route. For the first time, she was proud of a blank.
Choices: Mara shifts from appearing certain to helping readers judge evidence. · The character learns that evidence never matters. · The character has exactly the same response at the beginning and end.
Answer: Mara shifts from appearing certain to helping readers judge evidence.
Help: Find the turning point and compare responses before and after it.
Pip’s example: Pip compares a character’s first response with a later choice and explains which event caused the change.
g6.reading.character-0.v1I kept a tally of every suggestion our group accepted. By Wednesday, my column was nearly empty. When Lena proposed rehearsing without scenery, I objected before she finished. I had spent two evenings painting the scenery. She asked us to test the scene once with it and once without it. During the second version, the audience could see the small gesture that explained the ending. I looked at my tally and realized it counted ownership, not usefulness. At the next meeting I suggested keeping just one painted doorway. Lena asked me where it should stand. My column gained a mark, but I stopped counting before the rehearsal ended. Watching the audience lean forward mattered more than being able to point at everything I had made.
Choices: The narrator begins protective of personal work and ends focused on the shared result. · The character learns that evidence never matters. · The character has exactly the same response at the beginning and end.
Answer: The narrator begins protective of personal work and ends focused on the shared result.
Help: Find the turning point and compare responses before and after it.
Pip’s example: Pip compares a character’s first response with a later choice and explains which event caused the change.
g6.reading.character-1.v1The museum label described the old canal as a triumph of engineering. Ben liked that sentence because it fit neatly on one line. Sal brought an account from a family whose orchard had been divided by the canal. Ben argued that the label was about construction, not families. Sal asked whether construction happened in an empty landscape. They read the survey notes together. The canal had carried water to new fields, but its route had also required choices about whose land to cross. Ben drafted a longer label, then cut it back to two questions and a small map. During the opening, visitors disagreed about the answers. Ben began to worry that the label had failed. Then he noticed them pointing to the sources rather than merely repeating the first sentence.
Choices: Ben moves from defending a tidy claim to accepting evidence-based disagreement. · The character learns that evidence never matters. · The character has exactly the same response at the beginning and end.
Answer: Ben moves from defending a tidy claim to accepting evidence-based disagreement.
Help: Find the turning point and compare responses before and after it.
Pip’s example: Pip compares a character’s first response with a later choice and explains which event caused the change.
g6.reading.character-2.v1Ari found a melody in a book of songs and arranged it for the school concert. The program called it an ancient tune from a faraway place. During rehearsal, Ms. Chen asked who had collected it, who had performed it, and what the words meant. Ari thought those questions would delay the music. The source note, however, named a living composer and a particular community event. Ari realized that ancient had made a real person disappear. With help, Ari checked the book’s credits and revised both the introduction and arrangement. The final performance was shorter because the introduction took time. Ari listened differently now: each phrase belonged to someone’s choices, not to an unnamed collection waiting to be borrowed.
Choices: Ari changes from treating context as a delay to treating it as part of the music. · The character learns that evidence never matters. · The character has exactly the same response at the beginning and end.
Answer: Ari changes from treating context as a delay to treating it as part of the music.
Help: Find the turning point and compare responses before and after it.
Pip’s example: Pip compares a character’s first response with a later choice and explains which event caused the change.
g6.reading.character-3.v1The paper tower stood through four tests. On the fifth, one corner folded. Dev wanted to leave that result out of the presentation because a sleeve had brushed the table. Nia wrote the possible disturbance beside the failed trial instead. They rebuilt the tower and repeated the test under the same conditions. It failed again, this time with no sleeve nearby. Dev stared at the four successes, which now seemed less useful than the bent corner. The team changed the base and recorded three more trials. Their display did not claim that the new design could never fail. It showed where the evidence had changed their plan. Dev saved the first bent corner in a clear envelope and placed it at the center.
Choices: Dev moves from excluding inconvenient evidence to valuing what it reveals. · The character learns that evidence never matters. · The character has exactly the same response at the beginning and end.
Answer: Dev moves from excluding inconvenient evidence to valuing what it reveals.
Help: Find the turning point and compare responses before and after it.
Pip’s example: Pip compares a character’s first response with a later choice and explains which event caused the change.
g6.reading.character-4.v1Sana was assigned to record the discussion, a role she considered less important than presenting. While others debated, she wrote down the reasons attached to each proposal. After twenty minutes, the group seemed to have two incompatible plans. Sana noticed that both included a quiet entrance and movable seating. She drew a line between those shared features. The room grew quiet while everyone read her notes. They still disagreed about cost, but they no longer had to restart the whole plan. At the presentation, Sana did not deliver the opening speech. She displayed the chart that had let the group continue. The task she had thought invisible turned out to be the one that made their common ground visible.
Choices: Sana comes to value the organizing role she originally dismissed. · The character learns that evidence never matters. · The character has exactly the same response at the beginning and end.
Answer: Sana comes to value the organizing role she originally dismissed.
Help: Find the turning point and compare responses before and after it.
Pip’s example: Pip compares a character’s first response with a later choice and explains which event caused the change.
g6.reading.character-5.v1I photographed the mural from across the street, carefully keeping the traffic sign out of the frame. In my picture the painted river seemed to flow through an untouched neighborhood. At the exhibit, a visitor asked why I had removed the sign warning of a flood route. I explained that it spoiled the composition. She said the sign was part of why the mural had been painted. Later I returned and made a second photograph. This time the sign stood at the edge, awkward but necessary. I hung both pictures with their dates and explained the choice I had made. Neither image showed everything. Together they made it harder for me to pretend that a frame was merely a border.
Choices: The narrator shifts from seeing framing as decoration to recognizing its influence. · The character learns that evidence never matters. · The character has exactly the same response at the beginning and end.
Answer: The narrator shifts from seeing framing as decoration to recognizing its influence.
Help: Find the turning point and compare responses before and after it.
Pip’s example: Pip compares a character’s first response with a later choice and explains which event caused the change.
g6.reading.character-6.v1Eli wrote a complaint about the new bus stop and signed it for the entire block. Before sending it, he showed it to Jo, who used the new curb ramp every morning. Jo agreed that the shelter was too small but explained why the stop’s new position helped. Eli had described the move as useless. He crossed out the word, leaving a dark patch on the page. They asked three more neighbors what had changed for them and recorded both benefits and problems. The revised letter requested a larger shelter without asking to move the ramp. Eli no longer signed for everyone. He listed the people who had read and supported the request. The letter sounded less sweeping and more difficult to dismiss.
Choices: Eli replaces an assumed shared opinion with a more precise, supported request. · The character learns that evidence never matters. · The character has exactly the same response at the beginning and end.
Answer: Eli replaces an assumed shared opinion with a more precise, supported request.
Help: Find the turning point and compare responses before and after it.
Pip’s example: Pip compares a character’s first response with a later choice and explains which event caused the change.
g6.reading.character-7.v1The poem on the board had only six lines. Ivo finished reading it before the rest of the group looked up. He called it simple. Mira asked him to read it again, pausing at the line breaks instead of racing to the periods. A word at the end of the third line seemed certain until the fourth line changed its meaning. Ivo laughed, then looked embarrassed. During discussion he wanted to explain what the poem meant, but he noticed that Mira emphasized a different pause. They tried both readings aloud. The words stayed the same while the movement between them shifted. Ivo wrote a question in the margin where he had planned to write a final answer.
Choices: Ivo moves from quick certainty toward curiosity about interpretation. · The character learns that evidence never matters. · The character has exactly the same response at the beginning and end.
Answer: Ivo moves from quick certainty toward curiosity about interpretation.
Help: Find the turning point and compare responses before and after it.
Pip’s example: Pip compares a character’s first response with a later choice and explains which event caused the change.
g6.reading.character-8.v1The garden committee voted to leave the gate open during the festival. Rae worried that someone might step on the seedlings and proposed a long list of rules. Tomas asked the group to walk the entrance as if they were new visitors. The route to the tool display ran directly beside the young plants, while an empty strip of path remained unused. Rae moved the display and marked the path with bright stones. During the festival, a child still reached toward a seedling. Rae explained what was growing and offered a leaf from the demonstration tray. At closing, most of the rules remained unwritten. Rae had learned that protecting a place could begin by helping people understand how to enter it.
Choices: Rae expands from preventing mistakes to making responsible participation easier. · The character learns that evidence never matters. · The character has exactly the same response at the beginning and end.
Answer: Rae expands from preventing mistakes to making responsible participation easier.
Help: Find the turning point and compare responses before and after it.
Pip’s example: Pip compares a character’s first response with a later choice and explains which event caused the change.
g6.reading.character-9.v1Idaho ELA/Literacy · January 3, 2022 · 6.RC-L.5c,e
Coverage: partial. Adult observation needed; no automatic grade.
Mara wanted the community map to look complete. She filled every blank space with a confident label, even the marsh path she had never walked. At the rehearsal, Tavi asked how she knew the path remained open in winter. Mara pointed to an old photograph. Tavi set a recent maintenance notice beside it and waited. Mara felt that removing a label would make her work seem smaller. Yet she imagined a visitor following the map into mud. She replaced the bold line with a dotted one and added a question for the park staff. The finished map had more empty space than her first draft. Beside those spaces, however, visitors found dates, sources, and invitations to help. Mara watched someone use the map, pause at a dotted line, and choose a safer route. For the first time, she was proud of a blank.
Adult reference: The recent notice challenges the confidence established in the opening.
Help: Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.
Pip’s example: Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme.
g6.reading.structure-0.v1I kept a tally of every suggestion our group accepted. By Wednesday, my column was nearly empty. When Lena proposed rehearsing without scenery, I objected before she finished. I had spent two evenings painting the scenery. She asked us to test the scene once with it and once without it. During the second version, the audience could see the small gesture that explained the ending. I looked at my tally and realized it counted ownership, not usefulness. At the next meeting I suggested keeping just one painted doorway. Lena asked me where it should stand. My column gained a mark, but I stopped counting before the rehearsal ended. Watching the audience lean forward mattered more than being able to point at everything I had made.
Adult reference: The two rehearsals create the comparison that changes the narrator’s thinking.
Help: Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.
Pip’s example: Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme.
g6.reading.structure-1.v1The museum label described the old canal as a triumph of engineering. Ben liked that sentence because it fit neatly on one line. Sal brought an account from a family whose orchard had been divided by the canal. Ben argued that the label was about construction, not families. Sal asked whether construction happened in an empty landscape. They read the survey notes together. The canal had carried water to new fields, but its route had also required choices about whose land to cross. Ben drafted a longer label, then cut it back to two questions and a small map. During the opening, visitors disagreed about the answers. Ben began to worry that the label had failed. Then he noticed them pointing to the sources rather than merely repeating the first sentence.
Adult reference: Sal’s question interrupts the simple framing and opens the central problem.
Help: Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.
Pip’s example: Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme.
g6.reading.structure-2.v1Ari found a melody in a book of songs and arranged it for the school concert. The program called it an ancient tune from a faraway place. During rehearsal, Ms. Chen asked who had collected it, who had performed it, and what the words meant. Ari thought those questions would delay the music. The source note, however, named a living composer and a particular community event. Ari realized that ancient had made a real person disappear. With help, Ari checked the book’s credits and revised both the introduction and arrangement. The final performance was shorter because the introduction took time. Ari listened differently now: each phrase belonged to someone’s choices, not to an unnamed collection waiting to be borrowed.
Adult reference: The source note reveals information that overturns the first description.
Help: Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.
Pip’s example: Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme.
g6.reading.structure-3.v1The paper tower stood through four tests. On the fifth, one corner folded. Dev wanted to leave that result out of the presentation because a sleeve had brushed the table. Nia wrote the possible disturbance beside the failed trial instead. They rebuilt the tower and repeated the test under the same conditions. It failed again, this time with no sleeve nearby. Dev stared at the four successes, which now seemed less useful than the bent corner. The team changed the base and recorded three more trials. Their display did not claim that the new design could never fail. It showed where the evidence had changed their plan. Dev saved the first bent corner in a clear envelope and placed it at the center.
Adult reference: The repeated trial tests the explanation that a sleeve caused the failure.
Help: Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.
Pip’s example: Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme.
g6.reading.structure-4.v1Sana was assigned to record the discussion, a role she considered less important than presenting. While others debated, she wrote down the reasons attached to each proposal. After twenty minutes, the group seemed to have two incompatible plans. Sana noticed that both included a quiet entrance and movable seating. She drew a line between those shared features. The room grew quiet while everyone read her notes. They still disagreed about cost, but they no longer had to restart the whole plan. At the presentation, Sana did not deliver the opening speech. She displayed the chart that had let the group continue. The task she had thought invisible turned out to be the one that made their common ground visible.
Adult reference: The chart turns a stalled debate into a narrower, workable disagreement.
Help: Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.
Pip’s example: Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme.
g6.reading.structure-5.v1I photographed the mural from across the street, carefully keeping the traffic sign out of the frame. In my picture the painted river seemed to flow through an untouched neighborhood. At the exhibit, a visitor asked why I had removed the sign warning of a flood route. I explained that it spoiled the composition. She said the sign was part of why the mural had been painted. Later I returned and made a second photograph. This time the sign stood at the edge, awkward but necessary. I hung both pictures with their dates and explained the choice I had made. Neither image showed everything. Together they made it harder for me to pretend that a frame was merely a border.
Adult reference: The visitor’s question gives an omitted detail new significance.
Help: Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.
Pip’s example: Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme.
g6.reading.structure-6.v1Eli wrote a complaint about the new bus stop and signed it for the entire block. Before sending it, he showed it to Jo, who used the new curb ramp every morning. Jo agreed that the shelter was too small but explained why the stop’s new position helped. Eli had described the move as useless. He crossed out the word, leaving a dark patch on the page. They asked three more neighbors what had changed for them and recorded both benefits and problems. The revised letter requested a larger shelter without asking to move the ramp. Eli no longer signed for everyone. He listed the people who had read and supported the request. The letter sounded less sweeping and more difficult to dismiss.
Adult reference: Jo’s account introduces a benefit that the opening complaint overlooks.
Help: Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.
Pip’s example: Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme.
g6.reading.structure-7.v1The poem on the board had only six lines. Ivo finished reading it before the rest of the group looked up. He called it simple. Mira asked him to read it again, pausing at the line breaks instead of racing to the periods. A word at the end of the third line seemed certain until the fourth line changed its meaning. Ivo laughed, then looked embarrassed. During discussion he wanted to explain what the poem meant, but he noticed that Mira emphasized a different pause. They tried both readings aloud. The words stayed the same while the movement between them shifted. Ivo wrote a question in the margin where he had planned to write a final answer.
Adult reference: The changed pause demonstrates how the poem’s structure affects meaning.
Help: Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.
Pip’s example: Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme.
g6.reading.structure-8.v1The garden committee voted to leave the gate open during the festival. Rae worried that someone might step on the seedlings and proposed a long list of rules. Tomas asked the group to walk the entrance as if they were new visitors. The route to the tool display ran directly beside the young plants, while an empty strip of path remained unused. Rae moved the display and marked the path with bright stones. During the festival, a child still reached toward a seedling. Rae explained what was growing and offered a leaf from the demonstration tray. At closing, most of the rules remained unwritten. Rae had learned that protecting a place could begin by helping people understand how to enter it.
Adult reference: Walking the entrance reveals a design problem behind the feared behavior.
Help: Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.
Pip’s example: Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme.
g6.reading.structure-9.v1Idaho ELA/Literacy · January 3, 2022 · 6.RC-L.5d
Coverage: partial. Adult observation needed; no automatic grade.
Mara wanted the community map to look complete. She filled every blank space with a confident label, even the marsh path she had never walked. At the rehearsal, Tavi asked how she knew the path remained open in winter. Mara pointed to an old photograph. Tavi set a recent maintenance notice beside it and waited. Mara felt that removing a label would make her work seem smaller. Yet she imagined a visitor following the map into mud. She replaced the bold line with a dotted one and added a question for the park staff. The finished map had more empty space than her first draft. Beside those spaces, however, visitors found dates, sources, and invitations to help. Mara watched someone use the map, pause at a dotted line, and choose a safer route. For the first time, she was proud of a blank.
Help: Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.
Pip’s example: Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account.
g6.reading.viewpoint-0.v1I kept a tally of every suggestion our group accepted. By Wednesday, my column was nearly empty. When Lena proposed rehearsing without scenery, I objected before she finished. I had spent two evenings painting the scenery. She asked us to test the scene once with it and once without it. During the second version, the audience could see the small gesture that explained the ending. I looked at my tally and realized it counted ownership, not usefulness. At the next meeting I suggested keeping just one painted doorway. Lena asked me where it should stand. My column gained a mark, but I stopped counting before the rehearsal ended. Watching the audience lean forward mattered more than being able to point at everything I had made.
Help: Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.
Pip’s example: Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account.
g6.reading.viewpoint-1.v1The museum label described the old canal as a triumph of engineering. Ben liked that sentence because it fit neatly on one line. Sal brought an account from a family whose orchard had been divided by the canal. Ben argued that the label was about construction, not families. Sal asked whether construction happened in an empty landscape. They read the survey notes together. The canal had carried water to new fields, but its route had also required choices about whose land to cross. Ben drafted a longer label, then cut it back to two questions and a small map. During the opening, visitors disagreed about the answers. Ben began to worry that the label had failed. Then he noticed them pointing to the sources rather than merely repeating the first sentence.
Help: Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.
Pip’s example: Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account.
g6.reading.viewpoint-2.v1Ari found a melody in a book of songs and arranged it for the school concert. The program called it an ancient tune from a faraway place. During rehearsal, Ms. Chen asked who had collected it, who had performed it, and what the words meant. Ari thought those questions would delay the music. The source note, however, named a living composer and a particular community event. Ari realized that ancient had made a real person disappear. With help, Ari checked the book’s credits and revised both the introduction and arrangement. The final performance was shorter because the introduction took time. Ari listened differently now: each phrase belonged to someone’s choices, not to an unnamed collection waiting to be borrowed.
Help: Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.
Pip’s example: Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account.
g6.reading.viewpoint-3.v1The paper tower stood through four tests. On the fifth, one corner folded. Dev wanted to leave that result out of the presentation because a sleeve had brushed the table. Nia wrote the possible disturbance beside the failed trial instead. They rebuilt the tower and repeated the test under the same conditions. It failed again, this time with no sleeve nearby. Dev stared at the four successes, which now seemed less useful than the bent corner. The team changed the base and recorded three more trials. Their display did not claim that the new design could never fail. It showed where the evidence had changed their plan. Dev saved the first bent corner in a clear envelope and placed it at the center.
Help: Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.
Pip’s example: Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account.
g6.reading.viewpoint-4.v1Sana was assigned to record the discussion, a role she considered less important than presenting. While others debated, she wrote down the reasons attached to each proposal. After twenty minutes, the group seemed to have two incompatible plans. Sana noticed that both included a quiet entrance and movable seating. She drew a line between those shared features. The room grew quiet while everyone read her notes. They still disagreed about cost, but they no longer had to restart the whole plan. At the presentation, Sana did not deliver the opening speech. She displayed the chart that had let the group continue. The task she had thought invisible turned out to be the one that made their common ground visible.
