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 · 3.FR-PH.3a
Coverage: partial. Adult observation needed; no automatic grade.
Target: revisit
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip reads revisit by finding the familiar word visit and adding re.
g3.reading.decode-revisit.v1Target: disappear
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip reads revisit by finding the familiar word visit and adding re.
g3.reading.decode-disappear.v1Target: mislead
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip reads revisit by finding the familiar word visit and adding re.
g3.reading.decode-mislead.v1Target: careful
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip reads revisit by finding the familiar word visit and adding re.
g3.reading.decode-careful.v1Target: fearless
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip reads revisit by finding the familiar word visit and adding re.
g3.reading.decode-fearless.v1Idaho ELA/Literacy · January 3, 2022 · 3.FR-PH.3b
Coverage: partial. Adult observation needed; no automatic grade.
Target: transport
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip reads transport in parts, then blends the whole word.
g3.reading.decode-transport.v1Target: portable
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip reads transport in parts, then blends the whole word.
g3.reading.decode-portable.v1Target: biology
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip reads transport in parts, then blends the whole word.
g3.reading.decode-biology.v1Target: telephone
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip reads transport in parts, then blends the whole word.
g3.reading.decode-telephone.v1Target: autograph
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip reads transport in parts, then blends the whole word.
g3.reading.decode-autograph.v1Idaho ELA/Literacy · January 3, 2022 · 3.FR-PH.3c
Coverage: partial. Adult observation needed; no automatic grade.
Target: fantastic
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip reads each syllable, blends fantastic, and checks whether it makes sense.
g3.reading.decode-fantastic.v1Target: remember
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip reads each syllable, blends fantastic, and checks whether it makes sense.
g3.reading.decode-remember.v1Target: umbrella
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip reads each syllable, blends fantastic, and checks whether it makes sense.
g3.reading.decode-umbrella.v1Target: yesterday
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip reads each syllable, blends fantastic, and checks whether it makes sense.
g3.reading.decode-yesterday.v1Target: animal
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip reads each syllable, blends fantastic, and checks whether it makes sense.
g3.reading.decode-animal.v1Idaho ELA/Literacy · January 3, 2022 · 3.FR-PH.3d
Coverage: partial. Adult observation needed; no automatic grade.
Target: enough
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip notices the unexpected spelling in enough and practices the whole word.
g3.reading.decode-enough.v1Target: answer
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip notices the unexpected spelling in enough and practices the whole word.
g3.reading.decode-answer.v1Target: island
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip notices the unexpected spelling in enough and practices the whole word.
g3.reading.decode-island.v1Target: though
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip notices the unexpected spelling in enough and practices the whole word.
g3.reading.decode-though.v1Target: beautiful
Help: Find familiar parts, blend the word, and ask a grown-up to listen. A recording is not needed.
Pip’s example: Pip notices the unexpected spelling in enough and practices the whole word.
g3.reading.decode-beautiful.v1Idaho ELA/Literacy · January 3, 2022 · 3.VD-WB.1a; 3.VD-WB.2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: not wide · very long · brightly lit
Answer: not wide
Help: Reread the clues around the word and test whether the meaning fits.
Pip’s example: Pip uses the sentence to decide that a bright idea is clever, not a glowing object.
g3.reading.context-0.v1Choices: not ready or willing · already finished · very noisy
Answer: not ready or willing
Help: Reread the clues around the word and test whether the meaning fits.
Pip’s example: Pip uses the sentence to decide that a bright idea is clever, not a glowing object.
g3.reading.context-1.v1Choices: easily broken · very heavy · newly painted
Answer: easily broken
Help: Reread the clues around the word and test whether the meaning fits.
Pip’s example: Pip uses the sentence to decide that a bright idea is clever, not a glowing object.
g3.reading.context-2.v1Choices: hard to find in enough amounts · falling every day · dangerous to touch
Answer: hard to find in enough amounts
Help: Reread the clues around the word and test whether the meaning fits.
Pip’s example: Pip uses the sentence to decide that a bright idea is clever, not a glowing object.
g3.reading.context-3.v1Choices: take actions · walk up stairs · measure feet
Answer: take actions
Help: Reread the clues around the word and test whether the meaning fits.
Pip’s example: Pip uses the sentence to decide that a bright idea is clever, not a glowing object.
g3.reading.context-4.v1Choices: revealed the secret · cooked dinner · dropped a bowl
Answer: revealed the secret
Help: Reread the clues around the word and test whether the meaning fits.
Pip’s example: Pip uses the sentence to decide that a bright idea is clever, not a glowing object.
g3.reading.context-5.v1Choices: knew · suspected · Both always mean the same thing
Answer: knew
Help: Reread the clues around the word and test whether the meaning fits.
Pip’s example: Pip uses the sentence to decide that a bright idea is clever, not a glowing object.
g3.reading.context-6.v1Choices: wondered · knew · proved
Answer: wondered
Help: Reread the clues around the word and test whether the meaning fits.
Pip’s example: Pip uses the sentence to decide that a bright idea is clever, not a glowing object.
g3.reading.context-7.v1Choices: not brightly lit · too crowded · very warm
Answer: not brightly lit
Help: Reread the clues around the word and test whether the meaning fits.
Pip’s example: Pip uses the sentence to decide that a bright idea is clever, not a glowing object.
g3.reading.context-8.v1Choices: examined carefully · built quickly · forgot about
Answer: examined carefully
Help: Reread the clues around the word and test whether the meaning fits.
Pip’s example: Pip uses the sentence to decide that a bright idea is clever, not a glowing object.
g3.reading.context-9.v1Idaho ELA/Literacy · January 3, 2022 · 3.VD-WB.1b–d
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: write again · read again · write before
Answer: write again
Help: Find a familiar base or root and think about what the added part changes.
Pip’s example: Pip connects port with carry: a portable object can be carried.
g3.reading.meaning-rewrite.v1Choices: take things out of a pack · put things into a pack · pack things again
Answer: take things out of a pack
Help: Find a familiar base or root and think about what the added part changes.
Pip’s example: Pip connects port with carry: a portable object can be carried.
g3.reading.meaning-unpack.v1Choices: without care · full of care · care again
Answer: without care
Help: Find a familiar base or root and think about what the added part changes.
Pip’s example: Pip connects port with carry: a portable object can be carried.
g3.reading.meaning-careless.v1Choices: giving help · without help · needing no help
Answer: giving help
Help: Find a familiar base or root and think about what the added part changes.
Pip’s example: Pip connects port with carry: a portable object can be carried.
g3.reading.meaning-helpful.v1Choices: read incorrectly · read again · read before
Answer: read incorrectly
Help: Find a familiar base or root and think about what the added part changes.
Pip’s example: Pip connects port with carry: a portable object can be carried.
g3.reading.meaning-misread.v1Choices: carry from one place to another · stay in one place · write between lines
Answer: carry from one place to another
Help: Find a familiar base or root and think about what the added part changes.
Pip’s example: Pip connects port with carry: a portable object can be carried.
g3.reading.meaning-transport.v1Choices: able to be carried · too heavy to move · able to be heard
Answer: able to be carried
Help: Find a familiar base or root and think about what the added part changes.
Pip’s example: Pip connects port with carry: a portable object can be carried.
g3.reading.meaning-portable.v1Choices: look at before · look at again · look at afterward
Answer: look at before
Help: Find a familiar base or root and think about what the added part changes.
Pip’s example: Pip connects port with carry: a portable object can be carried.
g3.reading.meaning-preview.v1Choices: have a different opinion · agree again · forget the topic
Answer: have a different opinion
Help: Find a familiar base or root and think about what the added part changes.
Pip’s example: Pip connects port with carry: a portable object can be carried.
g3.reading.meaning-disagree.v1Choices: able to be used again · able to be used only once · unable to be used
Answer: able to be used again
Help: Find a familiar base or root and think about what the added part changes.
Pip’s example: Pip connects port with carry: a portable object can be carried.
g3.reading.meaning-reusable.v1Idaho ELA/Literacy · January 3, 2022 · 3.RC-TE.3; 3.RC-L.5b
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Mira hid her sketch when the art club arrived. Eli asked to see it and noticed the careful shadows. Mira showed how she had made them. By the end, she offered to teach the group.
Choices: She offers to teach the group. · He thanks Ren at the fair. · She tests changes and saves notes.
Answer: She offers to teach the group.
Help: Compare the beginning and ending; choose an action from the text.
Pip’s example: Pip compares a character’s first worry with a later action and points to the words that show a change.
g3.reading.character-0.v1Tomas wanted the garden prize alone. His beans began to wilt. He asked Ren about watering and listened to her advice. At the fair, Tomas thanked Ren and invited her to stand beside the plant.
Choices: He thanks Ren at the fair. · The narrator asks to explore again. · They try both endings.
Answer: He thanks Ren at the fair.
Help: Compare the beginning and ending; choose an action from the text.
Pip’s example: Pip compares a character’s first worry with a later action and points to the words that show a change.
g3.reading.character-1.v1I thought the new trail would be boring. My brother stopped to show me tiny tracks in the mud. I began searching for more signs. On the way home, I asked when we could explore again.
Choices: The narrator asks to explore again. · She tests changes and saves notes. · He tells the teacher and makes a reminder.
Answer: The narrator asks to explore again.
Help: Compare the beginning and ending; choose an action from the text.
Pip’s example: Pip compares a character’s first worry with a later action and points to the words that show a change.
g3.reading.character-2.v1Leah rushed through building a kite. It spun and fell. She checked the frame, changed one piece, and tried again. After several tests, the kite rose. Leah saved her notes for the next windy day.
Choices: She tests changes and saves notes. · They try both endings. · She reads the whole poem.
Answer: She tests changes and saves notes.
Help: Compare the beginning and ending; choose an action from the text.
Pip’s example: Pip compares a character’s first worry with a later action and points to the words that show a change.
g3.reading.character-3.v1I was sure our puppet play needed my ending. Jo suggested another one. We acted out both endings and asked what made sense. I liked how her ending solved the problem, and we revised our script together.
Choices: They try both endings. · He tells the teacher and makes a reminder. · The narrator inspects broken things first.
Answer: They try both endings.
Help: Compare the beginning and ending; choose an action from the text.
Pip’s example: Pip compares a character’s first worry with a later action and points to the words that show a change.
g3.reading.character-4.v1Owen promised to feed the class fish but forgot. He told the teacher instead of blaming someone else. They checked the fish, and Owen made a reminder card. The next day he checked the card before leaving.
Choices: He tells the teacher and makes a reminder. · She reads the whole poem. · He offers a path drawing.
Answer: He tells the teacher and makes a reminder.
Help: Compare the beginning and ending; choose an action from the text.
Pip’s example: Pip compares a character’s first worry with a later action and points to the words that show a change.
g3.reading.character-5.v1Nia dreaded reading her poem aloud. She practiced with one friend, who listened patiently. At the gathering, Nia paused, took a breath, and read. Her voice was quiet, but she finished every line.
Choices: She reads the whole poem. · The narrator inspects broken things first. · The narrator decides to keep working.
Answer: She reads the whole poem.
Help: Compare the beginning and ending; choose an action from the text.
Pip’s example: Pip compares a character’s first worry with a later action and points to the words that show a change.
g3.reading.character-6.v1I wanted to throw away the broken toy wagon. Grandpa asked me to examine the loose wheel. We found a missing pin and repaired it together. Now I inspect broken things before deciding what to do.
Choices: The narrator inspects broken things first. · He offers a path drawing. · She offers to teach the group.
Answer: The narrator inspects broken things first.
Help: Compare the beginning and ending; choose an action from the text.
Pip’s example: Pip compares a character’s first worry with a later action and points to the words that show a change.
g3.reading.character-7.v1Sam called the empty lot useless. A neighbor showed him plans for a shared garden. Sam asked how paths would work for everyone. At the meeting, he offered a drawing of a wide, smooth path.
Choices: He offers a path drawing. · The narrator decides to keep working. · He thanks Ren at the fair.
Answer: He offers a path drawing.
Help: Compare the beginning and ending; choose an action from the text.
Pip’s example: Pip compares a character’s first worry with a later action and points to the words that show a change.
g3.reading.character-8.v1I always chose the easiest puzzle. Today I tried one with many pieces and nearly quit. My cousin helped me sort the edges. I finished a corner myself and decided to keep working after lunch.
Choices: The narrator decides to keep working. · She offers to teach the group. · The narrator asks to explore again.
Answer: The narrator decides to keep working.
Help: Compare the beginning and ending; choose an action from the text.
Pip’s example: Pip compares a character’s first worry with a later action and points to the words that show a change.
g3.reading.character-9.v1Idaho ELA/Literacy · January 3, 2022 · 3.RC-L.5a
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Mira hid her sketch when the art club arrived. Eli asked to see it and noticed the careful shadows. Mira showed how she had made them. By the end, she offered to teach the group.
Choices: Sharing a skill can build confidence. · Looking closely can reveal surprises. · Listening can improve a shared project.
Answer: Sharing a skill can build confidence.
Help: Use what happened, not just what you already believe.
Pip’s example: Pip uses what a character did and what happened afterward to explain a possible lesson.
g3.reading.theme-0.v1Tomas wanted the garden prize alone. His beans began to wilt. He asked Ren about watering and listened to her advice. At the fair, Tomas thanked Ren and invited her to stand beside the plant.
Choices: Accepting help can improve our work. · Careful testing can help solve problems. · Honesty and a plan can help repair a mistake.
Answer: Accepting help can improve our work.
Help: Use what happened, not just what you already believe.
Pip’s example: Pip uses what a character did and what happened afterward to explain a possible lesson.
g3.reading.theme-1.v1I thought the new trail would be boring. My brother stopped to show me tiny tracks in the mud. I began searching for more signs. On the way home, I asked when we could explore again.
Choices: Looking closely can reveal surprises. · Listening can improve a shared project. · A small brave step can follow practice.
Answer: Looking closely can reveal surprises.
Help: Use what happened, not just what you already believe.
Pip’s example: Pip uses what a character did and what happened afterward to explain a possible lesson.
g3.reading.theme-2.v1Leah rushed through building a kite. It spun and fell. She checked the frame, changed one piece, and tried again. After several tests, the kite rose. Leah saved her notes for the next windy day.
Choices: Careful testing can help solve problems. · Honesty and a plan can help repair a mistake. · Investigating can reveal a useful solution.
Answer: Careful testing can help solve problems.
Help: Use what happened, not just what you already believe.
Pip’s example: Pip uses what a character did and what happened afterward to explain a possible lesson.
g3.reading.theme-3.v1I was sure our puppet play needed my ending. Jo suggested another one. We acted out both endings and asked what made sense. I liked how her ending solved the problem, and we revised our script together.
Choices: Listening can improve a shared project. · A small brave step can follow practice. · Learning about a plan can inspire participation.
Answer: Listening can improve a shared project.
Help: Use what happened, not just what you already believe.
Pip’s example: Pip uses what a character did and what happened afterward to explain a possible lesson.
g3.reading.theme-4.v1Owen promised to feed the class fish but forgot. He told the teacher instead of blaming someone else. They checked the fish, and Owen made a reminder card. The next day he checked the card before leaving.
Choices: Honesty and a plan can help repair a mistake. · Investigating can reveal a useful solution. · Breaking a challenge into parts can help.
Answer: Honesty and a plan can help repair a mistake.
Help: Use what happened, not just what you already believe.
Pip’s example: Pip uses what a character did and what happened afterward to explain a possible lesson.
g3.reading.theme-5.v1Nia dreaded reading her poem aloud. She practiced with one friend, who listened patiently. At the gathering, Nia paused, took a breath, and read. Her voice was quiet, but she finished every line.
Choices: A small brave step can follow practice. · Learning about a plan can inspire participation. · Sharing a skill can build confidence.
Answer: A small brave step can follow practice.
Help: Use what happened, not just what you already believe.
Pip’s example: Pip uses what a character did and what happened afterward to explain a possible lesson.
g3.reading.theme-6.v1I wanted to throw away the broken toy wagon. Grandpa asked me to examine the loose wheel. We found a missing pin and repaired it together. Now I inspect broken things before deciding what to do.
Choices: Investigating can reveal a useful solution. · Breaking a challenge into parts can help. · Accepting help can improve our work.
Answer: Investigating can reveal a useful solution.
Help: Use what happened, not just what you already believe.
Pip’s example: Pip uses what a character did and what happened afterward to explain a possible lesson.
g3.reading.theme-7.v1Sam called the empty lot useless. A neighbor showed him plans for a shared garden. Sam asked how paths would work for everyone. At the meeting, he offered a drawing of a wide, smooth path.
Choices: Learning about a plan can inspire participation. · Sharing a skill can build confidence. · Looking closely can reveal surprises.
Answer: Learning about a plan can inspire participation.
Help: Use what happened, not just what you already believe.
Pip’s example: Pip uses what a character did and what happened afterward to explain a possible lesson.
g3.reading.theme-8.v1I always chose the easiest puzzle. Today I tried one with many pieces and nearly quit. My cousin helped me sort the edges. I finished a corner myself and decided to keep working after lunch.
Choices: Breaking a challenge into parts can help. · Accepting help can improve our work. · Careful testing can help solve problems.
Answer: Breaking a challenge into parts can help.
Help: Use what happened, not just what you already believe.
Pip’s example: Pip uses what a character did and what happened afterward to explain a possible lesson.
g3.reading.theme-9.v1Idaho ELA/Literacy · January 3, 2022 · 3.RC-L.5d
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Mira hid her sketch when the art club arrived. Eli asked to see it and noticed the careful shadows. Mira showed how she had made them. By the end, she offered to teach the group.
Choices: a narrator outside the story · a character who says I · a list of instructions
Answer: a narrator outside the story
Help: Look for I or for a storyteller describing someone else.
Pip’s example: Pip checks whether the storyteller is a character and finds words showing each character’s view.
g3.reading.narrator-0.v1Tomas wanted the garden prize alone. His beans began to wilt. He asked Ren about watering and listened to her advice. At the fair, Tomas thanked Ren and invited her to stand beside the plant.
Choices: a narrator outside the story · a character who says I · a list of instructions
Answer: a narrator outside the story
Help: Look for I or for a storyteller describing someone else.
Pip’s example: Pip checks whether the storyteller is a character and finds words showing each character’s view.
g3.reading.narrator-1.v1I thought the new trail would be boring. My brother stopped to show me tiny tracks in the mud. I began searching for more signs. On the way home, I asked when we could explore again.
Choices: a character who says I · a narrator outside the story · a list of instructions
Answer: a character who says I
Help: Look for I or for a storyteller describing someone else.
Pip’s example: Pip checks whether the storyteller is a character and finds words showing each character’s view.
g3.reading.narrator-2.v1Leah rushed through building a kite. It spun and fell. She checked the frame, changed one piece, and tried again. After several tests, the kite rose. Leah saved her notes for the next windy day.
