Kindergarten learning
Scope
7 subjects, 32 units, 128 lessons and 688 knowledge questions, with worked examples, practice, study guides, unit reviews and subject tests. These materials support independent study and school learning; they are not an accredited school, graduation credit or proof of a complete local school-year program. Grade placement is indicative. Practical, laboratory, writing, speaking, artistic and movement skills need suitable practice and human feedback. Young learners can work with an adult reading directions. No account, identifying information, purchase or external outcome is required. Website answers are temporary. Keep your own files. Existing LifeStarter accounts and longer courses are ages 14+. These LifeStarter materials are authored with AI assistance and review; external references retain their publishers' terms.
Unit map
Count Objects to Twenty and Number Sequences to One Hundred
Track every object once in groups through twenty and continue number sequences through one hundred.
Before you begin:
- Say number words through ten; point to a drawing.
- An adult can read unfamiliar number names using the supplied 1–100 strip; memorization through one hundred is not required to start.
1. Keep Your Place in a Longer Line — https://thelifestarter.com/academy/grade/k/k-math-count-arranged-lines
2. Continue Number Sequences through One Hundred — https://thelifestarter.com/academy/grade/k/k-math-continue-from-a-number
3. Count a Circle Without Going Around Twice — https://thelifestarter.com/academy/grade/k/k-math-count-a-circle-once
4. Make Exactly the Requested Group — https://thelifestarter.com/academy/grade/k/k-math-make-a-requested-group
Study guide — https://thelifestarter.com/academy/grade/k/unit/math-counting-routes-to-twenty/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/math-counting-routes-to-twenty/review
Topic references (not certified alignment):
Common Core State Standards, mathematics: K.CC.A.1 — Track every object once in groups through twenty and continue number sequences through one hundred.
https://www.thecorestandards.org/Math/Content/K/CC/
Common Core State Standards, mathematics: K.CC.A.2 — Track every object once in groups through twenty and continue number sequences through one hundred.
https://www.thecorestandards.org/Math/Content/K/CC/
Common Core State Standards, mathematics: K.CC.B.4 — Track every object once in groups through twenty and continue number sequences through one hundred.
https://www.thecorestandards.org/Math/Content/K/CC/
Common Core State Standards, mathematics: K.CC.B.5 — Track every object once in groups through twenty and continue number sequences through one hundred.
https://www.thecorestandards.org/Math/Content/K/CC/
Connect Numerals, Zero, and Equal Counts
Read and write numerals and distinguish equal counts from appearance.
Before you begin:
- Count drawings to ten.
1. Use Zero for an Empty Group — https://thelifestarter.com/academy/grade/k/k-math-zero-means-empty
2. Write a Numeral to Record a Count — https://thelifestarter.com/academy/grade/k/k-math-write-a-count-card
3. Order Written Numbers Without Guessing by Size — https://thelifestarter.com/academy/grade/k/k-math-compare-written-small-numbers
4. Keep a Count When Objects Move — https://thelifestarter.com/academy/grade/k/k-math-same-count-new-arrangement
Study guide — https://thelifestarter.com/academy/grade/k/unit/math-numerals-zero-and-equality/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/math-numerals-zero-and-equality/review
Topic references (not certified alignment):
Common Core State Standards, mathematics: K.CC.A.3 — Read and write numerals and distinguish equal counts from appearance.
https://www.thecorestandards.org/Math/Content/K/CC/
Common Core State Standards, mathematics: K.CC.C.7 — Read and write numerals and distinguish equal counts from appearance.
https://www.thecorestandards.org/Math/Content/K/CC/
Count, Compare, Join, and Take Away
Use drawings to explain changes in small groups, with an adult reading aloud.
Before you begin:
- Recognize or practice counting words from one to ten with an adult.
- Point to each drawing once while counting.
1. Count a Group and Add One — https://thelifestarter.com/academy/grade/k/k-count-one-more
2. Match Groups to Find More — https://thelifestarter.com/academy/grade/k/k-compare-drawn-groups
3. Put Two Groups Together — https://thelifestarter.com/academy/grade/k/k-join-small-groups
4. Cross Out and Count What Remains — https://thelifestarter.com/academy/grade/k/k-take-away-drawings
Study guide — https://thelifestarter.com/academy/grade/k/unit/math/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/math/review
Find Partners and Missing Parts
Find complements to ten and several decompositions of a small whole.
Before you begin:
- Count to ten; join and remove small drawn groups.
1. Find the Missing Partner to Ten — https://thelifestarter.com/academy/grade/k/k-math-fill-a-ten-frame
2. Make More Than One Split of a Whole — https://thelifestarter.com/academy/grade/k/k-math-split-a-whole-two-ways
3. Find a Hidden Part of Five — https://thelifestarter.com/academy/grade/k/k-math-hidden-part-of-five
4. Check Whether Two Sides Name the Same Amount — https://thelifestarter.com/academy/grade/k/k-math-balance-two-small-sums
Study guide — https://thelifestarter.com/academy/grade/k/unit/math-partners-and-missing-parts/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/math-partners-and-missing-parts/review
Topic references (not certified alignment):
Common Core State Standards, mathematics: K.OA.A.3 — Find complements to ten and several decompositions of a small whole.
https://www.thecorestandards.org/Math/Content/K/OA/
Common Core State Standards, mathematics: K.OA.A.4 — Find complements to ten and several decompositions of a small whole.
https://www.thecorestandards.org/Math/Content/K/OA/
Common Core State Standards, mathematics: K.OA.A.5 — Find complements to ten and several decompositions of a small whole.
https://www.thecorestandards.org/Math/Content/K/OA/
Build Teen Numbers from Ten and More
Compose and record eleven through nineteen as a full ten and extra ones.
Before you begin:
- Count to twenty; fill a ten-frame.
1. Find a Full Ten Inside a Teen Group — https://thelifestarter.com/academy/grade/k/k-math-circle-a-full-ten
2. Write Ten Plus the Extra Ones — https://thelifestarter.com/academy/grade/k/k-math-record-a-teen-composition
3. Complete a Teen Model with a Missing Ten — https://thelifestarter.com/academy/grade/k/k-math-rebuild-a-teen-from-its-parts
4. Repair a Teen Label That Does Not Match — https://thelifestarter.com/academy/grade/k/k-math-repair-a-teen-label
Study guide — https://thelifestarter.com/academy/grade/k/unit/math-teen-numbers-as-ten-and-more/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/math-teen-numbers-as-ten-and-more/review
Topic references (not certified alignment):
Common Core State Standards, mathematics: K.NBT.A.1 — Compose and record eleven through nineteen as a full ten and extra ones.
https://www.thecorestandards.org/Math/Content/K/NBT/
Compare Attributes and Sort Groups
Compare length, height, weight models, and counts in categories.
Before you begin:
- Use longer, shorter, more, and fewer with read-aloud support.
1. Compare Lengths from the Same Starting Place — https://thelifestarter.com/academy/grade/k/k-math-line-up-lengths
2. Compare Height from One Ground Line — https://thelifestarter.com/academy/grade/k/k-math-compare-heights
3. Use a Balance Model to Compare Weight — https://thelifestarter.com/academy/grade/k/k-math-read-a-balance-model
4. Sort by One Rule and Count Each Group — https://thelifestarter.com/academy/grade/k/k-math-sort-and-count-categories
Study guide — https://thelifestarter.com/academy/grade/k/unit/math-measure-and-classify/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/math-measure-and-classify/review
Topic references (not certified alignment):
Common Core State Standards, mathematics: K.MD.A.1 — Compare length, height, weight models, and counts in categories.
https://www.thecorestandards.org/Math/Content/K/MD/
Common Core State Standards, mathematics: K.MD.A.2 — Compare length, height, weight models, and counts in categories.
https://www.thecorestandards.org/Math/Content/K/MD/
Common Core State Standards, mathematics: K.MD.B.3 — Compare length, height, weight models, and counts in categories.
https://www.thecorestandards.org/Math/Content/K/MD/
Describe Flat Shapes and Solid Models
Identify shape attributes, distinguish flat and solid figures, and combine pieces.
Before you begin:
- Notice straight and curved edges; use above and beside.
1. Name a Shape by Its Edges — https://thelifestarter.com/academy/grade/k/k-math-name-flat-shapes-by-edges
2. Separate Flat Figures from Solid Shapes — https://thelifestarter.com/academy/grade/k/k-math-flat-or-solid
3. Recognize a Solid from Its Parts — https://thelifestarter.com/academy/grade/k/k-math-describe-solid-parts
4. Combine Pieces Without Gaps or Overlap — https://thelifestarter.com/academy/grade/k/k-math-join-shape-pieces
Study guide — https://thelifestarter.com/academy/grade/k/unit/math-shape-names-solids-and-composition/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/math-shape-names-solids-and-composition/review
Topic references (not certified alignment):
Common Core State Standards, mathematics: K.G.A.2 — Identify shape attributes, distinguish flat and solid figures, and combine pieces.
https://www.thecorestandards.org/Math/Content/K/G/
Common Core State Standards, mathematics: K.G.A.3 — Identify shape attributes, distinguish flat and solid figures, and combine pieces.
https://www.thecorestandards.org/Math/Content/K/G/
Common Core State Standards, mathematics: K.G.B.4 — Identify shape attributes, distinguish flat and solid figures, and combine pieces.
https://www.thecorestandards.org/Math/Content/K/G/
Common Core State Standards, mathematics: K.G.B.6 — Identify shape attributes, distinguish flat and solid figures, and combine pieces.
https://www.thecorestandards.org/Math/Content/K/G/
Listen, notice print, and tell a little story
With an adult, connect a few sounds to print, retell supplied events, and dictate a matching caption. This is a short supplementary unit.
Before you begin:
- An adult can read every direction and choice aloud.
- Listen to and repeat familiar spoken words; independent reading is not required.
1. Listen for a Word’s First Sound — https://thelifestarter.com/academy/grade/k/k-match-starting-sounds
2. Connect Two Sounds to Two Letters — https://thelifestarter.com/academy/grade/k/k-link-m-and-s
3. Tell First, Next, and Last — https://thelifestarter.com/academy/grade/k/k-retell-three-events
4. Say a Caption an Adult Can Write — https://thelifestarter.com/academy/grade/k/k-dictate-a-caption
Study guide — https://thelifestarter.com/academy/grade/k/unit/reading/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/reading/review
Hear Rhymes, Syllables and Changes
Apply hear a rhyme, clap spoken syllables, hear the final sound, change one spoken sound using supplied texts and original responses.
Before you begin:
- Listen to words spoken slowly by an adult.
1. Hear a rhyme — https://thelifestarter.com/academy/grade/k/k-reading-spoken-word-play-hear-a-rhyme
2. Clap spoken syllables — https://thelifestarter.com/academy/grade/k/k-reading-spoken-word-play-clap-spoken-syllables
3. Hear the final sound — https://thelifestarter.com/academy/grade/k/k-reading-spoken-word-play-hear-the-final-sound
4. Change one spoken sound — https://thelifestarter.com/academy/grade/k/k-reading-spoken-word-play-change-one-spoken-sound
Study guide — https://thelifestarter.com/academy/grade/k/unit/reading-spoken-word-play/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/reading-spoken-word-play/review
Topic references (not certified alignment):
Common Core State Standards ELA topic references; not certified alignment: CCSS.ELA-Literacy.RF.K.2 — Hear Rhymes, Syllables and Changes
https://www.thecorestandards.org/ELA-Literacy/RF/K/
Words on a Page and Middle Vowels
Apply pair upper and lowercase letters, count words by spaces, hear a middle vowel, find sentence-ending punctuation using supplied texts and original responses.
Before you begin:
- Recognize a few letters; an adult reads every direction.
1. Pair upper and lowercase letters — https://thelifestarter.com/academy/grade/k/k-reading-print-and-vowel-noticing-pair-upper-and-lowercase-letters
2. Count words by spaces — https://thelifestarter.com/academy/grade/k/k-reading-print-and-vowel-noticing-count-words-by-spaces
3. Hear a middle vowel — https://thelifestarter.com/academy/grade/k/k-reading-print-and-vowel-noticing-hear-a-middle-vowel
4. Find sentence-ending punctuation — https://thelifestarter.com/academy/grade/k/k-reading-print-and-vowel-noticing-find-sentence-ending-punctuation
Study guide — https://thelifestarter.com/academy/grade/k/unit/reading-print-and-vowel-noticing/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/reading-print-and-vowel-noticing/review
Topic references (not certified alignment):
Common Core State Standards ELA topic references; not certified alignment: CCSS.ELA-Literacy.RF.K.1 — Words on a Page and Middle Vowels
https://www.thecorestandards.org/ELA-Literacy/RF/K/
Common Core State Standards ELA topic references; not certified alignment: CCSS.ELA-Literacy.RF.K.3 — Words on a Page and Middle Vowels
https://www.thecorestandards.org/ELA-Literacy/RF/K/
People, Places and Different Texts
Apply name a story character, name the place, notice a feeling, recognize a text kind using supplied texts and original responses.
Before you begin:
- Listen to a two-sentence read-aloud and answer by speaking or pointing.
1. Name a story character — https://thelifestarter.com/academy/grade/k/k-reading-story-parts-and-text-kinds-name-a-story-character
2. Name the place — https://thelifestarter.com/academy/grade/k/k-reading-story-parts-and-text-kinds-name-the-place
3. Notice a feeling — https://thelifestarter.com/academy/grade/k/k-reading-story-parts-and-text-kinds-notice-a-feeling
4. Recognize a text kind — https://thelifestarter.com/academy/grade/k/k-reading-story-parts-and-text-kinds-recognize-a-text-kind
Study guide — https://thelifestarter.com/academy/grade/k/unit/reading-story-parts-and-text-kinds/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/reading-story-parts-and-text-kinds/review
Topic references (not certified alignment):
Common Core State Standards ELA topic references; not certified alignment: CCSS.ELA-Literacy.RL.K.3 — People, Places and Different Texts
https://www.thecorestandards.org/ELA-Literacy/RL/K/
Common Core State Standards ELA topic references; not certified alignment: CCSS.ELA-Literacy.RL.K.5 — People, Places and Different Texts
https://www.thecorestandards.org/ELA-Literacy/RL/K/
Naming, Doing and Describing
Apply find a naming word, find an action word, find a describing word, use position words using supplied texts and original responses.
Before you begin:
- Speak or listen to a short sentence.
1. Find a naming word — https://thelifestarter.com/academy/grade/k/k-reading-words-that-name-and-describe-find-a-naming-word
2. Find an action word — https://thelifestarter.com/academy/grade/k/k-reading-words-that-name-and-describe-find-an-action-word
3. Find a describing word — https://thelifestarter.com/academy/grade/k/k-reading-words-that-name-and-describe-find-a-describing-word
4. Use position words — https://thelifestarter.com/academy/grade/k/k-reading-words-that-name-and-describe-use-position-words
Study guide — https://thelifestarter.com/academy/grade/k/unit/reading-words-that-name-and-describe/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/reading-words-that-name-and-describe/review
Topic references (not certified alignment):
Common Core State Standards ELA topic references; not certified alignment: CCSS.ELA-Literacy.L.K.1 — Naming, Doing and Describing
https://www.thecorestandards.org/ELA-Literacy/L/K/
Make a Message and Listen to a Reply
Apply tell or ask, match a useful reply, choose a first capital, plan a drawing label using supplied texts and original responses.
Before you begin:
- Dictate a short idea to an adult; take turns speaking.
1. Tell or ask — https://thelifestarter.com/academy/grade/k/k-reading-early-messages-and-listening-tell-or-ask
2. Match a useful reply — https://thelifestarter.com/academy/grade/k/k-reading-early-messages-and-listening-match-a-useful-reply
3. Choose a first capital — https://thelifestarter.com/academy/grade/k/k-reading-early-messages-and-listening-choose-a-first-capital
4. Plan a drawing label — https://thelifestarter.com/academy/grade/k/k-reading-early-messages-and-listening-plan-a-drawing-label
Study guide — https://thelifestarter.com/academy/grade/k/unit/reading-early-messages-and-listening/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/reading-early-messages-and-listening/review
Topic references (not certified alignment):
Common Core State Standards ELA topic references; not certified alignment: topic reference — Make a Message and Listen to a Reply
https://www.thecorestandards.org/ELA-Literacy/W/
Pushes, Pulls and Changing Paths
Describe how touching pushes and pulls change a toy’s motion.
Before you begin:
- Listen to an adult read the supplied descriptions; explain through pointing, speech or drawings.
1. Name a push or a pull — https://thelifestarter.com/academy/grade/k/k-science-pushes-pulls-and-paths-name-a-push-or-a-pull
2. Compare before and after motion — https://thelifestarter.com/academy/grade/k/k-science-pushes-pulls-and-paths-compare-before-and-after-motion
3. Trace direction on a paper track — https://thelifestarter.com/academy/grade/k/k-science-pushes-pulls-and-paths-trace-direction-on-a-paper-track
4. Choose a paper-track improvement — https://thelifestarter.com/academy/grade/k/k-science-pushes-pulls-and-paths-choose-a-paper-track-improvement
Study guide — https://thelifestarter.com/academy/grade/k/unit/science-pushes-pulls-and-paths/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/science-pushes-pulls-and-paths/review
Topic references (not certified alignment):
NGSS topic reference: topic reference — Pushes, Pulls and Changing Paths; original supplementary instruction, not a certified alignment claim.
https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Living Things and Their Needs
Match plants and animals to food, water, air and suitable places.
Before you begin:
- Listen to an adult read the supplied descriptions; explain through pointing, speech or drawings.
1. Find animal needs — https://thelifestarter.com/academy/grade/k/k-science-living-things-and-needs-find-animal-needs
2. Find plant needs — https://thelifestarter.com/academy/grade/k/k-science-living-things-and-needs-find-plant-needs
3. Match a place to a need — https://thelifestarter.com/academy/grade/k/k-science-living-things-and-needs-match-a-place-to-a-need
4. Notice living things changing places — https://thelifestarter.com/academy/grade/k/k-science-living-things-and-needs-notice-living-things-changing-places
Study guide — https://thelifestarter.com/academy/grade/k/unit/science-living-things-and-needs/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/science-living-things-and-needs/review
Topic references (not certified alignment):
NGSS topic reference: topic reference — Living Things and Their Needs; original supplementary instruction, not a certified alignment claim.
https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Weather records and careful claims
Read, sort, compare, and explain a small weather record.
Before you begin:
- Count up to five; listen to short observation sentences with adult help.
1. Read a Tiny Weather Record — https://thelifestarter.com/academy/grade/k/k-read-weather-notes
2. Sort Days by Their Weather — https://thelifestarter.com/academy/grade/k/k-sort-weather-record
3. Compare Two Times on One Day — https://thelifestarter.com/academy/grade/k/k-compare-weather-times
4. Say What the Notes Support — https://thelifestarter.com/academy/grade/k/k-weather-evidence
Study guide — https://thelifestarter.com/academy/grade/k/unit/science/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/science/review
Describe Materials Carefully
Use observable properties to explain a material choice.
Before you begin:
- Listen to an adult read the supplied descriptions; explain through pointing, speech or drawings.
1. Name what a surface feels like — https://thelifestarter.com/academy/grade/k/k-science-materials-and-observations-name-what-a-surface-feels-like
2. Sort by a stated property — https://thelifestarter.com/academy/grade/k/k-science-materials-and-observations-sort-by-a-stated-property
3. Choose a covering from a record — https://thelifestarter.com/academy/grade/k/k-science-materials-and-observations-choose-a-covering-from-a-record
4. Keep an observation separate from a guess — https://thelifestarter.com/academy/grade/k/k-science-materials-and-observations-keep-an-observation-separate-from-a-guess
Study guide — https://thelifestarter.com/academy/grade/k/unit/science-materials-and-observations/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/science-materials-and-observations/review
Topic references (not certified alignment):
NGSS topic reference: topic reference — Describe Materials Carefully; original supplementary instruction, not a certified alignment claim.
https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Sunlight, Shade and Caring for Places
Read shade models and choose actions that care for land and water.
Before you begin:
- Listen to an adult read the supplied descriptions; explain through pointing, speech or drawings.
1. Compare sun and shade records — https://thelifestarter.com/academy/grade/k/k-science-sunlight-shade-and-care-compare-sun-and-shade-records
2. Explain a shade model — https://thelifestarter.com/academy/grade/k/k-science-sunlight-shade-and-care-explain-a-shade-model
3. Choose a caring action — https://thelifestarter.com/academy/grade/k/k-science-sunlight-shade-and-care-choose-a-caring-action
4. Read a simple land-water picture — https://thelifestarter.com/academy/grade/k/k-science-sunlight-shade-and-care-read-a-simple-land-water-picture
Study guide — https://thelifestarter.com/academy/grade/k/unit/science-sunlight-shade-and-care/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/science-sunlight-shade-and-care/review
Topic references (not certified alignment):
NGSS topic reference: topic reference — Sunlight, Shade and Caring for Places; original supplementary instruction, not a certified alignment claim.
https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Design a Paper Shelter
Choose, compare and improve drawings using a clear goal.
Before you begin:
- Listen to an adult read the supplied descriptions; explain through pointing, speech or drawings.
1. Name a shelter goal — https://thelifestarter.com/academy/grade/k/k-science-paper-shelter-design-name-a-shelter-goal
2. Compare shelter drawings — https://thelifestarter.com/academy/grade/k/k-science-paper-shelter-design-compare-shelter-drawings
3. Use a pretend shelter test — https://thelifestarter.com/academy/grade/k/k-science-paper-shelter-design-use-a-pretend-shelter-test
4. Explain an improvement with a reason — https://thelifestarter.com/academy/grade/k/k-science-paper-shelter-design-explain-an-improvement-with-a-reason
Study guide — https://thelifestarter.com/academy/grade/k/unit/science-paper-shelter-design/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/science-paper-shelter-design/review
Topic references (not certified alignment):
NGSS topic reference: topic reference — Design a Paper Shelter; original supplementary instruction, not a certified alignment claim.
https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Families and Time
Describe care, change and the order of everyday events.
Before you begin:
- Listen to a short read-aloud; use before and after.
1. People Who Care for Children — https://thelifestarter.com/academy/grade/k/k-social-people-who-care-for-children
2. Before Now and Later — https://thelifestarter.com/academy/grade/k/k-social-before-now-and-later
3. Growing and Keeping Memories — https://thelifestarter.com/academy/grade/k/k-social-growing-and-keeping-memories
4. A Day in Order — https://thelifestarter.com/academy/grade/k/k-social-a-day-in-order
Study guide — https://thelifestarter.com/academy/grade/k/unit/social-families-and-time/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/social-families-and-time/review
Topic references (not certified alignment):
NCSS C3 Framework: topic reference — Describe care, change and the order of everyday events.
https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf
Our Pretend Shared Room
Use turns, reasons, helper roles, and a plan to describe a shared room.
Before you begin:
- Listen to a short story read aloud; answer by pointing, speaking, or drawing.
1. Make a Fair Sharing Plan — https://thelifestarter.com/academy/grade/k/k-share-classroom-materials
2. Give a Reason for a Rule — https://thelifestarter.com/academy/grade/k/k-explain-a-group-rule
3. Match a Helper to a Task — https://thelifestarter.com/academy/grade/k/k-match-helper-roles
4. Find Places on a Pretend Room Plan — https://thelifestarter.com/academy/grade/k/k-find-places-on-a-room-plan
Study guide — https://thelifestarter.com/academy/grade/k/unit/social/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/social/review
Places Around Us
Distinguish familiar places and natural features.
Before you begin:
- Name or point to familiar places.
1. Homes and Public Places — https://thelifestarter.com/academy/grade/k/k-social-homes-and-public-places
2. Land and Water — https://thelifestarter.com/academy/grade/k/k-social-land-and-water
3. Near Far and Between — https://thelifestarter.com/academy/grade/k/k-social-near-far-and-between
4. A Globe and a Picture Map — https://thelifestarter.com/academy/grade/k/k-social-a-globe-and-a-picture-map
Study guide — https://thelifestarter.com/academy/grade/k/unit/social-places-around-us/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/social-places-around-us/review
Topic references (not certified alignment):
NCSS C3 Framework: topic reference — Distinguish familiar places and natural features.
https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf
Things We Need and Work We Do
Name needs and recognize how work helps people.
Before you begin:
- Listen to simple examples; distinguish an object and an action.
1. Needs and Extra Choices — https://thelifestarter.com/academy/grade/k/k-social-needs-and-extra-choices
2. People Make and Help — https://thelifestarter.com/academy/grade/k/k-social-people-make-and-help
3. Resources We Use — https://thelifestarter.com/academy/grade/k/k-social-resources-we-use
4. Only So Much Time — https://thelifestarter.com/academy/grade/k/k-social-only-so-much-time
Study guide — https://thelifestarter.com/academy/grade/k/unit/social-work-needs-and-choices/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/social-work-needs-and-choices/review
Topic references (not certified alignment):
NCSS C3 Framework: topic reference — Name needs and recognize how work helps people.
https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf
U.S. Symbols and Stories
Recognize national symbols without assuming everyone has the same experiences.
Before you begin:
- Notice a picture’s features with adult help.
1. Flag and Other National Symbols — https://thelifestarter.com/academy/grade/k/k-social-flag-and-other-national-symbols
2. A Country State and Town — https://thelifestarter.com/academy/grade/k/k-social-a-country-state-and-town
3. Remembering People Without Inventing Stories — https://thelifestarter.com/academy/grade/k/k-social-remembering-people-without-inventing-stories
4. Past Events and Present Communities — https://thelifestarter.com/academy/grade/k/k-social-past-events-and-present-communities
Study guide — https://thelifestarter.com/academy/grade/k/unit/social-symbols-and-stories-of-the-united-states/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/social-symbols-and-stories-of-the-united-states/review
Topic references (not certified alignment):
NCSS C3 Framework: topic reference — Recognize national symbols without assuming everyone has the same experiences.
https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf
Devices Help Us Send and Receive
Design a pretend drawing station with a tablet, speaker and printer. Explain one input, two outputs and one safe shared-use rule.
Before you begin:
- Listen to read-aloud instructions and identify common tools.
1. Notice a Computing Device — https://thelifestarter.com/academy/grade/k/k-computing-notice-a-computing-device
2. Send an Input to a Device — https://thelifestarter.com/academy/grade/k/k-computing-send-an-input-to-a-device
3. Choose an Output for the Job — https://thelifestarter.com/academy/grade/k/k-computing-choose-an-output-for-the-job
4. Care for a Shared Device — https://thelifestarter.com/academy/grade/k/k-computing-care-for-a-shared-device
Study guide — https://thelifestarter.com/academy/grade/k/unit/computing-devices-help-us-send-and-receive/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/computing-devices-help-us-send-and-receive/review
Topic references (not certified alignment):
2026 CSTA PK–12 Computer Science Standards: topic reference — Systems & Security
https://csteachers.org/pk12standards/
Give, Follow and Check Instructions
Use ordered paper instructions, follow a route and test a drawing against its goal.
Before you begin:
- Point to inside and below; count up to three with adult support.
1. Follow a Drawing Algorithm — https://thelifestarter.com/academy/grade/k/k-follow-drawing-steps
2. Put Steps in a Useful Order — https://thelifestarter.com/academy/grade/k/k-order-picture-cards
3. Move a Paper Robot — https://thelifestarter.com/academy/grade/k/k-trace-paper-arrows
4. Check the Result Against a Goal — https://thelifestarter.com/academy/grade/k/k-check-a-picture-goal
Study guide — https://thelifestarter.com/academy/grade/k/unit/computing/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/computing/review
Pictures Become Useful Records
Make a pretend record with four blocks choices and two drawing choices. Supply a symbol key, count both groups and write one supported claim.
Before you begin:
- Count small groups with adult help.
1. Record One Choice per Card — https://thelifestarter.com/academy/grade/k/k-computing-record-one-choice-per-card
2. Read a Picture Key — https://thelifestarter.com/academy/grade/k/k-computing-read-a-picture-key
3. Count a Picture Record — https://thelifestarter.com/academy/grade/k/k-computing-count-a-picture-record
4. Choose a Claim the Record Supports — https://thelifestarter.com/academy/grade/k/k-computing-choose-a-claim-the-record-supports
Study guide — https://thelifestarter.com/academy/grade/k/unit/computing-pictures-become-useful-records/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/computing-pictures-become-useful-records/review
Topic references (not certified alignment):
2026 CSTA PK–12 Computer Science Standards: topic reference — Data & Analysis
https://csteachers.org/pk12standards/
Safe and Friendly Digital Choices
Draw a pretend story screen with a clearly labeled sound button and help button. State a safe response to an unknown private-information request.
Before you begin:
- Listen to short fictional situations with a trusted adult.
1. Keep Private Details with a Trusted Adult — https://thelifestarter.com/academy/grade/k/k-computing-keep-private-details-with-a-trusted-adult
2. Ask Before Opening Something New — https://thelifestarter.com/academy/grade/k/k-computing-ask-before-opening-something-new
3. Make a Button Easy to Understand — https://thelifestarter.com/academy/grade/k/k-computing-make-a-button-easy-to-understand
4. Share Work Kindly and with Permission — https://thelifestarter.com/academy/grade/k/k-computing-share-work-kindly-and-with-permission
Study guide — https://thelifestarter.com/academy/grade/k/unit/computing-safe-and-friendly-digital-choices/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/computing-safe-and-friendly-digital-choices/review
Topic references (not certified alignment):
2026 CSTA PK–12 Computer Science Standards: topic reference — Computing & Society; Human-Centered Design
https://csteachers.org/pk12standards/
Draw Lines, Shapes, Patterns, and Overlapping Pictures
Start with visible marks rather than guessing hidden meanings. A line describes a path, a boundary makes a shape, repeated pictures make a pattern, and overlap can suggest which object is in front.