Help: Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.
Pip’s example: Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account.
g6.reading.viewpoint-5.v1I photographed the mural from across the street, carefully keeping the traffic sign out of the frame. In my picture the painted river seemed to flow through an untouched neighborhood. At the exhibit, a visitor asked why I had removed the sign warning of a flood route. I explained that it spoiled the composition. She said the sign was part of why the mural had been painted. Later I returned and made a second photograph. This time the sign stood at the edge, awkward but necessary. I hung both pictures with their dates and explained the choice I had made. Neither image showed everything. Together they made it harder for me to pretend that a frame was merely a border.
Help: Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.
Pip’s example: Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account.
g6.reading.viewpoint-6.v1Eli wrote a complaint about the new bus stop and signed it for the entire block. Before sending it, he showed it to Jo, who used the new curb ramp every morning. Jo agreed that the shelter was too small but explained why the stop’s new position helped. Eli had described the move as useless. He crossed out the word, leaving a dark patch on the page. They asked three more neighbors what had changed for them and recorded both benefits and problems. The revised letter requested a larger shelter without asking to move the ramp. Eli no longer signed for everyone. He listed the people who had read and supported the request. The letter sounded less sweeping and more difficult to dismiss.
Help: Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.
Pip’s example: Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account.
g6.reading.viewpoint-7.v1The poem on the board had only six lines. Ivo finished reading it before the rest of the group looked up. He called it simple. Mira asked him to read it again, pausing at the line breaks instead of racing to the periods. A word at the end of the third line seemed certain until the fourth line changed its meaning. Ivo laughed, then looked embarrassed. During discussion he wanted to explain what the poem meant, but he noticed that Mira emphasized a different pause. They tried both readings aloud. The words stayed the same while the movement between them shifted. Ivo wrote a question in the margin where he had planned to write a final answer.
Help: Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.
Pip’s example: Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account.
g6.reading.viewpoint-8.v1The garden committee voted to leave the gate open during the festival. Rae worried that someone might step on the seedlings and proposed a long list of rules. Tomas asked the group to walk the entrance as if they were new visitors. The route to the tool display ran directly beside the young plants, while an empty strip of path remained unused. Rae moved the display and marked the path with bright stones. During the festival, a child still reached toward a seedling. Rae explained what was growing and offered a leaf from the demonstration tray. At closing, most of the rules remained unwritten. Rae had learned that protecting a place could begin by helping people understand how to enter it.
Help: Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.
Pip’s example: Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account.
g6.reading.viewpoint-9.v1Idaho ELA/Literacy · January 3, 2022 · 6.RC-NF.6a–c
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
A student report says a shaded model surface reached 24 degrees while an exposed model reached 31 degrees during one trial. It proposes testing shade cloth. A caretaker’s account notes that wind and time of day changed during the trial. A planning memo recommends repeated measurements before buying materials. These are invented practice sources, not local weather data.
Choices: The sources support further testing of a possible shade design. · One account contains every possible perspective. · The strongest wording always has the strongest evidence.
Answer: The sources support further testing of a possible shade design.
Help: Use the details from more than one source.
Pip’s example: Pip links examples to a central idea and writes a summary that leaves out personal judgments.
g6.reading.central-0.v1A student report says a shaded model surface reached 24 degrees while an exposed model reached 31 degrees during one trial. It proposes testing shade cloth. A caretaker’s account notes that wind and time of day changed during the trial. A planning memo recommends repeated measurements before buying materials. These are invented practice sources, not local weather data.
Help: Trace how the key idea is introduced and elaborated. Include several relevant details; keep personal recommendations separate from the summary.
Pip’s example: Pip links examples to a central idea and writes a summary that leaves out personal judgments.
g6.reading.summary-0.v1A student report says a shaded model surface reached 24 degrees while an exposed model reached 31 degrees during one trial. It proposes testing shade cloth. A caretaker’s account notes that wind and time of day changed during the trial. A planning memo recommends repeated measurements before buying materials. These are invented practice sources, not local weather data.
Help: Describe how its examples or qualifications develop the idea. Propose a different order and explain its likely effect on the reader.
Pip’s example: Pip links examples to a central idea and writes a summary that leaves out personal judgments.
g6.reading.organization-0.v1A fictional survey of 30 library visitors found that 18 wanted quiet seats. An access audit found that the quiet corner’s entrance was narrow. A student article calls for new seats immediately, but quotes no students who avoid the library. A planning note proposes widening the entrance and asking nonusers about barriers first.
Choices: Preferences and access need to be considered together. · One account contains every possible perspective. · The strongest wording always has the strongest evidence.
Answer: Preferences and access need to be considered together.
Help: Use the details from more than one source.
Pip’s example: Pip links examples to a central idea and writes a summary that leaves out personal judgments.
g6.reading.central-1.v1A fictional survey of 30 library visitors found that 18 wanted quiet seats. An access audit found that the quiet corner’s entrance was narrow. A student article calls for new seats immediately, but quotes no students who avoid the library. A planning note proposes widening the entrance and asking nonusers about barriers first.
Help: Trace how the key idea is introduced and elaborated. Include several relevant details; keep personal recommendations separate from the summary.
Pip’s example: Pip links examples to a central idea and writes a summary that leaves out personal judgments.
g6.reading.summary-1.v1A fictional survey of 30 library visitors found that 18 wanted quiet seats. An access audit found that the quiet corner’s entrance was narrow. A student article calls for new seats immediately, but quotes no students who avoid the library. A planning note proposes widening the entrance and asking nonusers about barriers first.
Help: Describe how its examples or qualifications develop the idea. Propose a different order and explain its likely effect on the reader.
Pip’s example: Pip links examples to a central idea and writes a summary that leaves out personal judgments.
g6.reading.organization-1.v1An invented diary describes a traveler reaching a town faster after a new road opened. A later historian’s account compares several towns and finds uneven changes in trade. A caption claims the road helped every family, although neither source includes every family. The accounts differ in purpose and scale, as well as time of writing.
Choices: Sources at different scales reveal different aspects of a change. · One account contains every possible perspective. · The strongest wording always has the strongest evidence.
Answer: Sources at different scales reveal different aspects of a change.
Help: Use the details from more than one source.
Pip’s example: Pip links examples to a central idea and writes a summary that leaves out personal judgments.
g6.reading.central-2.v1An invented diary describes a traveler reaching a town faster after a new road opened. A later historian’s account compares several towns and finds uneven changes in trade. A caption claims the road helped every family, although neither source includes every family. The accounts differ in purpose and scale, as well as time of writing.
Help: Trace how the key idea is introduced and elaborated. Include several relevant details; keep personal recommendations separate from the summary.
Pip’s example: Pip links examples to a central idea and writes a summary that leaves out personal judgments.
g6.reading.summary-2.v1An invented diary describes a traveler reaching a town faster after a new road opened. A later historian’s account compares several towns and finds uneven changes in trade. A caption claims the road helped every family, although neither source includes every family. The accounts differ in purpose and scale, as well as time of writing.
Help: Describe how its examples or qualifications develop the idea. Propose a different order and explain its likely effect on the reader.
Pip’s example: Pip links examples to a central idea and writes a summary that leaves out personal judgments.
g6.reading.organization-2.v1A fictional club repaired 12 of 20 broken lamps using approved replacement parts and adult supervision. Its report describes the eight unrepaired lamps too. A poster announces that the project solved the waste problem. An interview with the coordinator explains that the club measured only its own small collection and did not track other waste.
Choices: The repair results show a limited success, not a complete solution. · One account contains every possible perspective. · The strongest wording always has the strongest evidence.
Answer: The repair results show a limited success, not a complete solution.
Help: Use the details from more than one source.
Pip’s example: Pip links examples to a central idea and writes a summary that leaves out personal judgments.
g6.reading.central-3.v1A fictional club repaired 12 of 20 broken lamps using approved replacement parts and adult supervision. Its report describes the eight unrepaired lamps too. A poster announces that the project solved the waste problem. An interview with the coordinator explains that the club measured only its own small collection and did not track other waste.
Help: Trace how the key idea is introduced and elaborated. Include several relevant details; keep personal recommendations separate from the summary.
Pip’s example: Pip links examples to a central idea and writes a summary that leaves out personal judgments.
g6.reading.summary-3.v1A fictional club repaired 12 of 20 broken lamps using approved replacement parts and adult supervision. Its report describes the eight unrepaired lamps too. A poster announces that the project solved the waste problem. An interview with the coordinator explains that the club measured only its own small collection and did not track other waste.
Help: Describe how its examples or qualifications develop the idea. Propose a different order and explain its likely effect on the reader.
Pip’s example: Pip links examples to a central idea and writes a summary that leaves out personal judgments.
g6.reading.organization-3.v1In a fictional trial, 15 visitors read a short label and 15 read a label with a map. More of the second group named the route correctly. However, the groups arrived on different days and were not assigned randomly. A writer recommends testing both labels with a more comparable group before deciding whether the map caused the difference.
Choices: A promising result can justify a better comparison without proving cause. · One account contains every possible perspective. · The strongest wording always has the strongest evidence.
Answer: A promising result can justify a better comparison without proving cause.
Help: Use the details from more than one source.
Pip’s example: Pip links examples to a central idea and writes a summary that leaves out personal judgments.
g6.reading.central-4.v1In a fictional trial, 15 visitors read a short label and 15 read a label with a map. More of the second group named the route correctly. However, the groups arrived on different days and were not assigned randomly. A writer recommends testing both labels with a more comparable group before deciding whether the map caused the difference.
Help: Trace how the key idea is introduced and elaborated. Include several relevant details; keep personal recommendations separate from the summary.
Pip’s example: Pip links examples to a central idea and writes a summary that leaves out personal judgments.
g6.reading.summary-4.v1In a fictional trial, 15 visitors read a short label and 15 read a label with a map. More of the second group named the route correctly. However, the groups arrived on different days and were not assigned randomly. A writer recommends testing both labels with a more comparable group before deciding whether the map caused the difference.
Help: Describe how its examples or qualifications develop the idea. Propose a different order and explain its likely effect on the reader.
Pip’s example: Pip links examples to a central idea and writes a summary that leaves out personal judgments.
g6.reading.organization-4.v1Idaho ELA/Literacy · January 3, 2022 · 6.RC-NF.6d–e; 6.ODC-OC.3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
A student report says a shaded model surface reached 24 degrees while an exposed model reached 31 degrees during one trial. It proposes testing shade cloth. A caretaker’s account notes that wind and time of day changed during the trial. A planning memo recommends repeated measurements before buying materials. These are invented practice sources, not local weather data.
Choices: The trial changed conditions, so it cannot isolate the effect of shade. · The sources prove their broadest possible conclusion. · All numerical information must be ignored.
Answer: The trial changed conditions, so it cannot isolate the effect of shade.
Help: Distinguish an observation from an unsupported generalization.
Pip’s example: Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event.
g6.reading.claim-0.v1A student report says a shaded model surface reached 24 degrees while an exposed model reached 31 degrees during one trial. It proposes testing shade cloth. A caretaker’s account notes that wind and time of day changed during the trial. A planning memo recommends repeated measurements before buying materials. These are invented practice sources, not local weather data.
Help: Identify purpose, perspective, evidence, and omissions. Explain a difference using details from both presentations.
Pip’s example: Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event.
g6.reading.compare-0.v1A fictional survey of 30 library visitors found that 18 wanted quiet seats. An access audit found that the quiet corner’s entrance was narrow. A student article calls for new seats immediately, but quotes no students who avoid the library. A planning note proposes widening the entrance and asking nonusers about barriers first.
Choices: The survey excludes nonusers whose needs may differ. · The sources prove their broadest possible conclusion. · All numerical information must be ignored.
Answer: The survey excludes nonusers whose needs may differ.
Help: Distinguish an observation from an unsupported generalization.
Pip’s example: Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event.
g6.reading.claim-1.v1A fictional survey of 30 library visitors found that 18 wanted quiet seats. An access audit found that the quiet corner’s entrance was narrow. A student article calls for new seats immediately, but quotes no students who avoid the library. A planning note proposes widening the entrance and asking nonusers about barriers first.
Help: Identify purpose, perspective, evidence, and omissions. Explain a difference using details from both presentations.
Pip’s example: Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event.
g6.reading.compare-1.v1An invented diary describes a traveler reaching a town faster after a new road opened. A later historian’s account compares several towns and finds uneven changes in trade. A caption claims the road helped every family, although neither source includes every family. The accounts differ in purpose and scale, as well as time of writing.
Choices: The universal claim about every family exceeds the supplied evidence. · The sources prove their broadest possible conclusion. · All numerical information must be ignored.
Answer: The universal claim about every family exceeds the supplied evidence.
Help: Distinguish an observation from an unsupported generalization.
Pip’s example: Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event.
g6.reading.claim-2.v1An invented diary describes a traveler reaching a town faster after a new road opened. A later historian’s account compares several towns and finds uneven changes in trade. A caption claims the road helped every family, although neither source includes every family. The accounts differ in purpose and scale, as well as time of writing.
Help: Identify purpose, perspective, evidence, and omissions. Explain a difference using details from both presentations.
Pip’s example: Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event.
g6.reading.compare-2.v1A fictional club repaired 12 of 20 broken lamps using approved replacement parts and adult supervision. Its report describes the eight unrepaired lamps too. A poster announces that the project solved the waste problem. An interview with the coordinator explains that the club measured only its own small collection and did not track other waste.
Choices: The poster’s broad claim is not supported by the collection data. · The sources prove their broadest possible conclusion. · All numerical information must be ignored.
Answer: The poster’s broad claim is not supported by the collection data.
Help: Distinguish an observation from an unsupported generalization.
Pip’s example: Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event.
g6.reading.claim-3.v1A fictional club repaired 12 of 20 broken lamps using approved replacement parts and adult supervision. Its report describes the eight unrepaired lamps too. A poster announces that the project solved the waste problem. An interview with the coordinator explains that the club measured only its own small collection and did not track other waste.
Help: Identify purpose, perspective, evidence, and omissions. Explain a difference using details from both presentations.
Pip’s example: Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event.
g6.reading.compare-3.v1In a fictional trial, 15 visitors read a short label and 15 read a label with a map. More of the second group named the route correctly. However, the groups arrived on different days and were not assigned randomly. A writer recommends testing both labels with a more comparable group before deciding whether the map caused the difference.
Choices: The groups differed in ways besides the label. · The sources prove their broadest possible conclusion. · All numerical information must be ignored.
Answer: The groups differed in ways besides the label.
Help: Distinguish an observation from an unsupported generalization.
Pip’s example: Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event.
g6.reading.claim-4.v1In a fictional trial, 15 visitors read a short label and 15 read a label with a map. More of the second group named the route correctly. However, the groups arrived on different days and were not assigned randomly. A writer recommends testing both labels with a more comparable group before deciding whether the map caused the difference.
Help: Identify purpose, perspective, evidence, and omissions. Explain a difference using details from both presentations.
Pip’s example: Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event.
g6.reading.compare-4.v1Idaho ELA/Literacy · January 3, 2022 · 6.RC-RF.4; 6.ODC-OC.1–4; 6.ODC-DC.7
Coverage: partial. Adult observation needed; no automatic grade.
Mara wanted the community map to look complete. She filled every blank space with a confident label, even the marsh path she had never walked. At the rehearsal, Tavi asked how she knew the path remained open in winter. Mara pointed to an old photograph. Tavi set a recent maintenance notice beside it and waited. Mara felt that removing a label would make her work seem smaller. Yet she imagined a visitor following the map into mud. She replaced the bold line with a dotted one and added a question for the park staff. The finished map had more empty space than her first draft. Beside those spaces, however, visitors found dates, sources, and invitations to help. Mara watched someone use the map, pause at a dotted line, and choose a safer route. For the first time, she was proud of a blank.
Help: Read to a listener with accuracy and expression; reread if helpful. Paraphrase a partner’s interpretation, respond with evidence, and compare reading silently with hearing a grown-up’s version. No recording is needed.
Pip’s example: Pip rereads with meaningful phrasing, paraphrases a partner’s interpretation, and supports a response with details.
g6.reading.fluency-0.v1I kept a tally of every suggestion our group accepted. By Wednesday, my column was nearly empty. When Lena proposed rehearsing without scenery, I objected before she finished. I had spent two evenings painting the scenery. She asked us to test the scene once with it and once without it. During the second version, the audience could see the small gesture that explained the ending. I looked at my tally and realized it counted ownership, not usefulness. At the next meeting I suggested keeping just one painted doorway. Lena asked me where it should stand. My column gained a mark, but I stopped counting before the rehearsal ended. Watching the audience lean forward mattered more than being able to point at everything I had made.
Help: Read to a listener with accuracy and expression; reread if helpful. Paraphrase a partner’s interpretation, respond with evidence, and compare reading silently with hearing a grown-up’s version. No recording is needed.
Pip’s example: Pip rereads with meaningful phrasing, paraphrases a partner’s interpretation, and supports a response with details.
g6.reading.fluency-1.v1The museum label described the old canal as a triumph of engineering. Ben liked that sentence because it fit neatly on one line. Sal brought an account from a family whose orchard had been divided by the canal. Ben argued that the label was about construction, not families. Sal asked whether construction happened in an empty landscape. They read the survey notes together. The canal had carried water to new fields, but its route had also required choices about whose land to cross. Ben drafted a longer label, then cut it back to two questions and a small map. During the opening, visitors disagreed about the answers. Ben began to worry that the label had failed. Then he noticed them pointing to the sources rather than merely repeating the first sentence.
Help: Read to a listener with accuracy and expression; reread if helpful. Paraphrase a partner’s interpretation, respond with evidence, and compare reading silently with hearing a grown-up’s version. No recording is needed.
Pip’s example: Pip rereads with meaningful phrasing, paraphrases a partner’s interpretation, and supports a response with details.
g6.reading.fluency-2.v1Ari found a melody in a book of songs and arranged it for the school concert. The program called it an ancient tune from a faraway place. During rehearsal, Ms. Chen asked who had collected it, who had performed it, and what the words meant. Ari thought those questions would delay the music. The source note, however, named a living composer and a particular community event. Ari realized that ancient had made a real person disappear. With help, Ari checked the book’s credits and revised both the introduction and arrangement. The final performance was shorter because the introduction took time. Ari listened differently now: each phrase belonged to someone’s choices, not to an unnamed collection waiting to be borrowed.
Help: Read to a listener with accuracy and expression; reread if helpful. Paraphrase a partner’s interpretation, respond with evidence, and compare reading silently with hearing a grown-up’s version. No recording is needed.
Pip’s example: Pip rereads with meaningful phrasing, paraphrases a partner’s interpretation, and supports a response with details.
g6.reading.fluency-3.v1The paper tower stood through four tests. On the fifth, one corner folded. Dev wanted to leave that result out of the presentation because a sleeve had brushed the table. Nia wrote the possible disturbance beside the failed trial instead. They rebuilt the tower and repeated the test under the same conditions. It failed again, this time with no sleeve nearby. Dev stared at the four successes, which now seemed less useful than the bent corner. The team changed the base and recorded three more trials. Their display did not claim that the new design could never fail. It showed where the evidence had changed their plan. Dev saved the first bent corner in a clear envelope and placed it at the center.