Choices: a narrator outside the story · a character who says I · a list of instructions
Answer: a narrator outside the story
Help: Look for I or for a storyteller describing someone else.
Pip’s example: Pip checks whether the storyteller is a character and finds words showing each character’s view.
g3.reading.narrator-3.v1I was sure our puppet play needed my ending. Jo suggested another one. We acted out both endings and asked what made sense. I liked how her ending solved the problem, and we revised our script together.
Choices: a character who says I · a narrator outside the story · a list of instructions
Answer: a character who says I
Help: Look for I or for a storyteller describing someone else.
Pip’s example: Pip checks whether the storyteller is a character and finds words showing each character’s view.
g3.reading.narrator-4.v1Owen promised to feed the class fish but forgot. He told the teacher instead of blaming someone else. They checked the fish, and Owen made a reminder card. The next day he checked the card before leaving.
Choices: a narrator outside the story · a character who says I · a list of instructions
Answer: a narrator outside the story
Help: Look for I or for a storyteller describing someone else.
Pip’s example: Pip checks whether the storyteller is a character and finds words showing each character’s view.
g3.reading.narrator-5.v1Nia dreaded reading her poem aloud. She practiced with one friend, who listened patiently. At the gathering, Nia paused, took a breath, and read. Her voice was quiet, but she finished every line.
Choices: a narrator outside the story · a character who says I · a list of instructions
Answer: a narrator outside the story
Help: Look for I or for a storyteller describing someone else.
Pip’s example: Pip checks whether the storyteller is a character and finds words showing each character’s view.
g3.reading.narrator-6.v1I wanted to throw away the broken toy wagon. Grandpa asked me to examine the loose wheel. We found a missing pin and repaired it together. Now I inspect broken things before deciding what to do.
Choices: a character who says I · a narrator outside the story · a list of instructions
Answer: a character who says I
Help: Look for I or for a storyteller describing someone else.
Pip’s example: Pip checks whether the storyteller is a character and finds words showing each character’s view.
g3.reading.narrator-7.v1Sam called the empty lot useless. A neighbor showed him plans for a shared garden. Sam asked how paths would work for everyone. At the meeting, he offered a drawing of a wide, smooth path.
Choices: a narrator outside the story · a character who says I · a list of instructions
Answer: a narrator outside the story
Help: Look for I or for a storyteller describing someone else.
Pip’s example: Pip checks whether the storyteller is a character and finds words showing each character’s view.
g3.reading.narrator-8.v1I always chose the easiest puzzle. Today I tried one with many pieces and nearly quit. My cousin helped me sort the edges. I finished a corner myself and decided to keep working after lunch.
Choices: a character who says I · a narrator outside the story · a list of instructions
Answer: a character who says I
Help: Look for I or for a storyteller describing someone else.
Pip’s example: Pip checks whether the storyteller is a character and finds words showing each character’s view.
g3.reading.narrator-9.v1Idaho ELA/Literacy · January 3, 2022 · 3.RC-L.5c
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use books you already have or grown-up-selected texts. Notice lines, speaker names, dialogue, and paragraphs. Explain how the form affects reading aloud.
Pip’s example: Pip notices speaker names in a play, line breaks in a poem, and sentences in prose.
g3.reading.genre-0.v1Help: Use books you already have or grown-up-selected texts. Notice lines, speaker names, dialogue, and paragraphs. Explain how the form affects reading aloud.
Pip’s example: Pip notices speaker names in a play, line breaks in a poem, and sentences in prose.
g3.reading.genre-1.v1Help: Use books you already have or grown-up-selected texts. Notice lines, speaker names, dialogue, and paragraphs. Explain how the form affects reading aloud.
Pip’s example: Pip notices speaker names in a play, line breaks in a poem, and sentences in prose.
g3.reading.genre-2.v1Help: Use books you already have or grown-up-selected texts. Notice lines, speaker names, dialogue, and paragraphs. Explain how the form affects reading aloud.
Pip’s example: Pip notices speaker names in a play, line breaks in a poem, and sentences in prose.
g3.reading.genre-3.v1Help: Use books you already have or grown-up-selected texts. Notice lines, speaker names, dialogue, and paragraphs. Explain how the form affects reading aloud.
Pip’s example: Pip notices speaker names in a play, line breaks in a poem, and sentences in prose.
g3.reading.genre-4.v1Idaho ELA/Literacy · January 3, 2022 · 3.RC-NF.6a; 3.RC-TE.3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
A: A school garden collects rain from a roof in a covered barrel. The water is used on plants. B: Mulch covers the soil and helps it stay moist. Both methods reduce the need for extra watering.
Choices: Ways to save garden water · Everything happens at night. · Every task must be done alone.
Answer: Ways to save garden water
Help: Look for an idea that fits both short texts.
Pip’s example: Pip finds an idea that includes the important details, then points to two supporting sentences.
g3.reading.central-0.v1A: A library sorts books by topic so readers can find related information. Labels show where each group belongs. B: An index lists topics and page numbers within one book. Both help a reader locate information.
Choices: Tools for finding information · Everything happens at night. · Every task must be done alone.
Answer: Tools for finding information
Help: Look for an idea that fits both short texts.
Pip’s example: Pip finds an idea that includes the important details, then points to two supporting sentences.
g3.reading.central-1.v1A: A class measures a ramp before testing a toy car. They keep the car and starting point the same. B: Another class repeats each test three times. Repeated trials help them check whether a result is typical.
Choices: Ways to make a test more dependable · Everything happens at night. · Every task must be done alone.
Answer: Ways to make a test more dependable
Help: Look for an idea that fits both short texts.
Pip’s example: Pip finds an idea that includes the important details, then points to two supporting sentences.
g3.reading.central-2.v1A: A footbridge connects paths on opposite sides of a stream. Walkers can cross without entering the water. B: A sign near the bridge asks walkers to keep the path clear. The sign helps people share the crossing.
Choices: How a crossing helps a community · Everything happens at night. · Every task must be done alone.
Answer: How a crossing helps a community
Help: Look for an idea that fits both short texts.
Pip’s example: Pip finds an idea that includes the important details, then points to two supporting sentences.
g3.reading.central-3.v1A: An artist first sketches several plans for a mural. Next, the artist chooses a plan and paints. B: After painting, the artist asks viewers what they notice. Their comments can guide a later revision.
Choices: Steps in making and improving art · Everything happens at night. · Every task must be done alone.
Answer: Steps in making and improving art
Help: Look for an idea that fits both short texts.
Pip’s example: Pip finds an idea that includes the important details, then points to two supporting sentences.
g3.reading.central-4.v1Idaho ELA/Literacy · January 3, 2022 · 3.RC-NF.6b–d
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
A: A school garden collects rain from a roof in a covered barrel. The water is used on plants. B: Mulch covers the soil and helps it stay moist. Both methods reduce the need for extra watering.
Choices: The barrel stores rain for plants. · No planning is ever needed. · All places use exactly the same method.
Answer: The barrel stores rain for plants.
Help: Find the sentence that backs up your answer.
Pip’s example: Pip looks for how an event causes a change rather than just listing events.
g3.reading.detail-0.v1A: A school garden collects rain from a roof in a covered barrel. The water is used on plants. B: Mulch covers the soil and helps it stay moist. Both methods reduce the need for extra watering.
Help: Point to words in both texts. Explain a connection and one difference, then discuss another way to organize the information.
Pip’s example: Pip looks for how an event causes a change rather than just listing events.
g3.reading.explain-0.v1A: A library sorts books by topic so readers can find related information. Labels show where each group belongs. B: An index lists topics and page numbers within one book. Both help a reader locate information.
Choices: Labels show where book groups belong. · No planning is ever needed. · All places use exactly the same method.
Answer: Labels show where book groups belong.
Help: Find the sentence that backs up your answer.
Pip’s example: Pip looks for how an event causes a change rather than just listing events.
g3.reading.detail-1.v1A: A library sorts books by topic so readers can find related information. Labels show where each group belongs. B: An index lists topics and page numbers within one book. Both help a reader locate information.
Help: Point to words in both texts. Explain a connection and one difference, then discuss another way to organize the information.
Pip’s example: Pip looks for how an event causes a change rather than just listing events.
g3.reading.explain-1.v1A: A class measures a ramp before testing a toy car. They keep the car and starting point the same. B: Another class repeats each test three times. Repeated trials help them check whether a result is typical.
Choices: The same car and starting point are used. · No planning is ever needed. · All places use exactly the same method.
Answer: The same car and starting point are used.
Help: Find the sentence that backs up your answer.
Pip’s example: Pip looks for how an event causes a change rather than just listing events.
g3.reading.detail-2.v1A: A class measures a ramp before testing a toy car. They keep the car and starting point the same. B: Another class repeats each test three times. Repeated trials help them check whether a result is typical.
Help: Point to words in both texts. Explain a connection and one difference, then discuss another way to organize the information.
Pip’s example: Pip looks for how an event causes a change rather than just listing events.
g3.reading.explain-2.v1A: A footbridge connects paths on opposite sides of a stream. Walkers can cross without entering the water. B: A sign near the bridge asks walkers to keep the path clear. The sign helps people share the crossing.
Choices: Walkers can cross without entering water. · No planning is ever needed. · All places use exactly the same method.
Answer: Walkers can cross without entering water.
Help: Find the sentence that backs up your answer.
Pip’s example: Pip looks for how an event causes a change rather than just listing events.
g3.reading.detail-3.v1A: A footbridge connects paths on opposite sides of a stream. Walkers can cross without entering the water. B: A sign near the bridge asks walkers to keep the path clear. The sign helps people share the crossing.
Help: Point to words in both texts. Explain a connection and one difference, then discuss another way to organize the information.
Pip’s example: Pip looks for how an event causes a change rather than just listing events.
g3.reading.explain-3.v1A: An artist first sketches several plans for a mural. Next, the artist chooses a plan and paints. B: After painting, the artist asks viewers what they notice. Their comments can guide a later revision.
Choices: Viewer comments can guide a revision. · No planning is ever needed. · All places use exactly the same method.
Answer: Viewer comments can guide a revision.
Help: Find the sentence that backs up your answer.
Pip’s example: Pip looks for how an event causes a change rather than just listing events.
g3.reading.detail-4.v1A: An artist first sketches several plans for a mural. Next, the artist chooses a plan and paints. B: After painting, the artist asks viewers what they notice. Their comments can guide a later revision.
Help: Point to words in both texts. Explain a connection and one difference, then discuss another way to organize the information.
Pip’s example: Pip looks for how an event causes a change rather than just listing events.
g3.reading.explain-4.v1Idaho ELA/Literacy · January 3, 2022 · 3.RC-NF.6e
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
A: A school garden collects rain from a roof in a covered barrel. The water is used on plants. B: Mulch covers the soil and helps it stay moist. Both methods reduce the need for extra watering.
Choices: Both describe saving water. · Both give a recipe. · Both describe an animal’s life cycle.
Answer: Both describe saving water.
Help: Check text A and text B before choosing.
Pip’s example: Pip checks each text before saying which information they share.
g3.reading.compare-0.v1A: A library sorts books by topic so readers can find related information. Labels show where each group belongs. B: An index lists topics and page numbers within one book. Both help a reader locate information.
Choices: Both help readers find information. · Both give a recipe. · Both describe an animal’s life cycle.
Answer: Both help readers find information.
Help: Check text A and text B before choosing.
Pip’s example: Pip checks each text before saying which information they share.
g3.reading.compare-1.v1A: A class measures a ramp before testing a toy car. They keep the car and starting point the same. B: Another class repeats each test three times. Repeated trials help them check whether a result is typical.
Choices: Both describe careful testing. · Both give a recipe. · Both describe an animal’s life cycle.
Answer: Both describe careful testing.
Help: Check text A and text B before choosing.
Pip’s example: Pip checks each text before saying which information they share.
g3.reading.compare-2.v1A: A footbridge connects paths on opposite sides of a stream. Walkers can cross without entering the water. B: A sign near the bridge asks walkers to keep the path clear. The sign helps people share the crossing.
Choices: Both concern using a crossing. · Both give a recipe. · Both describe an animal’s life cycle.
Answer: Both concern using a crossing.
Help: Check text A and text B before choosing.
Pip’s example: Pip checks each text before saying which information they share.
g3.reading.compare-3.v1A: An artist first sketches several plans for a mural. Next, the artist chooses a plan and paints. B: After painting, the artist asks viewers what they notice. Their comments can guide a later revision.
Choices: Both describe parts of an art process. · Both give a recipe. · Both describe an animal’s life cycle.
Answer: Both describe parts of an art process.
Help: Check text A and text B before choosing.
Pip’s example: Pip checks each text before saying which information they share.
g3.reading.compare-4.v1Idaho ELA/Literacy · January 3, 2022 · 3.RC-RF.4; 3.ODC-OC.4
Coverage: partial. Adult observation needed; no automatic grade.
Mira hid her sketch when the art club arrived. Eli asked to see it and noticed the careful shadows. Mira showed how she had made them. By the end, she offered to teach the group.
Help: Pause where the punctuation helps. Explain the main event. A grown-up can note accuracy, phrasing, and self-correction without a speed contest.
Pip’s example: Pip rereads a tricky phrase and uses punctuation to help a listener understand.
g3.reading.reread-0.v1Tomas wanted the garden prize alone. His beans began to wilt. He asked Ren about watering and listened to her advice. At the fair, Tomas thanked Ren and invited her to stand beside the plant.
Help: Pause where the punctuation helps. Explain the main event. A grown-up can note accuracy, phrasing, and self-correction without a speed contest.
Pip’s example: Pip rereads a tricky phrase and uses punctuation to help a listener understand.
g3.reading.reread-1.v1I thought the new trail would be boring. My brother stopped to show me tiny tracks in the mud. I began searching for more signs. On the way home, I asked when we could explore again.
Help: Pause where the punctuation helps. Explain the main event. A grown-up can note accuracy, phrasing, and self-correction without a speed contest.
Pip’s example: Pip rereads a tricky phrase and uses punctuation to help a listener understand.
g3.reading.reread-2.v1Leah rushed through building a kite. It spun and fell. She checked the frame, changed one piece, and tried again. After several tests, the kite rose. Leah saved her notes for the next windy day.
Help: Pause where the punctuation helps. Explain the main event. A grown-up can note accuracy, phrasing, and self-correction without a speed contest.
Pip’s example: Pip rereads a tricky phrase and uses punctuation to help a listener understand.
g3.reading.reread-3.v1I was sure our puppet play needed my ending. Jo suggested another one. We acted out both endings and asked what made sense. I liked how her ending solved the problem, and we revised our script together.
Help: Pause where the punctuation helps. Explain the main event. A grown-up can note accuracy, phrasing, and self-correction without a speed contest.
Pip’s example: Pip rereads a tricky phrase and uses punctuation to help a listener understand.
g3.reading.reread-4.v1Idaho ELA/Literacy · January 3, 2022 · 3.W-HWK.7
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use a grown-up’s cursive model on paper. Try smooth joins and readable spacing. The loop picture is a motion example, not a required handwriting style. Typing does not show cursive evidence.
Pip’s example: Pip follows a grown-up’s cursive model, checks the joins, and leaves space between words. Different cursive styles are welcome.
g3.writing.cursive-0.v1Help: Use a grown-up’s cursive model on paper. Try smooth joins and readable spacing. The loop picture is a motion example, not a required handwriting style. Typing does not show cursive evidence.
Pip’s example: Pip follows a grown-up’s cursive model, checks the joins, and leaves space between words. Different cursive styles are welcome.
g3.writing.cursive-1.v1Help: Use a grown-up’s cursive model on paper. Try smooth joins and readable spacing. The loop picture is a motion example, not a required handwriting style. Typing does not show cursive evidence.
Pip’s example: Pip follows a grown-up’s cursive model, checks the joins, and leaves space between words. Different cursive styles are welcome.
g3.writing.cursive-2.v1Help: Use a grown-up’s cursive model on paper. Try smooth joins and readable spacing. The loop picture is a motion example, not a required handwriting style. Typing does not show cursive evidence.
Pip’s example: Pip follows a grown-up’s cursive model, checks the joins, and leaves space between words. Different cursive styles are welcome.
g3.writing.cursive-3.v1Help: Use a grown-up’s cursive model on paper. Try smooth joins and readable spacing. The loop picture is a motion example, not a required handwriting style. Typing does not show cursive evidence.
Pip’s example: Pip follows a grown-up’s cursive model, checks the joins, and leaves space between words. Different cursive styles are welcome.
g3.writing.cursive-4.v1Help: Use a grown-up’s cursive model on paper. Try smooth joins and readable spacing. The loop picture is a motion example, not a required handwriting style. Typing does not show cursive evidence.
Pip’s example: Pip follows a grown-up’s cursive model, checks the joins, and leaves space between words. Different cursive styles are welcome.
g3.writing.cursive-5.v1Help: Use a grown-up’s cursive model on paper. Try smooth joins and readable spacing. The loop picture is a motion example, not a required handwriting style. Typing does not show cursive evidence.
Pip’s example: Pip follows a grown-up’s cursive model, checks the joins, and leaves space between words. Different cursive styles are welcome.
g3.writing.cursive-6.v1Help: Use a grown-up’s cursive model on paper. Try smooth joins and readable spacing. The loop picture is a motion example, not a required handwriting style. Typing does not show cursive evidence.
Pip’s example: Pip follows a grown-up’s cursive model, checks the joins, and leaves space between words. Different cursive styles are welcome.
g3.writing.cursive-7.v1Help: Use a grown-up’s cursive model on paper. Try smooth joins and readable spacing. The loop picture is a motion example, not a required handwriting style. Typing does not show cursive evidence.
Pip’s example: Pip follows a grown-up’s cursive model, checks the joins, and leaves space between words. Different cursive styles are welcome.
g3.writing.cursive-8.v1Help: Use a grown-up’s cursive model on paper. Try smooth joins and readable spacing. The loop picture is a motion example, not a required handwriting style. Typing does not show cursive evidence.
Pip’s example: Pip follows a grown-up’s cursive model, checks the joins, and leaves space between words. Different cursive styles are welcome.
g3.writing.cursive-9.v1Idaho ELA/Literacy · January 3, 2022 · 3.W-HWK.8
Coverage: partial. Adult observation needed; no automatic grade.
Help: Check spaces, capitals, and punctuation. Read it to a chosen grown-up or copy it to your own paper. This site does not publish or save the words.
Pip’s example: Pip types a short note, checks punctuation and spacing, and shares it privately with a chosen reader.
g3.writing.keyboard-0.v1Help: Check spaces, capitals, and punctuation. Read it to a chosen grown-up or copy it to your own paper. This site does not publish or save the words.
Pip’s example: Pip types a short note, checks punctuation and spacing, and shares it privately with a chosen reader.
g3.writing.keyboard-1.v1Help: Check spaces, capitals, and punctuation. Read it to a chosen grown-up or copy it to your own paper. This site does not publish or save the words.