Before you begin:
- Recognize first and next; point to a mark or dictate a short description.
1. Draw a Path That Fits — https://thelifestarter.com/academy/grade/k/k-arts-line-path
2. Describe a Shape’s Boundary — https://thelifestarter.com/academy/grade/k/k-arts-shape-picture
3. Continue a Complete Repeat — https://thelifestarter.com/academy/grade/k/k-arts-repeat-pictures
4. Show Which Shape Is in Front — https://thelifestarter.com/academy/grade/k/k-arts-front-overlap
Study guide — https://thelifestarter.com/academy/grade/k/unit/arts-seeing-shapes/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/arts-seeing-shapes/review
Topic references (not certified alignment):
National Core Arts Standards artistic-process topic reference: framework reference — Lines, Shapes, Patterns, and Picture Space
https://www.nationalartsstandards.org/content/national-core-arts-standards
Beats, Quiet Times, High and Low Sounds, and Story Actions
Draw steady beats, count quiet beats, trace high and low sounds, and put story actions in order.
Before you begin:
- Count up to four; recognize first, next and finally.
1. Plan Evenly Spaced Beats — https://thelifestarter.com/academy/grade/k/k-arts-steady-pulse
2. Keep Time Through a Rest — https://thelifestarter.com/academy/grade/k/k-arts-rest-grid
3. Trace Higher and Lower — https://thelifestarter.com/academy/grade/k/k-arts-pitch-arrow
4. Put Story Pictures in Order — https://thelifestarter.com/academy/grade/k/k-arts-story-movement
Study guide — https://thelifestarter.com/academy/grade/k/unit/arts-pulse-story/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/arts-pulse-story/review
Topic references (not certified alignment):
National Core Arts Standards artistic-process topic reference: framework reference — Beat, Silence, Pitch Paths, and Story Actions
https://www.nationalartsstandards.org/content/national-core-arts-standards
Feelings, space and help
Name a fictional feeling, respect space and choose adult help.
Before you begin:
- Listen to a short story; point, draw or speak a response.
1. Name a feeling from a story — https://thelifestarter.com/academy/grade/k/k-health-name-a-feeling-from-a-story
2. Ask before entering body space — https://thelifestarter.com/academy/grade/k/k-health-ask-before-entering-body-space
3. Tell a trusted adult a clear problem — https://thelifestarter.com/academy/grade/k/k-health-tell-a-trusted-adult-a-clear-problem
4. Choose a safe feeling response — https://thelifestarter.com/academy/grade/k/k-health-choose-a-safe-feeling-response
Study guide — https://thelifestarter.com/academy/grade/k/unit/health-first-feelings-and-help/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/health-first-feelings-and-help/review
Topic references (not certified alignment):
SHAPE America 2024 National Health Education Standards: topic reference — Name a fictional feeling, respect space and choose adult help.
https://shapeamerica.org/standards/health/
Space, shapes and signals
Plan safe personal space and a movement sequence using a paper model.
Before you begin:
- Read or recognize two cards in order.
1. Map a clear movement space — https://thelifestarter.com/academy/grade/k/k-health-map-a-clear-movement-space
2. Follow start and stop signals — https://thelifestarter.com/academy/grade/k/k-health-follow-start-and-stop-signals
3. Describe body shapes with drawings — https://thelifestarter.com/academy/grade/k/k-health-describe-body-shapes-with-drawings
4. Build a two-action sequence — https://thelifestarter.com/academy/grade/k/k-health-build-a-two-action-sequence
Study guide — https://thelifestarter.com/academy/grade/k/unit/health-movement-space-and-signals/guide
Unit review — https://thelifestarter.com/academy/grade/k/unit/health-movement-space-and-signals/review
Topic references (not certified alignment):
SHAPE America 2024 National Physical Education Standards: topic reference — Plan safe personal space and a movement sequence using a paper model.
https://shapeamerica.org/standards/pe/
Keep Your Place in a Longer Line
Draw the stated line of dots.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: Draw 11 dots in a line.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
A line can hold more objects than you can notice at a glance. Touch or circle one drawing for each number word. The last number you say names the whole group. A crossed dot is a reminder that you already counted it.
Draw the stated line of dots. Count from the left, marking each dot once. Stop at the final dot and say the total; starting again at the other end should give the same total.
Use a small circle to show a dot has been counted. Do not count the same dot again just because it is near another dot. Draw one dot for each object and circle them one at a time.
1. Draw one dot for each object and circle them one at a time.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Draw the stated line of dots.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: Draw 11 dots in a line. Touch them in order while saying one through eleven. The eleventh touch finishes the count, so the total is 11. Counting from the other end still reaches eleven because no dot was added or removed. Use a small circle to show a dot has been counted. Do not count the same dot again just because it is near another dot. Draw one dot for each object and circle them one at a time.
Helpful tips:
- Use a small circle to show a dot has been counted.
- Do not count the same dot again just because it is near another dot.
Your turn: Count the marks in this line: ● ● ● ● ● ● ● ● ● ● ● ●. How many marks are shown?
A. 13
B. 11
C. 14
D. 12
My answer and reasoning: ________________________
Extra practice
1. Count the marks in this line: ● ● ● ● ● ● ● ● ● ● ● ● ●. How many marks are shown?
A. 12
B. 15
C. 13
D. 14
My answer and reasoning: ________________________
Hints: Use a small circle to show a dot has been counted.; Do not count the same dot again just because it is near another dot.
2. Count the marks in this line: ● ● ● ● ● ● ● ● ● ● ● ● ● ●. How many marks are shown?
A. 16
B. 14
C. 15
D. 13
My answer and reasoning: ________________________
Hints: Use a small circle to show a dot has been counted.; Do not count the same dot again just because it is near another dot.
3. Count the marks in this line: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●. How many marks are shown?
A. 15
B. 16
C. 14
D. 17
My answer and reasoning: ________________________
Hints: Use a small circle to show a dot has been counted.; Do not count the same dot again just because it is near another dot.
Extension: Make a line of 19 dots. Expected: 19, regardless of which end you start at.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/CC/
Continue Number Sequences through One Hundred
Say the supplied starting number.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: Start at 8 and take three steps: 9, 10, 11.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
Supplied number strip (an adult may read it aloud): 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100.
You do not always need to start at one. A counting sequence keeps the same order wherever you join it. The next number is one more than the number just said. Keep your place when a sequence passes ten. For larger starts, use the supplied 1–100 number strip with an adult reading unfamiliar names. Counting by tens follows 10,20,30,40,50,60,70,80,90,100: each new step adds ten.
Say the supplied starting number. Take one counting step for each empty space and record the new word or numeral. Check by counting the short section again, without restarting the whole sequence.
Point to the starting numeral before moving. The starting number is not a new step. Use one marked jump for each requested step; a tens step crosses ten one-unit spaces.
1. Use the supplied number strip; mark one new position for every requested step of the stated size.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Say the supplied starting number.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: Start at 8 and take three steps: 9, 10, 11. The stopping number is 11. Eight is the starting place, so it is not the first new step. This is like moving from one numbered spot to the next numbered spot. Point to the starting numeral before moving. The starting number is not a new step. Write the starting numeral and three empty boxes after it.
Helpful tips:
- Point to the starting numeral before moving.
- The starting number is not a new step.
Your turn: Start at 9 and take 2 counting steps of 1. Where do you stop?
A. 10
B. 13
C. 11
D. 12
My answer and reasoning: ________________________
Extra practice
1. Start at 18 and take 3 counting steps of 1. Where do you stop?
A. 23
B. 21
C. 22
D. 20
My answer and reasoning: ________________________
Hints: Point to the starting numeral before moving.; The starting number is not a new step.
2. Start at 47 and take 3 counting steps of 1. Where do you stop?
A. 50
B. 51
C. 49
D. 52
My answer and reasoning: ________________________
Hints: Point to the starting numeral before moving.; The starting number is not a new step.
3. Start at 68 and take 4 counting steps of 1. Where do you stop?
A. 73
B. 71
C. 74
D. 72
My answer and reasoning: ________________________
Hints: Point to the starting numeral before moving.; The starting number is not a new step.
Extension: With adult read-aloud support, count by tens: 10,20,30,40,50,60,70,80,90,100. Then count from 95: 96,97,98,99,100. Expected: stop at one hundred with the stated steps.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/CC/
Count a Circle Without Going Around Twice
Draw the supplied number of dots around a circle.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: A ring has 9 dots.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
A circle has no natural first or last object. Choose a starting object and mark it. Move in one direction until you reach that mark again. The marked start tells you that the count is finished, not that you should count it twice.
Draw the supplied number of dots around a circle. Put a star beside one dot. Touch each dot once around the circle, then stop before touching the starred dot again. Say the last number as the total.
A star beside the start prevents a second lap. Stop before counting the first dot again. Make a ring of dots and clearly mark the first dot.
1. Make a ring of dots and clearly mark the first dot.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Draw the supplied number of dots around a circle.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: A ring has 9 dots. Star one dot and call it one. Continue around the ring to nine, then stop when the next dot is the starred one. The ring contains 9 dots; touching the star again would incorrectly count ten. A star beside the start prevents a second lap. Stop before counting the first dot again. Make a ring of dots and clearly mark the first dot.
Helpful tips:
- A star beside the start prevents a second lap.
- Stop before counting the first dot again.
Your turn: These marks are seen once around a ring, starting at the chosen first mark: ● ● ● ● ● ● ● ● ● ●. What is their total?
A. 12
B. 10
C. 11
D. 9
My answer and reasoning: ________________________
Extra practice
1. These marks are seen once around a ring, starting at the chosen first mark: ● ● ● ● ● ● ● ● ● ● ●. What is their total?
A. 11
B. 12
C. 10
D. 13
My answer and reasoning: ________________________
Hints: A star beside the start prevents a second lap.; Stop before counting the first dot again.
2. These marks are seen once around a ring, starting at the chosen first mark: ● ● ● ● ● ● ● ● ● ● ● ●. What is their total?
A. 13
B. 11
C. 14
D. 12
My answer and reasoning: ________________________
Hints: A star beside the start prevents a second lap.; Stop before counting the first dot again.
3. These marks are seen once around a ring, starting at the chosen first mark: ● ● ● ● ● ● ● ● ● ● ● ● ●. What is their total?
A. 12
B. 15
C. 13
D. 14
My answer and reasoning: ________________________
Hints: A star beside the start prevents a second lap.; Stop before counting the first dot again.
Extension: Draw 17 dots in a ring and recount in the opposite direction. Expected: 17 both ways.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/CC/
Make Exactly the Requested Group
Read the requested numeral with help.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: The card asks for 18 marks.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
A numeral can tell you how many objects to make. Count while you draw, instead of drawing first and guessing afterward. When the last number matches the requested numeral, stop. Recounting the completed group checks that the request was met.
Read the requested numeral with help. Draw one mark per number word, then stop at that number. Count the marks again and match the final count to the request.
Count while making each mark. A requested group is exact; do not add an extra mark after reaching the number. Copy the numeral first, then build that many marks.
1. Copy the numeral first, then build that many marks.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Read the requested numeral with help.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: The card asks for 18 marks. Draw and count one through eighteen, stopping after the eighteenth mark. Recount the drawing: there are 18 marks. An extra nineteenth mark would not meet the request, even if the group looked nearly the same. Count while making each mark. A requested group is exact; do not add an extra mark after reaching the number. Copy the numeral first, then build that many marks.
Helpful tips:
- Count while making each mark.
- A requested group is exact; do not add an extra mark after reaching the number.
Your turn: A card asks for 15 dots. How many dots should your finished drawing contain?
A. 15
B. 16
C. 14
D. 17
My answer and reasoning: ________________________
Extra practice
1. A card asks for 16 dots. How many dots should your finished drawing contain?
A. 17
B. 15
C. 18
D. 16
My answer and reasoning: ________________________
Hints: Count while making each mark.; A requested group is exact; do not add an extra mark after reaching the number.
2. A card asks for 17 dots. How many dots should your finished drawing contain?
A. 16
B. 19
C. 17
D. 18
My answer and reasoning: ________________________
Hints: Count while making each mark.; A requested group is exact; do not add an extra mark after reaching the number.
3. A card asks for 18 dots. How many dots should your finished drawing contain?
A. 20
B. 18
C. 19
D. 17
My answer and reasoning: ________________________
Hints: Count while making each mark.; A requested group is exact; do not add an extra mark after reaching the number.
Extension: Make groups for cards 12 and 20. Expected: separate drawings with exactly 12 and 20 marks.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/CC/
Use Zero for an Empty Group
Look only at objects inside the stated group.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: Box A contains no beads and Box B contains one bead.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
Zero is a number for a group with no objects. An empty box may take up space on the paper, but that space is not an object to count. Read zero and write its numeral, 0, beside the empty group.
Look only at objects inside the stated group. If there are none, write 0. Contrast the empty group with a one-object group so that zero and one do not get mixed up.
Name what is being counted before counting. An empty container is not one item of its missing contents. Draw an empty group and a group with one object beside it.
1. Draw an empty group and a group with one object beside it.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Look only at objects inside the stated group.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: Box A contains no beads and Box B contains one bead. The counts are A: 0 and B: 1. The box outlines are not beads. Zero describes the empty bead group, while one describes the group with a bead. Name what is being counted before counting. An empty container is not one item of its missing contents. Draw an empty group and a group with one object beside it.
Helpful tips:
- Name what is being counted before counting.
- An empty container is not one item of its missing contents.
Your turn: A drawn basket has no apples inside. Which numeral records the apples count?
A. 1
B. 2
C. 10
D. 0
My answer and reasoning: ________________________
Extra practice
1. A drawn tray has no dots inside. Which numeral records the dots count?
A. 2
B. 10
C. 0
D. 1
My answer and reasoning: ________________________
Hints: Name what is being counted before counting.; An empty container is not one item of its missing contents.
2. A drawn jar has no buttons inside. Which numeral records the buttons count?
A. 10
B. 0
C. 1
D. 2
My answer and reasoning: ________________________
Hints: Name what is being counted before counting.; An empty container is not one item of its missing contents.
3. A drawn frame has no stars inside. Which numeral records the stars count?
A. 0
B. 1
C. 2
D. 10
My answer and reasoning: ________________________
Hints: Name what is being counted before counting.; An empty container is not one item of its missing contents.
Extension: Draw a box with zero stars and another with three stars. Expected labels: 0 and 3.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/CC/
Write a Numeral to Record a Count
Count the supplied objects, say the final number, and write its numeral.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: There are 16 drawn stars.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
A written numeral stores a count so another person can read it later. The numeral should match the whole group, not one favorite object. You can say the number aloud, write it, and recount the objects to check the match.
Count the supplied objects, say the final number, and write its numeral. For teen counts, copy both digits in the stated order. Have an adult model any unfamiliar numeral, then trace and write it again.
Read a two-digit numeral from left to right. The card records the whole count, not the last object’s shape. Count a drawing and leave space beside it for a number card.
1. Count a drawing and leave space beside it for a number card.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Count the supplied objects, say the final number, and write its numeral.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: There are 16 drawn stars. Count all sixteen, then write 16 beside the group. The 1 comes before the 6. Writing only 6 would describe a different, smaller group, and writing 61 would reverse the supplied numeral. Read a two-digit numeral from left to right. The card records the whole count, not the last object’s shape. Count a drawing and leave space beside it for a number card.
Helpful tips:
- Read a two-digit numeral from left to right.
- The card records the whole count, not the last object’s shape.
Your turn: You count 11 marks in a drawing. Which numeral belongs on its count card?
A. 10
B. 13
C. 11
D. 12
My answer and reasoning: ________________________
Extra practice
1. You count 12 marks in a drawing. Which numeral belongs on its count card?
A. 14
B. 12
C. 13
D. 11
My answer and reasoning: ________________________
Hints: Read a two-digit numeral from left to right.; The card records the whole count, not the last object’s shape.
2. You count 13 marks in a drawing. Which numeral belongs on its count card?
A. 13
B. 14
C. 12
D. 15
My answer and reasoning: ________________________
Hints: Read a two-digit numeral from left to right.; The card records the whole count, not the last object’s shape.
3. You count 14 marks in a drawing. Which numeral belongs on its count card?
A. 15
B. 13
C. 16
D. 14
My answer and reasoning: ________________________
Hints: Read a two-digit numeral from left to right.; The card records the whole count, not the last object’s shape.
Extension: Write cards for 17, 19, and 20 and make matching drawings. Expected: each written numeral matches its count.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/CC/
Order Written Numbers Without Guessing by Size
Read the two written numbers.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: A giant printed 3 and a tiny printed 8 still mean three and eight.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
A large-looking printed digit does not necessarily mean a larger number. Compare the quantities named by the numerals. A number that comes later in the counting sequence is greater when both numbers are between one and ten.
Read the two written numbers. Draw matching groups if helpful, then decide which names the greater count. The font size and color do not affect the number being named.
Make a matching dot group if you are unsure. Printed size is not numerical value. Write both numerals in the same size and draw their groups below them.
1. Write both numerals in the same size and draw their groups below them.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Read the two written numbers.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: A giant printed 3 and a tiny printed 8 still mean three and eight. Draw three dots and eight dots. Eight is the greater count because it comes later when counting and has more dots, even though its printed digit is smaller. Make a matching dot group if you are unsure. Printed size is not numerical value. Write both numerals in the same size and draw their groups below them.
Helpful tips:
- Make a matching dot group if you are unsure.
- Printed size is not numerical value.
Your turn: Compare the numerals 1 and 4. Which number is greater?
A. 3
B. 4
C. 1
D. 2
My answer and reasoning: ________________________
Extra practice
1. Compare the numerals 2 and 5. Which number is greater?
A. 5
B. 2
C. 3
D. 4
My answer and reasoning: ________________________
Hints: Make a matching dot group if you are unsure.; Printed size is not numerical value.
2. Compare the numerals 3 and 6. Which number is greater?
A. 3
B. 4
C. 5
D. 6
My answer and reasoning: ________________________
Hints: Make a matching dot group if you are unsure.; Printed size is not numerical value.
3. Compare the numerals 4 and 7. Which number is greater?
A. 5
B. 6
C. 7
D. 4
My answer and reasoning: ________________________
Hints: Make a matching dot group if you are unsure.; Printed size is not numerical value.
Extension: Write 2 very large and 7 very small. Expected: 7 still represents more.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/CC/
Keep a Count When Objects Move
Draw the supplied group, then redraw each object in a new position.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: Seven dots close together are spread into a long row.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
Moving objects can make a group look longer or more crowded. Its count stays the same if no objects enter or leave. A careful recount can test this idea. Equal counts do not require identical spacing or identical arrangements.
Draw the supplied group, then redraw each object in a new position. Match each old mark to one new mark. Explain why the quantity is unchanged when every object has one partner.
Match each original object to one new position. Longer spacing does not mean more objects. Connect one old position to one new position for each dot.
1. Connect one old position to one new position for each dot.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Draw the supplied group, then redraw each object in a new position.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: Seven dots close together are spread into a long row. Each original dot still has one matching dot, and none was added. The total remains 7. The row is longer, but length and number of dots are different attributes. Match each original object to one new position. Longer spacing does not mean more objects. Connect one old position to one new position for each dot.
Helpful tips:
- Match each original object to one new position.
- Longer spacing does not mean more objects.
Your turn: 4 dots are moved from a row into a scattered group. None are added or removed. How many remain?
A. 4
B. 5
C. 3
D. 6
My answer and reasoning: ________________________
Extra practice
1. 5 dots are moved from a row into a scattered group. None are added or removed. How many remain?
A. 6
B. 4
C. 7
D. 5
My answer and reasoning: ________________________
Hints: Match each original object to one new position.; Longer spacing does not mean more objects.
2. 6 dots are moved from a row into a scattered group. None are added or removed. How many remain?
A. 5
B. 8
C. 6
D. 7
My answer and reasoning: ________________________
Hints: Match each original object to one new position.; Longer spacing does not mean more objects.
3. 7 dots are moved from a row into a scattered group. None are added or removed. How many remain?
A. 9
B. 7
C. 8
D. 6
My answer and reasoning: ________________________
Hints: Match each original object to one new position.; Longer spacing does not mean more objects.
Extension: Draw two arrangements of ten dots. Expected: both totals are 10.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/CC/
Count a Group and Add One
Count each object once and find how many there are after adding one.
Materials:
Paper and a pencil, or say your answers aloud.
When you count, give each object one number: one, two, three. The last number tells how many objects are in the group. Touch or point to a drawing as you count so you do not count it twice.
One more means adding just one object. If a group has four objects, the next counting number, five, tells how many it has after one more arrives. Moving the drawings around does not change how many there are.
1. Draw four circles. Point to each circle and say one, two, three, four.
2. Draw one more circle and count the whole group again.
3. Draw a new group of six circles, add one circle, and find the new total.
Worked example: Four drawn apples and one more apple make five apples: 4 + 1 = 5. Counting all five drawings checks the answer.
Helpful tips:
Your turn: A drawing has six stars. You draw one more star. How many stars are there now?
A. 5 stars
B. 6 stars
C. 7 stars
D. 8 stars
My answer and reasoning: ________________________
Extension: Start with three circles instead. Add one and count four. Ask an adult to move the four drawings into two rows; count again to check that there are still four.
Sources:
Common Core: kindergarten counting: https://www.thecorestandards.org/Math/Content/K/CC/
Match Groups to Find More
Compare two groups by matching each object with one partner.
Materials:
A trusted adult to read aloud; paper and pencil are optional.
Supplied groups: five drawn leaves and three drawn flowers.
A group can look bigger because its drawings are spread out. Matching tells us about the number instead. Put one leaf beside one flower, then another leaf beside another flower. Each drawing gets only one partner.
When every flower has a leaf partner, any leaves left over show that the leaf group has more. If nothing is left over in either group, the groups have the same number. Ask an adult to read while you point or tell your thinking.
1. Draw five leaves and three flowers, or have an adult draw them.
2. Connect each flower to a different leaf; stop when the flowers run out.
3. Count the two leaves with no partner and name the group with more.
Worked example: Five leaves match three flowers in three pairs. Two leaves have no flower partner: 5 − 3 = 2. There are more leaves, even if the flower drawings are larger.
Helpful tips:
Your turn: An adult draws four moons and six stars. Which group has more drawings?
A. Moons
B. Stars
C. They have the same number
D. There are no drawings
My answer and reasoning: ________________________
Extension: Change the star group to four stars. Now four moons match four stars with nothing left over, so the two groups have the same number. Move one group farther apart and check again.
Sources:
Common Core: counting and comparing groups: https://www.thecorestandards.org/Math/Content/K/CC/
Put Two Groups Together
Count a total when two small groups are joined.
Materials:
A trusted adult to read aloud; paper and pencil are optional.
Supplied story: two drawn ducks meet three more drawn ducks.
Adding can join two groups. The first ducks do not disappear when the next ducks arrive. Draw all the ducks, then give each one a counting number. The last number tells how many ducks are together.
Two ducks plus three ducks is written 2 + 3. The plus sign means join these amounts. You can draw a ring around the whole group so you remember to count both parts. An adult can read the signs; you can answer by pointing or speaking.
1. Draw two ducks in one group and three in another.
2. Draw a large ring around both groups and count each duck once.
3. Say the total, then try three ducks with four more ducks.
Worked example: Two ducks and three ducks make five: 2 + 3 = 5. The count is one, two, three, four, five across both groups.
Helpful tips:
Your turn: Three drawn ducks meet four more drawn ducks. How many ducks are together?
A. 1 duck
B. 4 ducks
C. 7 ducks
D. 8 ducks
My answer and reasoning: ________________________
Extension: Change the new group to two ducks. Three and two now make five: 3 + 2 = 5. Explain which group changed and recount all the ducks.
Sources:
Common Core: joining and taking away within ten: https://www.thecorestandards.org/Math/Content/K/OA/
Cross Out and Count What Remains
Use a drawing to find how many remain after some leave.
Materials:
A trusted adult to read aloud; paper and pencil are optional.
Supplied story: six drawn birds are on a branch and two fly away.
Taking away means some objects leave a group. Start by showing the whole starting group. Cross out the birds that fly away rather than erasing all the birds, so the drawing still shows what happened.
Count only birds that have not been crossed out to find how many remain. A crossed-out bird was in the starting group but is no longer on the branch. An adult can read the story while you point to birds that stay.
1. Draw six birds and count them once.
2. Cross out exactly two birds for the ones that fly away.
3. Count the four uncrossed birds, then show a new group of eight with three leaving.
Worked example: Six birds with two leaving gives four remaining: 6 − 2 = 4. The drawing shows two crossed-out birds and four uncrossed birds.
Helpful tips:
Your turn: Eight drawn birds are on a branch. Three fly away. How many remain?
A. 3 birds
B. 5 birds
C. 8 birds
D. 11 birds
My answer and reasoning: ________________________
Extension: Instead, only one of the eight birds leaves. Seven remain: 8 − 1 = 7. Point to that one crossed-out bird and the seven birds that stay.
Sources:
Common Core: joining and taking away within ten: https://www.thecorestandards.org/Math/Content/K/OA/
Find the Missing Partner to Ten
Draw two rows of five boxes and fill the stated number.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: Fill 7 spaces in a ten-frame.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
A ten-frame has two rows of five spaces. Filling some spaces makes the missing amount visible. The filled and empty spaces together always make ten. Finding the partner is different from counting only the filled spaces.
Draw two rows of five boxes and fill the stated number. Count the empty boxes. Record a sentence saying filled amount plus missing amount makes ten, and check that every space is used exactly once.
A full ten-frame has exactly ten spaces. Count empty spaces for the missing partner, not filled spaces again. Draw two rows of five spaces, then shade the supplied number.
1. Draw two rows of five spaces, then shade the supplied number.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Draw two rows of five boxes and fill the stated number.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: Fill 7 spaces in a ten-frame. Three remain empty, so 7 + 3 = 10. You can see five filled spaces in the first row and two in the second. Filling the last three spaces finishes the frame without adding an eleventh space. A full ten-frame has exactly ten spaces. Count empty spaces for the missing partner, not filled spaces again. Draw two rows of five spaces, then shade the supplied number.
Helpful tips:
- A full ten-frame has exactly ten spaces.
- Count empty spaces for the missing partner, not filled spaces again.
Your turn: A ten-frame has 2 filled spaces. How many more spaces must be filled to make ten?
A. 9
B. 7
C. 10
D. 8
My answer and reasoning: ________________________
Extra practice
1. A ten-frame has 3 filled spaces. How many more spaces must be filled to make ten?
A. 6
B. 9
C. 7
D. 8
My answer and reasoning: ________________________
Hints: A full ten-frame has exactly ten spaces.; Count empty spaces for the missing partner, not filled spaces again.
2. A ten-frame has 4 filled spaces. How many more spaces must be filled to make ten?
A. 8
B. 6
C. 7
D. 5
My answer and reasoning: ________________________
Hints: A full ten-frame has exactly ten spaces.; Count empty spaces for the missing partner, not filled spaces again.
3. A ten-frame has 5 filled spaces. How many more spaces must be filled to make ten?
A. 5
B. 6
C. 4
D. 7
My answer and reasoning: ________________________
Hints: A full ten-frame has exactly ten spaces.; Count empty spaces for the missing partner, not filled spaces again.
Extension: Fill nine spaces. Expected: one more fills the frame.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/OA/
Make More Than One Split of a Whole
Draw the whole, divide it into the stated first part and the remaining part, and count both.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: Six marks split into 1 and 5.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
A whole can have different pairs of parts. Moving one mark from one part to the other changes both parts but keeps the whole. A valid split uses every mark once; it does not lose a mark or count it twice.
Draw the whole, divide it into the stated first part and the remaining part, and count both. Move a mark across the divider and name the new pair. Check that both pairs still use the same whole.
Circle the first part before counting the rest. Do not change the whole while trying a new split. Draw a divider between the first part and the remaining marks.
1. Draw a divider between the first part and the remaining marks.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Draw the whole, divide it into the stated first part and the remaining part, and count both.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: Six marks split into 1 and 5. Move one mark into the smaller part: the split becomes 2 and 4. Both 1 + 5 and 2 + 4 make 6. The parts changed, but the six original marks are still all present. Circle the first part before counting the rest. Do not change the whole while trying a new split. Draw a divider between the first part and the remaining marks.
Helpful tips:
- Circle the first part before counting the rest.
- Do not change the whole while trying a new split.
Your turn: Split 5 marks into two parts. The first part has 2. How many are in the other part?
A. 2
B. 5
C. 3
D. 4
My answer and reasoning: ________________________
Extra practice
1. Split 6 marks into two parts. The first part has 2. How many are in the other part?
A. 6
B. 4
C. 5
D. 3
My answer and reasoning: ________________________
Hints: Circle the first part before counting the rest.; Do not change the whole while trying a new split.
2. Split 7 marks into two parts. The first part has 2. How many are in the other part?
A. 5
B. 6
C. 4
D. 7
My answer and reasoning: ________________________
Hints: Circle the first part before counting the rest.; Do not change the whole while trying a new split.
3. Split 8 marks into two parts. The first part has 2. How many are in the other part?
A. 7
B. 5
C. 8
D. 6
My answer and reasoning: ________________________
Hints: Circle the first part before counting the rest.; Do not change the whole while trying a new split.
Extension: Show three splits of seven. Expected examples: 1+6, 2+5, and 3+4.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/OA/
Find a Hidden Part of Five
Make a drawing of the whole before covering any marks.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: Five counters are drawn.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
When a whole is known, the visible part can help you find a hidden part. Think about how many more would make the whole. The hidden amount is not a guess; visible and hidden parts must combine to the supplied total.
Make a drawing of the whole before covering any marks. Mark the visible part, then count the covered places. Explain how the visible and hidden parts together make the original group.