Help: Read to a listener with accuracy and expression; reread if helpful. Paraphrase a partner’s interpretation, respond with evidence, and compare reading silently with hearing a grown-up’s version. No recording is needed.
Pip’s example: Pip rereads with meaningful phrasing, paraphrases a partner’s interpretation, and supports a response with details.
g6.reading.fluency-4.v1Idaho ELA/Literacy · January 3, 2022 · 6.GC-GU.1c–e
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: She · Her · Hers
Answer: She
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive.
g6.writing.grammar-0.v1Choices: me · I · my
Answer: me
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive.
g6.writing.grammar-1.v1Choices: theirs · their’s · them
Answer: theirs
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive.
g6.writing.grammar-2.v1Choices: The inventor herself explained the design. · The inventor explained hisself. · The inventor explained theirself.
Answer: The inventor herself explained the design.
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive.
g6.writing.grammar-3.v1Choices: Mira told Ana, “I will present.” · Mira told her that she would present. · She told Ana that she would present.
Answer: Mira told Ana, “I will present.”
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive.
g6.writing.grammar-4.v1Choices: their · its · his
Answer: their
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive.
g6.writing.grammar-5.v1Choices: you · we suddenly · they
Answer: you
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive.
g6.writing.grammar-6.v1Choices: The map was torn, so Jo repaired the map before using it. · They said that it was there. · When Jo met Lee, they gave it to her.
Answer: The map was torn, so Jo repaired the map before using it.
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive.
g6.writing.grammar-7.v1Choices: We ourselves checked every measurement. · We ourself checked every measurement. · Us ourselves checked every measurement.
Answer: We ourselves checked every measurement.
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive.
g6.writing.grammar-8.v1Choices: me · I · my
Answer: me
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive.
g6.writing.grammar-9.v1Idaho ELA/Literacy · January 3, 2022 · 6.GC-GU.1a–b
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: verb · noun · adjective
Answer: verb
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip compares light in a light bag and light the lamp: an adjective in one sentence and a verb in the other.
g6.writing.grammar-10.v1Choices: noun · verb · preposition
Answer: noun
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip compares light in a light bag and light the lamp: an adjective in one sentence and a verb in the other.
g6.writing.grammar-11.v1Choices: adjective · interjection · adverb
Answer: adjective
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip compares light in a light bag and light the lamp: an adjective in one sentence and a verb in the other.
g6.writing.grammar-12.v1Choices: adverb · article · pronoun
Answer: adverb
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip compares light in a light bag and light the lamp: an adjective in one sentence and a verb in the other.
g6.writing.grammar-13.v1Choices: interjection · preposition · conjunction
Answer: interjection
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip compares light in a light bag and light the lamp: an adjective in one sentence and a verb in the other.
g6.writing.grammar-14.v1Idaho ELA/Literacy · January 3, 2022 · 6.GC-GU.1f–g
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Although it rained, we kept working. · Because we kept working, it rained. · It rained because the work ended.
Answer: Although it rained, we kept working.
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip combines related details, removes repetition, and chooses a register suited to the audience without judging a speaker’s identity.
g6.writing.grammar-15.v1Choices: The team repeated the trial to check its surprising result. · The team repeated and repeated a trial that was a trial. · The team never checked its result.
Answer: The team repeated the trial to check its surprising result.
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip combines related details, removes repetition, and chooses a register suited to the audience without judging a speaker’s identity.
g6.writing.grammar-16.v1Choices: Carrying the model, Jo walked into the room. · Carrying the model, the room welcomed Jo. · The model carried the room into Jo.
Answer: Carrying the model, Jo walked into the room.
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip combines related details, removes repetition, and chooses a register suited to the audience without judging a speaker’s identity.
g6.writing.grammar-17.v1Choices: Could you help us identify the source of this photograph? · Give us that thing now. · You must answer because we say so.
Answer: Could you help us identify the source of this photograph?
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip combines related details, removes repetition, and chooses a register suited to the audience without judging a speaker’s identity.
g6.writing.grammar-18.v1Choices: The carefully folded paper bridge supported twelve counters. · The bridge was made of steel and held a truck. · No bridge was tested.
Answer: The carefully folded paper bridge supported twelve counters.
Help: Read the whole sentence. Check the word’s job, its reference, and the intended meaning.
Pip’s example: Pip combines related details, removes repetition, and chooses a register suited to the audience without judging a speaker’s identity.
g6.writing.grammar-19.v1Idaho ELA/Literacy · January 3, 2022 · 6.GC-M.2a–b
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Our model, a small paper bridge, held twelve counters. · Our model, a small paper bridge held twelve counters. · Our model a small, paper bridge, held twelve counters.
Answer: Our model, a small paper bridge, held twelve counters.
Help: Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.
Pip’s example: Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it.
g6.writing.mechanics-0.v1Choices: The second trial (completed indoors) had similar results. · The second trial (completed indoors had similar results. · The second trial completed) indoors (had similar results.
Answer: The second trial (completed indoors) had similar results.
Help: Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.
Pip’s example: Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it.
g6.writing.mechanics-1.v1Choices: The final design—after three revisions—was ready. · The final—design after three revisions was ready. · The final design after—three revisions was ready.
Answer: The final design—after three revisions—was ready.
Help: Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.
Pip’s example: Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it.
g6.writing.mechanics-2.v1Choices: Bring three things: paper, a ruler, and a pencil. · Bring: paper, a ruler, and a pencil. · Bring three: things paper a ruler and a pencil.
Answer: Bring three things: paper, a ruler, and a pencil.
Help: Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.
Pip’s example: Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it.
g6.writing.mechanics-3.v1Choices: 9:30 · 9;30 · 9,30
Answer: 9:30
Help: Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.
Pip’s example: Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it.
g6.writing.mechanics-4.v1Choices: Our guide (a retired engineer) answered the question. · Our (guide answered) the question. · Our guide answered (the).
Answer: Our guide (a retired engineer) answered the question.
Help: Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.
Pip’s example: Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it.
g6.writing.mechanics-5.v1Choices: The river, which curves east here, crosses the map. · The river which, curves east here crosses the map. · The river, which curves east here crosses the map.
Answer: The river, which curves east here, crosses the map.
Help: Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.
Pip’s example: Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it.
g6.writing.mechanics-6.v1Choices: We reached one conclusion: more evidence was needed. · We concluded that: more evidence was needed. · We reached: one conclusion more evidence.
Answer: We reached one conclusion: more evidence was needed.
Help: Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.
Pip’s example: Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it.
g6.writing.mechanics-7.v1Choices: The labels (revised yesterday) now include dates. · The labels (revised yesterday now include dates). · The labels revised) yesterday (now include dates.
Answer: The labels (revised yesterday) now include dates.
Help: Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.
Pip’s example: Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it.
g6.writing.mechanics-8.v1Choices: The revision—not the first draft—went on display. · The revision—not the first draft went on display. · The revision not—the first draft went on display.
Answer: The revision—not the first draft—went on display.
Help: Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.
Pip’s example: Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it.
g6.writing.mechanics-9.v1Idaho ELA/Literacy · January 3, 2022 · 6.GC-M.3
Coverage: partial. Adult observation needed; no automatic grade.
Adult reference: decision
Help: Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.
Pip’s example: Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference.
g6.writing.derivative-0.v1Adult reference: reliability
Help: Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.
Pip’s example: Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference.
g6.writing.derivative-1.v1Adult reference: admission
Help: Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.
Pip’s example: Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference.
g6.writing.derivative-2.v1Adult reference: noticeable
Help: Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.
Pip’s example: Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference.
g6.writing.derivative-3.v1Adult reference: permission
Help: Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.
Pip’s example: Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference.
g6.writing.derivative-4.v1Adult reference: happiness
Help: Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.
Pip’s example: Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference.
g6.writing.derivative-5.v1Adult reference: description
Help: Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.
Pip’s example: Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference.
g6.writing.derivative-6.v1Adult reference: argumentative
Help: Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.
Pip’s example: Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference.
g6.writing.derivative-7.v1Adult reference: responsibility
Help: Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.
Pip’s example: Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference.
g6.writing.derivative-8.v1Adult reference: scientific
Help: Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.
Pip’s example: Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference.
g6.writing.derivative-9.v1Idaho ELA/Literacy · January 3, 2022 · 6.W-HWK.7
Coverage: partial. Adult observation needed; no automatic grade.
Help: With an adult, use a separate document editor for a two-page draft in one comfortable sitting when ready; breaks and accommodations are welcome. This small scratchpad is for planning, not measuring typing endurance or publishing. Ask for feedback and revise.
Pip’s example: Pip outlines two pages, types a connected draft, and checks organization and readability with a reader.
g6.writing.keyboard-0.v1Help: With an adult, use a separate document editor for a two-page draft in one comfortable sitting when ready; breaks and accommodations are welcome. This small scratchpad is for planning, not measuring typing endurance or publishing. Ask for feedback and revise.
Pip’s example: Pip outlines two pages, types a connected draft, and checks organization and readability with a reader.
g6.writing.keyboard-1.v1Help: With an adult, use a separate document editor for a two-page draft in one comfortable sitting when ready; breaks and accommodations are welcome. This small scratchpad is for planning, not measuring typing endurance or publishing. Ask for feedback and revise.
Pip’s example: Pip outlines two pages, types a connected draft, and checks organization and readability with a reader.
g6.writing.keyboard-2.v1Help: With an adult, use a separate document editor for a two-page draft in one comfortable sitting when ready; breaks and accommodations are welcome. This small scratchpad is for planning, not measuring typing endurance or publishing. Ask for feedback and revise.
Pip’s example: Pip outlines two pages, types a connected draft, and checks organization and readability with a reader.
g6.writing.keyboard-3.v1Help: With an adult, use a separate document editor for a two-page draft in one comfortable sitting when ready; breaks and accommodations are welcome. This small scratchpad is for planning, not measuring typing endurance or publishing. Ask for feedback and revise.
Pip’s example: Pip outlines two pages, types a connected draft, and checks organization and readability with a reader.
g6.writing.keyboard-4.v1Idaho ELA/Literacy · January 3, 2022 · 6.W-RW.2,5
Coverage: partial. Adult observation needed; no automatic grade.
Help: State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.
Pip’s example: Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument.
g6.writing.argument-0.v1Help: State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.
Pip’s example: Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument.
g6.writing.argument-1.v1Help: State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.
Pip’s example: Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument.
g6.writing.argument-2.v1Help: State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.
Pip’s example: Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument.
g6.writing.argument-3.v1Help: State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.
Pip’s example: Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument.
g6.writing.argument-4.v1Help: State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.
Pip’s example: Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument.
g6.writing.argument-5.v1Help: State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.
Pip’s example: Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument.
g6.writing.argument-6.v1Help: State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.
Pip’s example: Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument.
g6.writing.argument-7.v1Help: State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.
Pip’s example: Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument.
g6.writing.argument-8.v1Help: State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.
Pip’s example: Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument.
g6.writing.argument-9.v1Help: State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.
Pip’s example: Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument.
g6.writing.argument-10.v1Help: State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.
Pip’s example: Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument.
g6.writing.argument-11.v1Help: State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.
Pip’s example: Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument.
g6.writing.argument-12.v1Help: State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.
Pip’s example: Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument.
g6.writing.argument-13.v1Help: State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.
Pip’s example: Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument.
g6.writing.argument-14.v1Idaho ELA/Literacy · January 3, 2022 · 6.W-RW.3,5
Coverage: partial. Adult observation needed; no automatic grade.
A: A fictional visitor survey favors quiet seats. B: An access audit identifies a narrow doorway. C: A planning note asks for nonusers’ views before adding furniture.
Help: Introduce a focus, select relevant details, attribute each source, use a useful structure, and provide a conclusion. Mark these as fictional or supplied examples, not research you conducted.
Pip’s example: Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information.
g6.writing.information-0.v1A: A fictional visitor survey favors quiet seats. B: An access audit identifies a narrow doorway. C: A planning note asks for nonusers’ views before adding furniture.
Help: Try comparison or cause and effect instead of a source-by-source list. Explain how transitions and headings clarify relationships. Keep facts separate from interpretations.
Pip’s example: Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information.
g6.writing.information-structure-0.v1A: A folded sample holds 18 counters. B: A flat sample of the same paper holds 5. C: The test note records one trial and recommends repetition before a broad claim.
Help: Introduce a focus, select relevant details, attribute each source, use a useful structure, and provide a conclusion. Mark these as fictional or supplied examples, not research you conducted.
Pip’s example: Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information.
g6.writing.information-1.v1A: A folded sample holds 18 counters. B: A flat sample of the same paper holds 5. C: The test note records one trial and recommends repetition before a broad claim.
Help: Try comparison or cause and effect instead of a source-by-source list. Explain how transitions and headings clarify relationships. Keep facts separate from interpretations.
Pip’s example: Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information.
g6.writing.information-structure-1.v1A: An invented diary reports a shorter journey. B: A later practice summary describes uneven trade effects. C: A map shows the new route bypassing two settlements.
Help: Introduce a focus, select relevant details, attribute each source, use a useful structure, and provide a conclusion. Mark these as fictional or supplied examples, not research you conducted.
Pip’s example: Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information.
g6.writing.information-2.v1A: An invented diary reports a shorter journey. B: A later practice summary describes uneven trade effects. C: A map shows the new route bypassing two settlements.
Help: Try comparison or cause and effect instead of a source-by-source list. Explain how transitions and headings clarify relationships. Keep facts separate from interpretations.
Pip’s example: Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information.
g6.writing.information-structure-2.v1A: A tray loses loose soil during a model rain. B: A covered tray loses less under the same simulated rain. C: A field note reminds readers that a real hillside has more variables.
Help: Introduce a focus, select relevant details, attribute each source, use a useful structure, and provide a conclusion. Mark these as fictional or supplied examples, not research you conducted.
Pip’s example: Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information.
g6.writing.information-3.v1A: A tray loses loose soil during a model rain. B: A covered tray loses less under the same simulated rain. C: A field note reminds readers that a real hillside has more variables.
Help: Try comparison or cause and effect instead of a source-by-source list. Explain how transitions and headings clarify relationships. Keep facts separate from interpretations.
Pip’s example: Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information.
g6.writing.information-structure-3.v1A: A performer adds a pause near the ending. B: One listener hears suspense. C: Another listener hears hesitation. The notes describe interpretations rather than a single fact about meaning.
Help: Introduce a focus, select relevant details, attribute each source, use a useful structure, and provide a conclusion. Mark these as fictional or supplied examples, not research you conducted.
Pip’s example: Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information.
g6.writing.information-4.v1A: A performer adds a pause near the ending. B: One listener hears suspense. C: Another listener hears hesitation. The notes describe interpretations rather than a single fact about meaning.
Help: Try comparison or cause and effect instead of a source-by-source list. Explain how transitions and headings clarify relationships. Keep facts separate from interpretations.
Pip’s example: Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information.
g6.writing.information-structure-4.v1Idaho ELA/Literacy · January 3, 2022 · 6.W-RW.1,4–5
Coverage: partial. Adult observation needed; no automatic grade.
Help: Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.
Pip’s example: Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices.
g6.writing.narrative-0.v1Help: Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.
Pip’s example: Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices.
g6.writing.narrative-1.v1Help: Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.
Pip’s example: Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices.
g6.writing.narrative-2.v1Help: Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.
Pip’s example: Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices.
g6.writing.narrative-3.v1Help: Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.
Pip’s example: Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices.
g6.writing.narrative-4.v1Help: Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.
Pip’s example: Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices.
g6.writing.narrative-5.v1Help: Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.
Pip’s example: Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices.
g6.writing.narrative-6.v1Help: Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.
Pip’s example: Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices.
g6.writing.narrative-7.v1Help: Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.
Pip’s example: Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices.
g6.writing.narrative-8.v1Help: Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.
Pip’s example: Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices.
g6.writing.narrative-9.v1Help: Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.
Pip’s example: Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices.
g6.writing.narrative-10.v1Help: Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.
Pip’s example: Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices.
g6.writing.narrative-11.v1Help: Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.
Pip’s example: Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices.
g6.writing.narrative-12.v1Help: Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.
Pip’s example: Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices.
g6.writing.narrative-13.v1Help: Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.
Pip’s example: Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices.
g6.writing.narrative-14.v1Idaho ELA/Literacy · January 3, 2022 · 6.RS-IP.1; 6.ODC-DC.5–6
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use reliable, relevant sources and keep a bibliography. A domain is a clue, not proof of accuracy. Avoid sharing personal details, private interviews, or child-created files with this site.
Pip’s example: Pip narrows a question when sources reveal a gap, separates quotations from paraphrases, and records basic source information.
g6.writing.research-0.v1Help: Use reliable, relevant sources and keep a bibliography. A domain is a clue, not proof of accuracy. Avoid sharing personal details, private interviews, or child-created files with this site.
Pip’s example: Pip narrows a question when sources reveal a gap, separates quotations from paraphrases, and records basic source information.
g6.writing.research-1.v1Help: Use reliable, relevant sources and keep a bibliography. A domain is a clue, not proof of accuracy. Avoid sharing personal details, private interviews, or child-created files with this site.
Pip’s example: Pip narrows a question when sources reveal a gap, separates quotations from paraphrases, and records basic source information.
g6.writing.research-2.v1Help: Use reliable, relevant sources and keep a bibliography. A domain is a clue, not proof of accuracy. Avoid sharing personal details, private interviews, or child-created files with this site.
Pip’s example: Pip narrows a question when sources reveal a gap, separates quotations from paraphrases, and records basic source information.
g6.writing.research-3.v1Help: Use reliable, relevant sources and keep a bibliography. A domain is a clue, not proof of accuracy. Avoid sharing personal details, private interviews, or child-created files with this site.
Pip’s example: Pip narrows a question when sources reveal a gap, separates quotations from paraphrases, and records basic source information.
g6.writing.research-4.v1Idaho ELA/Literacy · January 3, 2022 · 6.W-RW.6; 6.GC-GU.1f–g
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.
Pip’s example: Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit.
g6.writing.revision-0.v1Help: Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.
Pip’s example: Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit.
g6.writing.revision-1.v1Help: Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.
Pip’s example: Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit.
g6.writing.revision-2.v1Help: Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.
Pip’s example: Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit.
g6.writing.revision-3.v1Help: Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.
Pip’s example: Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit.
g6.writing.revision-4.v1Help: Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.
Pip’s example: Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit.
g6.writing.revision-5.v1Help: Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.
Pip’s example: Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit.
g6.writing.revision-6.v1Help: Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.
Pip’s example: Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit.
g6.writing.revision-7.v1Help: Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.
Pip’s example: Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit.
g6.writing.revision-8.v1Help: Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.