Pip’s example: Pip types a short note, checks punctuation and spacing, and shares it privately with a chosen reader.
g3.writing.keyboard-2.v1Help: Check spaces, capitals, and punctuation. Read it to a chosen grown-up or copy it to your own paper. This site does not publish or save the words.
Pip’s example: Pip types a short note, checks punctuation and spacing, and shares it privately with a chosen reader.
g3.writing.keyboard-3.v1Help: Check spaces, capitals, and punctuation. Read it to a chosen grown-up or copy it to your own paper. This site does not publish or save the words.
Pip’s example: Pip types a short note, checks punctuation and spacing, and shares it privately with a chosen reader.
g3.writing.keyboard-4.v1Idaho ELA/Literacy · January 3, 2022 · 3.GC-GU.1a–b,d–g
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: are flying · flew yesterday · has flown
Answer: are flying
Help: Read the complete sentence. Check the time, number, or relationship the words express.
Pip’s example: Pip uses is reading for an action happening now.
g3.writing.grammar-0.v1Choices: had finished · have finish · finishing
Answer: had finished
Help: Read the complete sentence. Check the time, number, or relationship the words express.
Pip’s example: Pip uses had finished for something completed before another past event.
g3.writing.grammar-1.v1Choices: has read · have read · has reading
Answer: has read
Help: Read the complete sentence. Check the time, number, or relationship the words express.
Pip’s example: Pip uses has finished to connect a completed action with the present.
g3.writing.grammar-2.v1Choices: This path is shorter than that path. · This path is shortest than that path. · This path is more shorter than that path.
Answer: This path is shorter than that path.
Help: Read the complete sentence. Check the time, number, or relationship the words express.
Pip’s example: Pip uses shorter to compare two lengths.
g3.writing.grammar-3.v1Choices: highest · higher · more high
Answer: highest
Help: Read the complete sentence. Check the time, number, or relationship the words express.
Pip’s example: Pip uses highest when comparing one height with all the others in a group.
g3.writing.grammar-4.v1Choices: deer · deers · deer’s
Answer: deer
Help: Read the complete sentence. Check the time, number, or relationship the words express.
Pip’s example: Pip notices that deer keeps the same form in this plural.
g3.writing.grammar-5.v1Choices: teeth · tooths · tooth
Answer: teeth
Help: Read the complete sentence. Check the time, number, or relationship the words express.
Pip’s example: Pip uses the irregular plural teeth.
g3.writing.grammar-6.v1Choices: because · or · and but
Answer: because
Help: Read the complete sentence. Check the time, number, or relationship the words express.
Pip’s example: Pip uses because to explain a reason.
g3.writing.grammar-7.v1Choices: the bird’s nest · the birds nest · the birds’ nest
Answer: the bird’s nest
Help: Read the complete sentence. Check the time, number, or relationship the words express.
Pip’s example: Pip adds apostrophe s to show that one bird owns something.
g3.writing.grammar-8.v1Choices: I packed a map, and Jo brought water. · Because I packed a map. · The map and the water.
Answer: I packed a map, and Jo brought water.
Help: Read the complete sentence. Check the time, number, or relationship the words express.
Pip’s example: Pip joins two complete ideas with a comma and and.
g3.writing.grammar-9.v1Idaho ELA/Literacy · January 3, 2022 · 3.GC-M.2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: “Come in,” said Jo. · Come in, said Jo. · “Come in, said Jo.”
Answer: “Come in,” said Jo.
Help: Check what belongs inside quotation marks, where the comma belongs, or who owns the object.
Pip’s example: Pip puts quotation marks around the spoken word and a comma before the closing quotation mark.
g3.writing.edit-0.v1Choices: “May I help?” asked Pip. · “May I help,” asked Pip? · May I help? asked Pip.
Answer: “May I help?” asked Pip.
Help: Check what belongs inside quotation marks, where the comma belongs, or who owns the object.
Pip’s example: Pip puts quotation marks around the spoken word and a comma before the closing quotation mark.
g3.writing.edit-1.v1Choices: June 8, 2026 · June, 8 2026 · June 8 2026,
Answer: June 8, 2026
Help: Check what belongs inside quotation marks, where the comma belongs, or who owns the object.
Pip’s example: Pip puts quotation marks around the spoken word and a comma before the closing quotation mark.
g3.writing.edit-2.v1Choices: Boise, Idaho · Boise Idaho, · Boise; Idaho
Answer: Boise, Idaho
Help: Check what belongs inside quotation marks, where the comma belongs, or who owns the object.
Pip’s example: Pip puts quotation marks around the spoken word and a comma before the closing quotation mark.
g3.writing.edit-3.v1Choices: the child’s coat · the childs coat · the childs’ coat
Answer: the child’s coat
Help: Check what belongs inside quotation marks, where the comma belongs, or who owns the object.
Pip’s example: Pip puts quotation marks around the spoken word and a comma before the closing quotation mark.
g3.writing.edit-4.v1Choices: the teachers’ room · the teacher’s room · the teachers room
Answer: the teachers’ room
Help: Check what belongs inside quotation marks, where the comma belongs, or who owns the object.
Pip’s example: Pip puts quotation marks around the spoken word and a comma before the closing quotation mark.
g3.writing.edit-5.v1Choices: The Map of the Garden · the Map Of The garden · The map of the garden
Answer: The Map of the Garden
Help: Check what belongs inside quotation marks, where the comma belongs, or who owns the object.
Pip’s example: Pip puts quotation marks around the spoken word and a comma before the closing quotation mark.
g3.writing.edit-6.v1Choices: Pip said, “Try again.” · Pip said “Try again”. · Pip, said “Try again.”
Answer: Pip said, “Try again.”
Help: Check what belongs inside quotation marks, where the comma belongs, or who owns the object.
Pip’s example: Pip puts quotation marks around the spoken word and a comma before the closing quotation mark.
g3.writing.edit-7.v1Choices: children’s · childrens’ · childrens
Answer: children’s
Help: Check what belongs inside quotation marks, where the comma belongs, or who owns the object.
Pip’s example: Pip puts quotation marks around the spoken word and a comma before the closing quotation mark.
g3.writing.edit-8.v1Choices: “We did it!” said Ren. · “We did it”! said Ren. · We did it! said Ren.
Answer: “We did it!” said Ren.
Help: Check what belongs inside quotation marks, where the comma belongs, or who owns the object.
Pip’s example: Pip puts quotation marks around the spoken word and a comma before the closing quotation mark.
g3.writing.edit-9.v1Idaho ELA/Literacy · January 3, 2022 · 3.GC-M.3
Coverage: partial. Adult observation needed; no automatic grade.
Adult reference: hoping
Help: Try the word first. Then check a dictionary and explain a spelling pattern or unexpected part. Record checking as support, not an independent first try.
Pip’s example: Pip drops the final silent e before adding ing, then checks the word in a dictionary.
g3.writing.spell-hoping.v1Adult reference: running
Help: Try the word first. Then check a dictionary and explain a spelling pattern or unexpected part. Record checking as support, not an independent first try.
Pip’s example: Pip drops the final silent e before adding ing, then checks the word in a dictionary.
g3.writing.spell-running.v1Adult reference: carried
Help: Try the word first. Then check a dictionary and explain a spelling pattern or unexpected part. Record checking as support, not an independent first try.
Pip’s example: Pip drops the final silent e before adding ing, then checks the word in a dictionary.
g3.writing.spell-carried.v1Adult reference: carefully
Help: Try the word first. Then check a dictionary and explain a spelling pattern or unexpected part. Record checking as support, not an independent first try.
Pip’s example: Pip drops the final silent e before adding ing, then checks the word in a dictionary.
g3.writing.spell-carefully.v1Adult reference: happiness
Help: Try the word first. Then check a dictionary and explain a spelling pattern or unexpected part. Record checking as support, not an independent first try.
Pip’s example: Pip drops the final silent e before adding ing, then checks the word in a dictionary.
g3.writing.spell-happiness.v1Adult reference: beautiful
Help: Try the word first. Then check a dictionary and explain a spelling pattern or unexpected part. Record checking as support, not an independent first try.
Pip’s example: Pip drops the final silent e before adding ing, then checks the word in a dictionary.
g3.writing.spell-beautiful.v1Adult reference: enough
Help: Try the word first. Then check a dictionary and explain a spelling pattern or unexpected part. Record checking as support, not an independent first try.
Pip’s example: Pip drops the final silent e before adding ing, then checks the word in a dictionary.
g3.writing.spell-enough.v1Adult reference: answer
Help: Try the word first. Then check a dictionary and explain a spelling pattern or unexpected part. Record checking as support, not an independent first try.
Pip’s example: Pip drops the final silent e before adding ing, then checks the word in a dictionary.
g3.writing.spell-answer.v1Adult reference: island
Help: Try the word first. Then check a dictionary and explain a spelling pattern or unexpected part. Record checking as support, not an independent first try.
Pip’s example: Pip drops the final silent e before adding ing, then checks the word in a dictionary.
g3.writing.spell-island.v1Adult reference: friend
Help: Try the word first. Then check a dictionary and explain a spelling pattern or unexpected part. Record checking as support, not an independent first try.
Pip’s example: Pip drops the final silent e before adding ing, then checks the word in a dictionary.
g3.writing.spell-friend.v1Idaho ELA/Literacy · January 3, 2022 · 3.W-RW.1,4–5
Coverage: partial. Adult observation needed; no automatic grade.
Help: Plan a beginning, connected events, and an ending. Develop the character with actions or dialogue. Group related ideas and show why something changes.
Pip’s example: Pip plans a character’s goal, connects the events, adds a telling detail, and ends by showing what changed.
g3.writing.story-0.v1Help: Plan a beginning, connected events, and an ending. Develop the character with actions or dialogue. Group related ideas and show why something changes.
Pip’s example: Pip plans a character’s goal, connects the events, adds a telling detail, and ends by showing what changed.
g3.writing.story-1.v1Help: Plan a beginning, connected events, and an ending. Develop the character with actions or dialogue. Group related ideas and show why something changes.
Pip’s example: Pip plans a character’s goal, connects the events, adds a telling detail, and ends by showing what changed.
g3.writing.story-2.v1Help: Plan a beginning, connected events, and an ending. Develop the character with actions or dialogue. Group related ideas and show why something changes.
Pip’s example: Pip plans a character’s goal, connects the events, adds a telling detail, and ends by showing what changed.
g3.writing.story-3.v1Help: Plan a beginning, connected events, and an ending. Develop the character with actions or dialogue. Group related ideas and show why something changes.
Pip’s example: Pip plans a character’s goal, connects the events, adds a telling detail, and ends by showing what changed.
g3.writing.story-4.v1Help: Plan a beginning, connected events, and an ending. Develop the character with actions or dialogue. Group related ideas and show why something changes.
Pip’s example: Pip plans a character’s goal, connects the events, adds a telling detail, and ends by showing what changed.
g3.writing.story-5.v1Help: Plan a beginning, connected events, and an ending. Develop the character with actions or dialogue. Group related ideas and show why something changes.
Pip’s example: Pip plans a character’s goal, connects the events, adds a telling detail, and ends by showing what changed.
g3.writing.story-6.v1Help: Plan a beginning, connected events, and an ending. Develop the character with actions or dialogue. Group related ideas and show why something changes.
Pip’s example: Pip plans a character’s goal, connects the events, adds a telling detail, and ends by showing what changed.
g3.writing.story-7.v1Help: Plan a beginning, connected events, and an ending. Develop the character with actions or dialogue. Group related ideas and show why something changes.
Pip’s example: Pip plans a character’s goal, connects the events, adds a telling detail, and ends by showing what changed.
g3.writing.story-8.v1Help: Plan a beginning, connected events, and an ending. Develop the character with actions or dialogue. Group related ideas and show why something changes.
Pip’s example: Pip plans a character’s goal, connects the events, adds a telling detail, and ends by showing what changed.
g3.writing.story-9.v1Help: Plan a beginning, connected events, and an ending. Develop the character with actions or dialogue. Group related ideas and show why something changes.
Pip’s example: Pip plans a character’s goal, connects the events, adds a telling detail, and ends by showing what changed.
g3.writing.story-10.v1Help: Plan a beginning, connected events, and an ending. Develop the character with actions or dialogue. Group related ideas and show why something changes.
Pip’s example: Pip plans a character’s goal, connects the events, adds a telling detail, and ends by showing what changed.
g3.writing.story-11.v1Help: Plan a beginning, connected events, and an ending. Develop the character with actions or dialogue. Group related ideas and show why something changes.
Pip’s example: Pip plans a character’s goal, connects the events, adds a telling detail, and ends by showing what changed.
g3.writing.story-12.v1Help: Plan a beginning, connected events, and an ending. Develop the character with actions or dialogue. Group related ideas and show why something changes.
Pip’s example: Pip plans a character’s goal, connects the events, adds a telling detail, and ends by showing what changed.
g3.writing.story-13.v1Help: Plan a beginning, connected events, and an ending. Develop the character with actions or dialogue. Group related ideas and show why something changes.
Pip’s example: Pip plans a character’s goal, connects the events, adds a telling detail, and ends by showing what changed.
g3.writing.story-14.v1Idaho ELA/Literacy · January 3, 2022 · 3.W-RW.2,5
Coverage: partial. Adult observation needed; no automatic grade.
Help: Introduce the topic and your opinion. Support it with facts or specific details and reasons. Use linking words and a conclusion. Another supported opinion may also make sense.
Pip’s example: Pip recommends a book, gives a specific detail as a reason, and ends with a statement that fits the opinion.
g3.writing.opinion-0.v1Help: Introduce the topic and your opinion. Support it with facts or specific details and reasons. Use linking words and a conclusion. Another supported opinion may also make sense.
Pip’s example: Pip recommends a book, gives a specific detail as a reason, and ends with a statement that fits the opinion.
g3.writing.opinion-1.v1Help: Introduce the topic and your opinion. Support it with facts or specific details and reasons. Use linking words and a conclusion. Another supported opinion may also make sense.
Pip’s example: Pip recommends a book, gives a specific detail as a reason, and ends with a statement that fits the opinion.
g3.writing.opinion-2.v1Help: Introduce the topic and your opinion. Support it with facts or specific details and reasons. Use linking words and a conclusion. Another supported opinion may also make sense.
Pip’s example: Pip recommends a book, gives a specific detail as a reason, and ends with a statement that fits the opinion.
g3.writing.opinion-3.v1Help: Introduce the topic and your opinion. Support it with facts or specific details and reasons. Use linking words and a conclusion. Another supported opinion may also make sense.
Pip’s example: Pip recommends a book, gives a specific detail as a reason, and ends with a statement that fits the opinion.
g3.writing.opinion-4.v1Help: Introduce the topic and your opinion. Support it with facts or specific details and reasons. Use linking words and a conclusion. Another supported opinion may also make sense.
Pip’s example: Pip recommends a book, gives a specific detail as a reason, and ends with a statement that fits the opinion.
g3.writing.opinion-5.v1Help: Introduce the topic and your opinion. Support it with facts or specific details and reasons. Use linking words and a conclusion. Another supported opinion may also make sense.
Pip’s example: Pip recommends a book, gives a specific detail as a reason, and ends with a statement that fits the opinion.
g3.writing.opinion-6.v1Help: Introduce the topic and your opinion. Support it with facts or specific details and reasons. Use linking words and a conclusion. Another supported opinion may also make sense.
Pip’s example: Pip recommends a book, gives a specific detail as a reason, and ends with a statement that fits the opinion.
g3.writing.opinion-7.v1Help: Introduce the topic and your opinion. Support it with facts or specific details and reasons. Use linking words and a conclusion. Another supported opinion may also make sense.
Pip’s example: Pip recommends a book, gives a specific detail as a reason, and ends with a statement that fits the opinion.
g3.writing.opinion-8.v1Help: Introduce the topic and your opinion. Support it with facts or specific details and reasons. Use linking words and a conclusion. Another supported opinion may also make sense.
Pip’s example: Pip recommends a book, gives a specific detail as a reason, and ends with a statement that fits the opinion.
g3.writing.opinion-9.v1Idaho ELA/Literacy · January 3, 2022 · 3.W-RW.3,5
Coverage: partial. Adult observation needed; no automatic grade.
In a sample test, the same toy car traveled 35 cm from a low ramp and 52 cm from a higher ramp. The surface stayed the same.
Help: Use the provided sample notes. Introduce the topic, group related details, explain a connection, and conclude. Label these as sample data rather than your own observations.
Pip’s example: Pip groups related notes about a test and uses because to explain a connection.
g3.writing.info-0.v1A pretend poll recorded 12 votes for mysteries, 9 for animal stories, and 6 for poems. Each person chose one type.
Help: Use the provided sample notes. Introduce the topic, group related details, explain a connection, and conclude. Label these as sample data rather than your own observations.
Pip’s example: Pip groups related notes about a test and uses because to explain a connection.
g3.writing.info-1.v1A flat model roof bent under six counters. A folded roof of the same paper held ten. Both used the same supports.
Help: Use the provided sample notes. Introduce the topic, group related details, explain a connection, and conclude. Label these as sample data rather than your own observations.
Pip’s example: Pip groups related notes about a test and uses because to explain a connection.
g3.writing.info-2.v1In a sample record, a seedling was 3 cm tall on day 1 and 6 cm on day 8. Both measurements began at the soil.
Help: Use the provided sample notes. Introduce the topic, group related details, explain a connection, and conclude. Label these as sample data rather than your own observations.
Pip’s example: Pip groups related notes about a test and uses because to explain a connection.
g3.writing.info-3.v1A pretend map shows two routes from a school to a park. The direct route is 4 blocks; the route through the library is 7 blocks.
Help: Use the provided sample notes. Introduce the topic, group related details, explain a connection, and conclude. Label these as sample data rather than your own observations.
Pip’s example: Pip groups related notes about a test and uses because to explain a connection.
g3.writing.info-4.v1An artist made three sketches, selected one, painted it, and changed the background after a viewer found the subject hard to see.
Help: Use the provided sample notes. Introduce the topic, group related details, explain a connection, and conclude. Label these as sample data rather than your own observations.
Pip’s example: Pip groups related notes about a test and uses because to explain a connection.
g3.writing.info-5.v1A composer repeated a four-note phrase, changed its ending, and added a quiet beat so listeners could hear the two parts.
Help: Use the provided sample notes. Introduce the topic, group related details, explain a connection, and conclude. Label these as sample data rather than your own observations.
Pip’s example: Pip groups related notes about a test and uses because to explain a connection.
g3.writing.info-6.v1In a sample week, three days had rain and two did not. A longer record would be needed to describe the region’s climate.
Help: Use the provided sample notes. Introduce the topic, group related details, explain a connection, and conclude. Label these as sample data rather than your own observations.
Pip’s example: Pip groups related notes about a test and uses because to explain a connection.
g3.writing.info-7.v1A pretend group drew a garden plan, asked neighbors for ideas, changed the path width, and shared the revised plan.
Help: Use the provided sample notes. Introduce the topic, group related details, explain a connection, and conclude. Label these as sample data rather than your own observations.