Draw the known whole first. The hidden amount is only the missing part, not the whole group. Use a blank circle for each hidden position so you can check the whole.
1. Use a blank circle for each hidden position so you can check the whole.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Make a drawing of the whole before covering any marks.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: Five counters are drawn. Two are shown and three are covered, so the hidden part is 3. Checking 2 + 3 = 5 restores the known whole. Saying five are hidden would incorrectly count the visible counters a second time. Draw the known whole first. The hidden amount is only the missing part, not the whole group. Use a blank circle for each hidden position so you can check the whole.
Helpful tips:
- Draw the known whole first.
- The hidden amount is only the missing part, not the whole group.
Your turn: A whole has 5 marks and 1 is visible. How many are hidden?
A. 6
B. 4
C. 5
D. 3
My answer and reasoning: ________________________
Extra practice
1. A whole has 5 marks and 3 are visible. How many are hidden?
A. 2
B. 3
C. 1
D. 4
My answer and reasoning: ________________________
Hints: Draw the known whole first.; The hidden amount is only the missing part, not the whole group.
2. A whole has 4 marks and 1 is visible. How many are hidden?
A. 4
B. 2
C. 5
D. 3
My answer and reasoning: ________________________
Hints: Draw the known whole first.; The hidden amount is only the missing part, not the whole group.
3. A whole has 4 marks and 2 are visible. How many are hidden?
A. 1
B. 4
C. 2
D. 3
My answer and reasoning: ________________________
Hints: Draw the known whole first.; The hidden amount is only the missing part, not the whole group.
Extension: Five marks have four visible. Expected: one hidden.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/OA/
Check Whether Two Sides Name the Same Amount
Draw each sum as two small parts and count its total.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: The sentence 2 + 3 = 4 + 1 is true.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
The equal sign means that both sides name the same amount. It does not mean to write any answer after it. You can build each side with marks and match the totals. Different splits can still name one equal whole.
Draw each sum as two small parts and count its total. Compare the totals rather than the individual parts. Choose the missing part that makes the two totals match.
Build each side separately before comparing. Different parts can have equal totals. Draw the left total and the right total on separate rows.
1. Draw the left total and the right total on separate rows.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Draw each sum as two small parts and count its total.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: The sentence 2 + 3 = 4 + 1 is true. The left side names five marks, and the right side also names five. The parts are different but the totals match. In 2 + 3 = 4 + 2, the right side is six, so it does not balance.
Helpful tips:
- Build each side separately before comparing.
- Different parts can have equal totals.
Your turn: Fill the blank: 1 + 3 = 2 + __.
A. 2
B. 3
C. 1
D. 4
My answer and reasoning: ________________________
Extra practice
1. Fill the blank: 2 + 2 = 1 + __.
A. 4
B. 2
C. 5
D. 3
My answer and reasoning: ________________________
Hints: Build each side separately before comparing.; Different parts can have equal totals.
2. Fill the blank: 1 + 4 = 3 + __.
A. 1
B. 4
C. 2
D. 3
My answer and reasoning: ________________________
Hints: Build each side separately before comparing.; Different parts can have equal totals.
3. Fill the blank: 3 + 2 = 4 + __.
A. 3
B. 1
C. 2
D. 0
My answer and reasoning: ________________________
Hints: Build each side separately before comparing.; Different parts can have equal totals.
Extension: Check 1+4=2+3 with drawings. Expected: both sides equal 5.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/OA/
Find a Full Ten Inside a Teen Group
Make the stated teen group and circle exactly ten marks.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: Draw 13 marks.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
Teen numbers are more than ten and less than twenty. A full ten can be circled inside the group, leaving extra ones. The circle groups the marks; it does not turn them into a single counted object when finding the total.
Make the stated teen group and circle exactly ten marks. Count only the un-circled marks to name the extra ones. Say the whole as ten and the extras.
Count exactly ten marks inside the circle. Do not count the grouping circle as another object. Draw a ten-frame and then the extra marks outside it.
1. Draw a ten-frame and then the extra marks outside it.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Make the stated teen group and circle exactly ten marks.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: Draw 13 marks. Circle the first ten and leave three outside. The whole is 13, built from ten and three. The group-circle shows organization, while the three separate extras show how far the number is beyond ten. Count exactly ten marks inside the circle. Do not count the grouping circle as another object. Draw a ten-frame and then the extra marks outside it.
Helpful tips:
- Count exactly ten marks inside the circle.
- Do not count the grouping circle as another object.
Your turn: You circle ten of 12 marks. How many extra ones are outside the circle?
A. 3
B. 1
C. 4
D. 2
My answer and reasoning: ________________________
Extra practice
1. You circle ten of 13 marks. How many extra ones are outside the circle?
A. 2
B. 5
C. 3
D. 4
My answer and reasoning: ________________________
Hints: Count exactly ten marks inside the circle.; Do not count the grouping circle as another object.
2. You circle ten of 14 marks. How many extra ones are outside the circle?
A. 6
B. 4
C. 5
D. 3
My answer and reasoning: ________________________
Hints: Count exactly ten marks inside the circle.; Do not count the grouping circle as another object.
3. You circle ten of 15 marks. How many extra ones are outside the circle?
A. 5
B. 6
C. 4
D. 7
My answer and reasoning: ________________________
Hints: Count exactly ten marks inside the circle.; Do not count the grouping circle as another object.
Extension: Build 19 as ten and extras. Expected: nine extra ones.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/NBT/
Write Ten Plus the Extra Ones
Read the full-ten amount and the extra ones.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: One full ten and six extra ones make 16.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
A drawing of a full ten and extra ones can be recorded with a number sentence. The plus sign joins the quantities. The teen numeral names their combined amount. The written sentence should keep the same count as the drawing.
Read the full-ten amount and the extra ones. Count on from ten for the extras, then write ten plus extras equals the teen total. Check by counting every mark in the model.
Say the extras separately from the whole. Ten plus six is sixteen, not six. Keep the full ten separate from the extra marks in the drawing.
1. Keep the full ten separate from the extra marks in the drawing.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Read the full-ten amount and the extra ones.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: One full ten and six extra ones make 16. Count 11, 12, 13, 14, 15, 16 for the six extras. Write 10 + 6 = 16. The 6 names extra ones, while 16 names the whole group. Say the extras separately from the whole. Ten plus six is sixteen, not six. Keep the full ten separate from the extra marks in the drawing.
Helpful tips:
- Say the extras separately from the whole.
- Ten plus six is sixteen, not six.
Your turn: A drawing has one full ten and 2 extra ones. What is the whole number?
A. 11
B. 14
C. 12
D. 13
My answer and reasoning: ________________________
Extra practice
1. A drawing has one full ten and 3 extra ones. What is the whole number?
A. 15
B. 13
C. 14
D. 12
My answer and reasoning: ________________________
Hints: Say the extras separately from the whole.; Ten plus six is sixteen, not six.
2. A drawing has one full ten and 4 extra ones. What is the whole number?
A. 14
B. 15
C. 13
D. 16
My answer and reasoning: ________________________
Hints: Say the extras separately from the whole.; Ten plus six is sixteen, not six.
3. A drawing has one full ten and 5 extra ones. What is the whole number?
A. 16
B. 14
C. 17
D. 15
My answer and reasoning: ________________________
Hints: Say the extras separately from the whole.; Ten plus six is sixteen, not six.
Extension: Write a sentence for ten and eight extras. Expected: 10+8=18.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/NBT/
Complete a Teen Model with a Missing Ten
Draw the extra ones and leave an empty group-circle.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: The whole is 14 and four extras are already drawn.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
Sometimes the extra ones and the teen total are shown, but the full group is missing. A teen model needs exactly ten in its first group. Checking the total helps you see that the missing group is not just one mark.
Draw the extra ones and leave an empty group-circle. Add enough marks inside the circle to make the stated teen total. Count the circle’s marks, then recount the entire model.
A group of ten contains ten actual marks. The 1 in the teen numeral is not a count of one total object. Draw the full-ten group as a circle that can hold ten marks.
1. Draw the full-ten group as a circle that can hold ten marks.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Draw the extra ones and leave an empty group-circle.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: The whole is 14 and four extras are already drawn. Ten marks must go in the empty group because 10 + 4 = 14. Adding only one mark would make five total marks, so the group labeled ten must really contain ten. A group of ten contains ten actual marks. The 1 in the teen numeral is not a count of one total object. Draw the full-ten group as a circle that can hold ten marks.
Helpful tips:
- A group of ten contains ten actual marks.
- The 1 in the teen numeral is not a count of one total object.
Your turn: The whole is 11; 1 extra ones are shown. How many marks belong in the missing full group?
A. 11
B. 10
C. 1
D. 9
My answer and reasoning: ________________________
Extra practice
1. The whole is 12; 2 extra ones are shown. How many marks belong in the missing full group?
A. 10
B. 1
C. 9
D. 11
My answer and reasoning: ________________________
Hints: A group of ten contains ten actual marks.; The 1 in the teen numeral is not a count of one total object.
2. The whole is 13; 3 extra ones are shown. How many marks belong in the missing full group?
A. 1
B. 9
C. 11
D. 10
My answer and reasoning: ________________________
Hints: A group of ten contains ten actual marks.; The 1 in the teen numeral is not a count of one total object.
3. The whole is 14; 4 extra ones are shown. How many marks belong in the missing full group?
A. 9
B. 11
C. 10
D. 1
My answer and reasoning: ________________________
Hints: A group of ten contains ten actual marks.; The 1 in the teen numeral is not a count of one total object.
Extension: Complete 18 with eight extras shown. Expected: ten marks in the full group.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/NBT/
Repair a Teen Label That Does Not Match
Count the full ten, then the extra marks.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: A drawing has ten and five extra marks but is labeled 12.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
A count label is correct only when it matches the objects. Check the full ten and the extra ones separately. A mislabeled teen drawing can be repaired by changing the label or changing the objects, but first explain exactly which count is wrong.
Count the full ten, then the extra marks. Join those counts and compare the total with the label. Give the correct teen numeral without adding or removing objects in this exercise.
Check the drawing before trusting its label. Repairing the label keeps all original marks unchanged. Write the full ten count and extra count beneath the drawing.
1. Write the full ten count and extra count beneath the drawing.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Count the full ten, then the extra marks.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: A drawing has ten and five extra marks but is labeled 12. Ten plus five is 15, so relabel it 15. The drawing itself need not change. To keep a label of 12 instead, you would need only two extras, but that is a different repair. Check the drawing before trusting its label. Repairing the label keeps all original marks unchanged. Write the full ten count and extra count beneath the drawing.
Helpful tips:
- Check the drawing before trusting its label.
- Repairing the label keeps all original marks unchanged.
Your turn: A drawing has ten and 3 extras but is labeled 12. What label fits the unchanged drawing?
A. 13
B. 14
C. 12
D. 15
My answer and reasoning: ________________________
Extra practice
1. A drawing has ten and 4 extras but is labeled 13. What label fits the unchanged drawing?
A. 15
B. 13
C. 16
D. 14
My answer and reasoning: ________________________
Hints: Check the drawing before trusting its label.; Repairing the label keeps all original marks unchanged.
2. A drawing has ten and 5 extras but is labeled 14. What label fits the unchanged drawing?
A. 14
B. 17
C. 15
D. 16
My answer and reasoning: ________________________
Hints: Check the drawing before trusting its label.; Repairing the label keeps all original marks unchanged.
3. A drawing has ten and 6 extras but is labeled 15. What label fits the unchanged drawing?
A. 18
B. 16
C. 17
D. 15
My answer and reasoning: ________________________
Hints: Check the drawing before trusting its label.; Repairing the label keeps all original marks unchanged.
Extension: Ten and seven extras are labeled 16. Expected correction: 17.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/NBT/
Compare Lengths from the Same Starting Place
Draw the supplied strips using equal-sized boxes and align their left ends.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: A blue strip spans 5 equal boxes and a green strip spans 8.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
To compare two lengths fairly, put their starts together. Then look at which end reaches farther. If one strip starts farther forward, its end can trick you. Color and width are different attributes from length.
Draw the supplied strips using equal-sized boxes and align their left ends. Compare the right endpoints. Name the longer strip and explain that both begin at the same place.
Line up one end of both strips. Do not compare endpoints when the starting places differ. Draw equal-sized boxes in two rows with their left edges aligned.
1. Draw equal-sized boxes in two rows with their left edges aligned.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Draw the supplied strips using equal-sized boxes and align their left ends.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: A blue strip spans 5 equal boxes and a green strip spans 8. Align their left ends. Green reaches three boxes farther, so green is longer. Starting the blue strip three boxes ahead would hide the comparison, so use one common start. Line up one end of both strips. Do not compare endpoints when the starting places differ. Draw equal-sized boxes in two rows with their left edges aligned.
Helpful tips:
- Line up one end of both strips.
- Do not compare endpoints when the starting places differ.
Your turn: From the same start, strip A spans 2 equal boxes and B spans 4. Which is longer?
A. A
B. They are equal
C. Color decides
D. B
My answer and reasoning: ________________________
Extra practice
1. From the same start, strip A spans 3 equal boxes and B spans 5. Which is longer?
A. They are equal
B. Color decides
C. B
D. A
My answer and reasoning: ________________________
Hints: Line up one end of both strips.; Do not compare endpoints when the starting places differ.
2. From the same start, strip A spans 4 equal boxes and B spans 6. Which is longer?
A. Color decides
B. B
C. A
D. They are equal
My answer and reasoning: ________________________
Hints: Line up one end of both strips.; Do not compare endpoints when the starting places differ.
3. From the same start, strip A spans 5 equal boxes and B spans 7. Which is longer?
A. B
B. A
C. They are equal
D. Color decides
My answer and reasoning: ________________________
Hints: Line up one end of both strips.; Do not compare endpoints when the starting places differ.
Extension: Compare 6-box and 4-box strips from the same start. Expected: the 6-box strip is longer.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/MD/
Compare Height from One Ground Line
Draw the stated towers on one horizontal ground line using equal blocks.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: Tower A is 3 equal blocks high and tower B is 6 blocks high.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
Height describes how far something reaches upward from its base. Put both bases on one ground line before comparing. A drawing placed higher on the page is not necessarily taller. Only the distance from its own base to top measures height.
Draw the stated towers on one horizontal ground line using equal blocks. Count or compare how far their tops rise. Name the taller tower without moving its base upward.
Use one ground line for both towers. A higher position on the page is not the same as a taller object. Draw one base line and build both block towers upward from it.
1. Draw one base line and build both block towers upward from it.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Draw the stated towers on one horizontal ground line using equal blocks.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: Tower A is 3 equal blocks high and tower B is 6 blocks high. With both bases on the same ground line, B is taller. If A is drawn on a shelf, it may have a higher top on the page but its tower is still only three blocks high.
Helpful tips:
- Use one ground line for both towers.
- A higher position on the page is not the same as a taller object.
Your turn: Tower A is 2 equal blocks high. Tower B is 1 blocks high. Both start on the same ground line. Which tower is taller?
A. They are equal
B. The page edge decides
C. A
D. B
My answer and reasoning: ________________________
Extra practice
1. Tower A is 3 equal blocks high. Tower B is 2 blocks high. Both start on the same ground line. Which tower is taller?
A. The page edge decides
B. A
C. B
D. They are equal
My answer and reasoning: ________________________
Hints: Use one ground line for both towers.; A higher position on the page is not the same as a taller object.
2. Tower A is 4 equal blocks high. Tower B is 3 blocks high. Both start on the same ground line. Which tower is taller?
A. A
B. B
C. They are equal
D. The page edge decides
My answer and reasoning: ________________________
Hints: Use one ground line for both towers.; A higher position on the page is not the same as a taller object.
3. Tower A is 5 equal blocks high. Tower B is 4 blocks high. Both start on the same ground line. Which tower is taller?
A. B
B. They are equal
C. The page edge decides
D. A
My answer and reasoning: ________________________
Hints: Use one ground line for both towers.; A higher position on the page is not the same as a taller object.
Extension: Draw towers 4 and 7 blocks high on one ground line. Expected: the 7-block tower is taller.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/MD/
Use a Balance Model to Compare Weight
Read which side of the pretend balance is lower.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: A model balance has a large sponge on the left and a small stone on the right.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
In the supplied balance model, the heavier side moves down. This tells you about weight, not about which object looks bigger. A light large object can weigh less than a small heavy object. Use only the stated balance observation.
Read which side of the pretend balance is lower. Identify the object on that side as heavier. If the model is level, say the weights are equal in this model instead of choosing by appearance.
Use the supplied lower-side rule. Weight cannot be concluded from drawn size alone. Sketch a balance beam and label the stated lower side.
1. Sketch a balance beam and label the stated lower side.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Read which side of the pretend balance is lower.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: A model balance has a large sponge on the left and a small stone on the right. The right side is lower. In this model the stone is heavier. Its smaller appearance does not change what the supplied balance observation tells us. Use the supplied lower-side rule. Weight cannot be concluded from drawn size alone. Sketch a balance beam and label the stated lower side.
Helpful tips:
- Use the supplied lower-side rule.
- Weight cannot be concluded from drawn size alone.
Your turn: A pretend balance holds A on the left and B on the right. Left is lower. Which conclusion fits?
A. B must be bigger
B. A is heavier
C. B is heavier
D. Weights are equal
My answer and reasoning: ________________________
Extra practice
1. A pretend balance holds C on the left and D on the right. Right is lower. Which conclusion fits?
A. D is heavier
B. C is heavier
C. Weights are equal
D. C must be smaller
My answer and reasoning: ________________________
Hints: Use the supplied lower-side rule.; Weight cannot be concluded from drawn size alone.
2. A pretend balance holds E on the left and F on the right. The balance is level. Which conclusion fits?
A. E is heavier
B. F is heavier
C. They have the same color
D. Weights are equal
My answer and reasoning: ________________________
Hints: Use the supplied lower-side rule.; Weight cannot be concluded from drawn size alone.
3. A pretend balance holds G on the left and H on the right. Left is lower. Which conclusion fits?
A. Weights are equal
B. H is taller
C. G is heavier
D. H is heavier
My answer and reasoning: ________________________
Hints: Use the supplied lower-side rule.; Weight cannot be concluded from drawn size alone.
Extension: Describe a level balance holding two different objects. Expected: equal weights in the model, not necessarily equal sizes.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/MD/
Sort by One Rule and Count Each Group
Sort the supplied list into its two stated categories.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: The list is red, blue, red, blue, blue.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
Sorting uses a rule such as color or shape. Decide the rule before making groups, so every object has a clear place. Count each category separately. A group with many large drawings can still contain fewer objects than a group of small drawings.
Sort the supplied list into its two stated categories. Draw one mark for each item in its category, count the marks, and answer about that category’s count. Check that both groups together include every item once.
Write a label above each category. A sorting rule must stay the same while you make the groups. Make two labeled circles and place one mark per item in the matching circle.
1. Make two labeled circles and place one mark per item in the matching circle.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Sort the supplied list into its two stated categories.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: The list is red, blue, red, blue, blue. Sorting by color gives two red and three blue. There are five drawings altogether. Sorting by size would answer a different question, so keep the named color rule for this record. Write a label above each category. A sorting rule must stay the same while you make the groups. Make two labeled circles and place one mark per item in the matching circle.
Helpful tips:
- Write a label above each category.
- A sorting rule must stay the same while you make the groups.
Your turn: Sort this record by color: blue, red, blue, blue, red, blue. How many are in the blue category?
A. 4
B. 5
C. 3
D. 6
My answer and reasoning: ________________________
Extra practice
1. Sort this record by color: red, blue, red, blue, red. How many are in the blue category?
A. 3
B. 1
C. 4
D. 2
My answer and reasoning: ________________________
Hints: Write a label above each category.; A sorting rule must stay the same while you make the groups.
2. Sort this record by color: blue, blue, red, blue, blue, blue. How many are in the blue category?
A. 4
B. 7
C. 5
D. 6
My answer and reasoning: ________________________
Hints: Write a label above each category.; A sorting rule must stay the same while you make the groups.
3. Sort this record by color: red, blue, red, blue, red, blue, red. How many are in the blue category?
A. 5
B. 3
C. 4
D. 2
My answer and reasoning: ________________________
Hints: Write a label above each category.; A sorting rule must stay the same while you make the groups.
Extension: Sort red, blue, red, red, blue, red. Expected: red 4, blue 2, total 6.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/MD/
Name a Shape by Its Edges
Read the edge and corner description, then match it to a shape.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: A flat closed figure has three straight sides.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
A triangle has three straight sides and three corners. A rectangle has four straight sides and four square corners; a square is a special rectangle with four equal sides. A circle has a curved boundary and no corners. Turning a shape does not change its name.
Read the edge and corner description, then match it to a shape. Draw a possible example and trace its boundary. Ignore color and turning when deciding the shape name.
Trace and count the boundary edges. Turning a triangle does not turn it into another shape. Sketch the stated boundary and mark every straight side.
1. Sketch the stated boundary and mark every straight side.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Read the edge and corner description, then match it to a shape.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: A flat closed figure has three straight sides. It is a triangle, even if its point faces left. Trace all three sides and corners to check. Rotating the paper changes its orientation but keeps the same three-sided boundary. Trace and count the boundary edges. Turning a triangle does not turn it into another shape. Sketch the stated boundary and mark every straight side.
Helpful tips:
- Trace and count the boundary edges.
- Turning a triangle does not turn it into another shape.
Your turn: A closed flat shape has three straight sides. What is it?
A. Circle
B. Square
C. Sphere
D. Triangle
My answer and reasoning: ________________________
Extra practice
1. A flat shape has a curved boundary and no corners. What is it?
A. Cube
B. Square
C. Circle
D. Triangle
My answer and reasoning: ________________________
Hints: Trace and count the boundary edges.; Turning a triangle does not turn it into another shape.
2. A flat shape has four equal sides and four square corners. What is its most specific name?
A. Cone
B. Square
C. Triangle
D. Circle
My answer and reasoning: ________________________
Hints: Trace and count the boundary edges.; Turning a triangle does not turn it into another shape.
3. A closed figure has six straight sides. What is it?
A. Hexagon
B. Triangle
C. Circle
D. Square
My answer and reasoning: ________________________
Hints: Trace and count the boundary edges.; Turning a triangle does not turn it into another shape.
Extension: Draw a large and a small triangle pointing in different directions. Expected: both have three sides.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/G/
Separate Flat Figures from Solid Shapes
Read whether the question names a mathematical shape or its paper picture.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: A circle is flat and a sphere is solid.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
A flat figure is described in a plane: it has length and width but no thickness in the mathematical model. A solid has depth as well. A paper picture of a ball is flat, but the sphere it represents is a solid shape.
Read whether the question names a mathematical shape or its paper picture. Classify the named figure as flat or solid. Explain the decision using depth, rather than only the roundness of its outline.
A solid has depth in its mathematical model. A flat drawing of a solid is only a representation. Write Flat and Solid headings and place each named shape under one.
1. Write Flat and Solid headings and place each named shape under one.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Read whether the question names a mathematical shape or its paper picture.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: A circle is flat and a sphere is solid. The circle describes a round boundary in a plane; the sphere describes a ball-shaped object with depth. A printed picture of a sphere is a flat representation, not the solid sphere itself. A solid has depth in its mathematical model. A flat drawing of a solid is only a representation. Write Flat and Solid headings and place each named shape under one.
Helpful tips:
- A solid has depth in its mathematical model.
- A flat drawing of a solid is only a representation.
Your turn: Classify the mathematical shape circle.
A. A number
B. A counting rule
C. Flat
D. Solid
My answer and reasoning: ________________________
Extra practice
1. Classify the mathematical shape cube.
A. A counting rule
B. Solid
C. Flat
D. A number
My answer and reasoning: ________________________
Hints: A solid has depth in its mathematical model.; A flat drawing of a solid is only a representation.
2. Classify the mathematical shape triangle.
A. Flat
B. Solid
C. A number
D. A counting rule
My answer and reasoning: ________________________
Hints: A solid has depth in its mathematical model.; A flat drawing of a solid is only a representation.
3. Classify the mathematical shape sphere.
A. Flat
B. A number
C. A counting rule
D. Solid
My answer and reasoning: ________________________
Hints: A solid has depth in its mathematical model.; A flat drawing of a solid is only a representation.
Extension: Name one flat shape and one solid shape. Expected examples: circle and sphere.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/G/
Recognize a Solid from Its Parts
Match the supplied parts to a solid name.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: A solid with two matching circular bases joined by a curved surface is a cylinder.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
A cube has six square faces. A cone has one circular base and a pointed end. A cylinder has two circular bases and a curved surface. A sphere is round all around with no flat face. These parts help distinguish solids that look similar in a drawing.
Match the supplied parts to a solid name. Draw a simple labeled model or explain the parts aloud. Check that all stated parts fit, not just one familiar feature.
Count the flat bases or faces stated in the description. One circular view does not tell you whether a solid is a cone, cylinder, or sphere. Draw a side view and label the bases or tip named in the prompt.
1. Draw a side view and label the bases or tip named in the prompt.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Match the supplied parts to a solid name.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: A solid with two matching circular bases joined by a curved surface is a cylinder. A cone has just one circular base and a tip instead. Counting the bases and noticing the tip distinguishes the two, even if both appear round from one view. Count the flat bases or faces stated in the description. One circular view does not tell you whether a solid is a cone, cylinder, or sphere. Draw a side view and label the bases or tip named in the prompt.
Helpful tips:
- Count the flat bases or faces stated in the description.
- One circular view does not tell you whether a solid is a cone, cylinder, or sphere.
Your turn: Which solid has six square faces?
A. Cylinder
B. Cube
C. Sphere
D. Cone
My answer and reasoning: ________________________
Extra practice
1. Which solid has one circular base and a pointed tip?
A. Cone
B. Cube
C. Sphere
D. Cylinder
My answer and reasoning: ________________________
Hints: Count the flat bases or faces stated in the description.; One circular view does not tell you whether a solid is a cone, cylinder, or sphere.
2. Which solid has two circular bases and a curved side?
A. Cone
B. Cube
C. Triangle
D. Cylinder
My answer and reasoning: ________________________
Hints: Count the flat bases or faces stated in the description.; One circular view does not tell you whether a solid is a cone, cylinder, or sphere.
3. Which solid is round all around with no flat face?
A. Cone
B. Rectangle
C. Sphere
D. Cube
My answer and reasoning: ________________________
Hints: Count the flat bases or faces stated in the description.; One circular view does not tell you whether a solid is a cone, cylinder, or sphere.
Extension: Compare a cone and a cylinder. Expected: one circular base and a tip versus two circular bases.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/G/
Combine Pieces Without Gaps or Overlap
Use the supplied description of a shape split into pieces.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: A rectangle is cut straight down the middle into two smaller rectangles.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.
A larger shape can be made from smaller pieces. The pieces must fit with their edges touching and their inside regions separate. A gap leaves some of the whole missing; an overlap counts part of the space twice. Matching pieces can be moved or turned to fit.
Use the supplied description of a shape split into pieces. Imagine or draw the pieces in their original positions. Decide which completed whole they rebuild when matching edges meet.
Trace the target outline before joining pieces. A correct flat composition has no inside gaps or overlaps. Draw the original whole and indicate each separate piece with a different pattern.
1. Draw the original whole and indicate each separate piece with a different pattern.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Use the supplied description of a shape split into pieces.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.
Worked example: A rectangle is cut straight down the middle into two smaller rectangles. Joining the cut edges rebuilds the original rectangle. Stacking one piece on top of the other does not rebuild its flat area because the pieces overlap rather than cover adjacent regions. Trace the target outline before joining pieces. A correct flat composition has no inside gaps or overlaps. Draw the original whole and indicate each separate piece with a different pattern.
Helpful tips:
- Trace the target outline before joining pieces.
- A correct flat composition has no inside gaps or overlaps.
Your turn: A square is split along a diagonal into two triangles. Joining the cut edges rebuilds what?
A. Square
B. Circle
C. Sphere
D. Cone
My answer and reasoning: ________________________
Extra practice
1. A circle is cut into two equal half-circles. Joining their straight cut edges rebuilds what?
A. Square
B. Triangle
C. Cube
D. Circle
My answer and reasoning: ________________________
Hints: Trace the target outline before joining pieces.; A correct flat composition has no inside gaps or overlaps.
2. A rectangle is cut into two smaller rectangles. Joining the cut edges rebuilds what?
A. Sphere
B. Cone
C. Original rectangle
D. Triangle
My answer and reasoning: ________________________
Hints: Trace the target outline before joining pieces.; A correct flat composition has no inside gaps or overlaps.
3. Two pieces cover one region twice. What is the problem?
A. A count of zero
B. Overlap
C. A correct fit
D. A longer side
My answer and reasoning: ________________________
Hints: Trace the target outline before joining pieces.; A correct flat composition has no inside gaps or overlaps.
Extension: Sketch a rectangle split into two triangles. Expected: matching diagonal edges can rebuild the rectangle.
Sources:
CCSS grade K primary mathematics domain: https://www.thecorestandards.org/Math/Content/K/G/
Listen for a Word’s First Sound
Notice when two spoken words begin with the same sound.
Materials:
A trusted adult to read the words aloud.
Paper and a pencil are optional.
An adult can say a word slowly while you listen to the first sound. In sun, the first sound is /s/, the long hissing sound sss. Listen to the sound, not the name of the letter.
Sun and sock begin with the same /s/ sound. Moon starts with /m/, a humming sound mmm. You do not need to read all these words by yourself; ask your adult to say each one clearly.
1. Ask an adult to say sun and sock. Repeat their first sound.
2. Ask the adult to say moon and map. Listen for mmm at the start of each.
3. Listen to the four check choices and find the word that starts like map.
Worked example: Sun and sock both begin with /s/. Fish begins with /f/, so fish does not belong in this pair.
Helpful tips:
Your turn: Listen to map. Which word starts with the same /m/ sound?