Pip’s example: Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit.
g6.writing.revision-9.v1Idaho Mathematics · January 3, 2022 · 6.RP.A.1,3a
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 15
Help: The lemon juice changes from 2 to 6 cups. That is 3 times as much. Multiply 5 cups of water by the same factor, 3. Multiplying both amounts keeps the ratio equivalent.
Pip’s example: Pip scales both amounts in a recipe by the same factor and checks the meaning of each column.
g6.math.ratio-kitchen-0.v1Choices: 3 to 8 · 3 to 5 · 5 to 3
Answer: 3 to 8
Help: Name both quantities before forming the ratio.
Pip’s example: Pip scales both amounts in a recipe by the same factor and checks the meaning of each column.
g6.math.ratio-language.v1Answer: 8
Help: The yogurt changes from 1 to 4 cups. That is 4 times as much. Multiply 2 cups of berries by the same factor, 4. Multiplying both amounts keeps the ratio equivalent.
Pip’s example: Pip scales both amounts in a recipe by the same factor and checks the meaning of each column.
g6.math.ratio-kitchen-1.v1Answer: 30
Help: Both quantities change by the same factor.
Pip’s example: Pip scales both amounts in a recipe by the same factor and checks the meaning of each column.
g6.math.ratio-table.v1Answer: 6
Help: The oats changes from 3 to 9 cups. That is 3 times as much. Multiply 2 cups of raisins by the same factor, 3. Multiplying both amounts keeps the ratio equivalent.
Pip’s example: Pip scales both amounts in a recipe by the same factor and checks the meaning of each column.
g6.math.ratio-kitchen-2.v1Help: Include at least three equivalent pairs and label axes with ingredient names and units. Explain why the origin also fits the relationship.
Pip’s example: Pip scales both amounts in a recipe by the same factor and checks the meaning of each column.
g6.math.ratio-graph.v1Answer: 12
Help: The rice changes from 2 to 8 cups. That is 4 times as much. Multiply 3 cups of broth by the same factor, 4. Multiplying both amounts keeps the ratio equivalent.
Pip’s example: Pip scales both amounts in a recipe by the same factor and checks the meaning of each column.
g6.math.ratio-kitchen-3.v1Answer: 3
Help: The orange juice changes from 4 to 2 cups. Divide by 2. Divide 6 cups of water by 2 too. Dividing both amounts by the same number keeps the ratio equivalent.
Pip’s example: Pip scales both amounts in a recipe by the same factor and checks the meaning of each column.
g6.math.ratio-kitchen-4.v1Answer: 2
Help: The oats changes from 6 to 3 cups. Divide by 2. Divide 4 cups of raisins by 2 too. Dividing both amounts by the same number keeps the ratio equivalent.
Pip’s example: Pip scales both amounts in a recipe by the same factor and checks the meaning of each column.
g6.math.ratio-kitchen-5.v1Answer: 20
Help: The beans changes from 3 to 12 cups. That is 4 times as much. Multiply 5 cups of corn by the same factor, 4. Multiplying both amounts keeps the ratio equivalent.
Pip’s example: Pip scales both amounts in a recipe by the same factor and checks the meaning of each column.
g6.math.ratio-kitchen-6.v1Answer: 3
Help: The yogurt changes from 8 to 2 cups. Divide by 4. Divide 12 cups of berries by 4 too. Dividing both amounts by the same number keeps the ratio equivalent.
Pip’s example: Pip scales both amounts in a recipe by the same factor and checks the meaning of each column.
g6.math.ratio-kitchen-7.v1Idaho Mathematics · January 3, 2022 · 6.RP.A.2,3b–d
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 3
Help: Divide the total cost by the number of equal-price items. Include dollars per item in your explanation.
Pip’s example: Pip divides cost by the number of items to compare prices per item, keeping the units attached.
g6.math.unit-rate-0.v1Answer: 7
Help: Divide the total cost by the number of equal-price items. Include dollars per item in your explanation.
Pip’s example: Pip divides cost by the number of items to compare prices per item, keeping the units attached.
g6.math.unit-rate-1.v1Answer: 6
Help: Divide the total cost by the number of equal-price items. Include dollars per item in your explanation.
Pip’s example: Pip divides cost by the number of items to compare prices per item, keeping the units attached.
g6.math.unit-rate-2.v1Answer: 4
Help: A unit rate tells how far in one hour.
Pip’s example: Pip divides cost by the number of items to compare prices per item, keeping the units attached.
g6.math.speed.v1Answer: 28
Help: Percent means per hundred. Multiply the whole by 35/100.
Pip’s example: Pip divides cost by the number of items to compare prices per item, keeping the units attached.
g6.math.percent-part.v1Answer: 60
Help: Find the value represented by one percent, then one hundred percent.
Pip’s example: Pip divides cost by the number of items to compare prices per item, keeping the units attached.
g6.math.percent-whole.v1Answer: 12.7
Help: Scale the given conversion and keep the units.
Pip’s example: Pip divides cost by the number of items to compare prices per item, keeping the units attached.
g6.math.conversion.v1Choices: Pack A · Pack B · Both cost the same per pencil
Answer: Pack A
Help: Compare dollars per pencil, not only total prices.
Pip’s example: Pip divides cost by the number of items to compare prices per item, keeping the units attached.
g6.math.compare-rates.v1Help: Align zero with zero and one hundred percent with sixty. Label the quarter points and explain the correspondence.
Pip’s example: Pip divides cost by the number of items to compare prices per item, keeping the units attached.
g6.math.double-number-line.v1Idaho Mathematics · January 3, 2022 · 6.NS.A.1
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Fraction answer: 6/4 or an equivalent value.
Help: Think how many divisor-sized groups fit. Check by multiplying your quotient by the divisor.
Pip’s example: Pip asks how many half-cup groups fit in three quarters of a cup and models one and a half groups.
g6.math.fraction-division-0.v1Fraction answer: 8/9 or an equivalent value.
Help: Think how many divisor-sized groups fit. Check by multiplying your quotient by the divisor.
Pip’s example: Pip asks how many half-cup groups fit in three quarters of a cup and models one and a half groups.
g6.math.fraction-division-1.v1Fraction answer: 15/12 or an equivalent value.
Help: Think how many divisor-sized groups fit. Check by multiplying your quotient by the divisor.
Pip’s example: Pip asks how many half-cup groups fit in three quarters of a cup and models one and a half groups.
g6.math.fraction-division-2.v1Fraction answer: 28/8 or an equivalent value.
Help: Think how many divisor-sized groups fit. Check by multiplying your quotient by the divisor.
Pip’s example: Pip asks how many half-cup groups fit in three quarters of a cup and models one and a half groups.
g6.math.fraction-division-3.v1Fraction answer: 18/12 or an equivalent value.
Help: Think how many divisor-sized groups fit. Check by multiplying your quotient by the divisor.
Pip’s example: Pip asks how many half-cup groups fit in three quarters of a cup and models one and a half groups.
g6.math.fraction-division-4.v1Fraction answer: 30/15 or an equivalent value.
Help: Think how many divisor-sized groups fit. Check by multiplying your quotient by the divisor.
Pip’s example: Pip asks how many half-cup groups fit in three quarters of a cup and models one and a half groups.
g6.math.fraction-division-5.v1Help: Draw equal-sized wholes divided into compatible parts. Explain the partial serving, connect it to division, and check with multiplication.
Pip’s example: Pip asks how many half-cup groups fit in three quarters of a cup and models one and a half groups.
g6.math.fraction-story.v1Help: Use an area model and division of fractions. Label the width in meters and explain why multiplying length by width recovers the area.
Pip’s example: Pip asks how many half-cup groups fit in three quarters of a cup and models one and a half groups.
g6.math.fraction-area.v1Idaho Mathematics · January 3, 2022 · 6.NS.B.2–3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 473
Help: Estimate first. Use place value in a written algorithm and check with an inverse operation.
Pip’s example: Pip estimates the quotient, records a written algorithm, and checks the result using multiplication.
g6.math.algorithm-0.v1Answer: 336
Help: Estimate first. Use place value in a written algorithm and check with an inverse operation.
Pip’s example: Pip estimates the quotient, records a written algorithm, and checks the result using multiplication.
g6.math.algorithm-1.v1Answer: 264
Help: Estimate first. Use place value in a written algorithm and check with an inverse operation.
Pip’s example: Pip estimates the quotient, records a written algorithm, and checks the result using multiplication.
g6.math.algorithm-2.v1Answer: 16.43
Help: Estimate first. Use place value in a written algorithm and check with an inverse operation.
Pip’s example: Pip estimates the quotient, records a written algorithm, and checks the result using multiplication.
g6.math.algorithm-3.v1Answer: 12.15
Help: Estimate first. Use place value in a written algorithm and check with an inverse operation.
Pip’s example: Pip estimates the quotient, records a written algorithm, and checks the result using multiplication.
g6.math.algorithm-4.v1Answer: 8.64
Help: Estimate first. Use place value in a written algorithm and check with an inverse operation.
Pip’s example: Pip estimates the quotient, records a written algorithm, and checks the result using multiplication.
g6.math.algorithm-5.v1Answer: 27
Help: Estimate first. Use place value in a written algorithm and check with an inverse operation.
Pip’s example: Pip estimates the quotient, records a written algorithm, and checks the result using multiplication.
g6.math.algorithm-6.v1Help: Record each step on paper, label the values, and ask a grown-up to discuss your reasoning. A correct keypad answer alone does not demonstrate algorithm fluency.
Pip’s example: Pip estimates the quotient, records a written algorithm, and checks the result using multiplication.
g6.math.algorithm-explain-0.v1Help: Record each step on paper, label the values, and ask a grown-up to discuss your reasoning. A correct keypad answer alone does not demonstrate algorithm fluency.
Pip’s example: Pip estimates the quotient, records a written algorithm, and checks the result using multiplication.
g6.math.algorithm-explain-1.v1Help: Record each step on paper, label the values, and ask a grown-up to discuss your reasoning. A correct keypad answer alone does not demonstrate algorithm fluency.
Pip’s example: Pip estimates the quotient, records a written algorithm, and checks the result using multiplication.
g6.math.algorithm-explain-2.v1Idaho Mathematics · January 3, 2022 · 6.NS.B.4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 12
Help: List factor pairs or compare prime factors.
Pip’s example: Pip lists factors of 18 and 24, identifies 6 as their greatest common factor, and writes 18 + 24 as 6 times 7.
g6.math.gcf-0.v1Answer: 15
Help: List factor pairs or compare prime factors.
Pip’s example: Pip lists factors of 18 and 24, identifies 6 as their greatest common factor, and writes 18 + 24 as 6 times 7.
g6.math.gcf-1.v1Answer: 14
Help: List factor pairs or compare prime factors.
Pip’s example: Pip lists factors of 18 and 24, identifies 6 as their greatest common factor, and writes 18 + 24 as 6 times 7.
g6.math.gcf-2.v1Answer: 24
Help: Find the smallest positive multiple shared by both numbers.
Pip’s example: Pip lists factors of 18 and 24, identifies 6 as their greatest common factor, and writes 18 + 24 as 6 times 7.
g6.math.lcm-0.v1Answer: 36
Help: Find the smallest positive multiple shared by both numbers.
Pip’s example: Pip lists factors of 18 and 24, identifies 6 as their greatest common factor, and writes 18 + 24 as 6 times 7.
g6.math.lcm-1.v1Choices: 6(7 + 5) · 6(42 + 30) · 12(7 + 5)
Answer: 6(7 + 5)
Help: Distribute to check that the original two terms are recovered.
Pip’s example: Pip lists factors of 18 and 24, identifies 6 as their greatest common factor, and writes 18 + 24 as 6 times 7.
g6.math.factor-sum.v1Idaho Mathematics · January 3, 2022 · 6.NS.C.5–7
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: -4.5
Help: Opposites are the same distance from zero on opposite sides.
Pip’s example: Pip places negative two to the left of zero, explains its opposite, and separates order from distance to zero.
g6.math.opposite.v1Answer: 7
Help: Reflect the number’s position across zero.
Pip’s example: Pip places negative two to the left of zero, explains its opposite, and separates order from distance to zero.
g6.math.double-opposite.v1Answer: 8
Help: Absolute value is distance from zero, so it is nonnegative.
Pip’s example: Pip places negative two to the left of zero, explains its opposite, and separates order from distance to zero.
g6.math.absolute.v1Answer: -12
Help: Sea level is zero; below is negative.
Pip’s example: Pip places negative two to the left of zero, explains its opposite, and separates order from distance to zero.
g6.math.elevation.v1Choices: −2.5 > −4 · −2.5 < −4 · −2.5 = −4
Answer: −2.5 > −4
Help: The number farther right on a horizontal number line is greater.
Pip’s example: Pip places negative two to the left of zero, explains its opposite, and separates order from distance to zero.
g6.math.order.v1Choices: −7 · −1 · 2
Answer: −7
Help: Compare position and distance separately.
Pip’s example: Pip places negative two to the left of zero, explains its opposite, and separates order from distance to zero.
g6.math.magnitude.v1Help: Use equally spaced units. Order the values and explain the opposite of each without confusing a negative sign with absolute value.
Pip’s example: Pip places negative two to the left of zero, explains its opposite, and separates order from distance to zero.
g6.math.rational-line.v1Help: Discuss positive and negative values in each context and explain why zero is a reference point, not a statement that nothing exists.
Pip’s example: Pip places negative two to the left of zero, explains its opposite, and separates order from distance to zero.
g6.math.zero-context.v1Idaho Mathematics · January 3, 2022 · 6.NS.C.6b–c,8
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Coordinate answer: (-3, 2). Mode: plot.
Help: Start at zero. Negative x goes left; negative y goes down. The first coordinate is x. Half-unit choices lie halfway between grid lines.
Pip’s example: Pip plots negative three, two by moving left three and up two, then checks the quadrant.
g6.math.coordinates-0.v1Coordinate answer: (2, -4). Mode: plot.
Help: Start at zero. Negative x goes left; negative y goes down. The first coordinate is x. Half-unit choices lie halfway between grid lines.
Pip’s example: Pip plots negative three, two by moving left three and up two, then checks the quadrant.
g6.math.coordinates-1.v1Coordinate answer: (-2, -3). Mode: plot.
Help: Start at zero. Negative x goes left; negative y goes down. The first coordinate is x. Half-unit choices lie halfway between grid lines.
Pip’s example: Pip plots negative three, two by moving left three and up two, then checks the quadrant.
g6.math.coordinates-2.v1Coordinate answer: (0, -4). Mode: read.
Help: Start at zero. Negative x goes left; negative y goes down. The first coordinate is x. Half-unit choices lie halfway between grid lines.
Pip’s example: Pip plots negative three, two by moving left three and up two, then checks the quadrant.
g6.math.coordinates-3.v1Coordinate answer: (3, 0). Mode: read.
Help: Start at zero. Negative x goes left; negative y goes down. The first coordinate is x. Half-unit choices lie halfway between grid lines.
Pip’s example: Pip plots negative three, two by moving left three and up two, then checks the quadrant.
g6.math.coordinates-4.v1Coordinate answer: (-1.5, 2.5). Mode: read.
Help: Start at zero. Negative x goes left; negative y goes down. The first coordinate is x. Half-unit choices lie halfway between grid lines.
Pip’s example: Pip plots negative three, two by moving left three and up two, then checks the quadrant.
g6.math.coordinates-5.v1Answer: 6
Help: Count the horizontal distance across zero; distance is nonnegative.
Pip’s example: Pip plots negative three, two by moving left three and up two, then checks the quadrant.
g6.math.coordinate-distance.v1Help: Label all four quadrants. Explain which sign changes reflect across each axis and which coordinate stays the same.
Pip’s example: Pip plots negative three, two by moving left three and up two, then checks the quadrant.
g6.math.coordinate-reflect.v1Idaho Mathematics · January 3, 2022 · 6.EE.A.1–4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 19
Help: The exponent counts repeated factors, not multiplication by the exponent.
Pip’s example: Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses.
g6.math.exponent-0.v1Answer: 32
Help: The exponent counts repeated factors, not multiplication by the exponent.
Pip’s example: Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses.
g6.math.exponent-1.v1Answer: 29
Help: The exponent counts repeated factors, not multiplication by the exponent.
Pip’s example: Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses.
g6.math.exponent-2.v1Answer: 23
Help: The exponent counts repeated factors, not multiplication by the exponent.
Pip’s example: Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses.
g6.math.exponent-3.v1Answer: 17
Help: Replace the variable with its given value, then follow the order of operations.
Pip’s example: Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses.
g6.math.substitute-0.v1Answer: 15
Help: Replace the variable with its given value, then follow the order of operations.
Pip’s example: Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses.
g6.math.substitute-1.v1Answer: 19
Help: Replace the variable with its given value, then follow the order of operations.
Pip’s example: Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses.
g6.math.substitute-2.v1Answer: 21
Help: Replace the variable with its given value, then follow the order of operations.
Pip’s example: Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses.
g6.math.substitute-3.v1Choices: 12 − y · y − 12 · 12y
Answer: 12 − y
Help: The order of subtraction matters.
Pip’s example: Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses.
g6.math.expression-words.v1Choices: 4x + 12 · 4x + 3 · x + 12
Answer: 4x + 12
Help: Multiply each term inside the parentheses by four.
Pip’s example: Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses.
g6.math.distribute.v1Choices: 7 · 2 · 9
Answer: 7
Help: A coefficient multiplies the variable.
Pip’s example: Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses.
g6.math.coefficient.v1Help: Use a diagram or the distributive property. Checking one value can illustrate the claim but does not by itself show it holds for every value.
Pip’s example: Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses.
g6.math.equivalence.v1Idaho Mathematics · January 3, 2022 · 6.EE.B.5–8; 6.EE.C.9
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 5.75
Help: Subtract the same amount from both sides, then substitute to check.
Pip’s example: Pip solves x plus three equals eight by finding five, then substitutes five into the original equation.
g6.math.equation-add.v1Answer: 12
Help: Find the factor that makes the product six; check by substitution.
Pip’s example: Pip solves x plus three equals eight by finding five, then substitutes five into the original equation.
g6.math.equation-multiply.v1Answer: 12
Help: Substitute the independent variable and keep units attached.
Pip’s example: Pip solves x plus three equals eight by finding five, then substitutes five into the original equation.
g6.math.dependent.v1Choices: x > 8 · x < 8 · x = 8
Answer: x > 8
Help: Greater than excludes the boundary value.
Pip’s example: Pip solves x plus three equals eight by finding five, then substitutes five into the original equation.
g6.math.inequality.v1Choices: 6 · 3 · 18
Answer: 6
Help: Substitute the candidate into the original equation.
Pip’s example: Pip solves x plus three equals eight by finding five, then substitutes five into the original equation.
g6.math.substitution.v1Help: Use an open circle at four and an arrow toward smaller numbers. Give a fractional solution and explain why there are infinitely many.
Pip’s example: Pip solves x plus three equals eight by finding five, then substitutes five into the original equation.
g6.math.inequality-line.v1Help: Label independent and dependent variables. Explain how the table, equation, and plotted points describe the same relationship.