Pip’s example: Pip groups related notes about a test and uses because to explain a connection.
g3.writing.info-8.v1Clean boxes became art-supply trays. The group sorted materials, labeled each tray, and found supplies more easily.
Help: Use the provided sample notes. Introduce the topic, group related details, explain a connection, and conclude. Label these as sample data rather than your own observations.
Pip’s example: Pip groups related notes about a test and uses because to explain a connection.
g3.writing.info-9.v1Idaho ELA/Literacy · January 3, 2022 · 3.RS-IP.1; 3.ODC-DC.5
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose a focused question. Use two grown-up-selected sources, locate a useful heading or index entry, note a fact from each in your own words, and record the sources on paper. Explain which evidence supports a claim.
Pip’s example: Pip asks a focused question, uses a heading or index to find information, and records which source supports each note.
g3.writing.research-0.v1Help: Choose a focused question. Use two grown-up-selected sources, locate a useful heading or index entry, note a fact from each in your own words, and record the sources on paper. Explain which evidence supports a claim.
Pip’s example: Pip asks a focused question, uses a heading or index to find information, and records which source supports each note.
g3.writing.research-1.v1Help: Choose a focused question. Use two grown-up-selected sources, locate a useful heading or index entry, note a fact from each in your own words, and record the sources on paper. Explain which evidence supports a claim.
Pip’s example: Pip asks a focused question, uses a heading or index to find information, and records which source supports each note.
g3.writing.research-2.v1Help: Choose a focused question. Use two grown-up-selected sources, locate a useful heading or index entry, note a fact from each in your own words, and record the sources on paper. Explain which evidence supports a claim.
Pip’s example: Pip asks a focused question, uses a heading or index to find information, and records which source supports each note.
g3.writing.research-3.v1Help: Choose a focused question. Use two grown-up-selected sources, locate a useful heading or index entry, note a fact from each in your own words, and record the sources on paper. Explain which evidence supports a claim.
Pip’s example: Pip asks a focused question, uses a heading or index to find information, and records which source supports each note.
g3.writing.research-4.v1Help: Choose a focused question. Use two grown-up-selected sources, locate a useful heading or index entry, note a fact from each in your own words, and record the sources on paper. Explain which evidence supports a claim.
Pip’s example: Pip asks a focused question, uses a heading or index to find information, and records which source supports each note.
g3.writing.research-5.v1Help: Choose a focused question. Use two grown-up-selected sources, locate a useful heading or index entry, note a fact from each in your own words, and record the sources on paper. Explain which evidence supports a claim.
Pip’s example: Pip asks a focused question, uses a heading or index to find information, and records which source supports each note.
g3.writing.research-6.v1Help: Choose a focused question. Use two grown-up-selected sources, locate a useful heading or index entry, note a fact from each in your own words, and record the sources on paper. Explain which evidence supports a claim.
Pip’s example: Pip asks a focused question, uses a heading or index to find information, and records which source supports each note.
g3.writing.research-7.v1Help: Choose a focused question. Use two grown-up-selected sources, locate a useful heading or index entry, note a fact from each in your own words, and record the sources on paper. Explain which evidence supports a claim.
Pip’s example: Pip asks a focused question, uses a heading or index to find information, and records which source supports each note.
g3.writing.research-8.v1Help: Choose a focused question. Use two grown-up-selected sources, locate a useful heading or index entry, note a fact from each in your own words, and record the sources on paper. Explain which evidence supports a claim.
Pip’s example: Pip asks a focused question, uses a heading or index to find information, and records which source supports each note.
g3.writing.research-9.v1Idaho ELA/Literacy · January 3, 2022 · 3.W-RW.6
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use your writing or a grown-up’s short sample. Ask for feedback, make a thoughtful change, and explain what it helps a reader understand.
Pip’s example: Pip asks what confused a reader, makes one useful change, and checks whether the new version is clearer.
g3.writing.revise-0.v1Help: Use your writing or a grown-up’s short sample. Ask for feedback, make a thoughtful change, and explain what it helps a reader understand.
Pip’s example: Pip asks what confused a reader, makes one useful change, and checks whether the new version is clearer.
g3.writing.revise-1.v1Help: Use your writing or a grown-up’s short sample. Ask for feedback, make a thoughtful change, and explain what it helps a reader understand.
Pip’s example: Pip asks what confused a reader, makes one useful change, and checks whether the new version is clearer.
g3.writing.revise-2.v1Help: Use your writing or a grown-up’s short sample. Ask for feedback, make a thoughtful change, and explain what it helps a reader understand.
Pip’s example: Pip asks what confused a reader, makes one useful change, and checks whether the new version is clearer.
g3.writing.revise-3.v1Help: Use your writing or a grown-up’s short sample. Ask for feedback, make a thoughtful change, and explain what it helps a reader understand.
Pip’s example: Pip asks what confused a reader, makes one useful change, and checks whether the new version is clearer.
g3.writing.revise-4.v1Help: Use your writing or a grown-up’s short sample. Ask for feedback, make a thoughtful change, and explain what it helps a reader understand.
Pip’s example: Pip asks what confused a reader, makes one useful change, and checks whether the new version is clearer.
g3.writing.revise-5.v1Help: Use your writing or a grown-up’s short sample. Ask for feedback, make a thoughtful change, and explain what it helps a reader understand.
Pip’s example: Pip asks what confused a reader, makes one useful change, and checks whether the new version is clearer.
g3.writing.revise-6.v1Help: Use your writing or a grown-up’s short sample. Ask for feedback, make a thoughtful change, and explain what it helps a reader understand.
Pip’s example: Pip asks what confused a reader, makes one useful change, and checks whether the new version is clearer.
g3.writing.revise-7.v1Help: Use your writing or a grown-up’s short sample. Ask for feedback, make a thoughtful change, and explain what it helps a reader understand.
Pip’s example: Pip asks what confused a reader, makes one useful change, and checks whether the new version is clearer.
g3.writing.revise-8.v1Help: Use your writing or a grown-up’s short sample. Ask for feedback, make a thoughtful change, and explain what it helps a reader understand.
Pip’s example: Pip asks what confused a reader, makes one useful change, and checks whether the new version is clearer.
g3.writing.revise-9.v1Idaho Mathematics · January 3, 2022 · 3.OA.A.1,3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Help: Make 2 rows with 3 counters in every row. An array has equal rows. Add 3, 2 times, or skip-count by 3. Each row is one equal group.
Pip’s example: Pip builds four equal rows of three counters and connects them to four times three.
g3.math.array-garden-0.v1Help: Make 3 rows with 4 counters in every row. An array has equal rows. Add 4, 3 times, or skip-count by 4. Each row is one equal group.
Pip’s example: Pip builds four equal rows of three counters and connects them to four times three.
g3.math.array-garden-1.v1Help: Make 4 rows with 5 counters in every row. An array has equal rows. Add 5, 4 times, or skip-count by 5. Each row is one equal group.
Pip’s example: Pip builds four equal rows of three counters and connects them to four times three.
g3.math.array-garden-2.v1Help: Make 5 rows with 2 counters in every row. An array has equal rows. Add 2, 5 times, or skip-count by 2. Each row is one equal group.
Pip’s example: Pip builds four equal rows of three counters and connects them to four times three.
g3.math.array-garden-3.v1Help: Make 3 rows with 6 counters in every row. An array has equal rows. Add 6, 3 times, or skip-count by 6. Each row is one equal group.
Pip’s example: Pip builds four equal rows of three counters and connects them to four times three.
g3.math.array-garden-4.v1Help: Make 4 rows with 7 counters in every row. An array has equal rows. Add 7, 4 times, or skip-count by 7. Each row is one equal group.
Pip’s example: Pip builds four equal rows of three counters and connects them to four times three.
g3.math.array-garden-5.v1Help: Make 6 rows with 8 counters in every row. An array has equal rows. Add 8, 6 times, or skip-count by 8. Each row is one equal group.
Pip’s example: Pip builds four equal rows of three counters and connects them to four times three.
g3.math.array-garden-6.v1Help: Make 9 rows with 9 counters in every row. An array has equal rows. Add 9, 9 times, or skip-count by 9. Each row is one equal group.
Pip’s example: Pip builds four equal rows of three counters and connects them to four times three.
g3.math.array-garden-7.v1Idaho Mathematics · January 3, 2022 · 3.OA.B.5; 3.OA.C.7a
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 42
Help: Break a factor into friendly parts, or use a known fact. Explain your strategy.
Pip’s example: Pip splits seven groups into five groups and two groups, then adds the two products.
g3.math.multiply-0.v1Answer: 32
Help: Break a factor into friendly parts, or use a known fact. Explain your strategy.
Pip’s example: Pip splits seven groups into five groups and two groups, then adds the two products.
g3.math.multiply-1.v1Answer: 27
Help: Break a factor into friendly parts, or use a known fact. Explain your strategy.
Pip’s example: Pip splits seven groups into five groups and two groups, then adds the two products.
g3.math.multiply-2.v1Answer: 56
Help: Break a factor into friendly parts, or use a known fact. Explain your strategy.
Pip’s example: Pip splits seven groups into five groups and two groups, then adds the two products.
g3.math.multiply-3.v1Answer: 36
Help: Break a factor into friendly parts, or use a known fact. Explain your strategy.
Pip’s example: Pip splits seven groups into five groups and two groups, then adds the two products.
g3.math.multiply-4.v1Answer: 81
Help: Break a factor into friendly parts, or use a known fact. Explain your strategy.
Pip’s example: Pip splits seven groups into five groups and two groups, then adds the two products.
g3.math.multiply-5.v1Answer: 64
Help: Break a factor into friendly parts, or use a known fact. Explain your strategy.
Pip’s example: Pip splits seven groups into five groups and two groups, then adds the two products.
g3.math.multiply-6.v1Idaho Mathematics · January 3, 2022 · 3.OA.A.2–3; 3.OA.B.6
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 4
Help: Use a drawing or a related multiplication fact to check that every group is equal.
Pip’s example: Pip asks how many groups of six make twenty-four, or how many each if twenty-four is shared among six.
g3.math.divide-0.v1Answer: 7
Help: Use a drawing or a related multiplication fact to check that every group is equal.
Pip’s example: Pip asks how many groups of six make twenty-four, or how many each if twenty-four is shared among six.
g3.math.divide-1.v1Answer: 6
Help: Use a drawing or a related multiplication fact to check that every group is equal.
Pip’s example: Pip asks how many groups of six make twenty-four, or how many each if twenty-four is shared among six.
g3.math.divide-2.v1Answer: 9
Help: Use a drawing or a related multiplication fact to check that every group is equal.
Pip’s example: Pip asks how many groups of six make twenty-four, or how many each if twenty-four is shared among six.
g3.math.divide-3.v1Answer: 8
Help: Use a drawing or a related multiplication fact to check that every group is equal.
Pip’s example: Pip asks how many groups of six make twenty-four, or how many each if twenty-four is shared among six.
g3.math.divide-4.v1Answer: 8
Help: Use a drawing or a related multiplication fact to check that every group is equal.
Pip’s example: Pip asks how many groups of six make twenty-four, or how many each if twenty-four is shared among six.
g3.math.divide-5.v1Answer: 9
Help: Use a drawing or a related multiplication fact to check that every group is equal.
Pip’s example: Pip asks how many groups of six make twenty-four, or how many each if twenty-four is shared among six.
g3.math.divide-6.v1Answer: 7
Help: Use a drawing or a related multiplication fact to check that every group is equal.
Pip’s example: Pip asks how many groups of six make twenty-four, or how many each if twenty-four is shared among six.
g3.math.divide-7.v1Answer: 9
Help: Use a drawing or a related multiplication fact to check that every group is equal.
Pip’s example: Pip asks how many groups of six make twenty-four, or how many each if twenty-four is shared among six.
g3.math.divide-8.v1Answer: 10
Help: Use a drawing or a related multiplication fact to check that every group is equal.
Pip’s example: Pip asks how many groups of six make twenty-four, or how many each if twenty-four is shared among six.
g3.math.divide-9.v1Idaho Mathematics · January 3, 2022 · 3.OA.A.4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 7
Help: Think about the related division fact.
Pip’s example: Pip uses the related division fact to find the missing factor.
g3.math.unknown-0.v1Answer: 7
Help: Think about the related division fact.
Pip’s example: Pip uses the related division fact to find the missing factor.
g3.math.unknown-1.v1Answer: 5
Help: Think about the related division fact.
Pip’s example: Pip uses the related division fact to find the missing factor.
g3.math.unknown-2.v1Answer: 9
Help: Think about the related division fact.
Pip’s example: Pip uses the related division fact to find the missing factor.
g3.math.unknown-3.v1Answer: 9
Help: Think about the related division fact.
Pip’s example: Pip uses the related division fact to find the missing factor.
g3.math.unknown-4.v1Idaho Mathematics · January 3, 2022 · 3.OA.D.8
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 22
Help: Represent both steps. Use an estimate or a related calculation to check the result.
Pip’s example: Pip finds the amount in equal groups first, then applies the change and checks the result.
g3.math.story-0.v1Answer: 37
Help: Represent both steps. Use an estimate or a related calculation to check the result.
Pip’s example: Pip finds the amount in equal groups first, then applies the change and checks the result.
g3.math.story-1.v1Answer: 8
Help: Represent both steps. Use an estimate or a related calculation to check the result.
Pip’s example: Pip finds the amount in equal groups first, then applies the change and checks the result.
g3.math.story-2.v1Answer: 6
Help: Represent both steps. Use an estimate or a related calculation to check the result.
Pip’s example: Pip finds the amount in equal groups first, then applies the change and checks the result.
g3.math.story-3.v1Answer: 8
Help: Represent both steps. Use an estimate or a related calculation to check the result.
Pip’s example: Pip finds the amount in equal groups first, then applies the change and checks the result.
g3.math.story-4.v1Idaho Mathematics · January 3, 2022 · 3.OA.D.9
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 24
Help: Find the equal change between terms.
Pip’s example: Pip notices each term increases by six and explains why another equal group adds six.
g3.math.pattern-0.v1Answer: 36
Help: Find the equal change between terms.
Pip’s example: Pip notices each term increases by six and explains why another equal group adds six.
g3.math.pattern-1.v1Answer: 28
Help: Find the equal change between terms.
Pip’s example: Pip notices each term increases by six and explains why another equal group adds six.
g3.math.pattern-2.v1Answer: 32
Help: Find the equal change between terms.
Pip’s example: Pip notices each term increases by six and explains why another equal group adds six.
g3.math.pattern-3.v1Help: Draw equal groups of paired counters. Explain where the pairs remain in the whole collection.
Pip’s example: Pip notices each term increases by six and explains why another equal group adds six.
g3.math.explain-even.v1Idaho Mathematics · January 3, 2022 · 3.NBT.A.1
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 350
Help: Find the two neighboring multiples and compare distances. Halfway rounds up.
Pip’s example: Pip places 347 between 340 and 350 and chooses the nearer ten.
g3.math.round-0.v1Answer: 700
Help: Find the two neighboring multiples and compare distances. Halfway rounds up.
Pip’s example: Pip places 347 between 340 and 350 and chooses the nearer ten.
g3.math.round-1.v1Answer: 490
Help: Find the two neighboring multiples and compare distances. Halfway rounds up.
Pip’s example: Pip places 347 between 340 and 350 and chooses the nearer ten.
g3.math.round-2.v1Idaho Mathematics · January 3, 2022 · 3.NBT.A.2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 695
Help: Use place value or another strategy. Estimate to check.
Pip’s example: Pip combines place values and exchanges units when needed, then estimates to check the answer.
g3.math.calculate-0.v1Answer: 436
Help: Use place value or another strategy. Estimate to check.
Pip’s example: Pip combines place values and exchanges units when needed, then estimates to check the answer.
g3.math.calculate-1.v1Answer: 845
Help: Use place value or another strategy. Estimate to check.
Pip’s example: Pip combines place values and exchanges units when needed, then estimates to check the answer.
g3.math.calculate-2.v1Answer: 446
Help: Use place value or another strategy. Estimate to check.
Pip’s example: Pip combines place values and exchanges units when needed, then estimates to check the answer.
g3.math.calculate-3.v1Idaho Mathematics · January 3, 2022 · 3.NBT.A.3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 120
Help: Count tens, then name their total value.
Pip’s example: Pip sees four groups of three tens: twelve tens, or one hundred twenty.
g3.math.tens-0.v1Answer: 420
Help: Count tens, then name their total value.
Pip’s example: Pip sees four groups of three tens: twelve tens, or one hundred twenty.
g3.math.tens-1.v1Answer: 720
Help: Count tens, then name their total value.
Pip’s example: Pip sees four groups of three tens: twelve tens, or one hundred twenty.
g3.math.tens-2.v1Idaho Mathematics · January 3, 2022 · 3.NF.A.1–2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 1
Help: The interval from zero to one has 2 equal parts. Count 1 parts from zero.
Pip’s example: Pip divides zero to one into four equal intervals and moves three intervals from zero.
g3.math.line-0.v1Answer: 1
Help: The interval from zero to one has 3 equal parts. Count 1 parts from zero.
Pip’s example: Pip divides zero to one into four equal intervals and moves three intervals from zero.
g3.math.line-1.v1Answer: 2
Help: The interval from zero to one has 3 equal parts. Count 2 parts from zero.
Pip’s example: Pip divides zero to one into four equal intervals and moves three intervals from zero.
g3.math.line-2.v1Answer: 1
Help: The interval from zero to one has 4 equal parts. Count 1 parts from zero.
Pip’s example: Pip divides zero to one into four equal intervals and moves three intervals from zero.
g3.math.line-3.v1Answer: 3
Help: The interval from zero to one has 4 equal parts. Count 3 parts from zero.
Pip’s example: Pip divides zero to one into four equal intervals and moves three intervals from zero.
g3.math.line-4.v1Answer: 2
Help: The interval from zero to one has 6 equal parts. Count 2 parts from zero.
Pip’s example: Pip divides zero to one into four equal intervals and moves three intervals from zero.
g3.math.line-5.v1Answer: 5
Help: The interval from zero to one has 6 equal parts. Count 5 parts from zero.
Pip’s example: Pip divides zero to one into four equal intervals and moves three intervals from zero.
g3.math.line-6.v1Answer: 7
Help: The interval from zero to one has 8 equal parts. Count 7 parts from zero.
Pip’s example: Pip divides zero to one into four equal intervals and moves three intervals from zero.
g3.math.line-7.v1Idaho Mathematics · January 3, 2022 · 3.NF.A.3a–c
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: 2/4 · 1/4 · 0/2
Answer: 2/4
Help: Compare equal-sized wholes. Explain how the shares cover the same amount.
Pip’s example: Pip compares equal-sized wholes and sees that two fourths cover the same length as one half.
g3.math.equivalent-0.v1Choices: 4/6 · 2/6 · 0/2
Answer: 4/6
Help: Compare equal-sized wholes. Explain how the shares cover the same amount.