A. sun
B. fish
C. top
D. moon
My answer and reasoning: ________________________
Extension: Try a new sound pair with an adult: top and tent start with /t/. Say each word and draw something named by one of them.
Sources:
Common Core: kindergarten sound and letter practice: https://www.thecorestandards.org/ELA-Literacy/RF/K/
Connect Two Sounds to Two Letters
Match the initial sounds /m/ and /s/ to lowercase m and s.
Materials:
Adult read-aloud card: m — moon, map; s — sun, sock. Show the child m and s while saying these familiar words.
Paper and pencil; spoken responses are welcome.
A letter is a written mark. A sound is something we hear in a spoken word. For this small practice, an adult points to lowercase m and says the humming sound /m/, then points to lowercase s and says /s/, like a quiet hiss. Say the sound without adding “uh.”
Listen to moon and map: each starts with /m/. Sun and sock start with /s/. This lesson connects these two sounds to these two printed letters; it does not say every letter always has one sound. The adult supplies the word, so the learner can focus on hearing its beginning and choosing the printed mark.
1. Have an adult show m, make /m/, and invite you to repeat or listen.
2. Have the adult show s and make /s/ without an added vowel.
3. Listen to sun, then point to s; listen to moon, then point to m.
4. Look at the four choices while the adult says map; choose its starting letter.
Worked example: For sun I hear /s/ first, so I point to s. I do not choose m because /m/ is the humming start of moon.
Helpful tips:
Your turn: An adult says map. Which printed letter matches the /m/ sound at the start?
A. s
B. t
C. m
D. f
My answer and reasoning: ________________________
Extension: Change the spoken word to sock. Model: “I hear /s/ first in sock, so I choose s.” Then change it to moon: “I hear /m/, so I choose m.” Use familiar pronunciations and invite repetition without correcting an accent.
Sources:
IES: foundational reading skills, K–3: https://ies.ed.gov/ncee/wwc/PracticeGuide/21
Tell First, Next, and Last
Retell three supplied story events in order.
Materials:
Original read-aloud story: “Sam puts a cup on the table. Sam fills the cup with water. Sam carries the cup to the plant.”
Paper and pencil; spoken responses are welcome.
Stories tell events in an order. First tells the beginning, next tells what follows, and last tells the ending of this little story. An adult reads the whole story once, then again slowly. You can point, use a drawing, or speak; you do not need to read the words yourself.
Retelling keeps the important actions in the same order. Sam puts the cup down before filling it and carries it afterward. We can use our own words, but we keep those events. If we add that Sam drinks the water, we have invented an event that this story does not tell.
1. Listen as an adult reads the three sentences.
2. Draw or gesture putting down, filling, and carrying a cup.
3. Tell the events using first, next, and last.
4. Listen again to check whether your ending matches the story.
Worked example: First Sam sets the cup on the table. Next Sam fills it with water. Last Sam carries it to the plant. I kept the order and did not add drinking.
Helpful tips:
Your turn: What happens last in the supplied story?
A. Sam carries the cup to the plant.
B. Sam puts the cup on the table.
C. Sam fills the cup.
D. Sam drinks the water.
My answer and reasoning: ________________________
Extension: Change the final sentence to “Sam leaves the cup on the table.” Model retell: “First Sam puts it down, next fills it, and last leaves it there.” The ending changes because the supplied sentence changes.
Sources:
IES: early reading comprehension: https://ies.ed.gov/ncee/wwc/PracticeGuide/14
Say a Caption an Adult Can Write
Dictate a sentence that matches a supplied picture description.
Materials:
Original pretend picture, read by an adult: “A child named Jo holds a small red kite. The kite is on the ground.”
Paper and pencil; spoken responses are welcome.
A caption is a short piece of writing that tells about a picture. Start by saying who or what is pictured and what is happening. For our pretend picture, Jo and the kite are useful details. An adult can write exactly what you say and read it back while you point to the words.
Listen to the caption and check whether it matches the picture description. “Jo holds a kite” fits; “Jo flies a kite in the sky” adds something different. Draw your own pretend picture if you wish. Drawing, dictating, and hearing your words read back are ways to practice sharing an idea in writing.
1. Ask an adult to read the pretend picture description.
2. Say who is pictured and what Jo holds.
3. Dictate one matching sentence for the adult to write.
4. Listen to it read back and change any detail that does not match.
Worked example: I say, “Jo holds a red kite.” My adult writes it. It fits because the description names Jo, holding, and a red kite; it does not put the kite in the sky.
Helpful tips:
Your turn: Which caption matches the supplied pretend picture?
A. A dog eats a kite.
B. Jo swims in a lake.
C. The kite is high in the sky.
D. Jo holds a red kite.
My answer and reasoning: ________________________
Extension: Change the picture description to “Jo holds a blue kite.” Model: “Jo holds a blue kite.” Replace red with blue because the picture detail changed; keep Jo and holds because those details stayed.
Sources:
IES: early reading comprehension: https://ies.ed.gov/ncee/wwc/PracticeGuide/14
IES: effective elementary writing: https://ies.ed.gov/ncee/wwc/PracticeGuide/17
Hear a rhyme
Say the target and each choice aloud. Listen to the end of each word, rather than looking only at the first letter.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Target: hat. Long word: rabbit. Short word: jam. Change pat: replace /p/ with /s/.
Primary check: Target: run. Long word: banana. Short word: pen. Change tin: replace /t/ with /p/.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
Rhyming words share the vowel sound and the sounds after it, even when their first sounds differ.
Say the target and each choice aloud. Listen to the end of each word, rather than looking only at the first letter.
Example to read or listen to: Target: hat. Long word: rabbit. Short word: jam. Change pat: replace /p/ with /s/. The answer is cat. Hat and cat both end with /at/. A matching first sound alone is not a rhyme.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Say the target and each choice aloud. Listen to the end of each word, rather than looking only at the first letter.
3. Check the worked solution: cat. Hat and cat both end with /at/. A matching first sound alone is not a rhyme.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: Target: hat. Long word: rabbit. Short word: jam. Change pat: replace /p/ with /s/.
Solved: cat. Hat and cat both end with /at/. A matching first sound alone is not a rhyme. Say the target and each choice aloud. Listen to the end of each word, rather than looking only at the first letter.
Helpful tips:
- Stretch the vowel and ending.
- A matching first sound alone is not a rhyme.
Your turn: Target: run. Long word: banana. Short word: pen. Change tin: replace /t/ with /p/.
Which supplied word rhymes with the target word?
A. log
B. cat
C. sun
D. bee
My answer and reasoning: ________________________
Extra practice
1. Target: tree. Long word: elephant. Short word: cap. Change tap: replace /t/ with /m/.
Which supplied word rhymes with the target word?
A. bee
B. log
C. cat
D. sun
My answer and reasoning: ________________________
Hints: Stretch the vowel and ending.; A matching first sound alone is not a rhyme.
2. Target: frog. Long word: dog. Short word: bat. Change pop: replace /p/ with /t/.
Which supplied word rhymes with the target word?
A. cat
B. sun
C. bee
D. log
My answer and reasoning: ________________________
Hints: Stretch the vowel and ending.; A matching first sound alone is not a rhyme.
3. Target: flat. Long word: watermelon. Short word: gum. Change mat: replace /m/ with /s/.
Which supplied word rhymes with the target word?
A. log
B. cat
C. sun
D. bee
My answer and reasoning: ________________________
Hints: Stretch the vowel and ending.; A matching first sound alone is not a rhyme.
Extension: Optional extra practice: With adult help, say two words that rhyme with bed, clap the beats in picnic, say the last sound in cup, and replace /b/ in bat with /k/. Expected: examples red and fed; two beats; /p/; cat. Practice this lesson’s skill as you complete the task. Use this idea to check your work: Rhyming words share the vowel sound and the sounds after it, even when their first sounds differ.
Sources:
CCSS ELA Reading: Foundational Skills — K: https://www.thecorestandards.org/ELA-Literacy/RF/K/
IES: Foundational Skills to Support Reading for Understanding, K–3: https://ies.ed.gov/ncee/wwc/practiceguide/21
Clap spoken syllables
An adult says the word normally, then slowly. Repeat it and make one gentle clap for each beat.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Target: hat. Long word: rabbit. Short word: jam. Change pat: replace /p/ with /s/.
Primary check: Target: run. Long word: banana. Short word: pen. Change tin: replace /t/ with /p/.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
A syllable is a spoken word part with a vowel sound. Clapping follows spoken beats, not the number of letters.
An adult says the word normally, then slowly. Repeat it and make one gentle clap for each beat.
Example to read or listen to: Target: hat. Long word: rabbit. Short word: jam. Change pat: replace /p/ with /s/. The answer is two. Rabbit is rab-bit, two spoken beats. Two letters can make one vowel sound.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. An adult says the word normally, then slowly. Repeat it and make one gentle clap for each beat.
3. Check the worked solution: two. Rabbit is rab-bit, two spoken beats. Two letters can make one vowel sound.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: Target: hat. Long word: rabbit. Short word: jam. Change pat: replace /p/ with /s/.
Solved: two. Rabbit is rab-bit, two spoken beats. Two letters can make one vowel sound. An adult says the word normally, then slowly. Repeat it and make one gentle clap for each beat.
Helpful tips:
- Say the whole word before clapping.
- Two letters can make one vowel sound.
Your turn: Target: run. Long word: banana. Short word: pen. Change tin: replace /t/ with /p/.
How many spoken syllables are in the supplied long word?
A. four
B. one
C. two
D. three
My answer and reasoning: ________________________
Extra practice
1. Target: tree. Long word: elephant. Short word: cap. Change tap: replace /t/ with /m/.
How many spoken syllables are in the supplied long word?
A. two
B. three
C. four
D. one
My answer and reasoning: ________________________
Hints: Say the whole word before clapping.; Two letters can make one vowel sound.
2. Target: frog. Long word: dog. Short word: bat. Change pop: replace /p/ with /t/.
How many spoken syllables are in the supplied long word?
A. one
B. two
C. three
D. four
My answer and reasoning: ________________________
Hints: Say the whole word before clapping.; Two letters can make one vowel sound.
3. Target: flat. Long word: watermelon. Short word: gum. Change mat: replace /m/ with /s/.
How many spoken syllables are in the supplied long word?
A. two
B. three
C. four
D. one
My answer and reasoning: ________________________
Hints: Say the whole word before clapping.; Two letters can make one vowel sound.
Extension: Optional extra practice: With adult help, say two words that rhyme with bed, clap the beats in picnic, say the last sound in cup, and replace /b/ in bat with /k/. Expected: examples red and fed; two beats; /p/; cat. Practice this lesson’s skill as you complete the task. Use this idea to check your work: A syllable is a spoken word part with a vowel sound. Clapping follows spoken beats, not the number of letters.
Sources:
CCSS ELA Reading: Foundational Skills — K: https://www.thecorestandards.org/ELA-Literacy/RF/K/
IES: Foundational Skills to Support Reading for Understanding, K–3: https://ies.ed.gov/ncee/wwc/practiceguide/21
Hear the final sound
Say the short word without adding an extra vowel after a consonant. Then repeat just the sound at the end.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Target: hat. Long word: rabbit. Short word: jam. Change pat: replace /p/ with /s/.
Primary check: Target: run. Long word: banana. Short word: pen. Change tin: replace /t/ with /p/.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
A final sound comes at the end of a spoken word. A short word can be stretched so that its first, middle and last sounds are easier to hear.
Say the short word without adding an extra vowel after a consonant. Then repeat just the sound at the end.
Example to read or listen to: Target: hat. Long word: rabbit. Short word: jam. Change pat: replace /p/ with /s/. The answer is /m/. Jam ends with /m/. Say /m/, not the letter name em.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Say the short word without adding an extra vowel after a consonant. Then repeat just the sound at the end.
3. Check the worked solution: /m/. Jam ends with /m/. Say /m/, not the letter name em.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: Target: hat. Long word: rabbit. Short word: jam. Change pat: replace /p/ with /s/.
Solved: /m/. Jam ends with /m/. Say /m/, not the letter name em. Say the short word without adding an extra vowel after a consonant. Then repeat just the sound at the end.
Helpful tips:
- Listen after the vowel.
- Say /m/, not the letter name em.
Your turn: Target: run. Long word: banana. Short word: pen. Change tin: replace /t/ with /p/.
Which sound ends the supplied short word?
A. /n/
B. /m/
C. /p/
D. /t/
My answer and reasoning: ________________________
Extra practice
1. Target: tree. Long word: elephant. Short word: cap. Change tap: replace /t/ with /m/.
Which sound ends the supplied short word?
A. /n/
B. /m/
C. /p/
D. /t/
My answer and reasoning: ________________________
Hints: Listen after the vowel.; Say /m/, not the letter name em.
2. Target: frog. Long word: dog. Short word: bat. Change pop: replace /p/ with /t/.
Which sound ends the supplied short word?
A. /p/
B. /t/
C. /n/
D. /m/
My answer and reasoning: ________________________
Hints: Listen after the vowel.; Say /m/, not the letter name em.
3. Target: flat. Long word: watermelon. Short word: gum. Change mat: replace /m/ with /s/.
Which sound ends the supplied short word?
A. /p/
B. /t/
C. /n/
D. /m/
My answer and reasoning: ________________________
Hints: Listen after the vowel.; Say /m/, not the letter name em.
Extension: Optional extra practice: With adult help, say two words that rhyme with bed, clap the beats in picnic, say the last sound in cup, and replace /b/ in bat with /k/. Expected: examples red and fed; two beats; /p/; cat. Practice this lesson’s skill as you complete the task. Use this idea to check your work: A final sound comes at the end of a spoken word. A short word can be stretched so that its first, middle and last sounds are easier to hear.
Sources:
CCSS ELA Reading: Foundational Skills — K: https://www.thecorestandards.org/ELA-Literacy/RF/K/
IES: Foundational Skills to Support Reading for Understanding, K–3: https://ies.ed.gov/ncee/wwc/practiceguide/21
Change one spoken sound
Say the original word, remove its first sound and attach the new first sound. Blend the complete new word.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Target: hat. Long word: rabbit. Short word: jam. Change pat: replace /p/ with /s/.
Primary check: Target: run. Long word: banana. Short word: pen. Change tin: replace /t/ with /p/.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
Changing one sound can make a new word while the rest of the spoken sounds stay the same. This activity changes only the first sound.
Say the original word, remove its first sound and attach the new first sound. Blend the complete new word.
Example to read or listen to: Target: hat. Long word: rabbit. Short word: jam. Change pat: replace /p/ with /s/. The answer is sat. Pat becomes sat: /s/ /a/ /t/. Do not add the new sound before the old first sound.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Say the original word, remove its first sound and attach the new first sound. Blend the complete new word.
3. Check the worked solution: sat. Pat becomes sat: /s/ /a/ /t/. Do not add the new sound before the old first sound.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: Target: hat. Long word: rabbit. Short word: jam. Change pat: replace /p/ with /s/.
Solved: sat. Pat becomes sat: /s/ /a/ /t/. Do not add the new sound before the old first sound. Say the original word, remove its first sound and attach the new first sound. Blend the complete new word.
Helpful tips:
- Keep the middle and ending unchanged.
- Do not add the new sound before the old first sound.
Your turn: Target: run. Long word: banana. Short word: pen. Change tin: replace /t/ with /p/.
After the stated first-sound change, what is the new word?
A. sat
B. pin
C. map
D. top
My answer and reasoning: ________________________
Extra practice
1. Target: tree. Long word: elephant. Short word: cap. Change tap: replace /t/ with /m/.
After the stated first-sound change, what is the new word?
A. top
B. sat
C. pin
D. map
My answer and reasoning: ________________________
Hints: Keep the middle and ending unchanged.; Do not add the new sound before the old first sound.
2. Target: frog. Long word: dog. Short word: bat. Change pop: replace /p/ with /t/.
After the stated first-sound change, what is the new word?
A. pin
B. map
C. top
D. sat
My answer and reasoning: ________________________
Hints: Keep the middle and ending unchanged.; Do not add the new sound before the old first sound.
3. Target: flat. Long word: watermelon. Short word: gum. Change mat: replace /m/ with /s/.
After the stated first-sound change, what is the new word?
A. sat
B. pin
C. map
D. top
My answer and reasoning: ________________________
Hints: Keep the middle and ending unchanged.; Do not add the new sound before the old first sound.
Extension: Optional extra practice: With adult help, say two words that rhyme with bed, clap the beats in picnic, say the last sound in cup, and replace /b/ in bat with /k/. Expected: examples red and fed; two beats; /p/; cat. Practice this lesson’s skill as you complete the task. Use this idea to check your work: Changing one sound can make a new word while the rest of the spoken sounds stay the same. This activity changes only the first sound.
Sources:
CCSS ELA Reading: Foundational Skills — K: https://www.thecorestandards.org/ELA-Literacy/RF/K/
IES: Foundational Skills to Support Reading for Understanding, K–3: https://ies.ed.gov/ncee/wwc/practiceguide/21
Pair upper and lowercase letters
Name the highlighted letter with an adult. Compare its lowercase form to the four capital-letter choices.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Lowercase: a. Sentence: We can hop. Short word: cat.
Primary check: Lowercase: e. Sentence: Is it wet? Short word: hen.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
Complete letter-pair chart for adult-assisted pointing and naming: A/a B/b C/c D/d E/e F/f G/g H/h I/i J/j K/k L/l M/m N/n O/o P/p Q/q R/r S/s T/t U/u V/v W/w X/x Y/y Z/z. Name one pair at a time; do not require learning all pairs in one session.
Sound chart with supplied familiar words: b/bat, c/cat, d/dog, f/fan, g/gum, h/hat, j/jam, k/kid, l/lip, m/map, n/net, p/pen, r/run, s/sun, t/top, v/van, w/wet, y/yes, z/zip. In these examples c and g have their hard sounds. Qu in queen commonly represents /k/ followed by /w/; x at the end of box represents /k/ followed by /s/, two sounds rather than one.
Five short-vowel comparison words: a/cat, e/bed, i/sit, o/hot, u/cup. Five common long-vowel examples: a/cake, e/me, i/bike, o/home, u/cube. An adult models the local pronunciation. These are sample sound-spelling patterns, not a claim that each letter always makes only one sound. Practice reading map, bed, sit, log and cup, one word at a time.
Uppercase and lowercase forms represent the same letter, although their shapes can differ. A word can begin with a capital without changing the letter it represents.
Name the highlighted letter with an adult. Compare its lowercase form to the four capital-letter choices.
Example to read or listen to: Lowercase: a. Sentence: We can hop. Short word: cat. The answer is A. Lowercase a pairs with uppercase A. Do not choose only by similar shape.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Name the highlighted letter with an adult. Compare its lowercase form to the four capital-letter choices.
3. Check the worked solution: A. Lowercase a pairs with uppercase A. Do not choose only by similar shape.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: Lowercase: a. Sentence: We can hop. Short word: cat.
Solved: A. Lowercase a pairs with uppercase A. Do not choose only by similar shape. Name the highlighted letter with an adult. Compare its lowercase form to the four capital-letter choices.
Helpful tips:
- Letter name stays the same across cases.
- Do not choose only by similar shape.
Your turn: Lowercase: e. Sentence: Is it wet? Short word: hen.
Which uppercase letter matches the highlighted lowercase letter?
A. I
B. O
C. A
D. E
My answer and reasoning: ________________________
Extra practice
1. Lowercase: i. Sentence: I see a big pig! Short word: pig.
Which uppercase letter matches the highlighted lowercase letter?
A. E
B. I
C. O
D. A
My answer and reasoning: ________________________
Hints: Letter name stays the same across cases.; Do not choose only by similar shape.
2. Lowercase: o. Sentence: We stop. Short word: log.
Which uppercase letter matches the highlighted lowercase letter?
A. O
B. A
C. E
D. I
My answer and reasoning: ________________________
Hints: Letter name stays the same across cases.; Do not choose only by similar shape.
3. Lowercase: a. Sentence: Can we pet it? Short word: map.
Which uppercase letter matches the highlighted lowercase letter?
A. I
B. O
C. A
D. E
My answer and reasoning: ________________________
Hints: Letter name stays the same across cases.; Do not choose only by similar shape.
Extension: Optional extra practice: An adult writes: I see a red box. Point to its five words, circle the period, pair lowercase o with O, and say the middle short-e sound in red. Draw the box if you wish. Practice this lesson’s skill as you complete the task. Use this idea to check your work: Uppercase and lowercase forms represent the same letter, although their shapes can differ. A word can begin with a capital without changing the letter it represents.
Sources:
CCSS ELA Reading: Foundational Skills — K: https://www.thecorestandards.org/ELA-Literacy/RF/K/
IES: Foundational Skills to Support Reading for Understanding, K–3: https://ies.ed.gov/ncee/wwc/practiceguide/21
Count words by spaces
Point to each group of letters once. Move past a space before counting the next group.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Lowercase: a. Sentence: We can hop. Short word: cat.
Primary check: Lowercase: e. Sentence: Is it wet? Short word: hen.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
Complete letter-pair chart for adult-assisted pointing and naming: A/a B/b C/c D/d E/e F/f G/g H/h I/i J/j K/k L/l M/m N/n O/o P/p Q/q R/r S/s T/t U/u V/v W/w X/x Y/y Z/z. Name one pair at a time; do not require learning all pairs in one session.
Sound chart with supplied familiar words: b/bat, c/cat, d/dog, f/fan, g/gum, h/hat, j/jam, k/kid, l/lip, m/map, n/net, p/pen, r/run, s/sun, t/top, v/van, w/wet, y/yes, z/zip. In these examples c and g have their hard sounds. Qu in queen commonly represents /k/ followed by /w/; x at the end of box represents /k/ followed by /s/, two sounds rather than one.
Five short-vowel comparison words: a/cat, e/bed, i/sit, o/hot, u/cup. Five common long-vowel examples: a/cake, e/me, i/bike, o/home, u/cube. An adult models the local pronunciation. These are sample sound-spelling patterns, not a claim that each letter always makes only one sound. Practice reading map, bed, sit, log and cup, one word at a time.
Spaces separate written words. One word may contain many letters; punctuation attached to a word does not become a new word.
Point to each group of letters once. Move past a space before counting the next group.
Example to read or listen to: Lowercase: a. Sentence: We can hop. Short word: cat. The answer is three. We / can / hop are three words. A period is not an extra word.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Point to each group of letters once. Move past a space before counting the next group.
3. Check the worked solution: three. We / can / hop are three words. A period is not an extra word.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: Lowercase: a. Sentence: We can hop. Short word: cat.
Solved: three. We / can / hop are three words. A period is not an extra word. Point to each group of letters once. Move past a space before counting the next group.
Helpful tips:
- Point once per word.
- A period is not an extra word.
Your turn: Lowercase: e. Sentence: Is it wet? Short word: hen.
How many written words are in the supplied sentence?
A. three
B. four
C. five
D. two
My answer and reasoning: ________________________
Extra practice
1. Lowercase: i. Sentence: I see a big pig! Short word: pig.
How many written words are in the supplied sentence?
A. three
B. four
C. five
D. two
My answer and reasoning: ________________________
Hints: Point once per word.; A period is not an extra word.
2. Lowercase: o. Sentence: We stop. Short word: log.
How many written words are in the supplied sentence?
A. five
B. two
C. three
D. four
My answer and reasoning: ________________________
Hints: Point once per word.; A period is not an extra word.
3. Lowercase: a. Sentence: Can we pet it? Short word: map.
How many written words are in the supplied sentence?
A. five
B. two
C. three
D. four
My answer and reasoning: ________________________
Hints: Point once per word.; A period is not an extra word.
Extension: Optional extra practice: An adult writes: I see a red box. Point to its five words, circle the period, pair lowercase o with O, and say the middle short-e sound in red. Draw the box if you wish. Practice this lesson’s skill as you complete the task. Use this idea to check your work: Spaces separate written words. One word may contain many letters; punctuation attached to a word does not become a new word.
Sources:
CCSS ELA Reading: Foundational Skills — K: https://www.thecorestandards.org/ELA-Literacy/RF/K/
IES: Foundational Skills to Support Reading for Understanding, K–3: https://ies.ed.gov/ncee/wwc/practiceguide/21
Hear a middle vowel
An adult models the word. Stretch its three sounds and repeat the middle sound before choosing its comparison word.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Lowercase: a. Sentence: We can hop. Short word: cat.
Primary check: Lowercase: e. Sentence: Is it wet? Short word: hen.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
Complete letter-pair chart for adult-assisted pointing and naming: A/a B/b C/c D/d E/e F/f G/g H/h I/i J/j K/k L/l M/m N/n O/o P/p Q/q R/r S/s T/t U/u V/v W/w X/x Y/y Z/z. Name one pair at a time; do not require learning all pairs in one session.
Sound chart with supplied familiar words: b/bat, c/cat, d/dog, f/fan, g/gum, h/hat, j/jam, k/kid, l/lip, m/map, n/net, p/pen, r/run, s/sun, t/top, v/van, w/wet, y/yes, z/zip. In these examples c and g have their hard sounds. Qu in queen commonly represents /k/ followed by /w/; x at the end of box represents /k/ followed by /s/, two sounds rather than one.
Five short-vowel comparison words: a/cat, e/bed, i/sit, o/hot, u/cup. Five common long-vowel examples: a/cake, e/me, i/bike, o/home, u/cube. An adult models the local pronunciation. These are sample sound-spelling patterns, not a claim that each letter always makes only one sound. Practice reading map, bed, sit, log and cup, one word at a time.
Many three-sound words have a vowel in the middle. The short vowels in cat, bed, sit and hot sound different, so the vowel changes the word.
An adult models the word. Stretch its three sounds and repeat the middle sound before choosing its comparison word.
Example to read or listen to: Lowercase: a. Sentence: We can hop. Short word: cat. The answer is short a, as in cat. Cat has short a. Use the spoken sound, not the vowel letter name.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. An adult models the word. Stretch its three sounds and repeat the middle sound before choosing its comparison word.
3. Check the worked solution: short a, as in cat. Cat has short a. Use the spoken sound, not the vowel letter name.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: Lowercase: a. Sentence: We can hop. Short word: cat.
Solved: short a, as in cat. Cat has short a. Use the spoken sound, not the vowel letter name. An adult models the word. Stretch its three sounds and repeat the middle sound before choosing its comparison word.
Helpful tips:
- Keep the vowel between the consonants.
- Use the spoken sound, not the vowel letter name.
Your turn: Lowercase: e. Sentence: Is it wet? Short word: hen.
What middle vowel sound is in the supplied short word?
A. short a, as in cat
B. short e, as in bed
C. short i, as in sit
D. short o, as in hot
My answer and reasoning: ________________________
Extra practice
1. Lowercase: i. Sentence: I see a big pig! Short word: pig.
What middle vowel sound is in the supplied short word?
A. short o, as in hot
B. short a, as in cat
C. short e, as in bed
D. short i, as in sit
My answer and reasoning: ________________________
Hints: Keep the vowel between the consonants.; Use the spoken sound, not the vowel letter name.
2. Lowercase: o. Sentence: We stop. Short word: log.
What middle vowel sound is in the supplied short word?
A. short e, as in bed
B. short i, as in sit
C. short o, as in hot
D. short a, as in cat
My answer and reasoning: ________________________
Hints: Keep the vowel between the consonants.; Use the spoken sound, not the vowel letter name.
3. Lowercase: a. Sentence: Can we pet it? Short word: map.
What middle vowel sound is in the supplied short word?
A. short a, as in cat
B. short e, as in bed
C. short i, as in sit
D. short o, as in hot
My answer and reasoning: ________________________
Hints: Keep the vowel between the consonants.; Use the spoken sound, not the vowel letter name.
Extension: Optional extra practice: An adult writes: I see a red box. Point to its five words, circle the period, pair lowercase o with O, and say the middle short-e sound in red. Draw the box if you wish. Practice this lesson’s skill as you complete the task. Use this idea to check your work: Many three-sound words have a vowel in the middle. The short vowels in cat, bed, sit and hot sound different, so the vowel changes the word.
Sources:
CCSS ELA Reading: Foundational Skills — K: https://www.thecorestandards.org/ELA-Literacy/RF/K/
IES: Foundational Skills to Support Reading for Understanding, K–3: https://ies.ed.gov/ncee/wwc/practiceguide/21
Find sentence-ending punctuation
Look at the far right of the sentence. Name the mark, then listen as an adult reads the sentence with suitable expression.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Lowercase: a. Sentence: We can hop. Short word: cat.
Primary check: Lowercase: e. Sentence: Is it wet? Short word: hen.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
Complete letter-pair chart for adult-assisted pointing and naming: A/a B/b C/c D/d E/e F/f G/g H/h I/i J/j K/k L/l M/m N/n O/o P/p Q/q R/r S/s T/t U/u V/v W/w X/x Y/y Z/z. Name one pair at a time; do not require learning all pairs in one session.
Sound chart with supplied familiar words: b/bat, c/cat, d/dog, f/fan, g/gum, h/hat, j/jam, k/kid, l/lip, m/map, n/net, p/pen, r/run, s/sun, t/top, v/van, w/wet, y/yes, z/zip. In these examples c and g have their hard sounds. Qu in queen commonly represents /k/ followed by /w/; x at the end of box represents /k/ followed by /s/, two sounds rather than one.
Five short-vowel comparison words: a/cat, e/bed, i/sit, o/hot, u/cup. Five common long-vowel examples: a/cake, e/me, i/bike, o/home, u/cube. An adult models the local pronunciation. These are sample sound-spelling patterns, not a claim that each letter always makes only one sound. Practice reading map, bed, sit, log and cup, one word at a time.
A period ends a telling sentence. A question mark ends a question, and an exclamation mark can show strong feeling. A written sentence needs an ending mark.