Pip’s example: Pip solves x plus three equals eight by finding five, then substitutes five into the original equation.
g6.math.variable-table.v1Help: Let a variable represent the original length. Explain each quantity and check your equation with the solution.
Pip’s example: Pip solves x plus three equals eight by finding five, then substitutes five into the original equation.
g6.math.equation-context.v1Idaho Mathematics · January 3, 2022 · 6.G.A.1,3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 20
Help: A triangle is half of a related parallelogram.
Pip’s example: Pip doubles a triangle to form a rectangle, then explains why its area is half base times perpendicular height.
g6.math.triangle-area.v1Answer: 28
Help: Rearrange it into a rectangle with the same base and height.
Pip’s example: Pip doubles a triangle to form a rectangle, then explains why its area is half base times perpendicular height.
g6.math.parallelogram-area.v1Answer: 24
Help: Subtract the missing rectangle’s area from the whole.
Pip’s example: Pip doubles a triangle to form a rectangle, then explains why its area is half base times perpendicular height.
g6.math.composite-area.v1Help: Label lengths, find the area with each decomposition, and explain why both methods agree. Use an adult-selected grid shape.
Pip’s example: Pip doubles a triangle to form a rectangle, then explains why its area is half base times perpendicular height.
g6.math.decompose-area.v1Answer: 15
Help: Find horizontal and vertical side lengths, then multiply.
Pip’s example: Pip doubles a triangle to form a rectangle, then explains why its area is half base times perpendicular height.
g6.math.coordinate-area.v1Help: List vertices in order. Use coordinate differences and a decomposition to calculate area, with square units.
Pip’s example: Pip doubles a triangle to form a rectangle, then explains why its area is half base times perpendicular height.
g6.math.polygon-map.v1Idaho Mathematics · January 3, 2022 · 6.G.A.2,4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Fraction answer: 5/4 or an equivalent value.
Help: Multiply the three edge lengths. Relate the product to layers of small cubes.
Pip’s example: Pip multiplies fractional edge lengths for volume, then unfolds a box to count six faces for surface area.
g6.math.fraction-volume.v1Help: Explain the number of cubes along each edge and the volume of one cube. Compare counting cubes with multiplying the edge lengths.
Pip’s example: Pip multiplies fractional edge lengths for volume, then unfolds a box to count six faces for surface area.
g6.math.volume-cubes.v1Answer: 52
Help: The net has three matching pairs of rectangles. Add the areas of all six faces.
Pip’s example: Pip multiplies fractional edge lengths for volume, then unfolds a box to count six faces for surface area.
g6.math.net-area.v1Help: Label six faces, calculate the surface area, and fold paper with adult-approved tools. Explain why no faces overlap or go missing.
Pip’s example: Pip multiplies fractional edge lengths for volume, then unfolds a box to count six faces for surface area.
g6.math.net-design.v1Idaho Mathematics · January 3, 2022 · 6.SP.A.1–3; 6.SP.B.4–5
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: How many books did each student in a class read? · How many books did Jo read yesterday? · What is 4 + 5?
Answer: How many books did each student in a class read?
Help: A statistical question expects differing observations from a group.
Pip’s example: Pip reports the units, count, center and spread, and considers how an unusual value changes the mean.
g6.math.statistical-question.v1Answer: 6
Help: Add all values and divide by the number of observations.
Pip’s example: Pip reports the units, count, center and spread, and considers how an unusual value changes the mean.
g6.math.mean.v1Answer: 3
Help: Order the values and locate the middle observation.
Pip’s example: Pip reports the units, count, center and spread, and considers how an unusual value changes the mean.
g6.math.median.v1Answer: 7
Help: Subtract the smallest value from the largest.
Pip’s example: Pip reports the units, count, center and spread, and considers how an unusual value changes the mean.
g6.math.range.v1Choices: median · mean · both change by exactly the same amount
Answer: median
Help: Compare the middle position with the sum used for the mean.
Pip’s example: Pip reports the units, count, center and spread, and considers how an unusual value changes the mean.
g6.math.center-outlier.v1Choices: range · mean · median
Answer: range
Help: Spread describes how values vary, not just a typical value.
Pip’s example: Pip reports the units, count, center and spread, and considers how an unusual value changes the mean.
g6.math.center-spread.v1Help: Use intervals 0–3, 4–7, and 8–11, label minutes and frequencies, and explain why the touching bars represent intervals rather than individual categories.
Pip’s example: Pip reports the units, count, center and spread, and considers how an unusual value changes the mean.
g6.math.histogram.v1Help: Use the median of each half for quartiles. Label the five-number summary, explain the interquartile range, and discuss what individual detail the display hides.
Pip’s example: Pip reports the units, count, center and spread, and considers how an unusual value changes the mean.
g6.math.boxplot.v1Help: Draw each value’s distance from five. Explain the difference in variability visually; calculating mean absolute deviation is not the focus.
Pip’s example: Pip reports the units, count, center and spread, and considers how an unusual value changes the mean.
g6.math.deviation.v1Help: Record centimeters, the number of observations, a suitable center and spread, and a dot plot. Explain any unusual value and the limits of this small sample.
Pip’s example: Pip reports the units, count, center and spread, and considers how an unusual value changes the mean.
g6.math.data-report.v1Idaho Science middle school · January 3, 2022 · MS-PS-1.1,4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Adding thermal energy can increase particle motion or change a substance’s state. · Particles themselves must become larger in every state change. · Gas has no particles.
Answer: Adding thermal energy can increase particle motion or change a substance’s state.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip draws two hydrogen atoms and one oxygen atom as a model of a water molecule, then separates molecular identity from particle spacing.
g6.science.particles-concept.v1In a supplied model, A has particles close together vibrating in place; B has particles close together moving past one another; C has particles far apart moving freely. The particles represent the same pure substance.
Choices: C · A · B
Answer: C
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip draws two hydrogen atoms and one oxygen atom as a model of a water molecule, then separates molecular identity from particle spacing.
g6.science.particles-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip draws two hydrogen atoms and one oxygen atom as a model of a water molecule, then separates molecular identity from particle spacing.
g6.science.particles-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip draws two hydrogen atoms and one oxygen atom as a model of a water molecule, then separates molecular identity from particle spacing.
g6.science.particles-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip draws two hydrogen atoms and one oxygen atom as a model of a water molecule, then separates molecular identity from particle spacing.
g6.science.particles-explain.v1Idaho Science middle school · January 3, 2022 · MS-PS-1.2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Several property observations can support a chemical-change claim. · Any change in size proves a chemical reaction. · One unexplained observation identifies every substance.
Answer: Several property observations can support a chemical-change claim.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip compares properties before and after an interaction and looks for evidence of new substances instead of treating any color change as proof.
g6.science.reaction-concept.v1A supplied report says two clear solutions formed a persistent solid when mixed. Another sample changed shape when cut. The report records properties but does not identify every substance.
Choices: the persistent new solid after mixing · the cut sample’s new shape · the container’s label
Answer: the persistent new solid after mixing
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip compares properties before and after an interaction and looks for evidence of new substances instead of treating any color change as proof.
g6.science.reaction-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip compares properties before and after an interaction and looks for evidence of new substances instead of treating any color change as proof.
g6.science.reaction-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip compares properties before and after an interaction and looks for evidence of new substances instead of treating any color change as proof.
g6.science.reaction-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip compares properties before and after an interaction and looks for evidence of new substances instead of treating any color change as proof.
g6.science.reaction-explain.v1Idaho Science middle school · January 3, 2022 · MS-PS-1.5
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Atoms are rearranged rather than created or destroyed in the reaction model. · Every new molecule requires new atoms to appear. · Atoms disappear whenever a substance changes.
Answer: Atoms are rearranged rather than created or destroyed in the reaction model.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip rearranges colored paper atoms into new groups while counting each color before and after.
g6.science.conservation-concept.v1A paper model begins with four hydrogen atoms and two oxygen atoms. They are rearranged into two groups, each containing two hydrogen atoms and one oxygen atom. No atom cards enter or leave.
Choices: 2 · 0 · 4
Answer: 2
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip rearranges colored paper atoms into new groups while counting each color before and after.
g6.science.conservation-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip rearranges colored paper atoms into new groups while counting each color before and after.
g6.science.conservation-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip rearranges colored paper atoms into new groups while counting each color before and after.
g6.science.conservation-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip rearranges colored paper atoms into new groups while counting each color before and after.
g6.science.conservation-explain.v1Idaho Science middle school · January 3, 2022 · MS-PS-2.1–2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: A change in motion depends on net force and mass. · A moving object always has a net force in its direction. · Objects only exert forces on others without receiving forces.
Answer: A change in motion depends on net force and mass.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip compares two trials with the same cart and different pushes, then explains why changing mass at the same time would confuse the comparison.
g6.science.forces-concept.v1In a supplied simulation, the same cart receives a 2-unit net force in trial A and a 4-unit net force in trial B for equal times. Friction and starting motion are held constant.
Choices: trial B · trial A · both must have zero change
Answer: trial B
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip compares two trials with the same cart and different pushes, then explains why changing mass at the same time would confuse the comparison.
g6.science.forces-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip compares two trials with the same cart and different pushes, then explains why changing mass at the same time would confuse the comparison.
g6.science.forces-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip compares two trials with the same cart and different pushes, then explains why changing mass at the same time would confuse the comparison.
g6.science.forces-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip compares two trials with the same cart and different pushes, then explains why changing mass at the same time would confuse the comparison.
g6.science.forces-explain.v1Idaho Science middle school · January 3, 2022 · MS-PS-3.3–4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Insulation can slow energy transfer; it does not create heat. · Insulation always makes new thermal energy. · Temperature and total thermal energy mean exactly the same thing.
Answer: Insulation can slow energy transfer; it does not create heat.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip wraps one cup and leaves another unwrapped, keeps the water amounts equal, and compares temperature changes over time.
g6.science.thermal-concept.v1Two identical cups begin at 35 degrees with equal water amounts. After ten minutes, the wrapped cup is 31 degrees and the unwrapped cup is 27 degrees. Room conditions are the same; these are supplied trial data.
Choices: the wrapped cup · the unwrapped cup · both changed equally
Answer: the wrapped cup
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip wraps one cup and leaves another unwrapped, keeps the water amounts equal, and compares temperature changes over time.
g6.science.thermal-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip wraps one cup and leaves another unwrapped, keeps the water amounts equal, and compares temperature changes over time.
g6.science.thermal-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip wraps one cup and leaves another unwrapped, keeps the water amounts equal, and compares temperature changes over time.
g6.science.thermal-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip wraps one cup and leaves another unwrapped, keeps the water amounts equal, and compares temperature changes over time.
g6.science.thermal-explain.v1Idaho Science middle school · January 3, 2022 · MS-PS-4.1–3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Waves can be reflected, absorbed, or transmitted depending on the material and wave. · Every material transmits every wave completely. · Amplitude is the distance between successive crests.
Answer: Waves can be reflected, absorbed, or transmitted depending on the material and wave.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip labels amplitude from the resting line to a crest and wavelength from one crest to the next.
g6.science.waves-concept.v1A supplied diagram describes wave A with amplitude 2 units and wavelength 6 units, and wave B with amplitude 4 units and wavelength 6 units in the same medium. A separate barrier reflects part of a wave.
Choices: B · A · both have equal amplitude
Answer: B
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip labels amplitude from the resting line to a crest and wavelength from one crest to the next.
g6.science.waves-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip labels amplitude from the resting line to a crest and wavelength from one crest to the next.
g6.science.waves-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip labels amplitude from the resting line to a crest and wavelength from one crest to the next.
g6.science.waves-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip labels amplitude from the resting line to a crest and wavelength from one crest to the next.
g6.science.waves-explain.v1Idaho Science middle school · January 3, 2022 · MS-LS-1.1–4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Cells have parts that contribute to the function of the whole. · Every living organism consists of exactly one cell. · A cell diagram is a full-size photograph of every cell.
Answer: Cells have parts that contribute to the function of the whole.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip identifies repeated cell boundaries in a prepared image, then connects cell parts to the function of the whole cell.
g6.science.cells-concept.v1An adult-provided microscope image shows many bounded units in a leaf sample. A diagram labels a membrane, cytoplasm, nucleus, and chloroplasts. The photograph and diagram serve different purposes.
Choices: many bounded units visible in the sample · the word nucleus in a caption alone · the color of the slide holder
Answer: many bounded units visible in the sample
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip identifies repeated cell boundaries in a prepared image, then connects cell parts to the function of the whole cell.
g6.science.cells-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip identifies repeated cell boundaries in a prepared image, then connects cell parts to the function of the whole cell.
g6.science.cells-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip identifies repeated cell boundaries in a prepared image, then connects cell parts to the function of the whole cell.
g6.science.cells-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip identifies repeated cell boundaries in a prepared image, then connects cell parts to the function of the whole cell.
g6.science.cells-explain.v1Idaho Science middle school · January 3, 2022 · MS-LS-1.5–6
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Matter cycles while energy enters and moves through living systems. · Most plant mass is created from light itself. · Plants obtain all their food molecules from soil.
Answer: Matter cycles while energy enters and moves through living systems.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip traces carbon dioxide and water into a plant model, identifies light as energy, and keeps matter separate from energy.
g6.science.photosynthesis-concept.v1A model shows a plant using carbon dioxide and water to build food molecules with energy from light. Oxygen is released. Organisms can rearrange food molecules to support growth and release usable energy.
Choices: light · water · carbon dioxide
Answer: light
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip traces carbon dioxide and water into a plant model, identifies light as energy, and keeps matter separate from energy.
g6.science.photosynthesis-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip traces carbon dioxide and water into a plant model, identifies light as energy, and keeps matter separate from energy.
g6.science.photosynthesis-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip traces carbon dioxide and water into a plant model, identifies light as energy, and keeps matter separate from energy.
g6.science.photosynthesis-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip traces carbon dioxide and water into a plant model, identifies light as energy, and keeps matter separate from energy.
g6.science.photosynthesis-explain.v1Idaho Science middle school · January 3, 2022 · MS-LS-2.2–4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Interacting organisms connect living and nonliving parts of an ecosystem. · A food web shows only one possible feeding path. · Removing one population can never affect others.
Answer: Interacting organisms connect living and nonliving parts of an ecosystem.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip draws arrows showing matter and energy moving from a plant to a consumer and distinguishes decomposers from an energy source.
g6.science.ecosystems-concept.v1In a model meadow, grasses are eaten by insects, insects by birds, and dead material is broken down by decomposers. Sunlight enters the system. Some energy is transferred to the surroundings at each step.
Choices: Matter can cycle, but energy needs continuing input. · Energy cycles endlessly without new input. · Decomposers create the sunlight.
Answer: Matter can cycle, but energy needs continuing input.
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip draws arrows showing matter and energy moving from a plant to a consumer and distinguishes decomposers from an energy source.
g6.science.ecosystems-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip draws arrows showing matter and energy moving from a plant to a consumer and distinguishes decomposers from an energy source.
g6.science.ecosystems-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip draws arrows showing matter and energy moving from a plant to a consumer and distinguishes decomposers from an energy source.
g6.science.ecosystems-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip draws arrows showing matter and energy moving from a plant to a consumer and distinguishes decomposers from an energy source.
g6.science.ecosystems-explain.v1Idaho Science middle school · January 3, 2022 · MS-LS-2.1,5
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Changes in resources or other ecosystem components can affect populations. · Population sizes never depend on resources. · One correlation proves the only cause.
Answer: Changes in resources or other ecosystem components can affect populations.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip graphs population counts beside resource records and considers other changing conditions before claiming a cause.
g6.science.populations-concept.v1Supplied pond records list 40, 35, and 20 snails over three months while measured food cover also falls. Water temperature changes during the same period. The records are observations, not a controlled experiment.
Choices: The patterns suggest a relationship but do not isolate a cause. · Food cover is proven to be the only cause. · Temperature cannot matter.
Answer: The patterns suggest a relationship but do not isolate a cause.
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip graphs population counts beside resource records and considers other changing conditions before claiming a cause.
g6.science.populations-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip graphs population counts beside resource records and considers other changing conditions before claiming a cause.
g6.science.populations-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip graphs population counts beside resource records and considers other changing conditions before claiming a cause.
g6.science.populations-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip graphs population counts beside resource records and considers other changing conditions before claiming a cause.
g6.science.populations-explain.v1Idaho Science middle school · January 3, 2022 · MS-LS-2.6
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Solutions should be evaluated with evidence and multiple criteria. · Every introduced species has identical effects. · A design that looks green proves ecosystem recovery.
Answer: Solutions should be evaluated with evidence and multiple criteria.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip compares two habitat plans using criteria for native species, water use, access, cost, and possible unintended effects.
g6.science.biodiversity-concept.v1Fictional plan A plants one fast-growing species across a site. Plan B protects several existing native habitats and adds a maintained path. Both require care, and no long-term outcome has yet been measured.
Choices: criteria, monitoring data, and attention to tradeoffs · a confident slogan only · the cheapest first purchase only
Answer: criteria, monitoring data, and attention to tradeoffs
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip compares two habitat plans using criteria for native species, water use, access, cost, and possible unintended effects.
g6.science.biodiversity-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip compares two habitat plans using criteria for native species, water use, access, cost, and possible unintended effects.
g6.science.biodiversity-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip compares two habitat plans using criteria for native species, water use, access, cost, and possible unintended effects.
g6.science.biodiversity-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip compares two habitat plans using criteria for native species, water use, access, cost, and possible unintended effects.
g6.science.biodiversity-explain.v1Idaho Science middle school · January 3, 2022 · MS-LS-3.1–2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Genetic changes can be beneficial, harmful, or neutral depending on their effects and context. · Every mutation is harmful in every environment. · Every difference between individuals is caused only by genes.
Answer: Genetic changes can be beneficial, harmful, or neutral depending on their effects and context.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip uses fictional symbol cards to show that sexual reproduction combines information and that changes can have different effects in different contexts.
g6.science.heredity-concept.v1A simplified model gives offspring one symbol card from each of two parents. A copying model gives an offspring the same set as one parent, except when a copying change occurs. These models leave out many biological details.
Choices: the first model · the unchanged one-parent copying model · neither model can represent information
Answer: the first model
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip uses fictional symbol cards to show that sexual reproduction combines information and that changes can have different effects in different contexts.
g6.science.heredity-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip uses fictional symbol cards to show that sexual reproduction combines information and that changes can have different effects in different contexts.
g6.science.heredity-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip uses fictional symbol cards to show that sexual reproduction combines information and that changes can have different effects in different contexts.
g6.science.heredity-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip uses fictional symbol cards to show that sexual reproduction combines information and that changes can have different effects in different contexts.
g6.science.heredity-explain.v1Idaho Science middle school · January 3, 2022 · MS-LS-4.1–4,6
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Fossils, anatomy, and population patterns provide different evidence about relationships and change. · One fossil alone reveals every ancestor. · An individual evolves a needed inherited trait by wishing for it.