Pip’s example: Pip compares equal-sized wholes and sees that two fourths cover the same length as one half.
g3.math.equivalent-1.v1Choices: 6/8 · 3/8 · 0/2
Answer: 6/8
Help: Compare equal-sized wholes. Explain how the shares cover the same amount.
Pip’s example: Pip compares equal-sized wholes and sees that two fourths cover the same length as one half.
g3.math.equivalent-2.v1Choices: 4/4 · 1/4 · 0/2
Answer: 4/4
Help: Compare equal-sized wholes. Explain how the shares cover the same amount.
Pip’s example: Pip compares equal-sized wholes and sees that two fourths cover the same length as one half.
g3.math.equivalent-3.v1Choices: 6/3 · 2/3 · 0/2
Answer: 6/3
Help: Compare equal-sized wholes. Explain how the shares cover the same amount.
Pip’s example: Pip compares equal-sized wholes and sees that two fourths cover the same length as one half.
g3.math.equivalent-4.v1Choices: 2/6 · 3/6 · 0/2
Answer: 2/6
Help: Compare equal-sized wholes. Explain how the shares cover the same amount.
Pip’s example: Pip compares equal-sized wholes and sees that two fourths cover the same length as one half.
g3.math.equivalent-5.v1Idaho Mathematics · January 3, 2022 · 3.NF.A.3d
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: < · > · =
Answer: <
Help: When denominators match, compare counts of shares. When numerators match, compare share sizes.
Pip’s example: Pip compares counts of equal-sized eighths. When numerators match, the size of each share matters.
g3.math.compare-0.v1Choices: > · < · =
Answer: >
Help: When denominators match, compare counts of shares. When numerators match, compare share sizes.
Pip’s example: Pip compares counts of equal-sized eighths. When numerators match, the size of each share matters.
g3.math.compare-1.v1Choices: > · < · =
Answer: >
Help: When denominators match, compare counts of shares. When numerators match, compare share sizes.
Pip’s example: Pip compares counts of equal-sized eighths. When numerators match, the size of each share matters.
g3.math.compare-2.v1Choices: < · > · =
Answer: <
Help: When denominators match, compare counts of shares. When numerators match, compare share sizes.
Pip’s example: Pip compares counts of equal-sized eighths. When numerators match, the size of each share matters.
g3.math.compare-3.v1Choices: > · < · =
Answer: >
Help: When denominators match, compare counts of shares. When numerators match, compare share sizes.
Pip’s example: Pip compares counts of equal-sized eighths. When numerators match, the size of each share matters.
g3.math.compare-4.v1Choices: = · < · >
Answer: =
Help: When denominators match, compare counts of shares. When numerators match, compare share sizes.
Pip’s example: Pip compares counts of equal-sized eighths. When numerators match, the size of each share matters.
g3.math.compare-5.v1Idaho Mathematics · January 3, 2022 · 3.MD.A.1
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: 2:17 · 2:18 · 3:17
Answer: 2:17
Help: Use the hour hand, then count five-minute groups and extra minute marks.
Pip’s example: Pip counts twenty-five minutes forward on a number line.
g3.math.clock-0.v1Choices: 5:43 · 5:44 · 6:43
Answer: 5:43
Help: Use the hour hand, then count five-minute groups and extra minute marks.
Pip’s example: Pip counts twenty-five minutes forward on a number line.
g3.math.clock-1.v1Answer: 40
Help: Count forward from the start. Sixty minutes past two is three o’clock.
Pip’s example: Pip counts twenty-five minutes forward on a number line.
g3.math.elapsed-0.v1Answer: 55
Help: Count forward from the start. Sixty minutes past two is three o’clock.
Pip’s example: Pip counts twenty-five minutes forward on a number line.
g3.math.elapsed-1.v1Answer: 60
Help: Count forward from the start. Sixty minutes past two is three o’clock.
Pip’s example: Pip counts twenty-five minutes forward on a number line.
g3.math.elapsed-2.v1Idaho Mathematics · January 3, 2022 · 3.MD.A.2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 375
Help: Add quantities measured in the same unit.
Pip’s example: Pip uses liters to describe liquid volume and multiplies the amount in each equal container.
g3.math.mass-add.v1Answer: 450
Help: Compare the amounts using subtraction.
Pip’s example: Pip uses liters to describe liquid volume and multiplies the amount in each equal container.
g3.math.mass-difference.v1Help: Use a suitable scale and record grams or kilograms. Explain why your unit and estimate make sense.
Pip’s example: Pip uses liters to describe liquid volume and multiplies the amount in each equal container.
g3.math.mass-estimate.v1Answer: 12
Help: Multiply the number of equal containers by the amount in each.
Pip’s example: Pip uses liters to describe liquid volume and multiplies the amount in each equal container.
g3.math.volume-groups.v1Help: Use a small amount of water over a tray. Estimate first, measure in liters or milliliters, and explain your observations.
Pip’s example: Pip uses liters to describe liquid volume and multiplies the amount in each equal container.
g3.math.volume-test.v1Idaho Mathematics · January 3, 2022 · 3.MD.C.5–7
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 15
Help: Count the equal square tiles or multiply the side lengths.
Pip’s example: Pip counts equal unit squares and multiplies rows by columns to find fifteen square units.
g3.math.area-0.v1Answer: 24
Help: Count the equal square tiles or multiply the side lengths.
Pip’s example: Pip counts equal unit squares and multiplies rows by columns to find fifteen square units.
g3.math.area-1.v1Answer: 21
Help: Count the equal square tiles or multiply the side lengths.
Pip’s example: Pip counts equal unit squares and multiplies rows by columns to find fifteen square units.
g3.math.area-2.v1Answer: 32
Help: Count the equal square tiles or multiply the side lengths.
Pip’s example: Pip counts equal unit squares and multiplies rows by columns to find fifteen square units.
g3.math.area-3.v1Help: Label square units and explain why adding the two smaller areas gives the whole area.
Pip’s example: Pip counts equal unit squares and multiplies rows by columns to find fifteen square units.
g3.math.split-area.v1Idaho Mathematics · January 3, 2022 · 3.MD.D.8
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 16
Help: Add all four outer side lengths.
Pip’s example: Pip adds the lengths of every outer side once. Area counts the square units inside.
g3.math.perimeter-0.v1Answer: 20
Help: Add all four outer side lengths.
Pip’s example: Pip adds the lengths of every outer side once. Area counts the square units inside.
g3.math.perimeter-1.v1Answer: 20
Help: Add all four outer side lengths.
Pip’s example: Pip adds the lengths of every outer side once. Area counts the square units inside.
g3.math.perimeter-2.v1Answer: 24
Help: Add all four outer side lengths.
Pip’s example: Pip adds the lengths of every outer side once. Area counts the square units inside.
g3.math.perimeter-3.v1Help: Try whole-number side lengths. Label every side and count square units inside. Equal perimeter need not mean equal area.
Pip’s example: Pip adds the lengths of every outer side once. Area counts the square units inside.
g3.math.same-perimeter.v1Idaho Mathematics · January 3, 2022 · 3.MD.B.3–4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 14
Help: Read the key and count votes rather than pictures.
Pip’s example: Pip reads the key before counting symbols, then checks which categories the question names.
g3.math.scaled-total.v1Answer: 10
Help: Find the difference in symbols, then use the key.
Pip’s example: Pip reads the key before counting symbols, then checks which categories the question names.
g3.math.scaled-difference.v1Answer: 15
Help: Use the same key for every symbol.
Pip’s example: Pip reads the key before counting symbols, then checks which categories the question names.
g3.math.scaled-category.v1Help: Use a ruler with a grown-up. Mark equal intervals, place an X for each measurement, and explain the most common length. Keep actual measurements on your paper.
Pip’s example: Pip reads the key before counting symbols, then checks which categories the question names.
g3.math.measure-plot-0.v1Help: Use a ruler with a grown-up. Mark equal intervals, place an X for each measurement, and explain the most common length. Keep actual measurements on your paper.
Pip’s example: Pip reads the key before counting symbols, then checks which categories the question names.
g3.math.measure-plot-1.v1Idaho Mathematics · January 3, 2022 · 3.G.A.1–2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Yes, it has four right angles. · No, rectangles cannot have equal sides. · Only very large squares are rectangles.
Answer: Yes, it has four right angles.
Help: Classify by attributes rather than orientation or size.
Pip’s example: Pip checks attributes: a square has four right angles and two pairs of parallel sides.
g3.math.square-rectangle.v1Choices: a closed shape with four straight sides · a shape with four equal sides · a shape with four right angles
Answer: a closed shape with four straight sides
Help: Some quadrilaterals have unequal sides or angles.
Pip’s example: Pip checks attributes: a square has four right angles and two pairs of parallel sides.
g3.math.quadrilateral.v1Help: Draw and label your thinking. Equal parts need equal area; a grown-up can discuss your explanation.
Pip’s example: Pip checks attributes: a square has four right angles and two pairs of parallel sides.
g3.math.shape-0.v1Help: Draw and label your thinking. Equal parts need equal area; a grown-up can discuss your explanation.
Pip’s example: Pip checks attributes: a square has four right angles and two pairs of parallel sides.
g3.math.shape-1.v1Help: Draw and label your thinking. Equal parts need equal area; a grown-up can discuss your explanation.
Pip’s example: Pip checks attributes: a square has four right angles and two pairs of parallel sides.
g3.math.shape-2.v1Idaho Science · January 3, 2022 · 3-PS-1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip changes one push on a toy, observes its motion, and keeps other conditions the same.
g3.science.force-0.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip changes one push on a toy, observes its motion, and keeps other conditions the same.
g3.science.force-1.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip changes one push on a toy, observes its motion, and keeps other conditions the same.
g3.science.force-2.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip changes one push on a toy, observes its motion, and keeps other conditions the same.
g3.science.force-3.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip changes one push on a toy, observes its motion, and keeps other conditions the same.
g3.science.force-4.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip changes one push on a toy, observes its motion, and keeps other conditions the same.
g3.science.force-5.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip changes one push on a toy, observes its motion, and keeps other conditions the same.
g3.science.force-6.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip changes one push on a toy, observes its motion, and keeps other conditions the same.
g3.science.force-7.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip changes one push on a toy, observes its motion, and keeps other conditions the same.
g3.science.force-8.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip changes one push on a toy, observes its motion, and keeps other conditions the same.
g3.science.force-9.v1Idaho Science · January 3, 2022 · 3-PS-1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip watches a ball roll back and forth in a bowl and predicts its next direction from the repeated pattern.
g3.science.motion-0.v1Help: Sketch three observed positions with a grown-up, add a predicted next position, then test whether your pattern continues.
Pip’s example: Pip watches a ball roll back and forth in a bowl and predicts its next direction from the repeated pattern.
g3.science.predict-0.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip watches a ball roll back and forth in a bowl and predicts its next direction from the repeated pattern.
g3.science.motion-1.v1Help: Sketch three observed positions with a grown-up, add a predicted next position, then test whether your pattern continues.
Pip’s example: Pip watches a ball roll back and forth in a bowl and predicts its next direction from the repeated pattern.
g3.science.predict-1.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip watches a ball roll back and forth in a bowl and predicts its next direction from the repeated pattern.
g3.science.motion-2.v1Help: Sketch three observed positions with a grown-up, add a predicted next position, then test whether your pattern continues.
Pip’s example: Pip watches a ball roll back and forth in a bowl and predicts its next direction from the repeated pattern.
g3.science.predict-2.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip watches a ball roll back and forth in a bowl and predicts its next direction from the repeated pattern.
g3.science.motion-3.v1Help: Sketch three observed positions with a grown-up, add a predicted next position, then test whether your pattern continues.
Pip’s example: Pip watches a ball roll back and forth in a bowl and predicts its next direction from the repeated pattern.
g3.science.predict-3.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip watches a ball roll back and forth in a bowl and predicts its next direction from the repeated pattern.
g3.science.motion-4.v1Help: Sketch three observed positions with a grown-up, add a predicted next position, then test whether your pattern continues.
Pip’s example: Pip watches a ball roll back and forth in a bowl and predicts its next direction from the repeated pattern.
g3.science.predict-4.v1Idaho Science · January 3, 2022 · 3-PS-1.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip asks whether a magnet moves an object before touching it and changes only the distance in a test.
g3.science.magnet-0.v1Help: Draw the arrangement, identify one variable to change, and predict an observation that would help answer the question. A plan is not yet a completed test.
Pip’s example: Pip asks whether a magnet moves an object before touching it and changes only the distance in a test.
g3.science.question-0.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip asks whether a magnet moves an object before touching it and changes only the distance in a test.
g3.science.magnet-1.v1Help: Draw the arrangement, identify one variable to change, and predict an observation that would help answer the question. A plan is not yet a completed test.
Pip’s example: Pip asks whether a magnet moves an object before touching it and changes only the distance in a test.
g3.science.question-1.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip asks whether a magnet moves an object before touching it and changes only the distance in a test.
g3.science.magnet-2.v1Help: Draw the arrangement, identify one variable to change, and predict an observation that would help answer the question. A plan is not yet a completed test.
Pip’s example: Pip asks whether a magnet moves an object before touching it and changes only the distance in a test.
g3.science.question-2.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip asks whether a magnet moves an object before touching it and changes only the distance in a test.
g3.science.magnet-3.v1Help: Draw the arrangement, identify one variable to change, and predict an observation that would help answer the question. A plan is not yet a completed test.
Pip’s example: Pip asks whether a magnet moves an object before touching it and changes only the distance in a test.
g3.science.question-3.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip asks whether a magnet moves an object before touching it and changes only the distance in a test.
g3.science.magnet-4.v1Help: Draw the arrangement, identify one variable to change, and predict an observation that would help answer the question. A plan is not yet a completed test.
Pip’s example: Pip asks whether a magnet moves an object before touching it and changes only the distance in a test.
g3.science.question-4.v1Idaho Science · January 3, 2022 · 3-PS-1.4
Coverage: partial. Adult observation needed; no automatic grade.
Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip needs a model door to stay shut but open easily and considers a magnetic latch.
g3.science.design-0.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip needs a model door to stay shut but open easily and considers a magnetic latch.
g3.science.design-1.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip needs a model door to stay shut but open easily and considers a magnetic latch.
g3.science.design-2.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip needs a model door to stay shut but open easily and considers a magnetic latch.
g3.science.design-3.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip needs a model door to stay shut but open easily and considers a magnetic latch.
g3.science.design-4.v1Idaho Science · January 3, 2022 · 3-LS-1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: With a grown-up-selected reference, label birth or germination, growth, reproduction, and death. Include the organism’s particular stages and explain what your model leaves out.
Pip’s example: Pip compares a flowering plant and a butterfly, finding shared life processes and different stages.
g3.science.cycle-0.v1Help: Use two reliable reference pictures with a grown-up. Identify shared life processes and two differences. Individual organisms do not repeat their own lives.
Pip’s example: Pip compares a flowering plant and a butterfly, finding shared life processes and different stages.
g3.science.compare-cycle-0.v1Help: With a grown-up-selected reference, label birth or germination, growth, reproduction, and death. Include the organism’s particular stages and explain what your model leaves out.
Pip’s example: Pip compares a flowering plant and a butterfly, finding shared life processes and different stages.
g3.science.cycle-1.v1Help: Use two reliable reference pictures with a grown-up. Identify shared life processes and two differences. Individual organisms do not repeat their own lives.
Pip’s example: Pip compares a flowering plant and a butterfly, finding shared life processes and different stages.
g3.science.compare-cycle-1.v1Help: With a grown-up-selected reference, label birth or germination, growth, reproduction, and death. Include the organism’s particular stages and explain what your model leaves out.
Pip’s example: Pip compares a flowering plant and a butterfly, finding shared life processes and different stages.
g3.science.cycle-2.v1Help: Use two reliable reference pictures with a grown-up. Identify shared life processes and two differences. Individual organisms do not repeat their own lives.
Pip’s example: Pip compares a flowering plant and a butterfly, finding shared life processes and different stages.
g3.science.compare-cycle-2.v1Help: With a grown-up-selected reference, label birth or germination, growth, reproduction, and death. Include the organism’s particular stages and explain what your model leaves out.
Pip’s example: Pip compares a flowering plant and a butterfly, finding shared life processes and different stages.
g3.science.cycle-3.v1Help: Use two reliable reference pictures with a grown-up. Identify shared life processes and two differences. Individual organisms do not repeat their own lives.
Pip’s example: Pip compares a flowering plant and a butterfly, finding shared life processes and different stages.
g3.science.compare-cycle-3.v1Help: With a grown-up-selected reference, label birth or germination, growth, reproduction, and death. Include the organism’s particular stages and explain what your model leaves out.
Pip’s example: Pip compares a flowering plant and a butterfly, finding shared life processes and different stages.
g3.science.cycle-4.v1Help: Use two reliable reference pictures with a grown-up. Identify shared life processes and two differences. Individual organisms do not repeat their own lives.
Pip’s example: Pip compares a flowering plant and a butterfly, finding shared life processes and different stages.
g3.science.compare-cycle-4.v1Idaho Science · January 3, 2022 · 3-LS-2.1
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
One watches while others feed and gives an alarm when danger appears.
Choices: Members can receive a warning. · Every animal must always live in a group. · Groups prevent every danger.
Answer: Members can receive a warning.
Help: Match the claim to the specific observation. Avoid claims that say always or every.
Pip’s example: Pip uses an observation of animals warning one another to explain how a group can help members survive.
g3.science.group-evidence-0.v1One watches while others feed and gives an alarm when danger appears.
Help: Use the provided observation as evidence and name one thing it does not establish. Discuss your reasoning with a grown-up.
Pip’s example: Pip uses an observation of animals warning one another to explain how a group can help members survive.
g3.science.group-argument-0.v1Many fish move together; a predator has difficulty singling out one fish.
Choices: A group can make one fish harder to target. · Every animal must always live in a group. · Groups prevent every danger.
Answer: A group can make one fish harder to target.
Help: Match the claim to the specific observation. Avoid claims that say always or every.
Pip’s example: Pip uses an observation of animals warning one another to explain how a group can help members survive.
g3.science.group-evidence-1.v1Many fish move together; a predator has difficulty singling out one fish.
Help: Use the provided observation as evidence and name one thing it does not establish. Discuss your reasoning with a grown-up.
Pip’s example: Pip uses an observation of animals warning one another to explain how a group can help members survive.
g3.science.group-argument-1.v1Several wolves work together while hunting.
Choices: Cooperation can help obtain food. · Every animal must always live in a group. · Groups prevent every danger.
Answer: Cooperation can help obtain food.
Help: Match the claim to the specific observation. Avoid claims that say always or every.
Pip’s example: Pip uses an observation of animals warning one another to explain how a group can help members survive.
g3.science.group-evidence-2.v1Several wolves work together while hunting.
Help: Use the provided observation as evidence and name one thing it does not establish. Discuss your reasoning with a grown-up.