Look at the far right of the sentence. Name the mark, then listen as an adult reads the sentence with suitable expression.
Example to read or listen to: Lowercase: a. Sentence: We can hop. Short word: cat. The answer is period. The sentence ends with a period. A capital letter starts a sentence; it does not end it.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Look at the far right of the sentence. Name the mark, then listen as an adult reads the sentence with suitable expression.
3. Check the worked solution: period. The sentence ends with a period. A capital letter starts a sentence; it does not end it.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: Lowercase: a. Sentence: We can hop. Short word: cat.
Solved: period. The sentence ends with a period. A capital letter starts a sentence; it does not end it. Look at the far right of the sentence. Name the mark, then listen as an adult reads the sentence with suitable expression.
Helpful tips:
- Look after the last word.
- A capital letter starts a sentence; it does not end it.
Your turn: Lowercase: e. Sentence: Is it wet? Short word: hen.
Which mark finishes the supplied sentence?
A. no ending mark
B. period
C. question mark
D. exclamation mark
My answer and reasoning: ________________________
Extra practice
1. Lowercase: i. Sentence: I see a big pig! Short word: pig.
Which mark finishes the supplied sentence?
A. exclamation mark
B. no ending mark
C. period
D. question mark
My answer and reasoning: ________________________
Hints: Look after the last word.; A capital letter starts a sentence; it does not end it.
2. Lowercase: o. Sentence: We stop. Short word: log.
Which mark finishes the supplied sentence?
A. question mark
B. exclamation mark
C. no ending mark
D. period
My answer and reasoning: ________________________
Hints: Look after the last word.; A capital letter starts a sentence; it does not end it.
3. Lowercase: a. Sentence: Can we pet it? Short word: map.
Which mark finishes the supplied sentence?
A. period
B. question mark
C. exclamation mark
D. no ending mark
My answer and reasoning: ________________________
Hints: Look after the last word.; A capital letter starts a sentence; it does not end it.
Extension: Optional extra practice: An adult writes: I see a red box. Point to its five words, circle the period, pair lowercase o with O, and say the middle short-e sound in red. Draw the box if you wish. Practice this lesson’s skill as you complete the task. Use this idea to check your work: A period ends a telling sentence. A question mark ends a question, and an exclamation mark can show strong feeling. A written sentence needs an ending mark.
Sources:
CCSS ELA Reading: Foundational Skills — K: https://www.thecorestandards.org/ELA-Literacy/RF/K/
IES: Foundational Skills to Support Reading for Understanding, K–3: https://ies.ed.gov/ncee/wwc/practiceguide/21
Name a story character
Listen for who does an action. Say that name or animal, then point to the action that helped you decide.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Mia grinned at the park. Her kite finally flew above the bench.
Primary check: At the kitchen, Omar said, "I am worried about my cake." He watched the timer.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
Original story: Jo took a red cup to the garden. A small dog sat beside the cup. Jo smiled and said, "You can sit with me." Original verse: A little bee / Flew past a tree. Adult prompt: Point to Jo, say garden, and listen to bee/tree rhyme.
Characters are the people or animals a story is about. A named place is a setting, and an object a character uses is not automatically another character.
Listen for who does an action. Say that name or animal, then point to the action that helped you decide.
Example to read or listen to: Mia grinned at the park. Her kite finally flew above the bench. The answer is Mia. Mia is the character who grins. A basket or bench is an object, not an acting character.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Listen for who does an action. Say that name or animal, then point to the action that helped you decide.
3. Check the worked solution: Mia. Mia is the character who grins. A basket or bench is an object, not an acting character.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: Mia grinned at the park. Her kite finally flew above the bench.
Solved: Mia. Mia is the character who grins. A basket or bench is an object, not an acting character. Listen for who does an action. Say that name or animal, then point to the action that helped you decide.
Helpful tips:
- Ask who did something.
- A basket or bench is an object, not an acting character.
Your turn: At the kitchen, Omar said, "I am worried about my cake." He watched the timer.
Who is the person or animal acting in this text?
A. Omar
B. a dog
C. Mia
D. a fox
My answer and reasoning: ________________________
Extra practice
1. A fox in a garden felt sad. Its toy boat had sunk.
Who is the person or animal acting in this text?
A. a dog
B. Mia
C. a fox
D. Omar
My answer and reasoning: ________________________
Hints: Ask who did something.; A basket or bench is an object, not an acting character.
2. In the library a dog was surprised. "A book about me!" it cried.
Who is the person or animal acting in this text?
A. Omar
B. a dog
C. Mia
D. a fox
My answer and reasoning: ________________________
Hints: Ask who did something.; A basket or bench is an object, not an acting character.
3. Mia, feeling happy, gives directions in the garden: "Put a seed in the pot. Cover it with soil."
Who is the person or animal acting in this text?
A. a fox
B. Omar
C. a dog
D. Mia
My answer and reasoning: ________________________
Hints: Ask who did something.; A basket or bench is an object, not an acting character.
Extension: Optional extra practice: Listen to this original event: At a beach, Jo laughed when a tiny wave tickled her toes. Name Jo, the beach and happiness with its laugh clue. Draw the scene and explain why it is a story event, not a set of directions. Practice this lesson’s skill as you complete the task. Use this idea to check your work: Characters are the people or animals a story is about. A named place is a setting, and an object a character uses is not automatically another character.
Sources:
CCSS ELA Reading: Literature — K: https://www.thecorestandards.org/ELA-Literacy/RL/K/
Name the place
Listen for in, at or beside and the place that follows. Match only the place stated in the text.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Mia grinned at the park. Her kite finally flew above the bench.
Primary check: At the kitchen, Omar said, "I am worried about my cake." He watched the timer.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
Original story: Jo took a red cup to the garden. A small dog sat beside the cup. Jo smiled and said, "You can sit with me." Original verse: A little bee / Flew past a tree. Adult prompt: Point to Jo, say garden, and listen to bee/tree rhyme.
Setting tells where or when an event happens. A place word helps listeners imagine the surroundings, but it does not tell who the character is.
Listen for in, at or beside and the place that follows. Match only the place stated in the text.
Example to read or listen to: Mia grinned at the park. Her kite finally flew above the bench. The answer is park. The event happens at the park. Do not invent a different place from an illustration you imagine.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Listen for in, at or beside and the place that follows. Match only the place stated in the text.
3. Check the worked solution: park. The event happens at the park. Do not invent a different place from an illustration you imagine.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: Mia grinned at the park. Her kite finally flew above the bench.
Solved: park. The event happens at the park. Do not invent a different place from an illustration you imagine. Listen for in, at or beside and the place that follows. Match only the place stated in the text.
Helpful tips:
- Use the actual place words.
- Do not invent a different place from an illustration you imagine.
Your turn: At the kitchen, Omar said, "I am worried about my cake." He watched the timer.
Where does the supplied event happen?
A. park
B. kitchen
C. library
D. garden
My answer and reasoning: ________________________
Extra practice
1. A fox in a garden felt sad. Its toy boat had sunk.
Where does the supplied event happen?
A. park
B. kitchen
C. library
D. garden
My answer and reasoning: ________________________
Hints: Use the actual place words.; Do not invent a different place from an illustration you imagine.
2. In the library a dog was surprised. "A book about me!" it cried.
Where does the supplied event happen?
A. park
B. kitchen
C. library
D. garden
My answer and reasoning: ________________________
Hints: Use the actual place words.; Do not invent a different place from an illustration you imagine.
3. Mia, feeling happy, gives directions in the garden: "Put a seed in the pot. Cover it with soil."
Where does the supplied event happen?
A. garden
B. park
C. kitchen
D. library
My answer and reasoning: ________________________
Hints: Use the actual place words.; Do not invent a different place from an illustration you imagine.
Extension: Optional extra practice: Listen to this original event: At a beach, Jo laughed when a tiny wave tickled her toes. Name Jo, the beach and happiness with its laugh clue. Draw the scene and explain why it is a story event, not a set of directions. Practice this lesson’s skill as you complete the task. Use this idea to check your work: Setting tells where or when an event happens. A place word helps listeners imagine the surroundings, but it does not tell who the character is.
Sources:
CCSS ELA Reading: Literature — K: https://www.thecorestandards.org/ELA-Literacy/RL/K/
Notice a feeling
Find the stated feeling or the supporting action. Say the feeling with the detail that makes it fit.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Mia grinned at the park. Her kite finally flew above the bench.
Primary check: At the kitchen, Omar said, "I am worried about my cake." He watched the timer.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
Original story: Jo took a red cup to the garden. A small dog sat beside the cup. Jo smiled and said, "You can sit with me." Original verse: A little bee / Flew past a tree. Adult prompt: Point to Jo, say garden, and listen to bee/tree rhyme.
A story can name a feeling or show it with an action. A smile may show happiness; worry includes concern about what may happen.
Find the stated feeling or the supporting action. Say the feeling with the detail that makes it fit.
Example to read or listen to: Mia grinned at the park. Her kite finally flew above the bench. The answer is happy. Grinned shows that Mia is happy. One feeling is not the same as what the character does.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Find the stated feeling or the supporting action. Say the feeling with the detail that makes it fit.
3. Check the worked solution: happy. Grinned shows that Mia is happy. One feeling is not the same as what the character does.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: Mia grinned at the park. Her kite finally flew above the bench.
Solved: happy. Grinned shows that Mia is happy. One feeling is not the same as what the character does. Find the stated feeling or the supporting action. Say the feeling with the detail that makes it fit.
Helpful tips:
- Use a feeling clue in the words.
- One feeling is not the same as what the character does.
Your turn: At the kitchen, Omar said, "I am worried about my cake." He watched the timer.
Which feeling is most clearly shown by the supplied words?
A. surprised
B. happy
C. worried
D. sad
My answer and reasoning: ________________________
Extra practice
1. A fox in a garden felt sad. Its toy boat had sunk.
Which feeling is most clearly shown by the supplied words?
A. sad
B. surprised
C. happy
D. worried
My answer and reasoning: ________________________
Hints: Use a feeling clue in the words.; One feeling is not the same as what the character does.
2. In the library a dog was surprised. "A book about me!" it cried.
Which feeling is most clearly shown by the supplied words?
A. happy
B. worried
C. sad
D. surprised
My answer and reasoning: ________________________
Hints: Use a feeling clue in the words.; One feeling is not the same as what the character does.
3. Mia, feeling happy, gives directions in the garden: "Put a seed in the pot. Cover it with soil."
Which feeling is most clearly shown by the supplied words?
A. surprised
B. happy
C. worried
D. sad
My answer and reasoning: ________________________
Hints: Use a feeling clue in the words.; One feeling is not the same as what the character does.
Extension: Optional extra practice: Listen to this original event: At a beach, Jo laughed when a tiny wave tickled her toes. Name Jo, the beach and happiness with its laugh clue. Draw the scene and explain why it is a story event, not a set of directions. Practice this lesson’s skill as you complete the task. Use this idea to check your work: A story can name a feeling or show it with an action. A smile may show happiness; worry includes concern about what may happen.
Sources:
CCSS ELA Reading: Literature — K: https://www.thecorestandards.org/ELA-Literacy/RL/K/
Recognize a text kind
Listen to what the text is doing: telling an event, explaining, making a rhyme or giving an instruction.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Mia grinned at the park. Her kite finally flew above the bench.
Primary check: At the kitchen, Omar said, "I am worried about my cake." He watched the timer.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
Original story: Jo took a red cup to the garden. A small dog sat beside the cup. Jo smiled and said, "You can sit with me." Original verse: A little bee / Flew past a tree. Adult prompt: Point to Jo, say garden, and listen to bee/tree rhyme.
A story tells events about characters. Information explains facts. Verse may use lines and repeated sounds. Directions tell someone what to do.
Listen to what the text is doing: telling an event, explaining, making a rhyme or giving an instruction.
Example to read or listen to: Mia grinned at the park. Her kite finally flew above the bench. The answer is made-up story event. The text tells a made-up event about Mia. A text about an animal can be either a story or information.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Listen to what the text is doing: telling an event, explaining, making a rhyme or giving an instruction.
3. Check the worked solution: made-up story event. The text tells a made-up event about Mia. A text about an animal can be either a story or information.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: Mia grinned at the park. Her kite finally flew above the bench.
Solved: made-up story event. The text tells a made-up event about Mia. A text about an animal can be either a story or information. Listen to what the text is doing: telling an event, explaining, making a rhyme or giving an instruction.
Helpful tips:
- Listen for action commands in directions.
- A text about an animal can be either a story or information.
Your turn: At the kitchen, Omar said, "I am worried about my cake." He watched the timer.
If directions, a poem, or a fact card is named, what kind is that named text? Otherwise, what kind is the story event?
A. factual information
B. rhyming verse
C. spoken directions
D. made-up story event
My answer and reasoning: ________________________
Extra practice
1. A fox in a garden felt sad. Its toy boat had sunk.
If directions, a poem, or a fact card is named, what kind is that named text? Otherwise, what kind is the story event?
A. spoken directions
B. made-up story event
C. factual information
D. rhyming verse
My answer and reasoning: ________________________
Hints: Listen for action commands in directions.; A text about an animal can be either a story or information.
2. In the library a dog was surprised. "A book about me!" it cried.
If directions, a poem, or a fact card is named, what kind is that named text? Otherwise, what kind is the story event?
A. made-up story event
B. factual information
C. rhyming verse
D. spoken directions
My answer and reasoning: ________________________
Hints: Listen for action commands in directions.; A text about an animal can be either a story or information.
3. Mia, feeling happy, gives directions in the garden: "Put a seed in the pot. Cover it with soil."
If directions, a poem, or a fact card is named, what kind is that named text? Otherwise, what kind is the story event?
A. factual information
B. rhyming verse
C. spoken directions
D. made-up story event
My answer and reasoning: ________________________
Hints: Listen for action commands in directions.; A text about an animal can be either a story or information.
Extension: Optional extra practice: Listen to this original event: At a beach, Jo laughed when a tiny wave tickled her toes. Name Jo, the beach and happiness with its laugh clue. Draw the scene and explain why it is a story event, not a set of directions. Practice this lesson’s skill as you complete the task. Use this idea to check your work: A story tells events about characters. Information explains facts. Verse may use lines and repeated sounds. Directions tell someone what to do.
Sources:
CCSS ELA Reading: Literature — K: https://www.thecorestandards.org/ELA-Literacy/RL/K/
Find a naming word
Listen to the whole sentence and find the object that someone can hold, move or see. Say its name.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: I roll the red ball beside the box.
Primary check: I lift the blue hat on the hook.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
A noun can name a person, animal, place or thing. In these sentences, the target naming word tells what object is being used or noticed.
Listen to the whole sentence and find the object that someone can hold, move or see. Say its name.
Example to read or listen to: I roll the red ball beside the box. The answer is ball. Ball names the object. A word such as roll tells an action, not a thing.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Listen to the whole sentence and find the object that someone can hold, move or see. Say its name.
3. Check the worked solution: ball. Ball names the object. A word such as roll tells an action, not a thing.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: I roll the red ball beside the box.
Solved: ball. Ball names the object. A word such as roll tells an action, not a thing. Listen to the whole sentence and find the object that someone can hold, move or see. Say its name.
Helpful tips:
- Ask what thing is here.
- A word such as roll tells an action, not a thing.
Your turn: I lift the blue hat on the hook.
Which word in this sentence names a thing?
A. ball
B. hat
C. cup
D. book
My answer and reasoning: ________________________
Extra practice
1. I wash the green cup inside the tub.
Which word in this sentence names a thing?
A. book
B. ball
C. hat
D. cup
My answer and reasoning: ________________________
Hints: Ask what thing is here.; A word such as roll tells an action, not a thing.
2. I read the yellow book under the tree.
Which word in this sentence names a thing?
A. hat
B. cup
C. book
D. ball
My answer and reasoning: ________________________
Hints: Ask what thing is here.; A word such as roll tells an action, not a thing.
3. I lift the yellow ball inside the basket.
Which word in this sentence names a thing?
A. ball
B. hat
C. cup
D. book
My answer and reasoning: ________________________
Hints: Ask what thing is here.; A word such as roll tells an action, not a thing.
Extension: Optional extra practice: Draw a green hat inside a box. Dictate: I lift the green hat inside the box. Identify hat as the noun, lift as the action, green as the description and inside as the position. Practice this lesson’s skill as you complete the task. Use this idea to check your work: A noun can name a person, animal, place or thing. In these sentences, the target naming word tells what object is being used or noticed.
Sources:
CCSS ELA Language — K: https://www.thecorestandards.org/ELA-Literacy/L/K/
Find an action word
Listen for what the person does to the object. You may safely mime reading or lifting an imaginary object.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: I roll the red ball beside the box.
Primary check: I lift the blue hat on the hook.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
A verb can tell what someone does. Roll, lift, wash and read describe different actions, so a naming word alone does not tell the action.
Listen for what the person does to the object. You may safely mime reading or lifting an imaginary object.
Example to read or listen to: I roll the red ball beside the box. The answer is roll. Roll tells the action. Do not choose a color as the action.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Listen for what the person does to the object. You may safely mime reading or lifting an imaginary object.
3. Check the worked solution: roll. Roll tells the action. Do not choose a color as the action.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: I roll the red ball beside the box.
Solved: roll. Roll tells the action. Do not choose a color as the action. Listen for what the person does to the object. You may safely mime reading or lifting an imaginary object.
Helpful tips:
- Ask what the person does.
- Do not choose a color as the action.
Your turn: I lift the blue hat on the hook.
Which action is stated in this sentence?
A. read
B. roll
C. lift
D. wash
My answer and reasoning: ________________________
Extra practice
1. I wash the green cup inside the tub.
Which action is stated in this sentence?
A. wash
B. read
C. roll
D. lift
My answer and reasoning: ________________________
Hints: Ask what the person does.; Do not choose a color as the action.
2. I read the yellow book under the tree.
Which action is stated in this sentence?
A. roll
B. lift
C. wash
D. read
My answer and reasoning: ________________________
Hints: Ask what the person does.; Do not choose a color as the action.
3. I lift the yellow ball inside the basket.
Which action is stated in this sentence?
A. roll
B. lift
C. wash
D. read
My answer and reasoning: ________________________
Hints: Ask what the person does.; Do not choose a color as the action.
Extension: Optional extra practice: Draw a green hat inside a box. Dictate: I lift the green hat inside the box. Identify hat as the noun, lift as the action, green as the description and inside as the position. Practice this lesson’s skill as you complete the task. Use this idea to check your work: A verb can tell what someone does. Roll, lift, wash and read describe different actions, so a naming word alone does not tell the action.
Sources:
CCSS ELA Language — K: https://www.thecorestandards.org/ELA-Literacy/L/K/
Find a describing word
Find the named object, then listen for the color attached to it. Describe the object with both words.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: I roll the red ball beside the box.
Primary check: I lift the blue hat on the hook.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
A describing word adds information about a noun. Color words tell what something looks like; the noun still names what it is.
Find the named object, then listen for the color attached to it. Describe the object with both words.
Example to read or listen to: I roll the red ball beside the box. The answer is red. Red tells its color. A color is not the object name.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Find the named object, then listen for the color attached to it. Describe the object with both words.
3. Check the worked solution: red. Red tells its color. A color is not the object name.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: I roll the red ball beside the box.
Solved: red. Red tells its color. A color is not the object name. Find the named object, then listen for the color attached to it. Describe the object with both words.
Helpful tips:
- Say color plus object.
- A color is not the object name.
Your turn: I lift the blue hat on the hook.
Which word tells a color in this sentence?
A. green
B. yellow
C. red
D. blue
My answer and reasoning: ________________________
Extra practice
1. I wash the green cup inside the tub.
Which word tells a color in this sentence?
A. blue
B. green
C. yellow
D. red
My answer and reasoning: ________________________
Hints: Say color plus object.; A color is not the object name.
2. I read the yellow book under the tree.
Which word tells a color in this sentence?
A. yellow
B. red
C. blue
D. green
My answer and reasoning: ________________________
Hints: Say color plus object.; A color is not the object name.
3. I lift the yellow ball inside the basket.
Which word tells a color in this sentence?
A. blue
B. green
C. yellow
D. red
My answer and reasoning: ________________________
Hints: Say color plus object.; A color is not the object name.
Extension: Optional extra practice: Draw a green hat inside a box. Dictate: I lift the green hat inside the box. Identify hat as the noun, lift as the action, green as the description and inside as the position. Practice this lesson’s skill as you complete the task. Use this idea to check your work: A describing word adds information about a noun. Color words tell what something looks like; the noun still names what it is.
Sources:
CCSS ELA Language — K: https://www.thecorestandards.org/ELA-Literacy/L/K/
Use position words
Draw two simple objects and place one according to the stated word. Check that the drawing matches rather than reverses the relationship.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: I roll the red ball beside the box.
Primary check: I lift the blue hat on the hook.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
Position words tell where one thing is compared with another. Under means below, on means resting at the top, beside means next to and inside means within.
Draw two simple objects and place one according to the stated word. Check that the drawing matches rather than reverses the relationship.
Example to read or listen to: I roll the red ball beside the box. The answer is beside. Beside places it next to the box. Beside does not mean inside.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Draw two simple objects and place one according to the stated word. Check that the drawing matches rather than reverses the relationship.
3. Check the worked solution: beside. Beside places it next to the box. Beside does not mean inside.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: I roll the red ball beside the box.
Solved: beside. Beside places it next to the box. Beside does not mean inside. Draw two simple objects and place one according to the stated word. Check that the drawing matches rather than reverses the relationship.
Helpful tips:
- Under is below, not above.
- Beside does not mean inside.
Your turn: I lift the blue hat on the hook.
Which position relationship is stated?
A. on
B. beside
C. inside
D. under
My answer and reasoning: ________________________
Extra practice
1. I wash the green cup inside the tub.
Which position relationship is stated?
A. on
B. beside
C. inside
D. under
My answer and reasoning: ________________________
Hints: Under is below, not above.; Beside does not mean inside.
2. I read the yellow book under the tree.
Which position relationship is stated?
A. inside
B. under
C. on
D. beside
My answer and reasoning: ________________________
Hints: Under is below, not above.; Beside does not mean inside.
3. I lift the yellow ball inside the basket.
Which position relationship is stated?
A. under
B. on
C. beside
D. inside
My answer and reasoning: ________________________
Hints: Under is below, not above.; Beside does not mean inside.
Extension: Optional extra practice: Draw a green hat inside a box. Dictate: I lift the green hat inside the box. Identify hat as the noun, lift as the action, green as the description and inside as the position. Practice this lesson’s skill as you complete the task. Use this idea to check your work: Position words tell where one thing is compared with another. Under means below, on means resting at the top, beside means next to and inside means within.
Sources:
CCSS ELA Language — K: https://www.thecorestandards.org/ELA-Literacy/L/K/
Tell or ask
Read the first sentence aloud with an adult. Listen for whether it tells, asks, directs or says what the speaker prefers.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: First: The kite is red. Question: Where is it? Name: mia. Picture: a red kite.
Primary check: First: Can I see it? Question: Is the fish blue? Name: tom. Picture: a blue fish.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
Messages have purposes. A telling sentence supplies information, a question asks for an answer, a direction requests an action and a preference tells what someone likes.
Read the first sentence aloud with an adult. Listen for whether it tells, asks, directs or says what the speaker prefers.
Example to read or listen to: First: The kite is red. Question: Where is it? Name: mia. Picture: a red kite. The answer is tell information. The first sentence gives information. I like gives a preference, not a fact everyone must share.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Read the first sentence aloud with an adult. Listen for whether it tells, asks, directs or says what the speaker prefers.
3. Check the worked solution: tell information. The first sentence gives information. I like gives a preference, not a fact everyone must share.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: First: The kite is red. Question: Where is it? Name: mia. Picture: a red kite.
Solved: tell information. The first sentence gives information. I like gives a preference, not a fact everyone must share. Read the first sentence aloud with an adult. Listen for whether it tells, asks, directs or says what the speaker prefers.
Helpful tips:
- A question needs an answer.
- I like gives a preference, not a fact everyone must share.
Your turn: First: Can I see it? Question: Is the fish blue? Name: tom. Picture: a blue fish.
What is the purpose of the supplied first sentence?
A. express a preference
B. tell information
C. ask a question
D. give a direction
My answer and reasoning: ________________________
Extra practice
1. First: Draw a tree. Question: How do I plant it? Name: sam. Picture: a small tree.
What is the purpose of the supplied first sentence?
A. give a direction
B. express a preference
C. tell information
D. ask a question
My answer and reasoning: ________________________
Hints: A question needs an answer.; I like gives a preference, not a fact everyone must share.
2. First: I like buses. Question: What is your favorite vehicle? Name: jo. Picture: a yellow bus.
What is the purpose of the supplied first sentence?
A. tell information
B. ask a question
C. give a direction
D. express a preference
My answer and reasoning: ________________________
Hints: A question needs an answer.; I like gives a preference, not a fact everyone must share.
3. First: The fish is blue. Question: Is it in the pond? Name: jo. Picture: a blue fish.
What is the purpose of the supplied first sentence?
A. express a preference
B. tell information
C. ask a question
D. give a direction
My answer and reasoning: ________________________
Hints: A question needs an answer.; I like gives a preference, not a fact everyone must share.
Extension: Optional extra practice: Draw a small boat. Dictate the matching label small boat and the name Ana with capital A. Ask an adult Where is the boat? Listen for a place answer, then explain that I like boats is a preference. Practice this lesson’s skill as you complete the task. Use this idea to check your work: Messages have purposes. A telling sentence supplies information, a question asks for an answer, a direction requests an action and a preference tells what someone likes.
Sources:
CCSS ELA Writing — strand reference: https://www.thecorestandards.org/ELA-Literacy/W/
IES: Teaching Elementary Students to Be Effective Writers: https://ies.ed.gov/ncee/wwc/practiceguide/17
Match a useful reply
Listen to the supplied question, identify what it asks for and choose the kind of information the listener needs.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: First: The kite is red. Question: Where is it? Name: mia. Picture: a red kite.
Primary check: First: Can I see it? Question: Is the fish blue? Name: tom. Picture: a blue fish.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
A reply should answer the question or request just heard. A question beginning where needs a place, while a question about a favorite needs a choice.
Listen to the supplied question, identify what it asks for and choose the kind of information the listener needs.
Example to read or listen to: First: The kite is red. Question: Where is it? Name: mia. Picture: a red kite. The answer is tell where it is. Where asks for a place. A favorite color does not answer where a book is.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Listen to the supplied question, identify what it asks for and choose the kind of information the listener needs.
3. Check the worked solution: tell where it is. Where asks for a place. A favorite color does not answer where a book is.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: First: The kite is red. Question: Where is it? Name: mia. Picture: a red kite.
Solved: tell where it is. Where asks for a place. A favorite color does not answer where a book is. Listen to the supplied question, identify what it asks for and choose the kind of information the listener needs.
Helpful tips:
- Use the question word as a clue.
- A favorite color does not answer where a book is.
Your turn: First: Can I see it? Question: Is the fish blue? Name: tom. Picture: a blue fish.
Which reply meets the need in the supplied conversation?
A. explain an action
B. name a favorite
C. tell where it is
D. say yes or no
My answer and reasoning: ________________________
Extra practice
1. First: Draw a tree. Question: How do I plant it? Name: sam. Picture: a small tree.
Which reply meets the need in the supplied conversation?
A. say yes or no
B. explain an action
C. name a favorite
D. tell where it is
My answer and reasoning: ________________________
Hints: Use the question word as a clue.; A favorite color does not answer where a book is.
2. First: I like buses. Question: What is your favorite vehicle? Name: jo. Picture: a yellow bus.
Which reply meets the need in the supplied conversation?
A. name a favorite
B. tell where it is
C. say yes or no
D. explain an action
My answer and reasoning: ________________________
Hints: Use the question word as a clue.; A favorite color does not answer where a book is.
3. First: The fish is blue. Question: Is it in the pond? Name: jo. Picture: a blue fish.
Which reply meets the need in the supplied conversation?
A. name a favorite
B. tell where it is
C. say yes or no
D. explain an action
My answer and reasoning: ________________________
Hints: Use the question word as a clue.; A favorite color does not answer where a book is.
Extension: Optional extra practice: Draw a small boat. Dictate the matching label small boat and the name Ana with capital A. Ask an adult Where is the boat? Listen for a place answer, then explain that I like boats is a preference. Practice this lesson’s skill as you complete the task. Use this idea to check your work: A reply should answer the question or request just heard. A question beginning where needs a place, while a question about a favorite needs a choice.
Sources:
CCSS ELA Writing — strand reference: https://www.thecorestandards.org/ELA-Literacy/W/
IES: Teaching Elementary Students to Be Effective Writers: https://ies.ed.gov/ncee/wwc/practiceguide/17
Choose a first capital
An adult writes the name. Name its first letter and replace that first lowercase letter with its matching capital.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: First: The kite is red. Question: Where is it? Name: mia. Picture: a red kite.
Primary check: First: Can I see it? Question: Is the fish blue? Name: tom. Picture: a blue fish.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
A person’s name begins with a capital letter in conventional English writing. The capital matches the first letter of that name, not the longest letter you see.
An adult writes the name. Name its first letter and replace that first lowercase letter with its matching capital.
Example to read or listen to: First: The kite is red. Question: Where is it? Name: mia. Picture: a red kite. The answer is M. mia begins with M: Mia. A capital is not needed for every letter in a name.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. An adult writes the name. Name its first letter and replace that first lowercase letter with its matching capital.
3. Check the worked solution: M. mia begins with M: Mia. A capital is not needed for every letter in a name.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: First: The kite is red. Question: Where is it? Name: mia. Picture: a red kite.
Solved: M. mia begins with M: Mia. A capital is not needed for every letter in a name. An adult writes the name. Name its first letter and replace that first lowercase letter with its matching capital.