Answer: Fossils, anatomy, and population patterns provide different evidence about relationships and change.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip compares trait frequencies across generations and explains that selection changes populations rather than individuals choosing inherited traits.
g6.science.evolution-concept.v1In a fictional population model, a heritable camouflage trait occurs in 20 of 100 individuals. After many generations in one environment, it occurs in 65 of 100. The model specifies higher survival and reproduction for that trait there.
Choices: The trait became more frequent across generations. · Every individual chose to change its inherited trait. · The population stopped varying entirely.
Answer: The trait became more frequent across generations.
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip compares trait frequencies across generations and explains that selection changes populations rather than individuals choosing inherited traits.
g6.science.evolution-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip compares trait frequencies across generations and explains that selection changes populations rather than individuals choosing inherited traits.
g6.science.evolution-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip compares trait frequencies across generations and explains that selection changes populations rather than individuals choosing inherited traits.
g6.science.evolution-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip compares trait frequencies across generations and explains that selection changes populations rather than individuals choosing inherited traits.
g6.science.evolution-explain.v1Idaho Science middle school · January 3, 2022 · MS-ESS-1.1–3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Models can explain patterns while having limits in size, distance, and motion. · Moon phases are always Earth’s shadow on the Moon. · Every classroom model uses accurate astronomical distances.
Answer: Models can explain patterns while having limits in size, distance, and motion.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip keeps Earth’s axis tilted in the same direction while moving its model around a lamp, distinguishing seasons from the shadow that causes an eclipse.
g6.science.sky-concept.v1A model keeps Earth’s axis tilted as it orbits the Sun. At one position the northern hemisphere receives more direct sunlight and longer daylight. The model is not drawn to scale.
Choices: axial tilt together with Earth’s position in its orbit · the Moon covering Earth every summer · Earth producing extra sunlight
Answer: axial tilt together with Earth’s position in its orbit
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip keeps Earth’s axis tilted in the same direction while moving its model around a lamp, distinguishing seasons from the shadow that causes an eclipse.
g6.science.sky-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip keeps Earth’s axis tilted in the same direction while moving its model around a lamp, distinguishing seasons from the shadow that causes an eclipse.
g6.science.sky-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip keeps Earth’s axis tilted in the same direction while moving its model around a lamp, distinguishing seasons from the shadow that causes an eclipse.
g6.science.sky-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip keeps Earth’s axis tilted in the same direction while moving its model around a lamp, distinguishing seasons from the shadow that causes an eclipse.
g6.science.sky-explain.v1Idaho Science middle school · January 3, 2022 · MS-ESS-1.4; MS-ESS-2.1–2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Rock records support relative sequences, and different processes operate over different timescales. · Every rock must follow one fixed cycle in the same order. · A layer’s color alone gives its exact age.
Answer: Rock records support relative sequences, and different processes operate over different timescales.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip separates a relative sequence of rock layers from an exact age and shows that rocks can follow several paths through the rock cycle.
g6.science.geology-concept.v1In an undisturbed sequence, layer A lies below B, which lies below C. A crack cuts all three. The supplied diagram does not give numerical dates.
Choices: the crack cutting all three layers · formation of layer A · formation of layer B
Answer: the crack cutting all three layers
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip separates a relative sequence of rock layers from an exact age and shows that rocks can follow several paths through the rock cycle.
g6.science.geology-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip separates a relative sequence of rock layers from an exact age and shows that rocks can follow several paths through the rock cycle.
g6.science.geology-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip separates a relative sequence of rock layers from an exact age and shows that rocks can follow several paths through the rock cycle.
g6.science.geology-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip separates a relative sequence of rock layers from an exact age and shows that rocks can follow several paths through the rock cycle.
g6.science.geology-explain.v1Idaho Science middle school · January 3, 2022 · MS-ESS-2.3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Present patterns can provide evidence about past plate motion. · Continents have always occupied exactly their current positions. · All earthquakes occur randomly with no spatial patterns.
Answer: Present patterns can provide evidence about past plate motion.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip combines matching rock patterns with fossil distributions and seafloor evidence instead of relying only on coastline shapes.
g6.science.plates-concept.v1A supplied map shows similar fossil assemblages and rock sequences on separated continents. Another diagram shows younger seafloor near a ridge and older seafloor farther away.
Choices: several independent patterns that fit the explanation · coastline resemblance without any other evidence · ignoring seafloor ages
Answer: several independent patterns that fit the explanation
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip combines matching rock patterns with fossil distributions and seafloor evidence instead of relying only on coastline shapes.
g6.science.plates-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip combines matching rock patterns with fossil distributions and seafloor evidence instead of relying only on coastline shapes.
g6.science.plates-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip combines matching rock patterns with fossil distributions and seafloor evidence instead of relying only on coastline shapes.
g6.science.plates-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip combines matching rock patterns with fossil distributions and seafloor evidence instead of relying only on coastline shapes.
g6.science.plates-explain.v1Idaho Science middle school · January 3, 2022 · MS-ESS-2.4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Solar energy and gravity drive transfers among water reservoirs. · Every water molecule follows exactly the same path. · Clouds consist only of invisible water vapor.
Answer: Solar energy and gravity drive transfers among water reservoirs.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip draws reservoirs and transfers, labeling solar energy for evaporation and gravity for downhill movement.
g6.science.water-concept.v1A water-cycle model includes an ocean, air, cloud droplets, a mountain stream, soil, and groundwater. A raindrop can enter several possible routes rather than a single required loop.
Choices: gravity · the Moon turning water into soil · a requirement to visit every reservoir in order
Answer: gravity
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip draws reservoirs and transfers, labeling solar energy for evaporation and gravity for downhill movement.
g6.science.water-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip draws reservoirs and transfers, labeling solar energy for evaporation and gravity for downhill movement.
g6.science.water-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip draws reservoirs and transfers, labeling solar energy for evaporation and gravity for downhill movement.
g6.science.water-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip draws reservoirs and transfers, labeling solar energy for evaporation and gravity for downhill movement.
g6.science.water-explain.v1Idaho Science middle school · January 3, 2022 · MS-ESS-2.5–6
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Unequal heating and Earth’s rotation contribute to circulation, while interacting air masses affect weather. · Weather and climate refer to identical timescales. · Air never moves between regions.
Answer: Unequal heating and Earth’s rotation contribute to circulation, while interacting air masses affect weather.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip compares pressure, temperature, and wind records over time instead of predicting weather from one cloud.
g6.science.weather-concept.v1A supplied station record shows falling pressure, changing wind direction, and cooler air arriving over several hours. A regional map places a front nearby. These are practice observations, not a live forecast.
Choices: combine time-series observations with the regional map · use one measurement with no time or place · assume tomorrow must repeat today exactly
Answer: combine time-series observations with the regional map
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip compares pressure, temperature, and wind records over time instead of predicting weather from one cloud.
g6.science.weather-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip compares pressure, temperature, and wind records over time instead of predicting weather from one cloud.
g6.science.weather-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip compares pressure, temperature, and wind records over time instead of predicting weather from one cloud.
g6.science.weather-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip compares pressure, temperature, and wind records over time instead of predicting weather from one cloud.
g6.science.weather-explain.v1Idaho Science middle school · January 3, 2022 · MS-ESS-3.1–4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Geological processes affect resources, and evidence can guide monitoring and hazard reduction. · Resources are distributed evenly everywhere. · A hazard map predicts the exact date of every event.
Answer: Geological processes affect resources, and evidence can guide monitoring and hazard reduction.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip overlays resource and hazard maps, then compares design choices using evidence, costs, and affected communities.
g6.science.resources-concept.v1A fictional town has groundwater in a permeable layer and houses near a mapped floodplain. A proposal adds monitoring wells and preserves an overflow area. No design eliminates all risk.
Choices: evidence, monitoring, tradeoffs, and who is affected · only whether the drawing is attractive · a promise that all risk disappears
Answer: evidence, monitoring, tradeoffs, and who is affected
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip overlays resource and hazard maps, then compares design choices using evidence, costs, and affected communities.
g6.science.resources-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip overlays resource and hazard maps, then compares design choices using evidence, costs, and affected communities.
g6.science.resources-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip overlays resource and hazard maps, then compares design choices using evidence, costs, and affected communities.
g6.science.resources-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip overlays resource and hazard maps, then compares design choices using evidence, costs, and affected communities.
g6.science.resources-explain.v1Idaho Science middle school · January 3, 2022 · MS-ESS-3.5
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Climate explanations use evidence over appropriate timescales and examine multiple influences. · A single cold day describes the whole climate trend. · All past and present climate changes must have exactly one identical cause.
Answer: Climate explanations use evidence over appropriate timescales and examine multiple influences.
Help: Choose an explanation that matches evidence and avoids an unsupported absolute claim.
Pip’s example: Pip compares a long record with a short fluctuation and asks which factors and measurements could explain the pattern.
g6.science.climate-concept.v1A supplied graph description has year-to-year ups and downs within a rising thirty-year temperature average. A second source discusses changes in greenhouse gases and other climate influences. The two timescales answer different questions.
Choices: How do multiple long-term records and proposed influences compare? · Was one afternoon cold? · Can one unusual day disprove a thirty-year average?
Answer: How do multiple long-term records and proposed influences compare?
Help: Use the supplied observations and keep their limits in view.
Pip’s example: Pip compares a long record with a short fluctuation and asks which factors and measurements could explain the pattern.
g6.science.climate-data.v1Help: Label the parts and relationships, use evidence, and explain one important limit of the model.
Pip’s example: Pip compares a long record with a short fluctuation and asks which factors and measurements could explain the pattern.
g6.science.climate-model.v1Help: Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.
Pip’s example: Pip compares a long record with a short fluctuation and asks which factors and measurements could explain the pattern.
g6.science.climate-investigation.v1Help: Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.
Pip’s example: Pip compares a long record with a short fluctuation and asks which factors and measurements could explain the pattern.
g6.science.climate-explain.v1Idaho Social Studies 6–9 · revised November 20, 2025 · 6-9.WG.2.1–3,7–8
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: 30° N, 60° W · 30° S, 60° W · 30° N, 60° E
Answer: 30° N, 60° W
Help: Check the coordinate order, directional reference, scale, and purpose of the tool.
Pip’s example: Pip reads latitude north or south of the equator and longitude east or west of the prime meridian.
g6.social-studies.location-0.v1Choices: angular position north or south of the equator · distance east or west of a city · elevation above sea level
Answer: angular position north or south of the equator
Help: Check the coordinate order, directional reference, scale, and purpose of the tool.
Pip’s example: Pip reads latitude north or south of the equator and longitude east or west of the prime meridian.
g6.social-studies.location-1.v1Choices: angular position east or west of the prime meridian · distance north of a school · height of mountains
Answer: angular position east or west of the prime meridian
Help: Check the coordinate order, directional reference, scale, and purpose of the tool.
Pip’s example: Pip reads latitude north or south of the equator and longitude east or west of the prime meridian.
g6.social-studies.location-2.v1Choices: on the equator · at the North Pole · always on the prime meridian
Answer: on the equator
Help: Check the coordinate order, directional reference, scale, and purpose of the tool.
Pip’s example: Pip reads latitude north or south of the equator and longitude east or west of the prime meridian.
g6.social-studies.location-3.v1Choices: east · west · south
Answer: east
Help: Check the coordinate order, directional reference, scale, and purpose of the tool.
Pip’s example: Pip reads latitude north or south of the equator and longitude east or west of the prime meridian.
g6.social-studies.location-4.v1Choices: 60 km · 23 km · 6 km
Answer: 60 km
Help: Check the coordinate order, directional reference, scale, and purpose of the tool.
Pip’s example: Pip reads latitude north or south of the equator and longitude east or west of the prime meridian.
g6.social-studies.location-5.v1Choices: GIS · a calendar alone · an unlabeled photograph
Answer: GIS
Help: Check the coordinate order, directional reference, scale, and purpose of the tool.
Pip’s example: Pip reads latitude north or south of the equator and longitude east or west of the prime meridian.
g6.social-studies.location-6.v1Choices: The library is two blocks east of the station. · The latitude is 40° N. · The longitude is 110° W.
Answer: The library is two blocks east of the station.
Help: Check the coordinate order, directional reference, scale, and purpose of the tool.
Pip’s example: Pip reads latitude north or south of the equator and longitude east or west of the prime meridian.
g6.social-studies.location-7.v1Choices: Land cover and conditions can change over time. · Every image shows the same season forever. · The date replaces the need for a scale.
Answer: Land cover and conditions can change over time.
Help: Check the coordinate order, directional reference, scale, and purpose of the tool.
Pip’s example: Pip reads latitude north or south of the equator and longitude east or west of the prime meridian.
g6.social-studies.location-8.v1Choices: Use a current labeled atlas and check nearby features. · Guess from the shape of one flag. · Assume every large country is in the same hemisphere.
Answer: Use a current labeled atlas and check nearby features.
Help: Check the coordinate order, directional reference, scale, and purpose of the tool.
Pip’s example: Pip reads latitude north or south of the equator and longitude east or west of the prime meridian.
g6.social-studies.location-9.v1Idaho Social Studies 6–9 · revised November 20, 2025 · 6-9.WG.6.2–3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.
Pip’s example: Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe.
g6.social-studies.map-0.v1Help: Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.
Pip’s example: Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe.
g6.social-studies.map-1.v1Help: Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.
Pip’s example: Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe.
g6.social-studies.map-2.v1Help: Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.
Pip’s example: Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe.
g6.social-studies.map-3.v1Help: Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.
Pip’s example: Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe.
g6.social-studies.map-4.v1Help: Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.
Pip’s example: Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe.
g6.social-studies.map-5.v1Help: Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.
Pip’s example: Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe.
g6.social-studies.map-6.v1Help: Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.
Pip’s example: Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe.
g6.social-studies.map-7.v1Help: Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.
Pip’s example: Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe.
g6.social-studies.map-8.v1Help: Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.
Pip’s example: Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe.
g6.social-studies.map-9.v1Idaho Social Studies 6–9 · revised November 20, 2025 · 6-9.WH.1.1–8
Coverage: partial. Adult observation needed; no automatic grade.
Help: An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.
Pip’s example: Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation.
g6.social-studies.civilization-0.v1Help: An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.
Pip’s example: Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation.
g6.social-studies.civilization-1.v1Help: An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.
Pip’s example: Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation.
g6.social-studies.civilization-2.v1Help: An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.
Pip’s example: Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation.
g6.social-studies.civilization-3.v1Help: An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.
Pip’s example: Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation.
g6.social-studies.civilization-4.v1Help: An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.
Pip’s example: Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation.
g6.social-studies.civilization-5.v1Help: An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.
Pip’s example: Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation.
g6.social-studies.civilization-6.v1Help: An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.
Pip’s example: Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation.
g6.social-studies.civilization-7.v1Help: An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.
Pip’s example: Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation.
g6.social-studies.civilization-8.v1Help: An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.
Pip’s example: Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation.
g6.social-studies.civilization-9.v1Idaho Social Studies 6–9 · revised November 20, 2025 · 6-9.WG.2.4–5,9,14; 6-9.WH.2.2–6
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.
Pip’s example: Pip connects a river route with settlement evidence while considering trade, government, and community choices too.
g6.social-studies.migration-0.v1Help: Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.
Pip’s example: Pip connects a river route with settlement evidence while considering trade, government, and community choices too.
g6.social-studies.migration-1.v1Help: Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.
Pip’s example: Pip connects a river route with settlement evidence while considering trade, government, and community choices too.
g6.social-studies.migration-2.v1Help: Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.
Pip’s example: Pip connects a river route with settlement evidence while considering trade, government, and community choices too.
g6.social-studies.migration-3.v1Help: Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.
Pip’s example: Pip connects a river route with settlement evidence while considering trade, government, and community choices too.
g6.social-studies.migration-4.v1Help: Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.
Pip’s example: Pip connects a river route with settlement evidence while considering trade, government, and community choices too.
g6.social-studies.migration-5.v1Help: Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.
Pip’s example: Pip connects a river route with settlement evidence while considering trade, government, and community choices too.
g6.social-studies.migration-6.v1Help: Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.
Pip’s example: Pip connects a river route with settlement evidence while considering trade, government, and community choices too.
g6.social-studies.migration-7.v1Help: Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.
Pip’s example: Pip connects a river route with settlement evidence while considering trade, government, and community choices too.
g6.social-studies.migration-8.v1Help: Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.
Pip’s example: Pip connects a river route with settlement evidence while considering trade, government, and community choices too.
g6.social-studies.migration-9.v1Idaho Social Studies 6–9 · revised November 20, 2025 · 6-9.WG.1.4; 6-9.WH.1.9–12
Coverage: partial. Adult observation needed; no automatic grade.
Help: With an adult, investigate historical origins, selected ideas, and cultural expression. Use community-authored sources where available, identify internal diversity and contemporary communities, and distinguish description from belief or endorsement. No devotional imitation is required.
Pip’s example: Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life.
g6.social-studies.tradition-0.v1Help: With an adult, investigate historical origins, selected ideas, and cultural expression. Use community-authored sources where available, identify internal diversity and contemporary communities, and distinguish description from belief or endorsement. No devotional imitation is required.
Pip’s example: Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life.
g6.social-studies.tradition-1.v1Help: With an adult, investigate historical origins, selected ideas, and cultural expression. Use community-authored sources where available, identify internal diversity and contemporary communities, and distinguish description from belief or endorsement. No devotional imitation is required.
Pip’s example: Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life.
g6.social-studies.tradition-2.v1Help: With an adult, investigate historical origins, selected ideas, and cultural expression. Use community-authored sources where available, identify internal diversity and contemporary communities, and distinguish description from belief or endorsement. No devotional imitation is required.
Pip’s example: Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life.
g6.social-studies.tradition-3.v1Help: With an adult, investigate historical origins, selected ideas, and cultural expression. Use community-authored sources where available, identify internal diversity and contemporary communities, and distinguish description from belief or endorsement. No devotional imitation is required.
Pip’s example: Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life.
g6.social-studies.tradition-4.v1Help: With an adult, investigate historical origins, selected ideas, and cultural expression. Use community-authored sources where available, identify internal diversity and contemporary communities, and distinguish description from belief or endorsement. No devotional imitation is required.
Pip’s example: Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life.
g6.social-studies.tradition-5.v1Help: With an adult, investigate historical origins, selected ideas, and cultural expression. Use community-authored sources where available, identify internal diversity and contemporary communities, and distinguish description from belief or endorsement. No devotional imitation is required.
Pip’s example: Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life.
g6.social-studies.tradition-6.v1Help: With an adult, investigate historical origins, selected ideas, and cultural expression. Use community-authored sources where available, identify internal diversity and contemporary communities, and distinguish description from belief or endorsement. No devotional imitation is required.