Pip’s example: Pip uses an observation of animals warning one another to explain how a group can help members survive.
g3.science.group-argument-2.v1Penguins huddle in cold conditions and shift positions.
Choices: Huddling can help reduce heat loss. · Every animal must always live in a group. · Groups prevent every danger.
Answer: Huddling can help reduce heat loss.
Help: Match the claim to the specific observation. Avoid claims that say always or every.
Pip’s example: Pip uses an observation of animals warning one another to explain how a group can help members survive.
g3.science.group-evidence-3.v1Penguins huddle in cold conditions and shift positions.
Help: Use the provided observation as evidence and name one thing it does not establish. Discuss your reasoning with a grown-up.
Pip’s example: Pip uses an observation of animals warning one another to explain how a group can help members survive.
g3.science.group-argument-3.v1Adults gather around young elephants when danger approaches.
Choices: Adults can help protect the young. · Every animal must always live in a group. · Groups prevent every danger.
Answer: Adults can help protect the young.
Help: Match the claim to the specific observation. Avoid claims that say always or every.
Pip’s example: Pip uses an observation of animals warning one another to explain how a group can help members survive.
g3.science.group-evidence-4.v1Adults gather around young elephants when danger approaches.
Help: Use the provided observation as evidence and name one thing it does not establish. Discuss your reasoning with a grown-up.
Pip’s example: Pip uses an observation of animals warning one another to explain how a group can help members survive.
g3.science.group-argument-4.v1Idaho Science · January 3, 2022 · 3-LS-3.1
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Help: A grown-up chooses a reliable labeled reference. Record similarities and differences, and explain why offspring can resemble parents without being identical. Do not predict exact inheritance from a few pictures.
Pip’s example: Pip compares sample plant-family records, notices similarities and variation, and avoids predicting exact offspring traits.
g3.science.traits-0.v1Choices: Offspring can share a parent trait while showing variation. · Every offspring has exactly the same traits. · The record proves that environment never matters.
Answer: Offspring can share a parent trait while showing variation.
Help: Separate what the record shows from a claim it cannot prove.
Pip’s example: Pip compares sample plant-family records, notices similarities and variation, and avoids predicting exact offspring traits.
g3.science.variation-0.v1Help: A grown-up chooses a reliable labeled reference. Record similarities and differences, and explain why offspring can resemble parents without being identical. Do not predict exact inheritance from a few pictures.
Pip’s example: Pip compares sample plant-family records, notices similarities and variation, and avoids predicting exact offspring traits.
g3.science.traits-1.v1Choices: Leaf shape varies among these related plants. · Every offspring has exactly the same traits. · The record proves that environment never matters.
Answer: Leaf shape varies among these related plants.
Help: Separate what the record shows from a claim it cannot prove.
Pip’s example: Pip compares sample plant-family records, notices similarities and variation, and avoids predicting exact offspring traits.
g3.science.variation-1.v1Help: A grown-up chooses a reliable labeled reference. Record similarities and differences, and explain why offspring can resemble parents without being identical. Do not predict exact inheritance from a few pictures.
Pip’s example: Pip compares sample plant-family records, notices similarities and variation, and avoids predicting exact offspring traits.
g3.science.traits-2.v1Choices: Young animals in one family need not have identical fur patterns. · Every offspring has exactly the same traits. · The record proves that environment never matters.
Answer: Young animals in one family need not have identical fur patterns.
Help: Separate what the record shows from a claim it cannot prove.
Pip’s example: Pip compares sample plant-family records, notices similarities and variation, and avoids predicting exact offspring traits.
g3.science.variation-2.v1Help: A grown-up chooses a reliable labeled reference. Record similarities and differences, and explain why offspring can resemble parents without being identical. Do not predict exact inheritance from a few pictures.
Pip’s example: Pip compares sample plant-family records, notices similarities and variation, and avoids predicting exact offspring traits.
g3.science.traits-3.v1Choices: A family can show both similarities and differences. · Every offspring has exactly the same traits. · The record proves that environment never matters.
Answer: A family can show both similarities and differences.
Help: Separate what the record shows from a claim it cannot prove.
Pip’s example: Pip compares sample plant-family records, notices similarities and variation, and avoids predicting exact offspring traits.
g3.science.variation-3.v1Help: A grown-up chooses a reliable labeled reference. Record similarities and differences, and explain why offspring can resemble parents without being identical. Do not predict exact inheritance from a few pictures.
Pip’s example: Pip compares sample plant-family records, notices similarities and variation, and avoids predicting exact offspring traits.
g3.science.traits-4.v1Choices: Stripe width varies even when a pattern is shared. · Every offspring has exactly the same traits. · The record proves that environment never matters.
Answer: Stripe width varies even when a pattern is shared.
Help: Separate what the record shows from a claim it cannot prove.
Pip’s example: Pip compares sample plant-family records, notices similarities and variation, and avoids predicting exact offspring traits.
g3.science.variation-4.v1Idaho Science · January 3, 2022 · 3-LS-3.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use the same type of plant. Change one condition within a healthy range with a grown-up, keep other conditions similar, and decide what to measure. Do not deliberately harm living things.
Pip’s example: Pip compares plant growth under different water conditions and asks what other conditions were held the same.
g3.science.plant-plan-0.v1Help: Use your observations or a grown-up-selected reference. Separate environmental effects from inherited traits and identify what further evidence would help.
Pip’s example: Pip compares plant growth under different water conditions and asks what other conditions were held the same.
g3.science.plant-evidence-0.v1Help: Use the same type of plant. Change one condition within a healthy range with a grown-up, keep other conditions similar, and decide what to measure. Do not deliberately harm living things.
Pip’s example: Pip compares plant growth under different water conditions and asks what other conditions were held the same.
g3.science.plant-plan-1.v1Help: Use your observations or a grown-up-selected reference. Separate environmental effects from inherited traits and identify what further evidence would help.
Pip’s example: Pip compares plant growth under different water conditions and asks what other conditions were held the same.
g3.science.plant-evidence-1.v1Help: Use the same type of plant. Change one condition within a healthy range with a grown-up, keep other conditions similar, and decide what to measure. Do not deliberately harm living things.
Pip’s example: Pip compares plant growth under different water conditions and asks what other conditions were held the same.
g3.science.plant-plan-2.v1Help: Use your observations or a grown-up-selected reference. Separate environmental effects from inherited traits and identify what further evidence would help.
Pip’s example: Pip compares plant growth under different water conditions and asks what other conditions were held the same.
g3.science.plant-evidence-2.v1Help: Use the same type of plant. Change one condition within a healthy range with a grown-up, keep other conditions similar, and decide what to measure. Do not deliberately harm living things.
Pip’s example: Pip compares plant growth under different water conditions and asks what other conditions were held the same.
g3.science.plant-plan-3.v1Help: Use your observations or a grown-up-selected reference. Separate environmental effects from inherited traits and identify what further evidence would help.
Pip’s example: Pip compares plant growth under different water conditions and asks what other conditions were held the same.
g3.science.plant-evidence-3.v1Help: Use the same type of plant. Change one condition within a healthy range with a grown-up, keep other conditions similar, and decide what to measure. Do not deliberately harm living things.
Pip’s example: Pip compares plant growth under different water conditions and asks what other conditions were held the same.
g3.science.plant-plan-4.v1Help: Use your observations or a grown-up-selected reference. Separate environmental effects from inherited traits and identify what further evidence would help.
Pip’s example: Pip compares plant growth under different water conditions and asks what other conditions were held the same.
g3.science.plant-evidence-4.v1Idaho Science · January 3, 2022 · 3-LS-3.3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: a pond with moist shelter · a dry shelf indoors · an icy mountaintop
Answer: a pond with moist shelter
Help: Use the stated needs as evidence.
Pip’s example: Pip compares an organism’s needs with water, shelter, and other conditions in a habitat.
g3.science.habitat-0.v1Reference focus: moist shelter and water for early life stages.
Help: Use a reference with a grown-up. Make a claim about which conditions better meet its needs and support the claim with two details. Do not move wild animals.
Pip’s example: Pip compares an organism’s needs with water, shelter, and other conditions in a habitat.
g3.science.habitat-claim-0.v1Choices: a suitable dry habitat with occasional water · a permanently flooded pond · a dark cupboard
Answer: a suitable dry habitat with occasional water
Help: Use the stated needs as evidence.
Pip’s example: Pip compares an organism’s needs with water, shelter, and other conditions in a habitat.
g3.science.habitat-1.v1Reference focus: conditions suited to storing water in a dry environment.
Help: Use a reference with a grown-up. Make a claim about which conditions better meet its needs and support the claim with two details. Do not move wild animals.
Pip’s example: Pip compares an organism’s needs with water, shelter, and other conditions in a habitat.
g3.science.habitat-claim-1.v1Choices: a cool flowing stream · a hot dry sand patch · a sealed jar with no oxygen
Answer: a cool flowing stream
Help: Use the stated needs as evidence.
Pip’s example: Pip compares an organism’s needs with water, shelter, and other conditions in a habitat.
g3.science.habitat-2.v1Reference focus: cool, oxygen-rich water.
Help: Use a reference with a grown-up. Make a claim about which conditions better meet its needs and support the claim with two details. Do not move wild animals.
Pip’s example: Pip compares an organism’s needs with water, shelter, and other conditions in a habitat.
g3.science.habitat-claim-2.v1Choices: a moist patch of soil with leaf litter · bare dry pavement · deep ocean water
Answer: a moist patch of soil with leaf litter
Help: Use the stated needs as evidence.
Pip’s example: Pip compares an organism’s needs with water, shelter, and other conditions in a habitat.
g3.science.habitat-3.v1Reference focus: moist soil and decaying organic matter.
Help: Use a reference with a grown-up. Make a claim about which conditions better meet its needs and support the claim with two details. Do not move wild animals.
Pip’s example: Pip compares an organism’s needs with water, shelter, and other conditions in a habitat.
g3.science.habitat-claim-3.v1Choices: a wooded area with suitable food and nesting places · an empty paved lot with no trees · open water far from land
Answer: a wooded area with suitable food and nesting places
Help: Use the stated needs as evidence.
Pip’s example: Pip compares an organism’s needs with water, shelter, and other conditions in a habitat.
g3.science.habitat-4.v1Reference focus: trees and suitable food.
Help: Use a reference with a grown-up. Make a claim about which conditions better meet its needs and support the claim with two details. Do not move wild animals.
Pip’s example: Pip compares an organism’s needs with water, shelter, and other conditions in a habitat.
g3.science.habitat-claim-4.v1Idaho Science · January 3, 2022 · 3-ESS-1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip uses a bar graph to describe a weather record and says how long the record covers.
g3.science.weather-0.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip uses a bar graph to describe a weather record and says how long the record covers.
g3.science.weather-1.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip uses a bar graph to describe a weather record and says how long the record covers.
g3.science.weather-2.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip uses a bar graph to describe a weather record and says how long the record covers.
g3.science.weather-3.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip uses a bar graph to describe a weather record and says how long the record covers.
g3.science.weather-4.v1Idaho Science · January 3, 2022 · 3-ESS-1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: With a grown-up, use long-term temperature and precipitation summaries from reliable sources. Name the places and sources, compare patterns, and explain why one week is not enough.
Pip’s example: Pip compares long-term temperature and precipitation information; a single storm does not describe a climate.
g3.science.climate-0.v1Help: With a grown-up, use long-term temperature and precipitation summaries from reliable sources. Name the places and sources, compare patterns, and explain why one week is not enough.
Pip’s example: Pip compares long-term temperature and precipitation information; a single storm does not describe a climate.
g3.science.climate-1.v1Help: With a grown-up, use long-term temperature and precipitation summaries from reliable sources. Name the places and sources, compare patterns, and explain why one week is not enough.
Pip’s example: Pip compares long-term temperature and precipitation information; a single storm does not describe a climate.
g3.science.climate-2.v1Help: With a grown-up, use long-term temperature and precipitation summaries from reliable sources. Name the places and sources, compare patterns, and explain why one week is not enough.
Pip’s example: Pip compares long-term temperature and precipitation information; a single storm does not describe a climate.
g3.science.climate-3.v1Help: With a grown-up, use long-term temperature and precipitation summaries from reliable sources. Name the places and sources, compare patterns, and explain why one week is not enough.
Pip’s example: Pip compares long-term temperature and precipitation information; a single storm does not describe a climate.
g3.science.climate-4.v1Idaho Science · January 3, 2022 · 3-ESS-2.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip tests a small model barrier with a grown-up and explains both its result and why a model is not a real flood.
g3.science.hazard-0.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip tests a small model barrier with a grown-up and explains both its result and why a model is not a real flood.
g3.science.hazard-1.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip tests a small model barrier with a grown-up and explains both its result and why a model is not a real flood.
g3.science.hazard-2.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip tests a small model barrier with a grown-up and explains both its result and why a model is not a real flood.
g3.science.hazard-3.v1Help: Work with a grown-up using safe materials. Keep notes on your own paper. Use actual observations and say what your test cannot show.
Pip’s example: Pip tests a small model barrier with a grown-up and explains both its result and why a model is not a real flood.
g3.science.hazard-4.v1Idaho Social Studies · revised November 20, 2025 · 3.SS.1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use two dated sources chosen with a grown-up. Put events in order, describe why a change mattered, and distinguish evidence from a guess. A fictional example is fine if labeled.
Pip’s example: Pip compares a dated photograph with a later map and explains one change without assuming a picture tells the whole story.
g3.social-studies.history-0.v1Help: Use two dated sources chosen with a grown-up. Put events in order, describe why a change mattered, and distinguish evidence from a guess. A fictional example is fine if labeled.
Pip’s example: Pip compares a dated photograph with a later map and explains one change without assuming a picture tells the whole story.
g3.social-studies.history-1.v1Help: Use two dated sources chosen with a grown-up. Put events in order, describe why a change mattered, and distinguish evidence from a guess. A fictional example is fine if labeled.
Pip’s example: Pip compares a dated photograph with a later map and explains one change without assuming a picture tells the whole story.
g3.social-studies.history-2.v1Help: Use two dated sources chosen with a grown-up. Put events in order, describe why a change mattered, and distinguish evidence from a guess. A fictional example is fine if labeled.
Pip’s example: Pip compares a dated photograph with a later map and explains one change without assuming a picture tells the whole story.
g3.social-studies.history-3.v1Help: Use two dated sources chosen with a grown-up. Put events in order, describe why a change mattered, and distinguish evidence from a guess. A fictional example is fine if labeled.
Pip’s example: Pip compares a dated photograph with a later map and explains one change without assuming a picture tells the whole story.
g3.social-studies.history-4.v1Help: Use two dated sources chosen with a grown-up. Put events in order, describe why a change mattered, and distinguish evidence from a guess. A fictional example is fine if labeled.
Pip’s example: Pip compares a dated photograph with a later map and explains one change without assuming a picture tells the whole story.
g3.social-studies.history-5.v1Help: Use two dated sources chosen with a grown-up. Put events in order, describe why a change mattered, and distinguish evidence from a guess. A fictional example is fine if labeled.
Pip’s example: Pip compares a dated photograph with a later map and explains one change without assuming a picture tells the whole story.
g3.social-studies.history-6.v1Help: Use two dated sources chosen with a grown-up. Put events in order, describe why a change mattered, and distinguish evidence from a guess. A fictional example is fine if labeled.
Pip’s example: Pip compares a dated photograph with a later map and explains one change without assuming a picture tells the whole story.
g3.social-studies.history-7.v1Help: Use two dated sources chosen with a grown-up. Put events in order, describe why a change mattered, and distinguish evidence from a guess. A fictional example is fine if labeled.
Pip’s example: Pip compares a dated photograph with a later map and explains one change without assuming a picture tells the whole story.
g3.social-studies.history-8.v1Help: Use two dated sources chosen with a grown-up. Put events in order, describe why a change mattered, and distinguish evidence from a guess. A fictional example is fine if labeled.
Pip’s example: Pip compares a dated photograph with a later map and explains one change without assuming a picture tells the whole story.
g3.social-studies.history-9.v1Idaho Social Studies · revised November 20, 2025 · 3.SS.1.2; 3.SS.5.2
Coverage: partial. Adult observation needed; no automatic grade.
Sources: Idaho Department of Education · Indian Education and tribal links · Idaho Judicial Branch · Tribal websites
Help: With a grown-up, follow the tribal links in the source notes. Choose a current public page about language, art, education, or community life. Name the source and share one detail and one respectful question. Do not copy restricted or ceremonial designs.
Pip’s example: Pip uses a community’s own public educational materials, names the source, and avoids treating one person as everyone’s representative.
g3.social-studies.tribal-source-0.v1Sources: Idaho Department of Education · Indian Education and tribal links · Idaho Judicial Branch · Tribal websites
Help: Read a public tribal source with a grown-up. Discuss a present-day activity and how it connects to history. Tribal nations have their own governments; they are not simply groups from the past.
Pip’s example: Pip uses a community’s own public educational materials, names the source, and avoids treating one person as everyone’s representative.
g3.social-studies.tribal-context-0.v1Sources: Idaho Department of Education · Indian Education and tribal links · Idaho Judicial Branch · Tribal websites
Help: With a grown-up, follow the tribal links in the source notes. Choose a current public page about language, art, education, or community life. Name the source and share one detail and one respectful question. Do not copy restricted or ceremonial designs.
Pip’s example: Pip uses a community’s own public educational materials, names the source, and avoids treating one person as everyone’s representative.
g3.social-studies.tribal-source-1.v1Sources: Idaho Department of Education · Indian Education and tribal links · Idaho Judicial Branch · Tribal websites
Help: Read a public tribal source with a grown-up. Discuss a present-day activity and how it connects to history. Tribal nations have their own governments; they are not simply groups from the past.
Pip’s example: Pip uses a community’s own public educational materials, names the source, and avoids treating one person as everyone’s representative.
g3.social-studies.tribal-context-1.v1Sources: Idaho Department of Education · Indian Education and tribal links · Idaho Judicial Branch · Tribal websites
Help: With a grown-up, follow the tribal links in the source notes. Choose a current public page about language, art, education, or community life. Name the source and share one detail and one respectful question. Do not copy restricted or ceremonial designs.
Pip’s example: Pip uses a community’s own public educational materials, names the source, and avoids treating one person as everyone’s representative.
g3.social-studies.tribal-source-2.v1Sources: Idaho Department of Education · Indian Education and tribal links · Idaho Judicial Branch · Tribal websites
Help: Read a public tribal source with a grown-up. Discuss a present-day activity and how it connects to history. Tribal nations have their own governments; they are not simply groups from the past.
Pip’s example: Pip uses a community’s own public educational materials, names the source, and avoids treating one person as everyone’s representative.
g3.social-studies.tribal-context-2.v1Sources: Idaho Department of Education · Indian Education and tribal links · Idaho Judicial Branch · Tribal websites
Help: With a grown-up, follow the tribal links in the source notes. Choose a current public page about language, art, education, or community life. Name the source and share one detail and one respectful question. Do not copy restricted or ceremonial designs.