Helpful tips:
- Change only the first letter of the name.
- A capital is not needed for every letter in a name.
Your turn: First: Can I see it? Question: Is the fish blue? Name: tom. Picture: a blue fish.
Which capital belongs at the beginning of the supplied name?
A. T
B. S
C. J
D. M
My answer and reasoning: ________________________
Extra practice
1. First: Draw a tree. Question: How do I plant it? Name: sam. Picture: a small tree.
Which capital belongs at the beginning of the supplied name?
A. M
B. T
C. S
D. J
My answer and reasoning: ________________________
Hints: Change only the first letter of the name.; A capital is not needed for every letter in a name.
2. First: I like buses. Question: What is your favorite vehicle? Name: jo. Picture: a yellow bus.
Which capital belongs at the beginning of the supplied name?
A. S
B. J
C. M
D. T
My answer and reasoning: ________________________
Hints: Change only the first letter of the name.; A capital is not needed for every letter in a name.
3. First: The fish is blue. Question: Is it in the pond? Name: jo. Picture: a blue fish.
Which capital belongs at the beginning of the supplied name?
A. M
B. T
C. S
D. J
My answer and reasoning: ________________________
Hints: Change only the first letter of the name.; A capital is not needed for every letter in a name.
Extension: Optional extra practice: Draw a small boat. Dictate the matching label small boat and the name Ana with capital A. Ask an adult Where is the boat? Listen for a place answer, then explain that I like boats is a preference. Practice this lesson’s skill as you complete the task. Use this idea to check your work: A person’s name begins with a capital letter in conventional English writing. The capital matches the first letter of that name, not the longest letter you see.
Sources:
CCSS ELA Writing — strand reference: https://www.thecorestandards.org/ELA-Literacy/W/
IES: Teaching Elementary Students to Be Effective Writers: https://ies.ed.gov/ncee/wwc/practiceguide/17
Plan a drawing label
Listen to the picture description. Dictate its object and its describing word, then check both against the description.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: First: The kite is red. Question: Where is it? Name: mia. Picture: a red kite.
Primary check: First: Can I see it? Question: Is the fish blue? Name: tom. Picture: a blue fish.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
A label names what a picture shows. Adding a color or size can make it more specific, but the label must still match the object in the picture.
Listen to the picture description. Dictate its object and its describing word, then check both against the description.
Example to read or listen to: First: The kite is red. Question: Where is it? Name: mia. Picture: a red kite. The answer is red kite. Red kite names exactly the described picture. Do not choose a nice-sounding label for a different object.
1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Listen to the picture description. Dictate its object and its describing word, then check both against the description.
3. Check the worked solution: red kite. Red kite names exactly the described picture. Do not choose a nice-sounding label for a different object.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
Worked example: First: The kite is red. Question: Where is it? Name: mia. Picture: a red kite.
Solved: red kite. Red kite names exactly the described picture. Do not choose a nice-sounding label for a different object. Listen to the picture description. Dictate its object and its describing word, then check both against the description.
Helpful tips:
- Keep the picture’s color or size.
- Do not choose a nice-sounding label for a different object.
Your turn: First: Can I see it? Question: Is the fish blue? Name: tom. Picture: a blue fish.
Which label matches the picture described in the text?
A. red kite
B. blue fish
C. small tree
D. yellow bus
My answer and reasoning: ________________________
Extra practice
1. First: Draw a tree. Question: How do I plant it? Name: sam. Picture: a small tree.
Which label matches the picture described in the text?
A. yellow bus
B. red kite
C. blue fish
D. small tree
My answer and reasoning: ________________________
Hints: Keep the picture’s color or size.; Do not choose a nice-sounding label for a different object.
2. First: I like buses. Question: What is your favorite vehicle? Name: jo. Picture: a yellow bus.
Which label matches the picture described in the text?
A. blue fish
B. small tree
C. yellow bus
D. red kite
My answer and reasoning: ________________________
Hints: Keep the picture’s color or size.; Do not choose a nice-sounding label for a different object.
3. First: The fish is blue. Question: Is it in the pond? Name: jo. Picture: a blue fish.
Which label matches the picture described in the text?
A. blue fish
B. small tree
C. yellow bus
D. red kite
My answer and reasoning: ________________________
Hints: Keep the picture’s color or size.; Do not choose a nice-sounding label for a different object.
Extension: Optional extra practice: Draw a small boat. Dictate the matching label small boat and the name Ana with capital A. Ask an adult Where is the boat? Listen for a place answer, then explain that I like boats is a preference. Practice this lesson’s skill as you complete the task. Use this idea to check your work: A label names what a picture shows. Adding a color or size can make it more specific, but the label must still match the object in the picture.
Sources:
CCSS ELA Writing — strand reference: https://www.thecorestandards.org/ELA-Literacy/W/
IES: Teaching Elementary Students to Be Effective Writers: https://ies.ed.gov/ncee/wwc/practiceguide/17
Name a push or a pull
Name a push or a pull using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: a touch that acts away from you. Reference card B: a tug that acts toward you.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: A hand presses a toy away.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: A string tugs a toy nearer.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: A hand catches a rolling toy.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: A side wall bends a toy’s path.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: A palm sends a block forward.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: A ribbon brings a block closer.
An adult reads toy-motion picture descriptions. A force is a push or pull. Touching can start, stop or redirect motion; a drawing cannot measure its strength.
Push means a touch that acts away from you. Pull means a tug that acts toward you. Stop means motion changes from moving to still. Turn means the path changes direction.
For push, look for the clue “a touch that acts away from you.” For pull, look for “a tug that acts toward you.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “a touch that acts away from you”; a second states “a tug that acts toward you.” The first fits push and the second fits pull. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “a touch that acts away from you” to justify push; do not sort by the name alone.
- Distinguish pull (a tug that acts toward you) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: A hand presses a toy away.
A. push
B. pull
C. stop
D. turn
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: A string tugs a toy nearer.
A. turn
B. push
C. pull
D. stop
My answer and reasoning: ________________________
Hints: Look for the described feature: a tug that acts toward you.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: A hand catches a rolling toy.
A. pull
B. stop
C. turn
D. push
My answer and reasoning: ________________________
Hints: Look for the described feature: motion changes from moving to still.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: A side wall bends a toy’s path.
A. push
B. pull
C. stop
D. turn
My answer and reasoning: ________________________
Hints: Look for the described feature: the path changes direction.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing push and one showing pull. Expected: the first explicitly shows “a touch that acts away from you”; the second explicitly shows “a tug that acts toward you.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Compare before and after motion
Compare before and after motion using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: still changes to moving. Reference card B: moving changes to still.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Still, then rolling.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Rolling, then still.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: One square per beat, then two.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Three squares per beat, then one.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: At rest, then sliding.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Moving, then caught.
Use two picture captions for each pretend toy. Name the observed change rather than guessing an unseen cause. Faster and slower compare motion over the same time.
Start means still changes to moving. Stop means moving changes to still. Speed up means travels farther in the same time. Slow down means travels less far in the same time.
For start, look for the clue “still changes to moving.” For stop, look for “moving changes to still.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “still changes to moving”; a second states “moving changes to still.” The first fits start and the second fits stop. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “still changes to moving” to justify start; do not sort by the name alone.
- Distinguish stop (moving changes to still) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Still, then rolling.
A. slow down
B. start
C. stop
D. speed up
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Rolling, then still.
A. speed up
B. slow down
C. start
D. stop
My answer and reasoning: ________________________
Hints: Look for the described feature: moving changes to still.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: One square per beat, then two.
A. start
B. stop
C. speed up
D. slow down
My answer and reasoning: ________________________
Hints: Look for the described feature: travels farther in the same time.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: Three squares per beat, then one.
A. slow down
B. start
C. stop
D. speed up
My answer and reasoning: ________________________
Hints: Look for the described feature: travels less far in the same time.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing start and one showing stop. Expected: the first explicitly shows “still changes to moving”; the second explicitly shows “moving changes to still.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Trace direction on a paper track
Trace direction on a paper track using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: the route keeps its direction. Reference card B: the route bends toward map left.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Up then up again.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Up then map left.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Up then map right.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Up then down.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Right then right again.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Down then up.
Follow a toy’s printed route using your finger. Left and right depend on the map’s fixed arrow. A barrier can change a moving object’s path when they touch.
Straight means the route keeps its direction. Left turn means the route bends toward map left. Right turn means the route bends toward map right. Reverse means the route goes back toward its starting direction.
For straight, look for the clue “the route keeps its direction.” For left turn, look for “the route bends toward map left.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “the route keeps its direction”; a second states “the route bends toward map left.” The first fits straight and the second fits left turn. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “the route keeps its direction” to justify straight; do not sort by the name alone.
- Distinguish left turn (the route bends toward map left) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Up then up again.
A. right turn
B. reverse
C. straight
D. left turn
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Up then map left.
A. left turn
B. right turn
C. reverse
D. straight
My answer and reasoning: ________________________
Hints: Look for the described feature: the route bends toward map left.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: Up then map right.
A. reverse
B. straight
C. left turn
D. right turn
My answer and reasoning: ________________________
Hints: Look for the described feature: the route bends toward map right.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: Up then down.
A. right turn
B. reverse
C. straight
D. left turn
My answer and reasoning: ________________________
Hints: Look for the described feature: the route goes back toward its starting direction.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing straight and one showing left turn. Expected: the first explicitly shows “the route keeps its direction”; the second explicitly shows “the route bends toward map left.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Choose a paper-track improvement
Choose a paper-track improvement using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: helps a still toy begin moving. Reference card B: stops a toy at the finish.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Toy stays still at the start.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Toy passes the finish line.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Toy must bend around a corner.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Toy shoots beyond a nearby target.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Toy needs to begin rolling.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Toy needs a stop at its goal.
Pretend records show one change at a time. Choose the change matching the observed problem. No toy building or small objects are needed; draw the improvement.
Start push means helps a still toy begin moving. Catch barrier means stops a toy at the finish. Side guide means changes a toy’s path. Smaller push means can reduce an overly strong launch.
For start push, look for the clue “helps a still toy begin moving.” For catch barrier, look for “stops a toy at the finish.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “helps a still toy begin moving”; a second states “stops a toy at the finish.” The first fits start push and the second fits catch barrier. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “helps a still toy begin moving” to justify start push; do not sort by the name alone.
- Distinguish catch barrier (stops a toy at the finish) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Toy stays still at the start.
A. catch barrier
B. side guide
C. smaller push
D. start push
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Toy passes the finish line.
A. start push
B. catch barrier
C. side guide
D. smaller push
My answer and reasoning: ________________________
Hints: Look for the described feature: stops a toy at the finish.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: Toy must bend around a corner.
A. side guide
B. smaller push
C. start push
D. catch barrier
My answer and reasoning: ________________________
Hints: Look for the described feature: changes a toy’s path.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: Toy shoots beyond a nearby target.
A. catch barrier
B. side guide
C. smaller push
D. start push
My answer and reasoning: ________________________
Hints: Look for the described feature: can reduce an overly strong launch.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing start push and one showing catch barrier. Expected: the first explicitly shows “helps a still toy begin moving”; the second explicitly shows “stops a toy at the finish.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Find animal needs
Find animal needs using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: needed liquid for body processes. Reference card B: material animals eat for energy and growth.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: A rabbit drinks at a bowl.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: A rabbit eats leaves.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: A rabbit takes breaths.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: A rabbit rests under cover.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: A bird eats seeds.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: A dog drinks clean water.
Animals need water, air and food. A favorite toy may be enjoyable but is not a basic biological need. Use the supplied animal descriptions; do not handle animals.
Water means needed liquid for body processes. Food means material animals eat for energy and growth. Air means surrounding gases many animals breathe. Shelter means a place offering protection from conditions.
For water, look for the clue “needed liquid for body processes.” For food, look for “material animals eat for energy and growth.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “needed liquid for body processes”; a second states “material animals eat for energy and growth.” The first fits water and the second fits food. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “needed liquid for body processes” to justify water; do not sort by the name alone.
- Distinguish food (material animals eat for energy and growth) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: A rabbit drinks at a bowl.
A. food
B. air
C. shelter
D. water
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: A rabbit eats leaves.
A. water
B. food
C. air
D. shelter
My answer and reasoning: ________________________
Hints: Look for the described feature: material animals eat for energy and growth.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: A rabbit takes breaths.
A. air
B. shelter
C. water
D. food
My answer and reasoning: ________________________
Hints: Look for the described feature: surrounding gases many animals breathe.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: A rabbit rests under cover.
A. food
B. air
C. shelter
D. water
My answer and reasoning: ________________________
Hints: Look for the described feature: a place offering protection from conditions.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing water and one showing food. Expected: the first explicitly shows “needed liquid for body processes”; the second explicitly shows “material animals eat for energy and growth.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Find plant needs
Find plant needs using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: helps green plants make food. Reference card B: enters a plant and supports its processes.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Sunlight reaches green blades.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Rain wets a plant’s surroundings.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: An underground part takes in water.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: A flat green part catches light.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: A lamp supplies light to leaves.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: A stem receives water from below.
Most familiar green plants use light to make food and need water and air. Soil can support roots, but plants do not eat soil like an animal eats a meal.
Light means helps green plants make food. Water means enters a plant and supports its processes. Root means plant part taking in water from its surroundings. Leaf means plant part that often captures light.
For light, look for the clue “helps green plants make food.” For water, look for “enters a plant and supports its processes.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “helps green plants make food”; a second states “enters a plant and supports its processes.” The first fits light and the second fits water. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “helps green plants make food” to justify light; do not sort by the name alone.
- Distinguish water (enters a plant and supports its processes) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Sunlight reaches green blades.
A. light
B. water
C. root
D. leaf
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Rain wets a plant’s surroundings.
A. leaf
B. light
C. water
D. root
My answer and reasoning: ________________________
Hints: Look for the described feature: enters a plant and supports its processes.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: An underground part takes in water.
A. water
B. root
C. leaf
D. light
My answer and reasoning: ________________________
Hints: Look for the described feature: plant part taking in water from its surroundings.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: A flat green part catches light.
A. light
B. water
C. root
D. leaf
My answer and reasoning: ________________________
Hints: Look for the described feature: plant part that often captures light.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing light and one showing water. Expected: the first explicitly shows “helps green plants make food”; the second explicitly shows “enters a plant and supports its processes.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Match a place to a need
Match a place to a need using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: water habitat for the supplied fish. Reference card B: grassy place for the supplied grass-eater.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Fish needs water to swim.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Rabbit needs grass to eat.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Bird needs the listed nesting cover.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Seedling needs the listed sunny growing patch.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Second fish needs open pond water.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Second grass-eater needs meadow grass.
A habitat is a place with resources and conditions. A pond and meadow offer different resources. The pretend cards describe needs so you can match without guessing.
Pond means water habitat for the supplied fish. Meadow means grassy place for the supplied grass-eater. Tree hole means covered nesting place for the supplied bird. Sunny garden means light and growing space for the supplied plant.
For pond, look for the clue “water habitat for the supplied fish.” For meadow, look for “grassy place for the supplied grass-eater.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “water habitat for the supplied fish”; a second states “grassy place for the supplied grass-eater.” The first fits pond and the second fits meadow. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “water habitat for the supplied fish” to justify pond; do not sort by the name alone.
- Distinguish meadow (grassy place for the supplied grass-eater) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Fish needs water to swim.
A. sunny garden
B. pond
C. meadow
D. tree hole
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Rabbit needs grass to eat.
A. tree hole
B. sunny garden
C. pond
D. meadow
My answer and reasoning: ________________________
Hints: Look for the described feature: grassy place for the supplied grass-eater.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: Bird needs the listed nesting cover.
A. pond
B. meadow
C. tree hole
D. sunny garden
My answer and reasoning: ________________________
Hints: Look for the described feature: covered nesting place for the supplied bird.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: Seedling needs the listed sunny growing patch.
A. sunny garden
B. pond
C. meadow
D. tree hole
My answer and reasoning: ________________________
Hints: Look for the described feature: light and growing space for the supplied plant.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing pond and one showing meadow. Expected: the first explicitly shows “water habitat for the supplied fish”; the second explicitly shows “grassy place for the supplied grass-eater.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Notice living things changing places
Notice living things changing places using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: soil moved to make a space. Reference card B: materials arranged into a structure.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: A burrow makes a hole in soil.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: A bird arranges twigs into a nest.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: A root becomes longer.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: A caterpillar takes bites from a leaf.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: A squirrel makes a soil hole.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: A branch becomes larger.
Living things can change their surroundings. We describe visible changes before judging them. Supplied drawings show changes; there is no need to disturb nests or roots.
Digging means soil moved to make a space. Building means materials arranged into a structure. Growing means plant parts become larger. Eating means food material is taken into an animal.
For digging, look for the clue “soil moved to make a space.” For building, look for “materials arranged into a structure.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “soil moved to make a space”; a second states “materials arranged into a structure.” The first fits digging and the second fits building. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “soil moved to make a space” to justify digging; do not sort by the name alone.
- Distinguish building (materials arranged into a structure) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: A burrow makes a hole in soil.
A. growing
B. eating
C. digging
D. building
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: A bird arranges twigs into a nest.
A. building
B. growing
C. eating
D. digging
My answer and reasoning: ________________________
Hints: Look for the described feature: materials arranged into a structure.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: A root becomes longer.
A. eating
B. digging
C. building
D. growing
My answer and reasoning: ________________________
Hints: Look for the described feature: plant parts become larger.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: A caterpillar takes bites from a leaf.
A. growing
B. eating
C. digging
D. building
My answer and reasoning: ________________________
Hints: Look for the described feature: food material is taken into an animal.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing digging and one showing building. Expected: the first explicitly shows “soil moved to make a space”; the second explicitly shows “materials arranged into a structure.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Read a Tiny Weather Record
Use recorded observations to describe what happened.
Materials:
Paper and a pencil, or say your answers aloud.
An observation tells what someone noticed. A weather record might say sunny, cloudy, or rainy. These words describe what was seen at a certain place and time.
A record can help us count what already happened. It does not promise what tomorrow will be like. Use this fictional record: Monday sunny; Tuesday rainy; Wednesday sunny.
1. Ask an adult to read the three-day record.
2. Draw a sun for Monday, a raindrop for Tuesday, and a sun for Wednesday.
3. Point to and count only the sunny days.
Worked example: In a two-day record of Monday rainy and Tuesday rainy, there are two rainy days. Both entries have the rainy label.
Helpful tips:
Your turn: In this record—Monday sunny, Tuesday rainy, Wednesday sunny—how many days are labeled sunny?
A. 1 day
B. 2 days
C. 3 days
D. 0 days
My answer and reasoning: ________________________
Extension: Change Wednesday to cloudy. There is now one sunny day. Explain why the count changed; the revised record tells us nothing certain about Thursday.
Sources:
NGSS: kindergarten weather observations: https://www.nextgenscience.org/pe/k-ess2-1-earths-systems
Sort Days by Their Weather
Group recorded days by a stated weather label.
Materials:
Use the supplied fictional observations or model. Paper and pencil are optional; spoken answers are welcome. No equipment or real experiment is needed.
After reading a weather record, you can put entries with the same label together. A group might contain rainy days or cloudy days. Read each entry before moving it into a group. A cloudy sky and falling rain are different observations; use the exact labels in this little record.
Our pretend noon record says: day 1 cloudy; day 2 rainy; day 3 cloudy; day 4 sunny. There is one label for each day in this activity. Real weather descriptions can include more than one feature at a time. Sorting these four entries tells us about the record, without requiring a trip outdoors.
1. Have an adult read the four labels.
2. Draw or say three group names: cloudy, rainy, sunny.
3. Place each day number in its matching group.
4. Count the entries in each group and check that there are four altogether.
Worked example: The cloudy group has days 1 and 3: two days. The rainy group has day 2: one day. The sunny group has day 4: one day. 2 + 1 + 1 = 4 entries.
Helpful tips:
Your turn: Which group in the supplied four-day record has two days?
A. rainy
B. cloudy
C. sunny
D. snowy
My answer and reasoning: ________________________
Extension: Change day 4 from sunny to cloudy. The cloudy group now has three entries and the sunny group has none; the rainy count stays one.
Sources:
NOAA/NWS: surface weather observations: https://www.weather.gov/current
Compare Two Times on One Day
Notice whether two recorded observations match.
Materials:
Use the supplied fictional observations or model. Paper and pencil are optional; spoken answers are welcome. No equipment or real experiment is needed.
A time label helps explain when an observation happened. Two notes from one day need not match. Weather can change during a day, so a morning note is not a promise about the afternoon. Comparing means looking at both notes and saying what is the same or different.
Read these pretend notes from one place: Tuesday morning sunny, Tuesday afternoon cloudy; Wednesday morning rainy, Wednesday afternoon rainy. Keep the day names together. Tuesday has different labels at its two times. Wednesday has the same label at both times, but we have no note for the night.
1. Ask an adult to read each morning and afternoon pair.
2. Draw two boxes for Tuesday and two for Wednesday.
3. Put a sun, cloud, or raindrop in each box using the notes.
4. Point to the day whose two boxes match.
Worked example: For Tuesday, sunny and cloudy are different labels. For Wednesday, rainy and rainy match. Two matching notes do not tell us every moment of the day.
Helpful tips:
Your turn: Which day has matching morning and afternoon labels?
A. Tuesday only
B. both days
C. neither day
D. Wednesday only
My answer and reasoning: ________________________
Extension: Change Wednesday afternoon to sunny. Both days now have different morning and afternoon labels; neither pair matches.
Sources:
NOAA/NWS: surface weather observations: https://www.weather.gov/current
Say What the Notes Support
Separate a recorded observation from a guess about later.
Materials:
Use the supplied fictional observations or model. Paper and pencil are optional; spoken answers are welcome. No equipment or real experiment is needed.
Evidence is information we can point to when we explain an answer. A weather note saying rainy lets us say rain was recorded then. A sentence about a day with no note is a guess. Guessing is allowed, but a guess should not be called a recorded observation.
A pretend record says Thursday cloudy and Friday rainy. There is no Saturday entry. We can describe Thursday and Friday and count one rainy entry. We cannot use these two notes to be certain that Saturday will be rainy. Scientists keep track of what they know and what still needs information.
1. Listen to the two recorded entries.
2. Say one sentence that repeats something in the record.
3. Point to the missing Saturday entry.
4. Choose the statement supported by the notes and explain which note helps.
Worked example: “Friday was recorded as rainy” has evidence: the Friday entry. “Saturday must be rainy” has no Saturday observation and is not certain from this record.
Helpful tips:
Your turn: Which sentence is supported by the supplied notes?
A. Friday was recorded as rainy.
B. Saturday is certain to be rainy.
C. Thursday was recorded as sunny.
D. No rainy day was recorded.
My answer and reasoning: ________________________
Extension: Add a Saturday entry saying sunny. We can now say Saturday was recorded as sunny; the record still does not guarantee Sunday’s weather.
Sources:
NASA Space Place: investigating scientific questions: https://spaceplace.nasa.gov/science/en/
NOAA/NWS: surface weather observations: https://www.weather.gov/current
Name what a surface feels like
Name what a surface feels like using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: surface without noticeable bumps. Reference card B: surface with noticeable bumps.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: A card says surface has no bumps.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: A card says surface has many bumps.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: A cushion yields to a gentle press.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: A block resists a gentle press.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: A surface is described as bumpy.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: A pad is easily squashed.
Use supplied descriptions, not touching unknown objects. A property is something you can describe. Two objects may share one property and differ in another.
Smooth means surface without noticeable bumps. Rough means surface with noticeable bumps. Soft means changes shape easily when pressed. Hard means resists a gentle press.
For smooth, look for the clue “surface without noticeable bumps.” For rough, look for “surface with noticeable bumps.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “surface without noticeable bumps”; a second states “surface with noticeable bumps.” The first fits smooth and the second fits rough. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “surface without noticeable bumps” to justify smooth; do not sort by the name alone.
- Distinguish rough (surface with noticeable bumps) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: A card says surface has no bumps.
A. soft
B. hard
C. smooth
D. rough
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: A card says surface has many bumps.
A. rough
B. soft
C. hard
D. smooth
My answer and reasoning: ________________________
Hints: Look for the described feature: surface with noticeable bumps.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: A cushion yields to a gentle press.
A. hard
B. smooth
C. rough
D. soft
My answer and reasoning: ________________________
Hints: Look for the described feature: changes shape easily when pressed.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: A block resists a gentle press.
A. soft
B. hard
C. smooth
D. rough
My answer and reasoning: ________________________
Hints: Look for the described feature: resists a gentle press.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing smooth and one showing rough. Expected: the first explicitly shows “surface without noticeable bumps”; the second explicitly shows “surface with noticeable bumps.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Sort by a stated property
Sort by a stated property using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: curved outline like a circle. Reference card B: four equal sides and four right-angle corners.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Sort a circle by shape.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Sort a four-equal-side tile with four right-angle corners by shape.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Sort a scarlet card by color.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Sort a navy card by color.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Sort a circular lid by shape.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Sort a blue square by color.
Choose the named property before sorting. An object can belong to more than one property group. Shape and color are different features; one does not determine the other.
Round means curved outline like a circle. Square means four equal sides and four right-angle corners. Red means the supplied red color label. Blue means the supplied blue color label.
For round, look for the clue “curved outline like a circle.” For square, look for “four equal sides and four right-angle corners.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “curved outline like a circle”; a second states “four equal sides and four right-angle corners.” The first fits round and the second fits square. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “curved outline like a circle” to justify round; do not sort by the name alone.
- Distinguish square (four equal sides and four right-angle corners) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Sort a circle by shape.
A. square
B. red
C. blue
D. round
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Sort a four-equal-side tile with four right-angle corners by shape.
A. round
B. square
C. red
D. blue
My answer and reasoning: ________________________
Hints: Look for the described feature: four equal sides and four right-angle corners.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: Sort a scarlet card by color.
A. red
B. blue
C. round
D. square
My answer and reasoning: ________________________
Hints: Look for the described feature: the supplied red color label.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: Sort a navy card by color.
A. square
B. red
C. blue
D. round
My answer and reasoning: ________________________
Hints: Look for the described feature: the supplied blue color label.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing round and one showing square. Expected: the first explicitly shows “curved outline like a circle”; the second explicitly shows “four equal sides and four right-angle corners.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Choose a covering from a record
Choose a covering from a record using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: water stays on the outside in this card. Reference card B: water enters the sample in this card.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Droplets stay outside the sheet.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: A cloth takes in the droplets.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: A cover blocks the beam.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: A clear sheet passes the beam.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: A wrapper keeps the paper dry.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: A window sheet lets light through.
A material choice depends on the purpose. These pretend test cards show what happened to water and light. They do not mean every sample of a material behaves identically.
Water blocker means water stays on the outside in this card. Water soaker means water enters the sample in this card. Light blocker means the card says no light passes through. Light passer means the card says light passes through.
For water blocker, look for the clue “water stays on the outside in this card.” For water soaker, look for “water enters the sample in this card.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “water stays on the outside in this card”; a second states “water enters the sample in this card.” The first fits water blocker and the second fits water soaker. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “water stays on the outside in this card” to justify water blocker; do not sort by the name alone.
- Distinguish water soaker (water enters the sample in this card) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Droplets stay outside the sheet.
A. water blocker
B. water soaker
C. light blocker
D. light passer
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: A cloth takes in the droplets.
A. light passer
B. water blocker
C. water soaker
D. light blocker
My answer and reasoning: ________________________
Hints: Look for the described feature: water enters the sample in this card.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: A cover blocks the beam.
A. water soaker
B. light blocker
C. light passer
D. water blocker
My answer and reasoning: ________________________
Hints: Look for the described feature: the card says no light passes through.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: A clear sheet passes the beam.
A. water blocker
B. water soaker
C. light blocker
D. light passer
My answer and reasoning: ________________________
Hints: Look for the described feature: the card says light passes through.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing water blocker and one showing water soaker. Expected: the first explicitly shows “water stays on the outside in this card”; the second explicitly shows “water enters the sample in this card.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Keep an observation separate from a guess
Keep an observation separate from a guess using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: what the supplied record directly shows. Reference card B: what might happen in a later test.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: The paper is wet in the drawing.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: The next sheet might stay dry.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Will a thicker sheet work.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Place the paper under the cover.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: The drawn sponge is squashed.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Try the second cover next.
A direct observation says what a record shows. A guess may be worth checking but is not already measured. Predictions describe what might happen next.
Observation means what the supplied record directly shows. Prediction means what might happen in a later test. Question means something you want to find out. Instruction means an action someone should perform.
For observation, look for the clue “what the supplied record directly shows.” For prediction, look for “what might happen in a later test.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “what the supplied record directly shows”; a second states “what might happen in a later test.” The first fits observation and the second fits prediction. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “what the supplied record directly shows” to justify observation; do not sort by the name alone.
- Distinguish prediction (what might happen in a later test) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: The paper is wet in the drawing.
A. instruction
B. observation
C. prediction
D. question
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: The next sheet might stay dry.
A. question
B. instruction
C. observation
D. prediction
My answer and reasoning: ________________________
Hints: Look for the described feature: what might happen in a later test.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: Will a thicker sheet work.
A. observation
B. prediction
C. question
D. instruction
My answer and reasoning: ________________________
Hints: Look for the described feature: something you want to find out.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: Place the paper under the cover.
A. instruction
B. observation
C. prediction
D. question
My answer and reasoning: ________________________
Hints: Look for the described feature: an action someone should perform.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing observation and one showing prediction. Expected: the first explicitly shows “what the supplied record directly shows”; the second explicitly shows “what might happen in a later test.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Compare sun and shade records
Compare sun and shade records using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: receives direct sunlight in the drawing. Reference card B: direct sunlight is blocked in the drawing.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Open ground with sunlight arrows.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Ground under a roof without sunlight arrows.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Two records say warm and warmer.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Two records say cool and cooler.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Uncovered bench receives sunlight.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: A canopy blocks direct sunlight.