Pip’s example: Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life.
g6.social-studies.tradition-7.v1Help: Consider the authors’ purposes and positions. Use respectful language, avoid speaking for every follower, and distinguish documented similarities from stereotypes.
Pip’s example: Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life.
g6.social-studies.belief-compare.v1Help: Use an adult-selected public example and sources from its community. Do not reproduce restricted or sacred practices; explain the limits of an outsider’s interpretation.
Pip’s example: Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life.
g6.social-studies.belief-context.v1Idaho Social Studies 6–9 · revised November 20, 2025 · 6-9.WG.3.1–7; 6-9.WH.3.1–4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: scarcity · unlimited supply · a map projection
Answer: scarcity
Help: Identify the decision, the alternatives, and whose costs or benefits are included.
Pip’s example: Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing.
g6.social-studies.economy-check-0.v1Choices: economic interdependence · complete self-sufficiency · no use of resources
Answer: economic interdependence
Help: Identify the decision, the alternatives, and whose costs or benefits are included.
Pip’s example: Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing.
g6.social-studies.economy-check-1.v1Choices: Access, distribution, health, and other conditions can differ. · One average describes every person completely. · All measures have identical meanings.
Answer: Access, distribution, health, and other conditions can differ.
Help: Identify the decision, the alternatives, and whose costs or benefits are included.
Pip’s example: Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing.
g6.social-studies.economy-check-2.v1Choices: where materials, labor, transport, costs, and benefits occur · only the color of the package · only one advertisement
Answer: where materials, labor, transport, costs, and benefits occur
Help: Identify the decision, the alternatives, and whose costs or benefits are included.
Pip’s example: Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing.
g6.social-studies.economy-check-3.v1Choices: the next-best alternative given up when making a choice · every benefit received from every possible choice · the money that never could be spent
Answer: the next-best alternative given up when making a choice
Help: Identify the decision, the alternatives, and whose costs or benefits are included.
Pip’s example: Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing.
g6.social-studies.economy-check-4.v1Help: Use at least two relevant sources, label the date and units of any data, and explain tradeoffs and missing perspectives. Keep the task fictional or historical rather than sharing household finances.
Pip’s example: Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing.
g6.social-studies.economy-inquiry-0.v1Help: Use at least two relevant sources, label the date and units of any data, and explain tradeoffs and missing perspectives. Keep the task fictional or historical rather than sharing household finances.
Pip’s example: Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing.
g6.social-studies.economy-inquiry-1.v1Help: Use at least two relevant sources, label the date and units of any data, and explain tradeoffs and missing perspectives. Keep the task fictional or historical rather than sharing household finances.
Pip’s example: Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing.
g6.social-studies.economy-inquiry-2.v1Help: Use at least two relevant sources, label the date and units of any data, and explain tradeoffs and missing perspectives. Keep the task fictional or historical rather than sharing household finances.
Pip’s example: Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing.
g6.social-studies.economy-inquiry-3.v1Help: Use at least two relevant sources, label the date and units of any data, and explain tradeoffs and missing perspectives. Keep the task fictional or historical rather than sharing household finances.
Pip’s example: Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing.
g6.social-studies.economy-inquiry-4.v1Idaho Social Studies 6–9 · revised November 20, 2025 · 6-9.WG.4.1; 6-9.WH.4.1–3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.
Pip’s example: Pip compares a historical government with the United States using decision-making, participation, limits, and evidence.
g6.social-studies.government-0.v1Help: Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.
Pip’s example: Pip compares a historical government with the United States using decision-making, participation, limits, and evidence.
g6.social-studies.government-1.v1Help: Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.
Pip’s example: Pip compares a historical government with the United States using decision-making, participation, limits, and evidence.
g6.social-studies.government-2.v1Help: Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.
Pip’s example: Pip compares a historical government with the United States using decision-making, participation, limits, and evidence.
g6.social-studies.government-3.v1Help: Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.
Pip’s example: Pip compares a historical government with the United States using decision-making, participation, limits, and evidence.
g6.social-studies.government-4.v1Help: Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.
Pip’s example: Pip compares a historical government with the United States using decision-making, participation, limits, and evidence.
g6.social-studies.government-5.v1Help: Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.
Pip’s example: Pip compares a historical government with the United States using decision-making, participation, limits, and evidence.
g6.social-studies.government-6.v1Help: Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.
Pip’s example: Pip compares a historical government with the United States using decision-making, participation, limits, and evidence.
g6.social-studies.government-7.v1Help: Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.
Pip’s example: Pip compares a historical government with the United States using decision-making, participation, limits, and evidence.
g6.social-studies.government-8.v1Help: Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.
Pip’s example: Pip compares a historical government with the United States using decision-making, participation, limits, and evidence.
g6.social-studies.government-9.v1Idaho Social Studies 6–9 · revised November 20, 2025 · 6-9.WG.2.6,11–13,15–16; 6-9.WH.2.7–10
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.
Pip’s example: Pip traces an upstream water decision to downstream effects and compares several community perspectives.
g6.social-studies.environment-0.v1Help: Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.
Pip’s example: Pip traces an upstream water decision to downstream effects and compares several community perspectives.
g6.social-studies.environment-1.v1Help: Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.
Pip’s example: Pip traces an upstream water decision to downstream effects and compares several community perspectives.
g6.social-studies.environment-2.v1Help: Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.
Pip’s example: Pip traces an upstream water decision to downstream effects and compares several community perspectives.
g6.social-studies.environment-3.v1Help: Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.
Pip’s example: Pip traces an upstream water decision to downstream effects and compares several community perspectives.
g6.social-studies.environment-4.v1Help: Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.
Pip’s example: Pip traces an upstream water decision to downstream effects and compares several community perspectives.
g6.social-studies.environment-5.v1Help: Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.
Pip’s example: Pip traces an upstream water decision to downstream effects and compares several community perspectives.
g6.social-studies.environment-6.v1Help: Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.
Pip’s example: Pip traces an upstream water decision to downstream effects and compares several community perspectives.
g6.social-studies.environment-7.v1Help: Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.
Pip’s example: Pip traces an upstream water decision to downstream effects and compares several community perspectives.
g6.social-studies.environment-8.v1Help: Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.
Pip’s example: Pip traces an upstream water decision to downstream effects and compares several community perspectives.
g6.social-studies.environment-9.v1Idaho Social Studies 6–9 · revised November 20, 2025 · 6-9.WG.1.2–3; 6-9.WG.5.1–6
Coverage: partial. Adult observation needed; no automatic grade.
Help: Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.
Pip’s example: Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience.
g6.social-studies.connection-0.v1Help: Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.
Pip’s example: Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience.
g6.social-studies.connection-1.v1Help: Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.
Pip’s example: Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience.
g6.social-studies.connection-2.v1Help: Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.
Pip’s example: Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience.
g6.social-studies.connection-3.v1Help: Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.
Pip’s example: Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience.
g6.social-studies.connection-4.v1Help: Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.
Pip’s example: Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience.
g6.social-studies.connection-5.v1Help: Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.
Pip’s example: Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience.
g6.social-studies.connection-6.v1Help: Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.
Pip’s example: Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience.
g6.social-studies.connection-7.v1Help: Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.
Pip’s example: Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience.
g6.social-studies.connection-8.v1Help: Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.
Pip’s example: Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience.
g6.social-studies.connection-9.v1Idaho Social Studies 6–9 · revised November 20, 2025 · 6-9.WH.6.1–4; 6-9.WG.6.1,3
Coverage: partial. Adult observation needed; no automatic grade.
A fictional traveler’s diary praises a new road. A market ledger records increased trade in one town. A family letter reports losing access to a field.
Help: Quote or paraphrase relevant details, identify source limits, and support a cautious interpretation. These are fictional practice sources.
Pip’s example: Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete.
g6.social-studies.sources-0.v1A fictional traveler’s diary praises a new road. A market ledger records increased trade in one town. A family letter reports losing access to a field.
Help: Identify a focused question, another useful kind of source, and how it could support or challenge the initial interpretation. Explain why different perspectives may remain even with more evidence.
Pip’s example: Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete.
g6.social-studies.corroborate-0.v1A fictional city map shows a wall. A later textbook calls the wall purely defensive. An excavation report identifies gates used for trade.
Help: Quote or paraphrase relevant details, identify source limits, and support a cautious interpretation. These are fictional practice sources.
Pip’s example: Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete.
g6.social-studies.sources-1.v1A fictional city map shows a wall. A later textbook calls the wall purely defensive. An excavation report identifies gates used for trade.
Help: Identify a focused question, another useful kind of source, and how it could support or challenge the initial interpretation. Explain why different perspectives may remain even with more evidence.
Pip’s example: Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete.
g6.social-studies.corroborate-1.v1A fictional photograph shows a crowded market on one day. A caption claims that all residents were wealthy.
Help: Quote or paraphrase relevant details, identify source limits, and support a cautious interpretation. These are fictional practice sources.
Pip’s example: Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete.
g6.social-studies.sources-2.v1A fictional photograph shows a crowded market on one day. A caption claims that all residents were wealthy.
Help: Identify a focused question, another useful kind of source, and how it could support or challenge the initial interpretation. Explain why different perspectives may remain even with more evidence.
Pip’s example: Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete.
g6.social-studies.corroborate-2.v1Two fictional population charts cover different boundaries and different decades. Both are labeled growth.
Help: Quote or paraphrase relevant details, identify source limits, and support a cautious interpretation. These are fictional practice sources.
Pip’s example: Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete.
g6.social-studies.sources-3.v1Two fictional population charts cover different boundaries and different decades. Both are labeled growth.
Help: Identify a focused question, another useful kind of source, and how it could support or challenge the initial interpretation. Explain why different perspectives may remain even with more evidence.
Pip’s example: Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete.
g6.social-studies.corroborate-3.v1An invented speech promises a new school. A later budget lists funding, while a newspaper reports construction delays.
Help: Quote or paraphrase relevant details, identify source limits, and support a cautious interpretation. These are fictional practice sources.
Pip’s example: Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete.
g6.social-studies.sources-4.v1An invented speech promises a new school. A later budget lists funding, while a newspaper reports construction delays.
Help: Identify a focused question, another useful kind of source, and how it could support or challenge the initial interpretation. Explain why different perspectives may remain even with more evidence.
Pip’s example: Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete.
g6.social-studies.corroborate-4.v1Idaho Health 6–8 · June 1, 2023 · 6-8.H.1.1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone.
g6.feelings.wellbeing-0.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone.
g6.feelings.wellbeing-1.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone.
g6.feelings.wellbeing-2.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone.
g6.feelings.wellbeing-3.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone.
g6.feelings.wellbeing-4.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone.
g6.feelings.wellbeing-5.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone.
g6.feelings.wellbeing-6.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone.
g6.feelings.wellbeing-7.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone.
g6.feelings.wellbeing-8.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone.
g6.feelings.wellbeing-9.v1Idaho Health 6–8 · June 1, 2023 · 6-8.H.2.1.1–3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies what a message encourages, who created it, and how peers or values might influence a choice.
g6.feelings.influences-0.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies what a message encourages, who created it, and how peers or values might influence a choice.
g6.feelings.influences-1.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies what a message encourages, who created it, and how peers or values might influence a choice.
g6.feelings.influences-2.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies what a message encourages, who created it, and how peers or values might influence a choice.
g6.feelings.influences-3.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies what a message encourages, who created it, and how peers or values might influence a choice.
g6.feelings.influences-4.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies what a message encourages, who created it, and how peers or values might influence a choice.
g6.feelings.influences-5.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies what a message encourages, who created it, and how peers or values might influence a choice.
g6.feelings.influences-6.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies what a message encourages, who created it, and how peers or values might influence a choice.
g6.feelings.influences-7.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies what a message encourages, who created it, and how peers or values might influence a choice.
g6.feelings.influences-8.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies what a message encourages, who created it, and how peers or values might influence a choice.
g6.feelings.influences-9.v1Idaho Health 6–8 · June 1, 2023 · 6-8.H.3.1.1–4
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support.
g6.feelings.information-0.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support.
g6.feelings.information-1.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support.
g6.feelings.information-2.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support.
g6.feelings.information-3.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support.
g6.feelings.information-4.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support.
g6.feelings.information-5.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support.
g6.feelings.information-6.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support.
g6.feelings.information-7.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support.
g6.feelings.information-8.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support.
g6.feelings.information-9.v1Idaho Health 6–8 · June 1, 2023 · 6-8.H.4.1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood.
g6.feelings.communication-0.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood.
g6.feelings.communication-1.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood.
g6.feelings.communication-2.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood.
g6.feelings.communication-3.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood.
g6.feelings.communication-4.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood.
g6.feelings.communication-5.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood.
g6.feelings.communication-6.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood.
g6.feelings.communication-7.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood.
g6.feelings.communication-8.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood.
g6.feelings.communication-9.v1Idaho Health 6–8 · June 1, 2023 · 6-8.H.4.1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues.
g6.feelings.boundaries-0.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues.
g6.feelings.boundaries-1.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues.
g6.feelings.boundaries-2.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues.
g6.feelings.boundaries-3.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues.
g6.feelings.boundaries-4.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues.
g6.feelings.boundaries-5.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues.
g6.feelings.boundaries-6.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues.
g6.feelings.boundaries-7.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues.
g6.feelings.boundaries-8.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues.
g6.feelings.boundaries-9.v1Idaho Health 6–8 · June 1, 2023 · 6-8.H.4.1.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip separates disagreement from intimidation and compares options that respect each person’s boundaries.
g6.feelings.conflict-0.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip separates disagreement from intimidation and compares options that respect each person’s boundaries.
g6.feelings.conflict-1.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip separates disagreement from intimidation and compares options that respect each person’s boundaries.
g6.feelings.conflict-2.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip separates disagreement from intimidation and compares options that respect each person’s boundaries.
g6.feelings.conflict-3.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip separates disagreement from intimidation and compares options that respect each person’s boundaries.
g6.feelings.conflict-4.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip separates disagreement from intimidation and compares options that respect each person’s boundaries.
g6.feelings.conflict-5.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip separates disagreement from intimidation and compares options that respect each person’s boundaries.
g6.feelings.conflict-6.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip separates disagreement from intimidation and compares options that respect each person’s boundaries.
g6.feelings.conflict-7.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip separates disagreement from intimidation and compares options that respect each person’s boundaries.
g6.feelings.conflict-8.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip separates disagreement from intimidation and compares options that respect each person’s boundaries.
g6.feelings.conflict-9.v1Idaho Health 6–8 · June 1, 2023 · 6-8.H.4.1.4
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable.
g6.feelings.help-0.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable.
g6.feelings.help-1.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable.
g6.feelings.help-2.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable.
g6.feelings.help-3.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable.
g6.feelings.help-4.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable.
g6.feelings.help-5.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable.
g6.feelings.help-6.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable.
g6.feelings.help-7.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable.
g6.feelings.help-8.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable.
g6.feelings.help-9.v1Idaho Health 6–8 · June 1, 2023 · 6-8.H.5.1.1–7
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information.
g6.feelings.decisions-0.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information.
g6.feelings.decisions-1.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information.
g6.feelings.decisions-2.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information.
g6.feelings.decisions-3.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information.
g6.feelings.decisions-4.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information.
g6.feelings.decisions-5.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information.
g6.feelings.decisions-6.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information.
g6.feelings.decisions-7.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information.
g6.feelings.decisions-8.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information.
g6.feelings.decisions-9.v1Idaho Health 6–8 · June 1, 2023 · 6-8.H.6.1.1–3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding.
g6.feelings.goals-0.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding.
g6.feelings.goals-1.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding.
g6.feelings.goals-2.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding.
g6.feelings.goals-3.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding.
g6.feelings.goals-4.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding.
g6.feelings.goals-5.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding.
g6.feelings.goals-6.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding.
g6.feelings.goals-7.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding.
g6.feelings.goals-8.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding.
g6.feelings.goals-9.v1Idaho Health 6–8 · June 1, 2023 · 6-8.H.8.1.1–4
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame.
g6.feelings.advocacy-0.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame.
g6.feelings.advocacy-1.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame.
g6.feelings.advocacy-2.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame.
g6.feelings.advocacy-3.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame.
g6.feelings.advocacy-4.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame.
g6.feelings.advocacy-5.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame.
g6.feelings.advocacy-6.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame.
g6.feelings.advocacy-7.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame.
g6.feelings.advocacy-8.v1Help: Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.
Pip’s example: Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame.
g6.feelings.advocacy-9.v1Idaho General Music 6–12 · April 29, 2024 · 6-12.MU:GM.2.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.
Pip’s example: Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model.
g6.music.notation-0.v1Help: Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.
Pip’s example: Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model.
g6.music.notation-1.v1Help: Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.
Pip’s example: Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model.
g6.music.notation-2.v1Help: Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.
Pip’s example: Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model.
g6.music.notation-3.v1Help: Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.
Pip’s example: Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model.
g6.music.notation-4.v1Help: Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.
Pip’s example: Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model.
g6.music.notation-5.v1Help: Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.
Pip’s example: Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model.
g6.music.notation-6.v1Help: Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.
Pip’s example: Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model.
g6.music.notation-7.v1Help: Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.
Pip’s example: Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model.
g6.music.notation-8.v1Help: Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.
Pip’s example: Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model.
g6.music.notation-9.v1Idaho General Music 6–12 · April 29, 2024 · 6-12.MU:GM.1.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.
Pip’s example: Pip creates an opening, contrast, and return, recording the plan with notation or symbols.
g6.music.form-0.v1Help: Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.
Pip’s example: Pip creates an opening, contrast, and return, recording the plan with notation or symbols.
g6.music.form-1.v1Help: Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.
Pip’s example: Pip creates an opening, contrast, and return, recording the plan with notation or symbols.
g6.music.form-2.v1Help: Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.
Pip’s example: Pip creates an opening, contrast, and return, recording the plan with notation or symbols.
g6.music.form-3.v1Help: Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.
Pip’s example: Pip creates an opening, contrast, and return, recording the plan with notation or symbols.
g6.music.form-4.v1Help: Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.
Pip’s example: Pip creates an opening, contrast, and return, recording the plan with notation or symbols.
g6.music.form-5.v1Help: Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.
Pip’s example: Pip creates an opening, contrast, and return, recording the plan with notation or symbols.
g6.music.form-6.v1Help: Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.
Pip’s example: Pip creates an opening, contrast, and return, recording the plan with notation or symbols.
g6.music.form-7.v1Help: Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.
Pip’s example: Pip creates an opening, contrast, and return, recording the plan with notation or symbols.
g6.music.form-8.v1Help: Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.
Pip’s example: Pip creates an opening, contrast, and return, recording the plan with notation or symbols.
g6.music.form-9.v1Idaho General Music 6–12 · April 29, 2024 · 6-12.MU:GM.1.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.
Pip’s example: Pip compares two accompaniments under the same melody using a real instrument and explains the effect.
g6.music.harmony-0.v1Help: Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.
Pip’s example: Pip compares two accompaniments under the same melody using a real instrument and explains the effect.
g6.music.harmony-1.v1Help: Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.