Pip’s example: Pip uses a community’s own public educational materials, names the source, and avoids treating one person as everyone’s representative.
g3.social-studies.tribal-source-3.v1Sources: Idaho Department of Education · Indian Education and tribal links · Idaho Judicial Branch · Tribal websites
Help: Read a public tribal source with a grown-up. Discuss a present-day activity and how it connects to history. Tribal nations have their own governments; they are not simply groups from the past.
Pip’s example: Pip uses a community’s own public educational materials, names the source, and avoids treating one person as everyone’s representative.
g3.social-studies.tribal-context-3.v1Sources: Idaho Department of Education · Indian Education and tribal links · Idaho Judicial Branch · Tribal websites
Help: With a grown-up, follow the tribal links in the source notes. Choose a current public page about language, art, education, or community life. Name the source and share one detail and one respectful question. Do not copy restricted or ceremonial designs.
Pip’s example: Pip uses a community’s own public educational materials, names the source, and avoids treating one person as everyone’s representative.
g3.social-studies.tribal-source-4.v1Sources: Idaho Department of Education · Indian Education and tribal links · Idaho Judicial Branch · Tribal websites
Help: Read a public tribal source with a grown-up. Discuss a present-day activity and how it connects to history. Tribal nations have their own governments; they are not simply groups from the past.
Pip’s example: Pip uses a community’s own public educational materials, names the source, and avoids treating one person as everyone’s representative.
g3.social-studies.tribal-context-4.v1Idaho Social Studies · revised November 20, 2025 · 3.SS.1.3–4
Coverage: partial. Adult observation needed; no automatic grade.
Help: Ask permission with a grown-up. Prepare two open questions, listen, and summarize only what the person wants to share. They may pass on any question; do not enter names or private histories here.
Pip’s example: Pip distinguishes choosing to move from being forced to move and lets an interview partner decline private questions.
g3.social-studies.interview-0.v1Help: Ask permission with a grown-up. Prepare two open questions, listen, and summarize only what the person wants to share. They may pass on any question; do not enter names or private histories here.
Pip’s example: Pip distinguishes choosing to move from being forced to move and lets an interview partner decline private questions.
g3.social-studies.interview-1.v1Help: Ask permission with a grown-up. Prepare two open questions, listen, and summarize only what the person wants to share. They may pass on any question; do not enter names or private histories here.
Pip’s example: Pip distinguishes choosing to move from being forced to move and lets an interview partner decline private questions.
g3.social-studies.interview-2.v1Help: Ask permission with a grown-up. Prepare two open questions, listen, and summarize only what the person wants to share. They may pass on any question; do not enter names or private histories here.
Pip’s example: Pip distinguishes choosing to move from being forced to move and lets an interview partner decline private questions.
g3.social-studies.interview-3.v1Help: Ask permission with a grown-up. Prepare two open questions, listen, and summarize only what the person wants to share. They may pass on any question; do not enter names or private histories here.
Pip’s example: Pip distinguishes choosing to move from being forced to move and lets an interview partner decline private questions.
g3.social-studies.interview-4.v1Help: Explain whether the situation describes a choice, a forced move, or needs more information. Consider what newcomers might need. No one has to share their own migration story.
Pip’s example: Pip distinguishes choosing to move from being forced to move and lets an interview partner decline private questions.
g3.social-studies.migration-0.v1Help: Explain whether the situation describes a choice, a forced move, or needs more information. Consider what newcomers might need. No one has to share their own migration story.
Pip’s example: Pip distinguishes choosing to move from being forced to move and lets an interview partner decline private questions.
g3.social-studies.migration-1.v1Help: Explain whether the situation describes a choice, a forced move, or needs more information. Consider what newcomers might need. No one has to share their own migration story.
Pip’s example: Pip distinguishes choosing to move from being forced to move and lets an interview partner decline private questions.
g3.social-studies.migration-2.v1Help: Explain whether the situation describes a choice, a forced move, or needs more information. Consider what newcomers might need. No one has to share their own migration story.
Pip’s example: Pip distinguishes choosing to move from being forced to move and lets an interview partner decline private questions.
g3.social-studies.migration-3.v1Help: Explain whether the situation describes a choice, a forced move, or needs more information. Consider what newcomers might need. No one has to share their own migration story.
Pip’s example: Pip distinguishes choosing to move from being forced to move and lets an interview partner decline private questions.
g3.social-studies.migration-4.v1Idaho Social Studies · revised November 20, 2025 · 3.SS.2.1–2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: 6 kilometers · 3 kilometers · 5 kilometers
Answer: 6 kilometers
Help: Check the compass, key, or meaning of the named map feature.
Pip’s example: Pip checks the map key and counts equal scale units before describing a route.
g3.social-studies.map-check-0.v1Choices: 20 kilometers · 9 kilometers · 4 kilometers
Answer: 20 kilometers
Help: Check the compass, key, or meaning of the named map feature.
Pip’s example: Pip checks the map key and counts equal scale units before describing a route.
g3.social-studies.map-check-1.v1Choices: east · west · south
Answer: east
Help: Check the compass, key, or meaning of the named map feature.
Pip’s example: Pip checks the map key and counts equal scale units before describing a route.
g3.social-studies.map-check-2.v1Choices: north, then west · south, then east · north, then east
Answer: north, then west
Help: Check the compass, key, or meaning of the named map feature.
Pip’s example: Pip checks the map key and counts equal scale units before describing a route.
g3.social-studies.map-check-3.v1Choices: the Equator · the Prime Meridian · a map legend
Answer: the Equator
Help: Check the compass, key, or meaning of the named map feature.
Pip’s example: Pip checks the map key and counts equal scale units before describing a route.
g3.social-studies.map-check-4.v1Choices: what map symbols mean · the age of every building · the weather tomorrow
Answer: what map symbols mean
Help: Check the compass, key, or meaning of the named map feature.
Pip’s example: Pip checks the map key and counts equal scale units before describing a route.
g3.social-studies.map-check-5.v1Choices: distance north or south of the Equator, in degrees · distance east or west of a town · the height of a mountain
Answer: distance north or south of the Equator, in degrees
Help: Check the compass, key, or meaning of the named map feature.
Pip’s example: Pip checks the map key and counts equal scale units before describing a route.
g3.social-studies.map-check-6.v1Choices: position east or west of the Prime Meridian, in degrees · a road’s length · distance north of the Equator
Answer: position east or west of the Prime Meridian, in degrees
Help: Check the compass, key, or meaning of the named map feature.
Pip’s example: Pip checks the map key and counts equal scale units before describing a route.
g3.social-studies.map-check-7.v1Help: Use a current atlas or globe with a grown-up. Point to the evidence, explain your route or terms, and name the map you used. Do not enter a home address.
Pip’s example: Pip checks the map key and counts equal scale units before describing a route.
g3.social-studies.atlas-0.v1Help: Use a current atlas or globe with a grown-up. Point to the evidence, explain your route or terms, and name the map you used. Do not enter a home address.
Pip’s example: Pip checks the map key and counts equal scale units before describing a route.
g3.social-studies.atlas-1.v1Help: Use a current atlas or globe with a grown-up. Point to the evidence, explain your route or terms, and name the map you used. Do not enter a home address.
Pip’s example: Pip checks the map key and counts equal scale units before describing a route.
g3.social-studies.atlas-2.v1Help: Use a current atlas or globe with a grown-up. Point to the evidence, explain your route or terms, and name the map you used. Do not enter a home address.
Pip’s example: Pip checks the map key and counts equal scale units before describing a route.
g3.social-studies.atlas-3.v1Help: Use a current atlas or globe with a grown-up. Point to the evidence, explain your route or terms, and name the map you used. Do not enter a home address.
Pip’s example: Pip checks the map key and counts equal scale units before describing a route.
g3.social-studies.atlas-4.v1Help: Use a current atlas or globe with a grown-up. Point to the evidence, explain your route or terms, and name the map you used. Do not enter a home address.
Pip’s example: Pip checks the map key and counts equal scale units before describing a route.
g3.social-studies.atlas-5.v1Help: Use a current atlas or globe with a grown-up. Point to the evidence, explain your route or terms, and name the map you used. Do not enter a home address.
Pip’s example: Pip checks the map key and counts equal scale units before describing a route.
g3.social-studies.atlas-6.v1Idaho Social Studies · revised November 20, 2025 · 3.SS.2.3–4
Coverage: partial. Adult observation needed; no automatic grade.
Help: Draw or examine two maps with a grown-up. Discuss how land, water, transport, and people’s choices might influence settlement. Separate evidence from a possible explanation.
Pip’s example: Pip asks how a river or road could affect where homes and workplaces develop.
g3.social-studies.settlement-0.v1Help: Draw or examine two maps with a grown-up. Discuss how land, water, transport, and people’s choices might influence settlement. Separate evidence from a possible explanation.
Pip’s example: Pip asks how a river or road could affect where homes and workplaces develop.
g3.social-studies.settlement-1.v1Help: Draw or examine two maps with a grown-up. Discuss how land, water, transport, and people’s choices might influence settlement. Separate evidence from a possible explanation.
Pip’s example: Pip asks how a river or road could affect where homes and workplaces develop.
g3.social-studies.settlement-2.v1Help: Draw or examine two maps with a grown-up. Discuss how land, water, transport, and people’s choices might influence settlement. Separate evidence from a possible explanation.
Pip’s example: Pip asks how a river or road could affect where homes and workplaces develop.
g3.social-studies.settlement-3.v1Help: Draw or examine two maps with a grown-up. Discuss how land, water, transport, and people’s choices might influence settlement. Separate evidence from a possible explanation.
Pip’s example: Pip asks how a river or road could affect where homes and workplaces develop.
g3.social-studies.settlement-4.v1Help: Draw or examine two maps with a grown-up. Discuss how land, water, transport, and people’s choices might influence settlement. Separate evidence from a possible explanation.
Pip’s example: Pip asks how a river or road could affect where homes and workplaces develop.
g3.social-studies.settlement-5.v1Help: Draw or examine two maps with a grown-up. Discuss how land, water, transport, and people’s choices might influence settlement. Separate evidence from a possible explanation.
Pip’s example: Pip asks how a river or road could affect where homes and workplaces develop.
g3.social-studies.settlement-6.v1Help: Draw or examine two maps with a grown-up. Discuss how land, water, transport, and people’s choices might influence settlement. Separate evidence from a possible explanation.
Pip’s example: Pip asks how a river or road could affect where homes and workplaces develop.
g3.social-studies.settlement-7.v1Help: Draw or examine two maps with a grown-up. Discuss how land, water, transport, and people’s choices might influence settlement. Separate evidence from a possible explanation.
Pip’s example: Pip asks how a river or road could affect where homes and workplaces develop.
g3.social-studies.settlement-8.v1Help: Draw or examine two maps with a grown-up. Discuss how land, water, transport, and people’s choices might influence settlement. Separate evidence from a possible explanation.
Pip’s example: Pip asks how a river or road could affect where homes and workplaces develop.
g3.social-studies.settlement-9.v1Idaho Social Studies · revised November 20, 2025 · 3.SS.3.1–4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: the baker · the customer · the bread
Answer: the baker
Help: Identify the role, resource, or tradeoff described in this example.
Pip’s example: Pip compares a pretend budget with costs and explains what choosing one option means giving up.
g3.social-studies.economy-check-0.v1Choices: the gardener · the seed grower · the delivery truck
Answer: the gardener
Help: Identify the role, resource, or tradeoff described in this example.
Pip’s example: Pip compares a pretend budget with costs and explains what choosing one option means giving up.
g3.social-studies.economy-check-1.v1Choices: the supply of umbrellas · the number of raindrops · the need for books
Answer: the supply of umbrellas
Help: Identify the role, resource, or tradeoff described in this example.
Pip’s example: Pip compares a pretend budget with costs and explains what choosing one option means giving up.
g3.social-studies.economy-check-2.v1Choices: demand for the hats · the shop’s supply of hats · the size of each hat
Answer: demand for the hats
Help: Identify the role, resource, or tradeoff described in this example.
Pip’s example: Pip compares a pretend budget with costs and explains what choosing one option means giving up.
g3.social-studies.economy-check-3.v1Choices: a town-owned park · a family’s bicycle · a privately owned shop
Answer: a town-owned park
Help: Identify the role, resource, or tradeoff described in this example.
Pip’s example: Pip compares a pretend budget with costs and explains what choosing one option means giving up.
g3.social-studies.economy-check-4.v1Choices: a person’s backpack · a public street · a town-owned library building
Answer: a person’s backpack
Help: Identify the role, resource, or tradeoff described in this example.
Pip’s example: Pip compares a pretend budget with costs and explains what choosing one option means giving up.
g3.social-studies.economy-check-5.v1Choices: the carpenter’s work · the forest land · the finished table’s color
Answer: the carpenter’s work
Help: Identify the role, resource, or tradeoff described in this example.
Pip’s example: Pip compares a pretend budget with costs and explains what choosing one option means giving up.
g3.social-studies.economy-check-6.v1Choices: a natural resource · a bank account · a map symbol
Answer: a natural resource
Help: Identify the role, resource, or tradeoff described in this example.
Pip’s example: Pip compares a pretend budget with costs and explains what choosing one option means giving up.
g3.social-studies.economy-check-7.v1Choices: No, together they cost 15. · Yes, together they cost 12. · Yes, everything costs 7.
Answer: No, together they cost 15.
Help: Identify the role, resource, or tradeoff described in this example.
Pip’s example: Pip compares a pretend budget with costs and explains what choosing one option means giving up.
g3.social-studies.economy-check-8.v1Choices: costs, benefits, and the available budget · only the brightest packaging · only what a friend chose
Answer: costs, benefits, and the available budget
Help: Identify the role, resource, or tradeoff described in this example.
Pip’s example: Pip compares a pretend budget with costs and explains what choosing one option means giving up.
g3.social-studies.economy-check-9.v1Help: Use imaginary amounts and discuss with a grown-up. Explain the options and tradeoffs. Investing can lose value; do not use actual account information or make a purchase.
Pip’s example: Pip compares a pretend budget with costs and explains what choosing one option means giving up.
g3.social-studies.economy-talk-0.v1Help: Use imaginary amounts and discuss with a grown-up. Explain the options and tradeoffs. Investing can lose value; do not use actual account information or make a purchase.
Pip’s example: Pip compares a pretend budget with costs and explains what choosing one option means giving up.
g3.social-studies.economy-talk-1.v1Help: Use imaginary amounts and discuss with a grown-up. Explain the options and tradeoffs. Investing can lose value; do not use actual account information or make a purchase.
Pip’s example: Pip compares a pretend budget with costs and explains what choosing one option means giving up.
g3.social-studies.economy-talk-2.v1Help: Use imaginary amounts and discuss with a grown-up. Explain the options and tradeoffs. Investing can lose value; do not use actual account information or make a purchase.
Pip’s example: Pip compares a pretend budget with costs and explains what choosing one option means giving up.
g3.social-studies.economy-talk-3.v1Help: Use imaginary amounts and discuss with a grown-up. Explain the options and tradeoffs. Investing can lose value; do not use actual account information or make a purchase.
Pip’s example: Pip compares a pretend budget with costs and explains what choosing one option means giving up.
g3.social-studies.economy-talk-4.v1Idaho Social Studies · revised November 20, 2025 · 3.SS.4.1–6
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: It helps people share the space. · It guarantees everyone always agrees. · It removes the need to listen.
Answer: It helps people share the space.
Help: Think about the purpose of the institution or action, and who is affected.
Pip’s example: Pip separates making rules from carrying them out and checks a current official source for a local role.
g3.social-studies.civic-check-0.v1Choices: choosing someone by voting · measuring a road · sorting books
Answer: choosing someone by voting
Help: Think about the purpose of the institution or action, and who is affected.
Pip’s example: Pip separates making rules from carrying them out and checks a current official source for a local role.
g3.social-studies.civic-check-1.v1Choices: an authorized person or group selects the official · everyone chooses randomly · the job is always inherited
Answer: an authorized person or group selects the official
Help: Think about the purpose of the institution or action, and who is affected.
Pip’s example: Pip separates making rules from carrying them out and checks a current official source for a local role.
g3.social-studies.civic-check-2.v1Choices: maintaining public streets · choosing every family’s dinner · writing every person’s stories
Answer: maintaining public streets
Help: Think about the purpose of the institution or action, and who is affected.
Pip’s example: Pip separates making rules from carrying them out and checks a current official source for a local role.
g3.social-studies.civic-check-3.v1Choices: Boise, Idaho · a school playground · every Idaho town
Answer: Boise, Idaho
Help: Think about the purpose of the institution or action, and who is affected.
Pip’s example: Pip separates making rules from carrying them out and checks a current official source for a local role.
g3.social-studies.civic-check-4.v1Choices: a current official local source · an undated rumor · a fictional story
Answer: a current official local source
Help: Think about the purpose of the institution or action, and who is affected.
Pip’s example: Pip separates making rules from carrying them out and checks a current official source for a local role.
g3.social-studies.civic-check-5.v1Help: Use a reliable source with a grown-up. Explain your evidence and a question you still have. This activity does not send a message or submit a public comment.
Pip’s example: Pip separates making rules from carrying them out and checks a current official source for a local role.
g3.social-studies.civic-talk-0.v1Help: Use a reliable source with a grown-up. Explain your evidence and a question you still have. This activity does not send a message or submit a public comment.
Pip’s example: Pip separates making rules from carrying them out and checks a current official source for a local role.
g3.social-studies.civic-talk-1.v1Help: Use a reliable source with a grown-up. Explain your evidence and a question you still have. This activity does not send a message or submit a public comment.
Pip’s example: Pip separates making rules from carrying them out and checks a current official source for a local role.
g3.social-studies.civic-talk-2.v1Help: Use a reliable source with a grown-up. Explain your evidence and a question you still have. This activity does not send a message or submit a public comment.
Pip’s example: Pip separates making rules from carrying them out and checks a current official source for a local role.
g3.social-studies.civic-talk-3.v1Help: Use a reliable source with a grown-up. Explain your evidence and a question you still have. This activity does not send a message or submit a public comment.
Pip’s example: Pip separates making rules from carrying them out and checks a current official source for a local role.
g3.social-studies.civic-talk-4.v1Help: Use a reliable source with a grown-up. Explain your evidence and a question you still have. This activity does not send a message or submit a public comment.
Pip’s example: Pip separates making rules from carrying them out and checks a current official source for a local role.
g3.social-studies.civic-talk-5.v1Idaho Social Studies · revised November 20, 2025 · 3.SS.4.7–8
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: listen and explain an idea with reasons · interrupt every speaker · assume nobody else cares
Answer: listen and explain an idea with reasons
Help: Think about the purpose of the institution or action, and who is affected.