Sunlight can warm surfaces. Shade blocks some incoming sunlight. Use the supplied descriptions rather than touching hot surfaces or looking directly at the Sun.
Sunny spot means receives direct sunlight in the drawing. Shaded spot means direct sunlight is blocked in the drawing. Warmer means has the higher measured temperature. Cooler means has the lower measured temperature.
For sunny spot, look for the clue “receives direct sunlight in the drawing.” For shaded spot, look for “direct sunlight is blocked in the drawing.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “receives direct sunlight in the drawing”; a second states “direct sunlight is blocked in the drawing.” The first fits sunny spot and the second fits shaded spot. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “receives direct sunlight in the drawing” to justify sunny spot; do not sort by the name alone.
- Distinguish shaded spot (direct sunlight is blocked in the drawing) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Open ground with sunlight arrows.
A. cooler
B. sunny spot
C. shaded spot
D. warmer
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Ground under a roof without sunlight arrows.
A. warmer
B. cooler
C. sunny spot
D. shaded spot
My answer and reasoning: ________________________
Hints: Look for the described feature: direct sunlight is blocked in the drawing.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: Two records say warm and warmer.
A. sunny spot
B. shaded spot
C. warmer
D. cooler
My answer and reasoning: ________________________
Hints: Look for the described feature: has the higher measured temperature.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: Two records say cool and cooler.
A. cooler
B. sunny spot
C. shaded spot
D. warmer
My answer and reasoning: ________________________
Hints: Look for the described feature: has the lower measured temperature.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing sunny spot and one showing shaded spot. Expected: the first explicitly shows “receives direct sunlight in the drawing”; the second explicitly shows “direct sunlight is blocked in the drawing.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Explain a shade model
Explain a shade model using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: upper cover blocking the shown light. Reference card B: support holding up the cover.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Label the top cover.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Label the upright support.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Label the opening between sheets.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Label the surface below.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Label a stick holding the roof.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Label an uncovered opening.
A roof can block light above an area. An open roof edge can still let light reach part of the ground. Draw the light path; a model is simpler than a real place.
Roof means upper cover blocking the shown light. Post means support holding up the cover. Gap means opening allowing the shown light through. Ground means surface being protected.
For roof, look for the clue “upper cover blocking the shown light.” For post, look for “support holding up the cover.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “upper cover blocking the shown light”; a second states “support holding up the cover.” The first fits roof and the second fits post. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “upper cover blocking the shown light” to justify roof; do not sort by the name alone.
- Distinguish post (support holding up the cover) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Label the top cover.
A. gap
B. ground
C. roof
D. post
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Label the upright support.
A. post
B. gap
C. ground
D. roof
My answer and reasoning: ________________________
Hints: Look for the described feature: support holding up the cover.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: Label the opening between sheets.
A. ground
B. roof
C. post
D. gap
My answer and reasoning: ________________________
Hints: Look for the described feature: opening allowing the shown light through.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: Label the surface below.
A. gap
B. ground
C. roof
D. post
My answer and reasoning: ________________________
Hints: Look for the described feature: surface being protected.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing roof and one showing post. Expected: the first explicitly shows “upper cover blocking the shown light”; the second explicitly shows “support holding up the cover.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Choose a caring action
Choose a caring action using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: use an item again. Reference card B: avoid using unneeded water.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Draw on the unused side of paper.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Turn off an unneeded running tap.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Observe a nest from a distance.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Use an adult’s bin instructions.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Use a safe container again.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Leave a burrow undisturbed.
People use water and materials. Actions can reduce waste and protect living things. These are pretend choices; follow a trusted adult’s local instructions in real situations.
Reuse means use an item again. Save water means avoid using unneeded water. Leave habitat means avoid disturbing an animal’s home. Sort waste means put an item in the locally correct waste group.
For reuse, look for the clue “use an item again.” For save water, look for “avoid using unneeded water.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “use an item again”; a second states “avoid using unneeded water.” The first fits reuse and the second fits save water. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “use an item again” to justify reuse; do not sort by the name alone.
- Distinguish save water (avoid using unneeded water) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Draw on the unused side of paper.
A. save water
B. leave habitat
C. sort waste
D. reuse
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Turn off an unneeded running tap.
A. reuse
B. save water
C. leave habitat
D. sort waste
My answer and reasoning: ________________________
Hints: Look for the described feature: avoid using unneeded water.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: Observe a nest from a distance.
A. leave habitat
B. sort waste
C. reuse
D. save water
My answer and reasoning: ________________________
Hints: Look for the described feature: avoid disturbing an animal’s home.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: Use an adult’s bin instructions.
A. save water
B. leave habitat
C. sort waste
D. reuse
My answer and reasoning: ________________________
Hints: Look for the described feature: put an item in the locally correct waste group.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing reuse and one showing save water. Expected: the first explicitly shows “use an item again”; the second explicitly shows “avoid using unneeded water.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Read a simple land-water picture
Read a simple land-water picture using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: the drawn ground area. Reference card B: the drawn pond area.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: A brown ground patch.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: A blue pond patch.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: A green rooted seedling.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: A duck eating food.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: A dry hill in the map.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: A fish in the map.
A picture map can show where resources are located. Land and water are features, not promises that a place is safe. Do not enter water to complete this activity.
Land means the drawn ground area. Water means the drawn pond area. Plant means the drawn rooted growing organism. Animal means the drawn organism eating and moving.
For land, look for the clue “the drawn ground area.” For water, look for “the drawn pond area.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “the drawn ground area”; a second states “the drawn pond area.” The first fits land and the second fits water. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “the drawn ground area” to justify land; do not sort by the name alone.
- Distinguish water (the drawn pond area) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: A brown ground patch.
A. land
B. water
C. plant
D. animal
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: A blue pond patch.
A. animal
B. land
C. water
D. plant
My answer and reasoning: ________________________
Hints: Look for the described feature: the drawn pond area.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: A green rooted seedling.
A. water
B. plant
C. animal
D. land
My answer and reasoning: ________________________
Hints: Look for the described feature: the drawn rooted growing organism.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: A duck eating food.
A. land
B. water
C. plant
D. animal
My answer and reasoning: ________________________
Hints: Look for the described feature: the drawn organism eating and moving.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing land and one showing water. Expected: the first explicitly shows “the drawn ground area”; the second explicitly shows “the drawn pond area.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Name a shelter goal
Name a shelter goal using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: keep the drawn toy space dry. Reference card B: card used for the drawn roof.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: What should the shelter accomplish.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: What is the roof made from.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: How do the pictures check the goal.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: What change fixes the opening.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Which part names the desired result.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Which part changes a failing design.
A design goal says what a solution should do. A drawing helps explain an idea before building. Our pretend goal is a dry toy space, not a real emergency shelter.
Goal means keep the drawn toy space dry. Material means card used for the drawn roof. Test means compare the supplied drip pictures. Improvement means cover a leaking opening.
For goal, look for the clue “keep the drawn toy space dry.” For material, look for “card used for the drawn roof.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “keep the drawn toy space dry”; a second states “card used for the drawn roof.” The first fits goal and the second fits material. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “keep the drawn toy space dry” to justify goal; do not sort by the name alone.
- Distinguish material (card used for the drawn roof) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: What should the shelter accomplish.
A. goal
B. material
C. test
D. improvement
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: What is the roof made from.
A. improvement
B. goal
C. material
D. test
My answer and reasoning: ________________________
Hints: Look for the described feature: card used for the drawn roof.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: How do the pictures check the goal.
A. material
B. test
C. improvement
D. goal
My answer and reasoning: ________________________
Hints: Look for the described feature: compare the supplied drip pictures.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: What change fixes the opening.
A. goal
B. material
C. test
D. improvement
My answer and reasoning: ________________________
Hints: Look for the described feature: cover a leaking opening.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing goal and one showing material. Expected: the first explicitly shows “keep the drawn toy space dry”; the second explicitly shows “card used for the drawn roof.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Compare shelter drawings
Compare shelter drawings using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: roof spans the whole toy space. Reference card B: roof leaves an opening.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: A roof reaches both outside edges.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: An opening lies above the toy.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Two upright sticks hold the roof.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: A flat lower sheet holds the toy.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: A hole interrupts the upper cover.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: The bottom toy area is marked.
Both supplied shelters have the same base. One roof has a gap. Look for a path through which water could reach the toy; appearance alone does not show performance.
Covered means roof spans the whole toy space. Gap means roof leaves an opening. Support means part holding the roof up. Base means bottom area containing the toy.
For covered, look for the clue “roof spans the whole toy space.” For gap, look for “roof leaves an opening.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “roof spans the whole toy space”; a second states “roof leaves an opening.” The first fits covered and the second fits gap. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “roof spans the whole toy space” to justify covered; do not sort by the name alone.
- Distinguish gap (roof leaves an opening) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: A roof reaches both outside edges.
A. base
B. covered
C. gap
D. support
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: An opening lies above the toy.
A. support
B. base
C. covered
D. gap
My answer and reasoning: ________________________
Hints: Look for the described feature: roof leaves an opening.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: Two upright sticks hold the roof.
A. covered
B. gap
C. support
D. base
My answer and reasoning: ________________________
Hints: Look for the described feature: part holding the roof up.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: A flat lower sheet holds the toy.
A. base
B. covered
C. gap
D. support
My answer and reasoning: ________________________
Hints: Look for the described feature: bottom area containing the toy.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing covered and one showing gap. Expected: the first explicitly shows “roof spans the whole toy space”; the second explicitly shows “roof leaves an opening.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Use a pretend shelter test
Use a pretend shelter test using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: toy space stays dry in the record. Reference card B: toy space becomes wet in the record.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Design A’s toy space stays dry.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Design B’s toy space becomes wet.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Design C has a drawing but no result.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Design A is checked a second time.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: A new roof has no drip result.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: A second run uses the same setup.
A supplied test record shows dry or wet toy spaces. Read each record once. A design meets this one goal when the stated test leaves the toy space dry.
Passes means toy space stays dry in the record. Fails means toy space becomes wet in the record. Not tested means no result has been supplied. Repeat means test the same drawing again under the same conditions.
For passes, look for the clue “toy space stays dry in the record.” For fails, look for “toy space becomes wet in the record.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “toy space stays dry in the record”; a second states “toy space becomes wet in the record.” The first fits passes and the second fits fails. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “toy space stays dry in the record” to justify passes; do not sort by the name alone.
- Distinguish fails (toy space becomes wet in the record) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Design A’s toy space stays dry.
A. not tested
B. repeat
C. passes
D. fails
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Design B’s toy space becomes wet.
A. fails
B. not tested
C. repeat
D. passes
My answer and reasoning: ________________________
Hints: Look for the described feature: toy space becomes wet in the record.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: Design C has a drawing but no result.
A. repeat
B. passes
C. fails
D. not tested
My answer and reasoning: ________________________
Hints: Look for the described feature: no result has been supplied.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: Design A is checked a second time.
A. not tested
B. repeat
C. passes
D. fails
My answer and reasoning: ________________________
Hints: Look for the described feature: test the same drawing again under the same conditions.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing passes and one showing fails. Expected: the first explicitly shows “toy space stays dry in the record”; the second explicitly shows “toy space becomes wet in the record.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
Explain an improvement with a reason
Explain an improvement with a reason using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: blocks the shown path through the roof. Reference card B: helps a sagging roof stay up.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Water enters through a roof opening.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: The roof sags in the drawing.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: The edge toy is outside the roof.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: A changed roof has no result yet.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: A center roof hole needs blocking.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: A repaired drawing needs evidence.
A useful improvement connects a change to a specific problem. Draw your change and point to the expected water path. A prediction still needs a test record.
Close gap means blocks the shown path through the roof. Add support means helps a sagging roof stay up. Widen roof means covers an uncovered edge. Retest means checks the changed drawing against the goal.
For close gap, look for the clue “blocks the shown path through the roof.” For add support, look for “helps a sagging roof stay up.” More than one process can happen in a real situation. Answer about the one described in this question.
1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.
Worked example: Worked reference-card problem: a card states “blocks the shown path through the roof”; a second states “helps a sagging roof stay up.” The first fits close gap and the second fits add support. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Helpful tips:
- Use the feature “blocks the shown path through the roof” to justify close gap; do not sort by the name alone.
- Distinguish add support (helps a sagging roof stay up) from a different process occurring in the same situation.
Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Water enters through a roof opening.
A. add support
B. widen roof
C. retest
D. close gap
My answer and reasoning: ________________________
Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: The roof sags in the drawing.
A. close gap
B. add support
C. widen roof
D. retest
My answer and reasoning: ________________________
Hints: Look for the described feature: helps a sagging roof stay up.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
2. Which scientific label fits the specifically described step or feature? Supplied case: The edge toy is outside the roof.
A. widen roof
B. retest
C. close gap
D. add support
My answer and reasoning: ________________________
Hints: Look for the described feature: covers an uncovered edge.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
3. Which scientific label fits the specifically described step or feature? Supplied case: A changed roof has no result yet.
A. add support
B. widen roof
C. retest
D. close gap
My answer and reasoning: ________________________
Hints: Look for the described feature: checks the changed drawing against the goal.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.
Extension: Create one new case showing close gap and one showing add support. Expected: the first explicitly shows “blocks the shown path through the roof”; the second explicitly shows “helps a sagging roof stay up.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.
Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
People Who Care for Children
Match the cards using the notes about Care, Play, Rest and Learning.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Care: helping someone meet a need. Play: doing an enjoyable activity. Rest: giving the body a break. Learning: practicing or finding out something.
Original exercise cards: A fictional adult prepares food for a child. / A fictional child builds a block tower for fun. / A fictional child sleeps at night. / A fictional child practices naming shapes. / Two children invent a clapping game. / Someone sits quietly after a busy game. / Someone listens to a new story. / Someone helps a child find a warm coat.
Families can include different people and live in different homes. A family is not defined by one size or one set of jobs. Children need care, and people can share that work. Our fictional examples are possibilities, not rules for every family.
Care: helping someone meet a need. Play: doing an enjoyable activity. Rest: giving the body a break. Learning: practicing or finding out something.
Look for what the person does: helps someone, plays, rests or learns. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.
1. Ask an adult to read the four notes. Find the words Care, Play, Rest, Learning.
2. Look for what the person does: helps someone, plays, rests or learns.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Care and one for Play. Explain how their clues differ.
Worked example: Worked example: The card says: “A fictional adult prepares food for a child.” That matches Care. Care is helping someone meet a need. Compare the note for Rest: Rest is giving the body a break. That is a different clue.
Helpful tips:
- Look for what the person does: helps someone, plays, rests or learns.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.
Your turn: Use the notes and this card. A fictional child builds a block tower for fun. Which choice best fits?
A. Play
B. Rest
C. Learning
D. Care
My answer and reasoning: ________________________
Extra practice
1. Use the notes and this card. A fictional child sleeps at night. Which choice best fits?
A. Rest
B. Learning
C. Care
D. Play
My answer and reasoning: ________________________
Hints: Look for what the person does: helps someone, plays, rests or learns.; Find the note for Rest. Check which words in this card match it.
2. Use the notes and this card. A fictional child practices naming shapes. Which choice best fits?
A. Learning
B. Care
C. Play
D. Rest
My answer and reasoning: ________________________
Hints: Look for what the person does: helps someone, plays, rests or learns.; Find the note for Learning. Check which words in this card match it.
3. Use the notes and this card. Two children invent a clapping game. Which choice best fits?
A. Care
B. Play
C. Rest
D. Learning
My answer and reasoning: ________________________
Hints: Look for what the person does: helps someone, plays, rests or learns.; Find the note for Play. Check which words in this card match it.
Extension: New card: “Someone helps a child find a warm coat.” Match it with a note, then point to or say the words that helped. Check: The card says: “Someone helps a child find a warm coat.” That matches Care. Care is helping someone meet a need.
Sources:
NCSS C3 Framework: disciplinary concepts and inquiry, not a grade-by-grade national syllabus: https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf
Before Now and Later
Match the cards using the notes about Before, Now, Later and Repeated activity.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Before: earlier than now. Now: at the present moment. Later: after the present moment. Repeated activity: an activity that happens again.
Original exercise cards: A fictional child ate breakfast this morning and is now at lunch. / A fictional child is holding the pencil at this moment. / A fictional child will draw after lunch. / A fictional class reads every afternoon. / The class is singing at this moment. / The group plans to read after its current game. / A child brushes teeth each morning. / Yesterday’s walk happened earlier than today’s walk.
Time words help describe change. Before means earlier than the time we are discussing. Now means the present moment. Later means after now. A repeated activity happens again; it is not the same as saying the clock has moved backward.
Before: earlier than now. Now: at the present moment. Later: after the present moment. Repeated activity: an activity that happens again.
Find a time clue such as yesterday, at this moment, after the game or each morning. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.
1. Ask an adult to read the four notes. Find the words Before, Now, Later, Repeated activity.
2. Find a time clue such as yesterday, at this moment, after the game or each morning.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Before and one for Now. Explain how their clues differ.
Worked example: Worked example: The card says: “A fictional child ate breakfast this morning and is now at lunch.” That matches Before. Before is earlier than now. Compare the note for Later: Later is after the present moment. That is a different clue.
Helpful tips:
- Find a time clue such as yesterday, at this moment, after the game or each morning.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.
Your turn: Use the notes and this card. A fictional child is holding the pencil at this moment. Which choice best fits?
A. Later
B. Repeated activity
C. Before
D. Now
My answer and reasoning: ________________________
Extra practice
1. Use the notes and this card. A fictional child will draw after lunch. Which choice best fits?
A. Repeated activity
B. Before
C. Now
D. Later
My answer and reasoning: ________________________
Hints: Find a time clue such as yesterday, at this moment, after the game or each morning.; Find the note for Later. Check which words in this card match it.
2. Use the notes and this card. A fictional class reads every afternoon. Which choice best fits?
A. Before
B. Now
C. Later
D. Repeated activity
My answer and reasoning: ________________________
Hints: Find a time clue such as yesterday, at this moment, after the game or each morning.; Find the note for Repeated activity. Check which words in this card match it.
3. Use the notes and this card. The class is singing at this moment. Which choice best fits?
A. Now
B. Later
C. Repeated activity
D. Before
My answer and reasoning: ________________________
Hints: Find a time clue such as yesterday, at this moment, after the game or each morning.; Find the note for Now. Check which words in this card match it.
Extension: New card: “Yesterday’s walk happened earlier than today’s walk.” Match it with a note, then point to or say the words that helped. Check: The card says: “Yesterday’s walk happened earlier than today’s walk.” That matches Before. Before is earlier than now.
Sources:
NCSS C3 Framework: disciplinary concepts and inquiry, not a grade-by-grade national syllabus: https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf
Growing and Keeping Memories
Match the cards using the notes about Photograph, Memory, Object and New skill.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Photograph: a picture made with a camera. Memory: a person’s recalled experience. Object: a physical thing that may be kept. New skill: something someone has learned to do.
Original exercise cards: A camera photograph shows a fictional child with a birthday cake. / A fictional adult remembers learning to ride a bicycle. / A fictional family keeps an old toy. / A fictional child now ties a knot they could not tie earlier. / A child recalls a game from yesterday. / A box contains a worn pair of baby shoes. / A child learns to write their first name. / A camera image shows three people at a picnic.
People grow and learn over time. A photograph can show what was in front of the camera at one moment. A memory is what someone recalls. Neither a photo nor a memory shows every part of a person’s day, so we ask simple questions about each.
Photograph: a picture made with a camera. Memory: a person’s recalled experience. Object: a physical thing that may be kept. New skill: something someone has learned to do.
Look for a camera picture, something remembered, a kept object or a newly learned skill. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.
1. Ask an adult to read the four notes. Find the words Photograph, Memory, Object, New skill.
2. Look for a camera picture, something remembered, a kept object or a newly learned skill.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Photograph and one for Memory. Explain how their clues differ.
Worked example: Worked example: The card says: “A camera photograph shows a fictional child with a birthday cake.” That matches Photograph. Photograph is a picture made with a camera. Compare the note for Object: Object is a physical thing that may be kept. That is a different clue.
Helpful tips:
- Look for a camera picture, something remembered, a kept object or a newly learned skill.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.
Your turn: Use the notes and this card. A fictional adult remembers learning to ride a bicycle. Which choice best fits?
A. New skill
B. Photograph
C. Memory
D. Object
My answer and reasoning: ________________________
Extra practice
1. Use the notes and this card. A fictional family keeps an old toy. Which choice best fits?
A. Photograph
B. Memory
C. Object
D. New skill
My answer and reasoning: ________________________
Hints: Look for a camera picture, something remembered, a kept object or a newly learned skill.; Find the note for Object. Check which words in this card match it.
2. Use the notes and this card. A fictional child now ties a knot they could not tie earlier. Which choice best fits?
A. Memory
B. Object
C. New skill
D. Photograph
My answer and reasoning: ________________________
Hints: Look for a camera picture, something remembered, a kept object or a newly learned skill.; Find the note for New skill. Check which words in this card match it.
3. Use the notes and this card. A child recalls a game from yesterday. Which choice best fits?
A. Object
B. New skill
C. Photograph
D. Memory
My answer and reasoning: ________________________
Hints: Look for a camera picture, something remembered, a kept object or a newly learned skill.; Find the note for Memory. Check which words in this card match it.
Extension: New card: “A camera image shows three people at a picnic.” Match it with a note, then point to or say the words that helped. Check: The card says: “A camera image shows three people at a picnic.” That matches Photograph. Photograph is a picture made with a camera.
Sources:
NCSS C3 Framework: disciplinary concepts and inquiry, not a grade-by-grade national syllabus: https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf
A Day in Order
Match the cards using the notes about First, Next, Last and Same time.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: First: the earliest event in the stated sequence. Next: the event immediately after the first stated event. Last: the final event in the stated sequence. Same time: events occurring together rather than one after another.
Original exercise cards: Fictional order: wake, eat, play; identify waking. / Fictional order: open book, listen, close book; identify listening. / Fictional order: gather, sing, go home; identify going home. / A fictional child draws while an adult reads. / Fictional order: wash, dry, put away; identify drying. / Fictional order: build, test, tidy; identify tidying. / Two fictional children clap together. / Fictional order: arrive, paint, leave; identify arriving.
A sequence tells what happened first, next and last. Pictures can be arranged to show a day. The order must follow the supplied story, not a guess about every household. Different families can follow different routines.
First: the earliest event in the stated sequence. Next: the event immediately after the first stated event. Last: the final event in the stated sequence. Same time: events occurring together rather than one after another.
Follow the three events on the card. Find the named event in that order, or notice two actions happening together. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.
1. Ask an adult to read the four notes. Find the words First, Next, Last, Same time.
2. Follow the three events on the card. Find the named event in that order, or notice two actions happening together.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for First and one for Next. Explain how their clues differ.
Worked example: Worked example: The card says: “Fictional order: wake, eat, play; identify waking.” That matches First. First is the earliest event in the stated sequence. Compare the note for Last: Last is the final event in the stated sequence. That is a different clue.
Helpful tips:
- Follow the three events on the card. Find the named event in that order, or notice two actions happening together.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.
Your turn: Use the notes and this card. Fictional order: open book, listen, close book; identify listening. Which choice best fits?
A. First
B. Next
C. Last
D. Same time
My answer and reasoning: ________________________
Extra practice
1. Use the notes and this card. Fictional order: gather, sing, go home; identify going home. Which choice best fits?
A. Next
B. Last
C. Same time
D. First
My answer and reasoning: ________________________
Hints: Follow the three events on the card. Find the named event in that order, or notice two actions happening together.; Find the note for Last. Check which words in this card match it.
2. Use the notes and this card. A fictional child draws while an adult reads. Which choice best fits?
A. Last
B. Same time
C. First
D. Next
My answer and reasoning: ________________________
Hints: Follow the three events on the card. Find the named event in that order, or notice two actions happening together.; Find the note for Same time. Check which words in this card match it.
3. Use the notes and this card. Fictional order: wash, dry, put away; identify drying. Which choice best fits?
A. Same time
B. First
C. Next
D. Last
My answer and reasoning: ________________________
Hints: Follow the three events on the card. Find the named event in that order, or notice two actions happening together.; Find the note for Next. Check which words in this card match it.
Extension: New card: “Fictional order: arrive, paint, leave; identify arriving.” Match it with a note, then point to or say the words that helped. Check: The card says: “Fictional order: arrive, paint, leave; identify arriving.” That matches First. First is the earliest event in the stated sequence.
Sources:
NCSS C3 Framework: disciplinary concepts and inquiry, not a grade-by-grade national syllabus: https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf
Make a Fair Sharing Plan
Use a simple rule so two fictional learners can share a material.
Materials:
Paper and a pencil, or say your answers aloud.
A group can agree on a rule before people take turns. A useful rule is clear and lets each person know what will happen next. Sharing does not mean everybody must use something at the same moment.
In our fictional classroom, Mina and Jo both want the one blue pencil. They agree that Mina will draw one shape, then Jo will draw one shape. Nobody has to give their own real belongings to do this activity.
1. Ask an adult to read the classroom story.
2. Draw two boxes labeled Mina and Jo.
3. Write or say who has the pencil first and who gets it next.
4. Explain how the rule lets both learners take a turn.
Worked example: If Mina draws a circle and passes the pencil to Jo, the agreed turn rule is followed. Jo can now draw a shape.
Helpful tips:
Your turn: Mina has finished one shape. Under their agreed rule, what happens next?
A. Mina keeps the pencil all day.
B. Jo never gets a turn.
C. Jo gets the next turn.
D. Both must stop drawing forever.
My answer and reasoning: ________________________
Extension: Make a new fictional rule for three learners: Mina, Jo, then Lee each draw one shape. Say the order aloud and explain what happens after Mina finishes.
Sources:
NCSS: C3 social studies inquiry framework: https://www.socialstudies.org/standards/c3
Give a Reason for a Rule
Connect a clear classroom rule with the problem it helps solve.
Materials:
Adult reads this original fictional room story: Two learners, Nia and Bo, put picture cards in one shared tray. Yesterday cards were left on the floor. Today their agreed rule is: after looking at a card, put it back in the tray.
Paper is optional; point or say your answer.
A rule tells a group what to do. A reason explains why that action helps. Listen for both: “Put each card back” is the action; “so the next person can find it” is a reason. Saying “because it is a rule” repeats the instruction but does not explain the problem it helps solve.
In this pretend room, the tray is the agreed home for shared cards. Nia and Bo can both look there when it is their turn. This rule fits these cards and this tray. Other rooms may choose different rules. We can ask whether a rule helps the group and explain our answer with the story.
1. Say the problem from yesterday: cards were on the floor.
2. Say what a learner should do after looking at a card.
3. Finish the sentence “Putting it in the tray helps because…”.
4. Compare your reason with the worked answer and point to the detail that supports it.
Worked example: “Bo puts the card in the tray. That helps Nia find it for her next turn.” The answer includes the agreed action and a reason about finding the shared material.
Helpful tips:
Your turn: Which reason matches the pretend room’s card rule?
A. So nobody can ever use cards.
B. So the next learner can find the card.
C. So the tray turns into a tree.
D. So cards must stay on the floor.
My answer and reasoning: ________________________
Extension: Changed story: the group now has two trays, one marked animals and one marked vehicles. Where should a bus card go, and why? Model reasoning: “The vehicle tray, because the bus is a vehicle and learners looking for vehicles will check there.” A new tray label changes the action, while the reason still concerns finding cards.
Sources:
National Archives: document analysis methods: https://www.archives.gov/education/lessons/worksheets
Match a Helper to a Task
Use a stated role to decide who handles a pretend group task.
Materials:
Original fictional puppet group: Ara is the card sorter, who puts pictures in matching trays. Dev is the turn caller, who says whose turn comes next. Ivo is the drawing helper, who holds the shared paper steady when asked. Nobody has to perform these jobs in real life.
A role is an agreed job in a group. We match a task to the job described, rather than guessing from a person’s name. Roles can help a group know whom to ask. A helper role does not mean that person is more important than everyone else or must do every task.
Our puppet group names three different jobs. When cards are mixed, the sorter’s job matches that problem. When the group forgets the order, the turn caller’s job matches. Read or hear the job description before choosing. The group can agree to exchange jobs later, so roles are not permanent traits of the characters.
1. Ask an adult to read the three jobs.
2. Say “cards,” “turns,” and “paper” and match each word to its helper.
3. Pretend the cards are mixed; name the matching helper.
4. Explain your choice using the helper’s job, not their name alone.
Worked example: “Ara can sort the mixed cards because Ara’s job is putting pictures in matching trays. Dev’s turn job answers a different problem.”
Helpful tips:
Your turn: The group asks who comes next. Whose stated role matches?
A. Ivo, the paper helper.
B. Ara, the card sorter.
C. All names mean the same job.
D. Dev, the turn caller.
My answer and reasoning: ________________________
Extension: Changed roles: Ara becomes turn caller and Dev becomes sorter. Who now names the next turn? Model reasoning: “Ara, because the job changed. I use today’s role description instead of remembering yesterday’s name.”
Sources:
National Archives: document analysis methods: https://www.archives.gov/education/lessons/worksheets
Find Places on a Pretend Room Plan
Match a simple plan’s labels to represented places.
Materials:
Original fictional room plan, viewed from above: draw three boxes in a row. Left box has T for shared tray; middle box has D for drawing table; right box has S for story mat. Key: T=tray, D=drawing table, S=story mat. This is a pretend drawing, not your home or classroom.
A plan is a drawing that helps show where things are. A plan can use letters instead of pictures, but we need a key to tell us what those letters mean. Our key says T is the tray. That is a fact about this pretend drawing, not a rule for every plan.