Pip’s example: Pip compares two accompaniments under the same melody using a real instrument and explains the effect.
g6.music.harmony-2.v1Help: Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.
Pip’s example: Pip compares two accompaniments under the same melody using a real instrument and explains the effect.
g6.music.harmony-3.v1Help: Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.
Pip’s example: Pip compares two accompaniments under the same melody using a real instrument and explains the effect.
g6.music.harmony-4.v1Help: Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.
Pip’s example: Pip compares two accompaniments under the same melody using a real instrument and explains the effect.
g6.music.harmony-5.v1Help: Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.
Pip’s example: Pip compares two accompaniments under the same melody using a real instrument and explains the effect.
g6.music.harmony-6.v1Help: Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.
Pip’s example: Pip compares two accompaniments under the same melody using a real instrument and explains the effect.
g6.music.harmony-7.v1Help: Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.
Pip’s example: Pip compares two accompaniments under the same melody using a real instrument and explains the effect.
g6.music.harmony-8.v1Help: Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.
Pip’s example: Pip compares two accompaniments under the same melody using a real instrument and explains the effect.
g6.music.harmony-9.v1Idaho General Music 6–12 · April 29, 2024 · 6-12.MU:GM.1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.
Pip’s example: Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source.
g6.music.arrangement-0.v1Help: Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.
Pip’s example: Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source.
g6.music.arrangement-1.v1Help: Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.
Pip’s example: Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source.
g6.music.arrangement-2.v1Help: Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.
Pip’s example: Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source.
g6.music.arrangement-3.v1Help: Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.
Pip’s example: Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source.
g6.music.arrangement-4.v1Help: Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.
Pip’s example: Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source.
g6.music.arrangement-5.v1Help: Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.
Pip’s example: Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source.
g6.music.arrangement-6.v1Help: Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.
Pip’s example: Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source.
g6.music.arrangement-7.v1Help: Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.
Pip’s example: Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source.
g6.music.arrangement-8.v1Help: Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.
Pip’s example: Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source.
g6.music.arrangement-9.v1Idaho General Music 6–12 · April 29, 2024 · 6-12.MU:GM.2.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.
Pip’s example: Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions.
g6.music.revision-0.v1Help: State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.
Pip’s example: Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions.
g6.music.revision-1.v1Help: State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.
Pip’s example: Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions.
g6.music.revision-2.v1Help: State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.
Pip’s example: Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions.
g6.music.revision-3.v1Help: State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.
Pip’s example: Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions.
g6.music.revision-4.v1Help: State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.
Pip’s example: Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions.
g6.music.revision-5.v1Help: State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.
Pip’s example: Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions.
g6.music.revision-6.v1Help: State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.
Pip’s example: Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions.
g6.music.revision-7.v1Help: State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.
Pip’s example: Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions.
g6.music.revision-8.v1Help: State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.
Pip’s example: Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions.
g6.music.revision-9.v1Idaho General Music 6–12 · April 29, 2024 · 6-12.MU:GM.2.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.
Pip’s example: Pip compares the same phrase at two tempos and describes how that change affects its character.
g6.music.elements-0.v1Help: Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.
Pip’s example: Pip compares the same phrase at two tempos and describes how that change affects its character.
g6.music.elements-1.v1Help: Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.
Pip’s example: Pip compares the same phrase at two tempos and describes how that change affects its character.
g6.music.elements-2.v1Help: Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.
Pip’s example: Pip compares the same phrase at two tempos and describes how that change affects its character.
g6.music.elements-3.v1Help: Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.
Pip’s example: Pip compares the same phrase at two tempos and describes how that change affects its character.
g6.music.elements-4.v1Help: Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.
Pip’s example: Pip compares the same phrase at two tempos and describes how that change affects its character.
g6.music.elements-5.v1Help: Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.
Pip’s example: Pip compares the same phrase at two tempos and describes how that change affects its character.
g6.music.elements-6.v1Help: Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.
Pip’s example: Pip compares the same phrase at two tempos and describes how that change affects its character.
g6.music.elements-7.v1Help: Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.
Pip’s example: Pip compares the same phrase at two tempos and describes how that change affects its character.
g6.music.elements-8.v1Help: Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.
Pip’s example: Pip compares the same phrase at two tempos and describes how that change affects its character.
g6.music.elements-9.v1Idaho General Music 6–12 · April 29, 2024 · 6-12.MU:GM.3.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.
Pip’s example: Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference.
g6.music.performance-0.v1Help: Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.
Pip’s example: Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference.
g6.music.performance-1.v1Help: Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.
Pip’s example: Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference.
g6.music.performance-2.v1Help: Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.
Pip’s example: Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference.
g6.music.performance-3.v1Help: Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.
Pip’s example: Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference.
g6.music.performance-4.v1Help: Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.
Pip’s example: Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference.
g6.music.performance-5.v1Help: Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.
Pip’s example: Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference.
g6.music.performance-6.v1Help: Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.
Pip’s example: Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference.
g6.music.performance-7.v1Help: Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.
Pip’s example: Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference.
g6.music.performance-8.v1Help: Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.
Pip’s example: Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference.
g6.music.performance-9.v1Idaho General Music 6–12 · April 29, 2024 · 6-12.MU:GM.4.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.
Pip’s example: Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention.
g6.music.response-0.v1Help: Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.
Pip’s example: Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention.
g6.music.response-1.v1Help: Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.
Pip’s example: Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention.
g6.music.response-2.v1Help: Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.
Pip’s example: Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention.
g6.music.response-3.v1Help: Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.
Pip’s example: Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention.
g6.music.response-4.v1Help: Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.
Pip’s example: Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention.
g6.music.response-5.v1Help: Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.
Pip’s example: Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention.
g6.music.response-6.v1Help: Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.
Pip’s example: Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention.
g6.music.response-7.v1Help: Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.
Pip’s example: Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention.
g6.music.response-8.v1Help: Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.
Pip’s example: Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention.
g6.music.response-9.v1Idaho General Music 6–12 · April 29, 2024 · 6-12.MU:GM.5.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.
Pip’s example: Pip compares credited examples in their contexts without treating one work as representative of every person in a culture.
g6.music.context-0.v1Help: An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.
Pip’s example: Pip compares credited examples in their contexts without treating one work as representative of every person in a culture.
g6.music.context-1.v1Help: An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.
Pip’s example: Pip compares credited examples in their contexts without treating one work as representative of every person in a culture.
g6.music.context-2.v1Help: An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.
Pip’s example: Pip compares credited examples in their contexts without treating one work as representative of every person in a culture.
g6.music.context-3.v1Help: An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.
Pip’s example: Pip compares credited examples in their contexts without treating one work as representative of every person in a culture.
g6.music.context-4.v1Help: An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.
Pip’s example: Pip compares credited examples in their contexts without treating one work as representative of every person in a culture.
g6.music.context-5.v1Help: An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.
Pip’s example: Pip compares credited examples in their contexts without treating one work as representative of every person in a culture.
g6.music.context-6.v1Help: An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.
Pip’s example: Pip compares credited examples in their contexts without treating one work as representative of every person in a culture.
g6.music.context-7.v1Help: An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.
Pip’s example: Pip compares credited examples in their contexts without treating one work as representative of every person in a culture.
g6.music.context-8.v1Help: An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.
Pip’s example: Pip compares credited examples in their contexts without treating one work as representative of every person in a culture.
g6.music.context-9.v1Idaho General Music 6–12 · April 29, 2024 · 6-12.MU:GM.5.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.
Pip’s example: Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation.
g6.music.connection-0.v1Help: Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.
Pip’s example: Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation.
g6.music.connection-1.v1Help: Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.
Pip’s example: Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation.
g6.music.connection-2.v1Help: Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.
Pip’s example: Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation.
g6.music.connection-3.v1Help: Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.
Pip’s example: Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation.
g6.music.connection-4.v1Help: Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.
Pip’s example: Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation.
g6.music.connection-5.v1Help: Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.
Pip’s example: Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation.
g6.music.connection-6.v1Help: Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.
Pip’s example: Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation.
g6.music.connection-7.v1Help: Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.
Pip’s example: Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation.
g6.music.connection-8.v1Help: Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.
Pip’s example: Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation.
g6.music.connection-9.v1Idaho Visual Arts 6–8 · April 29, 2024 · 6-8.VA.1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip makes several thumbnails, chooses one for a reason, and keeps room for revision.
g6.art.plan-0.v1Help: Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip makes several thumbnails, chooses one for a reason, and keeps room for revision.
g6.art.plan-1.v1Help: Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip makes several thumbnails, chooses one for a reason, and keeps room for revision.
g6.art.plan-2.v1Help: Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip makes several thumbnails, chooses one for a reason, and keeps room for revision.
g6.art.plan-3.v1Help: Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip makes several thumbnails, chooses one for a reason, and keeps room for revision.
g6.art.plan-4.v1Help: Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip makes several thumbnails, chooses one for a reason, and keeps room for revision.
g6.art.plan-5.v1Help: Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip makes several thumbnails, chooses one for a reason, and keeps room for revision.
g6.art.plan-6.v1Help: Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip makes several thumbnails, chooses one for a reason, and keeps room for revision.
g6.art.plan-7.v1Help: Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip makes several thumbnails, chooses one for a reason, and keeps room for revision.
g6.art.plan-8.v1Help: Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip makes several thumbnails, chooses one for a reason, and keeps room for revision.
g6.art.plan-9.v1Idaho Visual Arts 6–8 · April 29, 2024 · 6-8.VA.2.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip tests two safe materials on small samples and records how their effects differ.
g6.art.experiment-0.v1Help: Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip tests two safe materials on small samples and records how their effects differ.
g6.art.experiment-1.v1Help: Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip tests two safe materials on small samples and records how their effects differ.
g6.art.experiment-2.v1Help: Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip tests two safe materials on small samples and records how their effects differ.
g6.art.experiment-3.v1Help: Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip tests two safe materials on small samples and records how their effects differ.
g6.art.experiment-4.v1Help: Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip tests two safe materials on small samples and records how their effects differ.
g6.art.experiment-5.v1Help: Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip tests two safe materials on small samples and records how their effects differ.
g6.art.experiment-6.v1Help: Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip tests two safe materials on small samples and records how their effects differ.
g6.art.experiment-7.v1Help: Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip tests two safe materials on small samples and records how their effects differ.
g6.art.experiment-8.v1Help: Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip tests two safe materials on small samples and records how their effects differ.
g6.art.experiment-9.v1Idaho Visual Arts 6–8 · April 29, 2024 · 6-8.VA.2.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip changes emphasis, contrast, and placement to direct a viewer’s attention.
g6.art.organize-0.v1Help: Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip changes emphasis, contrast, and placement to direct a viewer’s attention.
g6.art.organize-1.v1Help: Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip changes emphasis, contrast, and placement to direct a viewer’s attention.
g6.art.organize-2.v1Help: Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip changes emphasis, contrast, and placement to direct a viewer’s attention.
g6.art.organize-3.v1Help: Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip changes emphasis, contrast, and placement to direct a viewer’s attention.
g6.art.organize-4.v1Help: Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip changes emphasis, contrast, and placement to direct a viewer’s attention.
g6.art.organize-5.v1Help: Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip changes emphasis, contrast, and placement to direct a viewer’s attention.
g6.art.organize-6.v1Help: Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip changes emphasis, contrast, and placement to direct a viewer’s attention.
g6.art.organize-7.v1Help: Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip changes emphasis, contrast, and placement to direct a viewer’s attention.
g6.art.organize-8.v1Help: Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip changes emphasis, contrast, and placement to direct a viewer’s attention.
g6.art.organize-9.v1Idaho Visual Arts 6–8 · April 29, 2024 · 6-8.VA.2.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares the intended message with a viewer’s interpretation and revises a specific element.
g6.art.revise-0.v1Help: Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares the intended message with a viewer’s interpretation and revises a specific element.
g6.art.revise-1.v1Help: Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares the intended message with a viewer’s interpretation and revises a specific element.
g6.art.revise-2.v1Help: Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares the intended message with a viewer’s interpretation and revises a specific element.
g6.art.revise-3.v1Help: Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares the intended message with a viewer’s interpretation and revises a specific element.
g6.art.revise-4.v1Help: Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares the intended message with a viewer’s interpretation and revises a specific element.
g6.art.revise-5.v1Help: Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares the intended message with a viewer’s interpretation and revises a specific element.
g6.art.revise-6.v1Help: Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares the intended message with a viewer’s interpretation and revises a specific element.
g6.art.revise-7.v1Help: Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares the intended message with a viewer’s interpretation and revises a specific element.
g6.art.revise-8.v1Help: Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares the intended message with a viewer’s interpretation and revises a specific element.
g6.art.revise-9.v1Idaho Visual Arts 6–8 · April 29, 2024 · 6-8.VA.3.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares display arrangements and considers access, safe handling, and the relationship between works.
g6.art.present-0.v1Help: Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares display arrangements and considers access, safe handling, and the relationship between works.
g6.art.present-1.v1Help: Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares display arrangements and considers access, safe handling, and the relationship between works.
g6.art.present-2.v1Help: Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares display arrangements and considers access, safe handling, and the relationship between works.
g6.art.present-3.v1Help: Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares display arrangements and considers access, safe handling, and the relationship between works.
g6.art.present-4.v1Help: Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares display arrangements and considers access, safe handling, and the relationship between works.
g6.art.present-5.v1Help: Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares display arrangements and considers access, safe handling, and the relationship between works.
g6.art.present-6.v1Help: Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares display arrangements and considers access, safe handling, and the relationship between works.
g6.art.present-7.v1Help: Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares display arrangements and considers access, safe handling, and the relationship between works.
g6.art.present-8.v1Help: Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares display arrangements and considers access, safe handling, and the relationship between works.
g6.art.present-9.v1Idaho Visual Arts 6–8 · April 29, 2024 · 6-8.VA.3.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip writes a concise statement naming intention, process, influences, and a decision that changed.
g6.art.statement-0.v1Help: Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip writes a concise statement naming intention, process, influences, and a decision that changed.
g6.art.statement-1.v1Help: Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip writes a concise statement naming intention, process, influences, and a decision that changed.
g6.art.statement-2.v1Help: Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip writes a concise statement naming intention, process, influences, and a decision that changed.
g6.art.statement-3.v1Help: Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip writes a concise statement naming intention, process, influences, and a decision that changed.
g6.art.statement-4.v1Help: Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip writes a concise statement naming intention, process, influences, and a decision that changed.
g6.art.statement-5.v1Help: Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip writes a concise statement naming intention, process, influences, and a decision that changed.
g6.art.statement-6.v1Help: Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip writes a concise statement naming intention, process, influences, and a decision that changed.
g6.art.statement-7.v1Help: Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip writes a concise statement naming intention, process, influences, and a decision that changed.
g6.art.statement-8.v1Help: Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip writes a concise statement naming intention, process, influences, and a decision that changed.
g6.art.statement-9.v1Idaho Visual Arts 6–8 · April 29, 2024 · 6-8.VA.4.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip separates what is visible from an interpretation and supports the interpretation with details.
g6.art.interpret-0.v1Help: Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip separates what is visible from an interpretation and supports the interpretation with details.
g6.art.interpret-1.v1Help: Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip separates what is visible from an interpretation and supports the interpretation with details.
g6.art.interpret-2.v1Help: Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip separates what is visible from an interpretation and supports the interpretation with details.
g6.art.interpret-3.v1Help: Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip separates what is visible from an interpretation and supports the interpretation with details.
g6.art.interpret-4.v1Help: Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip separates what is visible from an interpretation and supports the interpretation with details.
g6.art.interpret-5.v1Help: Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip separates what is visible from an interpretation and supports the interpretation with details.
g6.art.interpret-6.v1Help: Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip separates what is visible from an interpretation and supports the interpretation with details.
g6.art.interpret-7.v1Help: Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip separates what is visible from an interpretation and supports the interpretation with details.
g6.art.interpret-8.v1Help: Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip separates what is visible from an interpretation and supports the interpretation with details.
g6.art.interpret-9.v1Idaho Visual Arts 6–8 · April 29, 2024 · 6-8.VA.4.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares a cropped and uncropped image and asks how each directs attention.
g6.art.audience-0.v1Help: Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares a cropped and uncropped image and asks how each directs attention.
g6.art.audience-1.v1Help: Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares a cropped and uncropped image and asks how each directs attention.
g6.art.audience-2.v1Help: Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares a cropped and uncropped image and asks how each directs attention.
g6.art.audience-3.v1Help: Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares a cropped and uncropped image and asks how each directs attention.
g6.art.audience-4.v1Help: Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares a cropped and uncropped image and asks how each directs attention.
g6.art.audience-5.v1Help: Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares a cropped and uncropped image and asks how each directs attention.
g6.art.audience-6.v1Help: Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares a cropped and uncropped image and asks how each directs attention.
g6.art.audience-7.v1Help: Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares a cropped and uncropped image and asks how each directs attention.
g6.art.audience-8.v1Help: Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares a cropped and uncropped image and asks how each directs attention.
g6.art.audience-9.v1Idaho Visual Arts 6–8 · April 29, 2024 · 6-8.VA.5.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip learns who made a work and why before interpreting its forms and materials.
g6.art.context-0.v1Help: Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip learns who made a work and why before interpreting its forms and materials.
g6.art.context-1.v1Help: Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip learns who made a work and why before interpreting its forms and materials.
g6.art.context-2.v1Help: Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip learns who made a work and why before interpreting its forms and materials.
g6.art.context-3.v1Help: Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip learns who made a work and why before interpreting its forms and materials.
g6.art.context-4.v1Help: Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip learns who made a work and why before interpreting its forms and materials.
g6.art.context-5.v1Help: Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip learns who made a work and why before interpreting its forms and materials.
g6.art.context-6.v1Help: Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip learns who made a work and why before interpreting its forms and materials.
g6.art.context-7.v1Help: Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip learns who made a work and why before interpreting its forms and materials.
g6.art.context-8.v1Help: Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip learns who made a work and why before interpreting its forms and materials.
g6.art.context-9.v1Idaho Visual Arts 6–8 · April 29, 2024 · 6-8.VA.5.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares two dated works and considers changes in resources and use as well as appearance.
g6.art.change-0.v1Help: Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares two dated works and considers changes in resources and use as well as appearance.
g6.art.change-1.v1Help: Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares two dated works and considers changes in resources and use as well as appearance.
g6.art.change-2.v1Help: Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares two dated works and considers changes in resources and use as well as appearance.
g6.art.change-3.v1Help: Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares two dated works and considers changes in resources and use as well as appearance.
g6.art.change-4.v1Help: Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares two dated works and considers changes in resources and use as well as appearance.
g6.art.change-5.v1Help: Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares two dated works and considers changes in resources and use as well as appearance.
g6.art.change-6.v1Help: Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares two dated works and considers changes in resources and use as well as appearance.
g6.art.change-7.v1Help: Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares two dated works and considers changes in resources and use as well as appearance.
g6.art.change-8.v1Help: Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.
Pip’s example: Pip compares two dated works and considers changes in resources and use as well as appearance.
g6.art.change-9.v1