Pip’s example: Pip listens to a community concern, asks a question, and suggests a way children can help with an adult.
g3.social-studies.civic-check-6.v1Choices: share an idea with a trusted adult’s help · sign a contract alone · change safety equipment without permission
Answer: share an idea with a trusted adult’s help
Help: Think about the purpose of the institution or action, and who is affected.
Pip’s example: Pip listens to a community concern, asks a question, and suggests a way children can help with an adult.
g3.social-studies.civic-check-7.v1Choices: shared history and civic identity · everyone’s identical personal opinions · the weather next week
Answer: shared history and civic identity
Help: Think about the purpose of the institution or action, and who is affected.
Pip’s example: Pip listens to a community concern, asks a question, and suggests a way children can help with an adult.
g3.social-studies.civic-check-8.v1Choices: ask about its purpose and discuss concerns respectfully · assume one person has no rights · ignore everyone affected
Answer: ask about its purpose and discuss concerns respectfully
Help: Think about the purpose of the institution or action, and who is affected.
Pip’s example: Pip listens to a community concern, asks a question, and suggests a way children can help with an adult.
g3.social-studies.civic-check-9.v1Help: Use a reliable source with a grown-up. Explain your evidence and a question you still have. This activity does not send a message or submit a public comment.
Pip’s example: Pip listens to a community concern, asks a question, and suggests a way children can help with an adult.
g3.social-studies.civic-talk-6.v1Help: Use a reliable source with a grown-up. Explain your evidence and a question you still have. This activity does not send a message or submit a public comment.
Pip’s example: Pip listens to a community concern, asks a question, and suggests a way children can help with an adult.
g3.social-studies.civic-talk-7.v1Help: Use a reliable source with a grown-up. Explain your evidence and a question you still have. This activity does not send a message or submit a public comment.
Pip’s example: Pip listens to a community concern, asks a question, and suggests a way children can help with an adult.
g3.social-studies.civic-talk-8.v1Help: Use a reliable source with a grown-up. Explain your evidence and a question you still have. This activity does not send a message or submit a public comment.
Pip’s example: Pip listens to a community concern, asks a question, and suggests a way children can help with an adult.
g3.social-studies.civic-talk-9.v1Idaho Social Studies · revised November 20, 2025 · 3.SS.5.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: With a grown-up-selected source, trace a connection between places or cultures. Name the source, describe a contribution, and avoid assuming every member of a culture has the same experience.
Pip’s example: Pip follows where a book was written, printed, and read to explore connections among communities.
g3.social-studies.connection-0.v1Help: With a grown-up-selected source, trace a connection between places or cultures. Name the source, describe a contribution, and avoid assuming every member of a culture has the same experience.
Pip’s example: Pip follows where a book was written, printed, and read to explore connections among communities.
g3.social-studies.connection-1.v1Help: With a grown-up-selected source, trace a connection between places or cultures. Name the source, describe a contribution, and avoid assuming every member of a culture has the same experience.
Pip’s example: Pip follows where a book was written, printed, and read to explore connections among communities.
g3.social-studies.connection-2.v1Help: With a grown-up-selected source, trace a connection between places or cultures. Name the source, describe a contribution, and avoid assuming every member of a culture has the same experience.
Pip’s example: Pip follows where a book was written, printed, and read to explore connections among communities.
g3.social-studies.connection-3.v1Help: With a grown-up-selected source, trace a connection between places or cultures. Name the source, describe a contribution, and avoid assuming every member of a culture has the same experience.
Pip’s example: Pip follows where a book was written, printed, and read to explore connections among communities.
g3.social-studies.connection-4.v1Help: With a grown-up-selected source, trace a connection between places or cultures. Name the source, describe a contribution, and avoid assuming every member of a culture has the same experience.
Pip’s example: Pip follows where a book was written, printed, and read to explore connections among communities.
g3.social-studies.connection-5.v1Help: With a grown-up-selected source, trace a connection between places or cultures. Name the source, describe a contribution, and avoid assuming every member of a culture has the same experience.
Pip’s example: Pip follows where a book was written, printed, and read to explore connections among communities.
g3.social-studies.connection-6.v1Help: With a grown-up-selected source, trace a connection between places or cultures. Name the source, describe a contribution, and avoid assuming every member of a culture has the same experience.
Pip’s example: Pip follows where a book was written, printed, and read to explore connections among communities.
g3.social-studies.connection-7.v1Help: With a grown-up-selected source, trace a connection between places or cultures. Name the source, describe a contribution, and avoid assuming every member of a culture has the same experience.
Pip’s example: Pip follows where a book was written, printed, and read to explore connections among communities.
g3.social-studies.connection-8.v1Help: With a grown-up-selected source, trace a connection between places or cultures. Name the source, describe a contribution, and avoid assuming every member of a culture has the same experience.
Pip’s example: Pip follows where a book was written, printed, and read to explore connections among communities.
g3.social-studies.connection-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.1.1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g3.feelings.emotions-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g3.feelings.emotions-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g3.feelings.emotions-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g3.feelings.emotions-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g3.feelings.emotions-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g3.feelings.emotions-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g3.feelings.emotions-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g3.feelings.emotions-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g3.feelings.emotions-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g3.feelings.emotions-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.4.1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g3.feelings.listening-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g3.feelings.listening-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g3.feelings.listening-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g3.feelings.listening-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g3.feelings.listening-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g3.feelings.listening-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g3.feelings.listening-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g3.feelings.listening-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g3.feelings.listening-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g3.feelings.listening-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.4.1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g3.feelings.refusal-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g3.feelings.refusal-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g3.feelings.refusal-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g3.feelings.refusal-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g3.feelings.refusal-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g3.feelings.refusal-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g3.feelings.refusal-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g3.feelings.refusal-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g3.feelings.refusal-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g3.feelings.refusal-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.4.1.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g3.feelings.conflict-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g3.feelings.conflict-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g3.feelings.conflict-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g3.feelings.conflict-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g3.feelings.conflict-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g3.feelings.conflict-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g3.feelings.conflict-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g3.feelings.conflict-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g3.feelings.conflict-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g3.feelings.conflict-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.4.1.4; 3-5.H.5.1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g3.feelings.help-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g3.feelings.help-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g3.feelings.help-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g3.feelings.help-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g3.feelings.help-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g3.feelings.help-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g3.feelings.help-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g3.feelings.help-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g3.feelings.help-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g3.feelings.help-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.2.1.3,5–6
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g3.feelings.peers-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g3.feelings.peers-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g3.feelings.peers-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g3.feelings.peers-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g3.feelings.peers-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g3.feelings.peers-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g3.feelings.peers-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g3.feelings.peers-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g3.feelings.peers-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g3.feelings.peers-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.5.1.1–6
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g3.feelings.decisions-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g3.feelings.decisions-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g3.feelings.decisions-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g3.feelings.decisions-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g3.feelings.decisions-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g3.feelings.decisions-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g3.feelings.decisions-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g3.feelings.decisions-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g3.feelings.decisions-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g3.feelings.decisions-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.6.1.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g3.feelings.goals-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g3.feelings.goals-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g3.feelings.goals-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g3.feelings.goals-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g3.feelings.goals-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g3.feelings.goals-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g3.feelings.goals-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g3.feelings.goals-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g3.feelings.goals-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g3.feelings.goals-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.1.1.1–3; 3-5.H.7.1.1–3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g3.feelings.habits-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g3.feelings.habits-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g3.feelings.habits-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g3.feelings.habits-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g3.feelings.habits-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g3.feelings.habits-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g3.feelings.habits-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g3.feelings.habits-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g3.feelings.habits-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g3.feelings.habits-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.3.1.1–2; 3-5.H.8.1.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g3.feelings.support-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g3.feelings.support-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g3.feelings.support-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g3.feelings.support-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g3.feelings.support-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g3.feelings.support-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g3.feelings.support-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g3.feelings.support-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g3.feelings.support-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g3.feelings.support-9.v1Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.2.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g3.music.rhythm-0.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g3.music.rhythm-1.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g3.music.rhythm-2.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g3.music.rhythm-3.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g3.music.rhythm-4.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g3.music.rhythm-5.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g3.music.rhythm-6.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g3.music.rhythm-7.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g3.music.rhythm-8.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g3.music.rhythm-9.v1Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.2.2–3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g3.music.melody-0.v1Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g3.music.melody-1.v1Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g3.music.melody-2.v1Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g3.music.melody-3.v1Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g3.music.melody-4.v1Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g3.music.melody-5.v1Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g3.music.melody-6.v1Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g3.music.melody-7.v1Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g3.music.melody-8.v1Help: Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g3.music.melody-9.v1Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.1.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-0.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-1.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-2.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-3.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-4.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-5.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-6.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-7.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-8.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-9.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-10.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-11.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-12.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-13.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-14.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-15.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-16.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-17.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-18.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with letters or your own symbols on paper and explain one musical choice.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g3.music.compose-19.v1Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.1.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g3.music.improvise-0.v1Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g3.music.improvise-1.v1Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g3.music.improvise-2.v1Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g3.music.improvise-3.v1Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g3.music.improvise-4.v1Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g3.music.improvise-5.v1Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g3.music.improvise-6.v1Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g3.music.improvise-7.v1Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g3.music.improvise-8.v1Help: Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g3.music.improvise-9.v1Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.2.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Create or revisit a short tune. Ask a listener for feedback, change one thing, and describe whether the change better fits your intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g3.music.revise-0.v1Help: Create or revisit a short tune. Ask a listener for feedback, change one thing, and describe whether the change better fits your intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g3.music.revise-1.v1Help: Create or revisit a short tune. Ask a listener for feedback, change one thing, and describe whether the change better fits your intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g3.music.revise-2.v1Help: Create or revisit a short tune. Ask a listener for feedback, change one thing, and describe whether the change better fits your intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g3.music.revise-3.v1Help: Create or revisit a short tune. Ask a listener for feedback, change one thing, and describe whether the change better fits your intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g3.music.revise-4.v1Help: Create or revisit a short tune. Ask a listener for feedback, change one thing, and describe whether the change better fits your intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g3.music.revise-5.v1Help: Create or revisit a short tune. Ask a listener for feedback, change one thing, and describe whether the change better fits your intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g3.music.revise-6.v1Help: Create or revisit a short tune. Ask a listener for feedback, change one thing, and describe whether the change better fits your intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g3.music.revise-7.v1Help: Create or revisit a short tune. Ask a listener for feedback, change one thing, and describe whether the change better fits your intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g3.music.revise-8.v1Help: Create or revisit a short tune. Ask a listener for feedback, change one thing, and describe whether the change better fits your intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g3.music.revise-9.v1Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.3.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g3.music.perform-0.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g3.music.perform-1.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g3.music.perform-2.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g3.music.perform-3.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g3.music.perform-4.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g3.music.perform-5.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g3.music.perform-6.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g3.music.perform-7.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g3.music.perform-8.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g3.music.perform-9.v1Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.4.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose music together. Describe a specific moment behind your response. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g3.music.listen-0.v1Help: Choose music together. Describe a specific moment behind your response. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g3.music.listen-1.v1Help: Choose music together. Describe a specific moment behind your response. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g3.music.listen-2.v1Help: Choose music together. Describe a specific moment behind your response. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g3.music.listen-3.v1Help: Choose music together. Describe a specific moment behind your response. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g3.music.listen-4.v1Help: Choose music together. Describe a specific moment behind your response. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g3.music.listen-5.v1Help: Choose music together. Describe a specific moment behind your response. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g3.music.listen-6.v1Help: Choose music together. Describe a specific moment behind your response. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g3.music.listen-7.v1Help: Choose music together. Describe a specific moment behind your response. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g3.music.listen-8.v1Help: Choose music together. Describe a specific moment behind your response. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g3.music.listen-9.v1Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.5.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: A grown-up chooses a suitable recording and reliable background information. Name the creator or community, purpose, and source. Avoid treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g3.music.context-0.v1Help: A grown-up chooses a suitable recording and reliable background information. Name the creator or community, purpose, and source. Avoid treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g3.music.context-1.v1Help: A grown-up chooses a suitable recording and reliable background information. Name the creator or community, purpose, and source. Avoid treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g3.music.context-2.v1Help: A grown-up chooses a suitable recording and reliable background information. Name the creator or community, purpose, and source. Avoid treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g3.music.context-3.v1Help: A grown-up chooses a suitable recording and reliable background information. Name the creator or community, purpose, and source. Avoid treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g3.music.context-4.v1Help: A grown-up chooses a suitable recording and reliable background information. Name the creator or community, purpose, and source. Avoid treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g3.music.context-5.v1Help: A grown-up chooses a suitable recording and reliable background information. Name the creator or community, purpose, and source. Avoid treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g3.music.context-6.v1Help: A grown-up chooses a suitable recording and reliable background information. Name the creator or community, purpose, and source. Avoid treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g3.music.context-7.v1Help: A grown-up chooses a suitable recording and reliable background information. Name the creator or community, purpose, and source. Avoid treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g3.music.context-8.v1Help: A grown-up chooses a suitable recording and reliable background information. Name the creator or community, purpose, and source. Avoid treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g3.music.context-9.v1Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.5.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g3.music.connect-0.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g3.music.connect-1.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g3.music.connect-2.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g3.music.connect-3.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g3.music.connect-4.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g3.music.connect-5.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g3.music.connect-6.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g3.music.connect-7.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g3.music.connect-8.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g3.music.connect-9.v1Idaho Visual Arts 3–5 · April 29, 2024 · 3-5.VA.1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-0.v1Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-1.v1Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-2.v1Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-3.v1Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-4.v1Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-5.v1Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-6.v1Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-7.v1Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-8.v1Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-9.v1Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-10.v1Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-11.v1Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-12.v1Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-13.v1Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-14.v1Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-15.v1Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-16.v1Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-17.v1Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-18.v1Help: Change the viewpoint, materials, or arrangement between plans. Explain which idea you want to develop and why.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g3.art.plan-19.v1Idaho Visual Arts 3–5 · April 29, 2024 · 3-5.VA.2.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-0.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-1.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-2.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-3.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-4.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-5.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-6.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-7.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-8.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-9.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-10.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-11.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-12.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-13.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-14.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-15.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-16.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-17.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-18.v1Help: Choose safe materials with a grown-up or use the drawing space. Experiment before choosing a final approach. Describe what the material lets you do.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g3.art.make-19.v1Idaho Visual Arts 3–5 · April 29, 2024 · 3-5.VA.4.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-0.v1Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-1.v1Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-2.v1Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-3.v1Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-4.v1Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-5.v1Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-6.v1Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-7.v1Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-8.v1Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-9.v1Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-10.v1Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-11.v1Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-12.v1Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-13.v1Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-14.v1Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-15.v1Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-16.v1Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-17.v1Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-18.v1Help: Point to a visible detail and explain your interpretation. Ask a grown-up for another viewpoint. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g3.art.observe-19.v1Idaho Visual Arts 3–5 · April 29, 2024 · 3-5.VA.2.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use your work or a new sketch. Ask for constructive feedback, choose a change, and explain how it affects your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g3.art.revise-0.v1Help: Use your work or a new sketch. Ask for constructive feedback, choose a change, and explain how it affects your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g3.art.revise-1.v1Help: Use your work or a new sketch. Ask for constructive feedback, choose a change, and explain how it affects your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g3.art.revise-2.v1Help: Use your work or a new sketch. Ask for constructive feedback, choose a change, and explain how it affects your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g3.art.revise-3.v1Help: Use your work or a new sketch. Ask for constructive feedback, choose a change, and explain how it affects your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g3.art.revise-4.v1Help: Use your work or a new sketch. Ask for constructive feedback, choose a change, and explain how it affects your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g3.art.revise-5.v1Help: Use your work or a new sketch. Ask for constructive feedback, choose a change, and explain how it affects your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g3.art.revise-6.v1Help: Use your work or a new sketch. Ask for constructive feedback, choose a change, and explain how it affects your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g3.art.revise-7.v1Help: Use your work or a new sketch. Ask for constructive feedback, choose a change, and explain how it affects your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g3.art.revise-8.v1Help: Use your work or a new sketch. Ask for constructive feedback, choose a change, and explain how it affects your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g3.art.revise-9.v1Help: Use your work or a new sketch. Ask for constructive feedback, choose a change, and explain how it affects your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g3.art.revise-10.v1Help: Use your work or a new sketch. Ask for constructive feedback, choose a change, and explain how it affects your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g3.art.revise-11.v1Help: Use your work or a new sketch. Ask for constructive feedback, choose a change, and explain how it affects your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g3.art.revise-12.v1Help: Use your work or a new sketch. Ask for constructive feedback, choose a change, and explain how it affects your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g3.art.revise-13.v1Help: Use your work or a new sketch. Ask for constructive feedback, choose a change, and explain how it affects your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g3.art.revise-14.v1Idaho Visual Arts 3–5 · April 29, 2024 · 3-5.VA.3.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g3.art.present-0.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g3.art.present-1.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g3.art.present-2.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g3.art.present-3.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g3.art.present-4.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g3.art.present-5.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g3.art.present-6.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g3.art.present-7.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g3.art.present-8.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g3.art.present-9.v1Idaho Visual Arts 3–5 · April 29, 2024 · 3-5.VA.5.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use a grown-up-selected example. Name the source, describe a visual choice, and explain what it may invite viewers to think or do. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g3.art.message-0.v1Help: Use a grown-up-selected example. Name the source, describe a visual choice, and explain what it may invite viewers to think or do. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g3.art.message-1.v1Help: Use a grown-up-selected example. Name the source, describe a visual choice, and explain what it may invite viewers to think or do. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g3.art.message-2.v1Help: Use a grown-up-selected example. Name the source, describe a visual choice, and explain what it may invite viewers to think or do. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g3.art.message-3.v1Help: Use a grown-up-selected example. Name the source, describe a visual choice, and explain what it may invite viewers to think or do. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g3.art.message-4.v1Help: Use a grown-up-selected example. Name the source, describe a visual choice, and explain what it may invite viewers to think or do. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g3.art.message-5.v1Help: Use a grown-up-selected example. Name the source, describe a visual choice, and explain what it may invite viewers to think or do. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g3.art.message-6.v1Help: Use a grown-up-selected example. Name the source, describe a visual choice, and explain what it may invite viewers to think or do. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g3.art.message-7.v1Help: Use a grown-up-selected example. Name the source, describe a visual choice, and explain what it may invite viewers to think or do. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g3.art.message-8.v1Help: Use a grown-up-selected example. Name the source, describe a visual choice, and explain what it may invite viewers to think or do. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g3.art.message-9.v1Help: Use a grown-up-selected example. Name the source, describe a visual choice, and explain what it may invite viewers to think or do. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g3.art.message-10.v1Help: Use a grown-up-selected example. Name the source, describe a visual choice, and explain what it may invite viewers to think or do. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g3.art.message-11.v1Help: Use a grown-up-selected example. Name the source, describe a visual choice, and explain what it may invite viewers to think or do. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g3.art.message-12.v1Help: Use a grown-up-selected example. Name the source, describe a visual choice, and explain what it may invite viewers to think or do. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g3.art.message-13.v1Help: Use a grown-up-selected example. Name the source, describe a visual choice, and explain what it may invite viewers to think or do. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g3.art.message-14.v1