Look at the boxes from left to right. We can describe the drawing table as between the tray and the story mat. We can also describe the tray as left of the table on this page. These position words help another person find the same box without needing to visit any real room.
1. Draw or point to the three boxes in the stated order.
2. Say the meaning of T, D, and S from the key.
3. Point to the box between T and S.
4. Tell an adult where the tray is on this drawing using left or right.
Worked example: “D is the drawing table. It is in the middle, between T, the tray, and S, the story mat. The tray is left of the table on this page.”
Helpful tips:
Your turn: Which place is between the tray and the story mat?
A. The drawing table.
B. A pond.
C. A bus station.
D. A fourth box that is not drawn.
My answer and reasoning: ________________________
Extension: Changed drawing: put S on the left, T in the middle, and D on the right, keeping the key. What is now in the middle? Model reasoning: “The tray. T still means tray, but its position changed.”
Sources:
National Archives: document analysis methods: https://www.archives.gov/education/lessons/worksheets
Homes and Public Places
Match the cards using the notes about Home, Library, Park and School.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Home: a place where people live. Library: a place with books and learning resources. Park: an outdoor community recreation space. School: a place for organized teaching and learning.
Original exercise cards: A fictional family lives in an apartment. / A fictional visitor borrows a storybook. / A fictional group uses a public play area. / A fictional class learns with its teacher. / A visitor asks about books for beginners. / Visitors sit beside a public walking path. / Learners attend a scheduled classroom lesson. / Someone returns to the house where they live.
A home is a place where people live. Public places serve community activities, though each place has rules and opening times. A library is connected with books and other learning materials. A park provides outdoor space; a school provides organized learning.
Home: a place where people live. Library: a place with books and learning resources. Park: an outdoor community recreation space. School: a place for organized teaching and learning.
Look at what people do in the place: live there, borrow books, play outdoors or learn with a teacher. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.
1. Ask an adult to read the four notes. Find the words Home, Library, Park, School.
2. Look at what people do in the place: live there, borrow books, play outdoors or learn with a teacher.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Home and one for Library. Explain how their clues differ.
Worked example: Worked example: The card says: “A fictional family lives in an apartment.” That matches Home. Home is a place where people live. Compare the note for Park: Park is an outdoor community recreation space. That is a different clue.
Helpful tips:
- Look at what people do in the place: live there, borrow books, play outdoors or learn with a teacher.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.
Your turn: Use the notes and this card. A fictional visitor borrows a storybook. Which choice best fits?
A. Library
B. Park
C. School
D. Home
My answer and reasoning: ________________________
Extra practice
1. Use the notes and this card. A fictional group uses a public play area. Which choice best fits?
A. Park
B. School
C. Home
D. Library
My answer and reasoning: ________________________
Hints: Look at what people do in the place: live there, borrow books, play outdoors or learn with a teacher.; Find the note for Park. Check which words in this card match it.
2. Use the notes and this card. A fictional class learns with its teacher. Which choice best fits?
A. School
B. Home
C. Library
D. Park
My answer and reasoning: ________________________
Hints: Look at what people do in the place: live there, borrow books, play outdoors or learn with a teacher.; Find the note for School. Check which words in this card match it.
3. Use the notes and this card. A visitor asks about books for beginners. Which choice best fits?
A. Home
B. Library
C. Park
D. School
My answer and reasoning: ________________________
Hints: Look at what people do in the place: live there, borrow books, play outdoors or learn with a teacher.; Find the note for Library. Check which words in this card match it.
Extension: New card: “Someone returns to the house where they live.” Match it with a note, then point to or say the words that helped. Check: The card says: “Someone returns to the house where they live.” That matches Home. Home is a place where people live.
Sources:
NCSS C3 Framework: disciplinary concepts and inquiry, not a grade-by-grade national syllabus: https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf
Land and Water
Match the cards using the notes about Hill, River, Lake and Ocean.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Hill: raised land lower than a mountain in ordinary descriptions. River: water flowing along a channel. Lake: a body of water surrounded by land. Ocean: a vast connected body of salt water.
Original exercise cards: A drawing shows a rounded rise above nearby ground. / A drawing shows water moving through a long channel. / A drawing shows water with land all around it. / A globe shows very large connected blue water areas. / Water runs between two banks. / A boat is on inland water enclosed by land. / A ship crosses a vast salt-water body. / A path goes up a small raised area.
Earth has land and water. A hill rises above nearby land. A river is water moving along a channel. A lake is a body of water surrounded by land. An ocean is a very large connected body of salt water. Use the shape and setting, not only the blue color.
Hill: raised land lower than a mountain in ordinary descriptions. River: water flowing along a channel. Lake: a body of water surrounded by land. Ocean: a vast connected body of salt water.
Look for raised land, flowing water, water surrounded by land or a very large salt-water body in the words on the card. Ask an adult to read the notes and cards aloud. Point, draw or say your answer. These are word descriptions of pictures and places; no picture or map is supplied or needed.
1. Ask an adult to read the four notes. Find the words Hill, River, Lake, Ocean.
2. Look for raised land, flowing water, water surrounded by land or a very large salt-water body in the words on the card.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Hill and one for River. Explain how their clues differ.
Worked example: Worked example: The card says: “A drawing shows a rounded rise above nearby ground.” That matches Hill. Hill is raised land lower than a mountain in ordinary descriptions. Compare the note for Lake: Lake is a body of water surrounded by land. That is a different clue.
Helpful tips:
- Look for raised land, flowing water, water surrounded by land or a very large salt-water body in the words on the card.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.
Your turn: Use the notes and this card. A drawing shows water moving through a long channel. Which choice best fits?
A. Lake
B. Ocean
C. Hill
D. River
My answer and reasoning: ________________________
Extra practice
1. Use the notes and this card. A drawing shows water with land all around it. Which choice best fits?
A. Ocean
B. Hill
C. River
D. Lake
My answer and reasoning: ________________________
Hints: Look for raised land, flowing water, water surrounded by land or a very large salt-water body in the words on the card.; Find the note for Lake. Check which words in this card match it.
2. Use the notes and this card. A globe shows very large connected blue water areas. Which choice best fits?
A. Hill
B. River
C. Lake
D. Ocean
My answer and reasoning: ________________________
Hints: Look for raised land, flowing water, water surrounded by land or a very large salt-water body in the words on the card.; Find the note for Ocean. Check which words in this card match it.
3. Use the notes and this card. Water runs between two banks. Which choice best fits?
A. River
B. Lake
C. Ocean
D. Hill
My answer and reasoning: ________________________
Hints: Look for raised land, flowing water, water surrounded by land or a very large salt-water body in the words on the card.; Find the note for River. Check which words in this card match it.
Extension: New card: “A path goes up a small raised area.” Match it with a note, then point to or say the words that helped. Check: The card says: “A path goes up a small raised area.” That matches Hill. Hill is raised land lower than a mountain in ordinary descriptions.
Sources:
USGS: What Do Maps Show?: https://www.usgs.gov/educational-resources/what-do-maps-show
Near Far and Between
Match the cards using the notes about Near, Far, Between and Inside.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Near: close to the stated reference place. Far: a long way from the stated reference place. Between: in the middle of two stated places. Inside: within the stated boundary.
Original exercise cards: Fictional drawing: the tree touches the house’s yard. / Fictional drawing: the mountain is many miles from the house. / Fictional order: tree, bench, gate; identify the bench’s position. / A fictional garden fence surrounds a flowerbed. / A shop is much farther from the gate than the bench. / A pond sits with a house on one side and a barn on the other. / A reading corner is within the room’s walls. / A bench is one step from the gate.
Location words describe one place in relation to another. Near and far need a comparison. Between means a place is in the middle of two others in the stated arrangement. Inside means within a boundary. Our paper arrangements do not claim real-world distances.
Near: close to the stated reference place. Far: a long way from the stated reference place. Between: in the middle of two stated places. Inside: within the stated boundary.
Find the two places named on the card. Notice whether one is close, far away, between two places or inside a boundary. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.
1. Ask an adult to read the four notes. Find the words Near, Far, Between, Inside.
2. Find the two places named on the card. Notice whether one is close, far away, between two places or inside a boundary.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Near and one for Far. Explain how their clues differ.
Worked example: Worked example: The card says: “Fictional drawing: the tree touches the house’s yard.” That matches Near. Near is close to the stated reference place. Compare the note for Between: Between is in the middle of two stated places. That is a different clue.
Helpful tips:
- Find the two places named on the card. Notice whether one is close, far away, between two places or inside a boundary.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.
Your turn: Use the notes and this card. Fictional drawing: the mountain is many miles from the house. Which choice best fits?
A. Inside
B. Near
C. Far
D. Between
My answer and reasoning: ________________________
Extra practice
1. Use the notes and this card. Fictional order: tree, bench, gate; identify the bench’s position. Which choice best fits?
A. Near
B. Far
C. Between
D. Inside
My answer and reasoning: ________________________
Hints: Find the two places named on the card. Notice whether one is close, far away, between two places or inside a boundary.; Find the note for Between. Check which words in this card match it.
2. Use the notes and this card. A fictional garden fence surrounds a flowerbed. Which choice best fits?
A. Far
B. Between
C. Inside
D. Near
My answer and reasoning: ________________________
Hints: Find the two places named on the card. Notice whether one is close, far away, between two places or inside a boundary.; Find the note for Inside. Check which words in this card match it.
3. Use the notes and this card. A shop is much farther from the gate than the bench. Which choice best fits?
A. Between
B. Inside
C. Near
D. Far
My answer and reasoning: ________________________
Hints: Find the two places named on the card. Notice whether one is close, far away, between two places or inside a boundary.; Find the note for Far. Check which words in this card match it.
Extension: New card: “A bench is one step from the gate.” Match it with a note, then point to or say the words that helped. Check: The card says: “A bench is one step from the gate.” That matches Near. Near is close to the stated reference place.
Sources:
USGS: What Do Maps Show?: https://www.usgs.gov/educational-resources/what-do-maps-show
A Globe and a Picture Map
Match the cards using the notes about Globe, Map, Photograph and Imaginary drawing.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Globe: a round model of Earth. Map: a flat representation of a place. Photograph: an image made by a camera. Imaginary drawing: an invented picture that is not evidence of a real place.
Original exercise cards: A round object shows continents and oceans. / A flat page shows labeled streets from above. / A camera picture shows an actual street at one moment. / A fictional child draws a floating castle they invented. / A paper shows the outline of a country. / A camera records a mountain from the roadside. / A drawing shows an invented town under the sea. / A classroom ball-shaped model has Earth’s land and water.
A globe is a round model of Earth. A map is a flat representation of a place. A photograph shows a camera’s view, and a drawing can be made from imagination. A model leaves out details; a globe does not show every house.
Globe: a round model of Earth. Map: a flat representation of a place. Photograph: an image made by a camera. Imaginary drawing: an invented picture that is not evidence of a real place.
Look for how the picture was made: a round Earth model, a flat map, a camera picture or an invented drawing. Ask an adult to read the notes and cards aloud. Point, draw or say your answer. These are word descriptions of pictures and places; no picture or map is supplied or needed.
1. Ask an adult to read the four notes. Find the words Globe, Map, Photograph, Imaginary drawing.
2. Look for how the picture was made: a round Earth model, a flat map, a camera picture or an invented drawing.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Globe and one for Map. Explain how their clues differ.
Worked example: Worked example: The card says: “A round object shows continents and oceans.” That matches Globe. Globe is a round model of Earth. Compare the note for Photograph: Photograph is an image made by a camera. That is a different clue.
Helpful tips:
- Look for how the picture was made: a round Earth model, a flat map, a camera picture or an invented drawing.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.
Your turn: Use the notes and this card. A flat page shows labeled streets from above. Which choice best fits?
A. Globe
B. Map
C. Photograph
D. Imaginary drawing
My answer and reasoning: ________________________
Extra practice
1. Use the notes and this card. A camera picture shows an actual street at one moment. Which choice best fits?
A. Map
B. Photograph
C. Imaginary drawing
D. Globe
My answer and reasoning: ________________________
Hints: Look for how the picture was made: a round Earth model, a flat map, a camera picture or an invented drawing.; Find the note for Photograph. Check which words in this card match it.
2. Use the notes and this card. A fictional child draws a floating castle they invented. Which choice best fits?
A. Photograph
B. Imaginary drawing
C. Globe
D. Map
My answer and reasoning: ________________________
Hints: Look for how the picture was made: a round Earth model, a flat map, a camera picture or an invented drawing.; Find the note for Imaginary drawing. Check which words in this card match it.
3. Use the notes and this card. A paper shows the outline of a country. Which choice best fits?
A. Imaginary drawing
B. Globe
C. Map
D. Photograph
My answer and reasoning: ________________________
Hints: Look for how the picture was made: a round Earth model, a flat map, a camera picture or an invented drawing.; Find the note for Map. Check which words in this card match it.
Extension: New card: “A classroom ball-shaped model has Earth’s land and water.” Match it with a note, then point to or say the words that helped. Check: The card says: “A classroom ball-shaped model has Earth’s land and water.” That matches Globe. Globe is a round model of Earth.
Sources:
USGS: Exploring Maps: https://www.usgs.gov/educational-resources/exploring-maps
Needs and Extra Choices
Match the cards using the notes about Food, Water, Shelter and Extra choice.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Food: something eaten to nourish the body. Water: a drink needed by the body. Shelter: a place that protects people from weather. Extra choice: something desired beyond these stated basic needs.
Original exercise cards: A fictional meal includes rice and beans. / A fictional person drinks clean water. / A fictional family stays in a home during rain. / A fictional child wants a decorative sticker. / A cup is filled with safe drinking water. / A roof protects people from a storm. / A shopper wants a toy spaceship. / A child is given an apple to eat.
Food, water and shelter meet basic needs. People may also enjoy toys or decorations. A want is something someone would like; a particular expensive version is not automatically a basic need. Our fictional choices do not judge what any real household can afford.
Food: something eaten to nourish the body. Water: a drink needed by the body. Shelter: a place that protects people from weather. Extra choice: something desired beyond these stated basic needs.
Look for food to eat, water to drink, protection from weather or an extra thing someone wants. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.
1. Ask an adult to read the four notes. Find the words Food, Water, Shelter, Extra choice.
2. Look for food to eat, water to drink, protection from weather or an extra thing someone wants.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Food and one for Water. Explain how their clues differ.
Worked example: Worked example: The card says: “A fictional meal includes rice and beans.” That matches Food. Food is something eaten to nourish the body. Compare the note for Shelter: Shelter is a place that protects people from weather. That is a different clue.
Helpful tips:
- Look for food to eat, water to drink, protection from weather or an extra thing someone wants.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.
Your turn: Use the notes and this card. A fictional person drinks clean water. Which choice best fits?
A. Water
B. Shelter
C. Extra choice
D. Food
My answer and reasoning: ________________________
Extra practice
1. Use the notes and this card. A fictional family stays in a home during rain. Which choice best fits?
A. Shelter
B. Extra choice
C. Food
D. Water
My answer and reasoning: ________________________
Hints: Look for food to eat, water to drink, protection from weather or an extra thing someone wants.; Find the note for Shelter. Check which words in this card match it.
2. Use the notes and this card. A fictional child wants a decorative sticker. Which choice best fits?
A. Extra choice
B. Food
C. Water
D. Shelter
My answer and reasoning: ________________________
Hints: Look for food to eat, water to drink, protection from weather or an extra thing someone wants.; Find the note for Extra choice. Check which words in this card match it.
3. Use the notes and this card. A cup is filled with safe drinking water. Which choice best fits?
A. Food
B. Water
C. Shelter
D. Extra choice
My answer and reasoning: ________________________
Hints: Look for food to eat, water to drink, protection from weather or an extra thing someone wants.; Find the note for Water. Check which words in this card match it.
Extension: New card: “A child is given an apple to eat.” Match it with a note, then point to or say the words that helped. Check: The card says: “A child is given an apple to eat.” That matches Food. Food is something eaten to nourish the body.
Sources:
Federal Reserve Education: Economic Lowdown: https://www.federalreserveeducation.org/teaching-resources/economics/series/economic-lowdown-video-series
People Make and Help
Match the cards using the notes about Grower, Baker, Builder and Bus driver.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Grower: a worker who raises crops. Baker: a worker who makes bread or similar baked food. Builder: a worker who constructs structures. Bus driver: a worker who operates a bus to transport people.
Original exercise cards: A fictional worker tends tomato plants for food. / A fictional worker mixes and bakes loaves. / A fictional worker helps construct a house. / A fictional worker drives a bus along its route. / A worker prepares rolls in an oven. / A worker builds a wall from bricks. / A worker takes passengers to a stop. / A worker harvests carrots from a field.
Work can create a physical product or provide a service. In these examples a grower raises food, a baker makes bread, a builder constructs buildings and a bus driver transports people. Real workers may do several tasks; match only the task named.
Grower: a worker who raises crops. Baker: a worker who makes bread or similar baked food. Builder: a worker who constructs structures. Bus driver: a worker who operates a bus to transport people.
Look at the worker’s task: growing food, baking bread, building or driving a bus. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.
1. Ask an adult to read the four notes. Find the words Grower, Baker, Builder, Bus driver.
2. Look at the worker’s task: growing food, baking bread, building or driving a bus.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Grower and one for Baker. Explain how their clues differ.
Worked example: Worked example: The card says: “A fictional worker tends tomato plants for food.” That matches Grower. Grower is a worker who raises crops. Compare the note for Builder: Builder is a worker who constructs structures. That is a different clue.
Helpful tips:
- Look at the worker’s task: growing food, baking bread, building or driving a bus.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.
Your turn: Use the notes and this card. A fictional worker mixes and bakes loaves. Which choice best fits?
A. Builder
B. Bus driver
C. Grower
D. Baker
My answer and reasoning: ________________________
Extra practice
1. Use the notes and this card. A fictional worker helps construct a house. Which choice best fits?
A. Bus driver
B. Grower
C. Baker
D. Builder
My answer and reasoning: ________________________
Hints: Look at the worker’s task: growing food, baking bread, building or driving a bus.; Find the note for Builder. Check which words in this card match it.
2. Use the notes and this card. A fictional worker drives a bus along its route. Which choice best fits?
A. Grower
B. Baker
C. Builder
D. Bus driver
My answer and reasoning: ________________________
Hints: Look at the worker’s task: growing food, baking bread, building or driving a bus.; Find the note for Bus driver. Check which words in this card match it.
3. Use the notes and this card. A worker prepares rolls in an oven. Which choice best fits?
A. Baker
B. Builder
C. Bus driver
D. Grower
My answer and reasoning: ________________________
Hints: Look at the worker’s task: growing food, baking bread, building or driving a bus.; Find the note for Baker. Check which words in this card match it.
Extension: New card: “A worker harvests carrots from a field.” Match it with a note, then point to or say the words that helped. Check: The card says: “A worker harvests carrots from a field.” That matches Grower. Grower is a worker who raises crops.
Sources:
Federal Reserve Education: Economic Lowdown: https://www.federalreserveeducation.org/teaching-resources/economics/series/economic-lowdown-video-series
Resources We Use
Match the cards using the notes about Natural material, Tool, Human effort and Finished product.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Natural material: a material from the environment. Tool: a made object used to do work. Human effort: a person’s time or skill used in work. Finished product: the completed thing made through work.
Original exercise cards: A fictional craft uses wood from a tree. / A fictional carpenter uses a hammer. / A fictional worker spends time shaping a bowl. / A fictional shop displays a completed wooden stool. / A cook uses a mixing spoon. / A worker carefully measures a board. / A baked loaf is ready to eat. / A potter uses clay from the ground.
A resource helps make something or complete a task. Natural materials come from the environment. Tools are made objects used for work. Human effort includes people’s time and skills. A finished product is the result, not every resource used to make it.
Natural material: a material from the environment. Tool: a made object used to do work. Human effort: a person’s time or skill used in work. Finished product: the completed thing made through work.
Look for material from nature, a tool, a person’s work or a finished object. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.
1. Ask an adult to read the four notes. Find the words Natural material, Tool, Human effort, Finished product.
2. Look for material from nature, a tool, a person’s work or a finished object.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Natural material and one for Tool. Explain how their clues differ.
Worked example: Worked example: The card says: “A fictional craft uses wood from a tree.” That matches Natural material. Natural material is a material from the environment. Compare the note for Human effort: Human effort is a person’s time or skill used in work. That is a different clue.
Helpful tips:
- Look for material from nature, a tool, a person’s work or a finished object.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.
Your turn: Use the notes and this card. A fictional carpenter uses a hammer. Which choice best fits?
A. Finished product
B. Natural material
C. Tool
D. Human effort
My answer and reasoning: ________________________
Extra practice
1. Use the notes and this card. A fictional worker spends time shaping a bowl. Which choice best fits?
A. Natural material
B. Tool
C. Human effort
D. Finished product
My answer and reasoning: ________________________
Hints: Look for material from nature, a tool, a person’s work or a finished object.; Find the note for Human effort. Check which words in this card match it.
2. Use the notes and this card. A fictional shop displays a completed wooden stool. Which choice best fits?
A. Tool
B. Human effort
C. Finished product
D. Natural material
My answer and reasoning: ________________________
Hints: Look for material from nature, a tool, a person’s work or a finished object.; Find the note for Finished product. Check which words in this card match it.
3. Use the notes and this card. A cook uses a mixing spoon. Which choice best fits?
A. Human effort
B. Finished product
C. Natural material
D. Tool
My answer and reasoning: ________________________
Hints: Look for material from nature, a tool, a person’s work or a finished object.; Find the note for Tool. Check which words in this card match it.
Extension: New card: “A potter uses clay from the ground.” Match it with a note, then point to or say the words that helped. Check: The card says: “A potter uses clay from the ground.” That matches Natural material. Natural material is a material from the environment.
Sources:
Federal Reserve Education: Economic Lowdown: https://www.federalreserveeducation.org/teaching-resources/economics/series/economic-lowdown-video-series
Only So Much Time
Match the cards using the notes about Time available, Chosen activity, Alternative and Time left.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Time available: the total time the stated plan can use. Chosen activity: the activity selected for the stated period. Alternative: another possible activity not selected. Time left: time remaining after the chosen use.
Original exercise cards: A fictional group has ten minutes before cleanup. / A fictional group decides to draw during its ten minutes. / A fictional group could sing but chooses drawing. / A fictional plan uses six of ten minutes, leaving four. / A learner picks reading for the break. / A learner could build blocks but chooses reading. / A learner uses five of fifteen minutes, leaving ten. / A learner has fifteen minutes free.
People cannot do every activity at once when time is limited. A choice uses some of the available time. A plan says what to do; an alternative is another possible choice. Choosing one activity can leave less time for another, even without spending money.
Time available: the total time the stated plan can use. Chosen activity: the activity selected for the stated period. Alternative: another possible activity not selected. Time left: time remaining after the chosen use.
Find the time available, the activity picked, another possible activity or the time left. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.
1. Ask an adult to read the four notes. Find the words Time available, Chosen activity, Alternative, Time left.
2. Find the time available, the activity picked, another possible activity or the time left.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Time available and one for Chosen activity. Explain how their clues differ.
Worked example: Worked example: The card says: “A fictional group has ten minutes before cleanup.” That matches Time available. Time available is the total time the stated plan can use. Compare the note for Alternative: Alternative is another possible activity not selected. That is a different clue.
Helpful tips:
- Find the time available, the activity picked, another possible activity or the time left.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.
Your turn: Use the notes and this card. A fictional group decides to draw during its ten minutes. Which choice best fits?
A. Time available
B. Chosen activity
C. Alternative
D. Time left
My answer and reasoning: ________________________
Extra practice
1. Use the notes and this card. A fictional group could sing but chooses drawing. Which choice best fits?
A. Chosen activity
B. Alternative
C. Time left
D. Time available
My answer and reasoning: ________________________
Hints: Find the time available, the activity picked, another possible activity or the time left.; Find the note for Alternative. Check which words in this card match it.
2. Use the notes and this card. A fictional plan uses six of ten minutes, leaving four. Which choice best fits?
A. Alternative
B. Time left
C. Time available
D. Chosen activity
My answer and reasoning: ________________________
Hints: Find the time available, the activity picked, another possible activity or the time left.; Find the note for Time left. Check which words in this card match it.
3. Use the notes and this card. A learner picks reading for the break. Which choice best fits?
A. Time left
B. Time available
C. Chosen activity
D. Alternative
My answer and reasoning: ________________________
Hints: Find the time available, the activity picked, another possible activity or the time left.; Find the note for Chosen activity. Check which words in this card match it.
Extension: New card: “A learner has fifteen minutes free.” Match it with a note, then point to or say the words that helped. Check: The card says: “A learner has fifteen minutes free.” That matches Time available. Time available is the total time the stated plan can use.
Sources:
Federal Reserve Education: Economic Lowdown: https://www.federalreserveeducation.org/teaching-resources/economics/series/economic-lowdown-video-series
Flag and Other National Symbols
Match the cards using the notes about United States flag, Bald eagle, Liberty Bell and Statue of Liberty.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: United States flag: a national symbol with stars and stripes. Bald eagle: a bird used as a national emblem. Liberty Bell: a historic bell associated with Philadelphia. Statue of Liberty: a monument in New York Harbor.
Original exercise cards: A picture shows fifty stars and thirteen stripes. / A picture shows the bird on the Great Seal. / A picture shows a famous cracked bell in Philadelphia. / A picture shows a tall figure holding a torch in New York Harbor. / A description names the national emblem bird. / A description names a historic Philadelphia bell. / A description names the torch-holding harbor monument. / A description links stripes to original colonies.
A symbol stands for an idea or group. The United States flag has thirteen stripes for the original colonies and fifty stars for states. The bald eagle is a national emblem. The Liberty Bell is linked with Philadelphia. The Statue of Liberty stands in New York Harbor.
United States flag: a national symbol with stars and stripes. Bald eagle: a bird used as a national emblem. Liberty Bell: a historic bell associated with Philadelphia. Statue of Liberty: a monument in New York Harbor.
Look for the stars and stripes, emblem bird, Philadelphia bell or torch-holding monument described on the card. Ask an adult to read the notes and cards aloud. Point, draw or say your answer. These are word descriptions of pictures and places; no picture or map is supplied or needed.
1. Ask an adult to read the four notes. Find the words United States flag, Bald eagle, Liberty Bell, Statue of Liberty.
2. Look for the stars and stripes, emblem bird, Philadelphia bell or torch-holding monument described on the card.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for United States flag and one for Bald eagle. Explain how their clues differ.
Worked example: Worked example: The card says: “A picture shows fifty stars and thirteen stripes.” That matches United States flag. United States flag is a national symbol with stars and stripes. Compare the note for Liberty Bell: Liberty Bell is a historic bell associated with Philadelphia. That is a different clue.
Helpful tips:
- Look for the stars and stripes, emblem bird, Philadelphia bell or torch-holding monument described on the card.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.
Your turn: Use the notes and this card. A picture shows the bird on the Great Seal. Which choice best fits?
A. Bald eagle
B. Liberty Bell
C. Statue of Liberty
D. United States flag
My answer and reasoning: ________________________
Extra practice
1. Use the notes and this card. A picture shows a famous cracked bell in Philadelphia. Which choice best fits?
A. Liberty Bell
B. Statue of Liberty
C. United States flag
D. Bald eagle
My answer and reasoning: ________________________
Hints: Look for the stars and stripes, emblem bird, Philadelphia bell or torch-holding monument described on the card.; Find the note for Liberty Bell. Check which words in this card match it.
2. Use the notes and this card. A picture shows a tall figure holding a torch in New York Harbor. Which choice best fits?
A. Statue of Liberty
B. United States flag
C. Bald eagle
D. Liberty Bell
My answer and reasoning: ________________________
Hints: Look for the stars and stripes, emblem bird, Philadelphia bell or torch-holding monument described on the card.; Find the note for Statue of Liberty. Check which words in this card match it.
3. Use the notes and this card. A description names the national emblem bird. Which choice best fits?
A. United States flag
B. Bald eagle
C. Liberty Bell
D. Statue of Liberty
My answer and reasoning: ________________________
Hints: Look for the stars and stripes, emblem bird, Philadelphia bell or torch-holding monument described on the card.; Find the note for Bald eagle. Check which words in this card match it.
Extension: New card: “A description links stripes to original colonies.” Match it with a note, then point to or say the words that helped. Check: The card says: “A description links stripes to original colonies.” That matches United States flag. United States flag is a national symbol with stars and stripes.
Sources:
Library of Congress: Symbols of the United States: https://www.loc.gov/classroom-materials/symbols-of-the-united-states/
A Country State and Town
Match the cards using the notes about Town, State, Country and Continent.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Town: a local settlement. State: one of the United States’ member political areas. Country: a nation such as the United States. Continent: a very large land region such as North America.
Original exercise cards: Fictional Oak Town is a small settlement within a state. / Maryland is one member of the United States. / The United States is named as a nation. / North America includes several countries. / California is one member of the United States. / Canada is named as a nation. / Africa is a very large land region. / A local settlement has homes and streets.
Places can be part of larger places. In our example, a town is within a state, and the state is within the United States. A continent is a very large land region. A town, state, country and continent are different kinds of places, not four names for one government.
Town: a local settlement. State: one of the United States’ member political areas. Country: a nation such as the United States. Continent: a very large land region such as North America.
Find whether the card describes a town, a state, a country or a continent. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.
1. Ask an adult to read the four notes. Find the words Town, State, Country, Continent.
2. Find whether the card describes a town, a state, a country or a continent.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Town and one for State. Explain how their clues differ.
Worked example: Worked example: The card says: “Fictional Oak Town is a small settlement within a state.” That matches Town. Town is a local settlement. Compare the note for Country: Country is a nation such as the United States. That is a different clue.
Helpful tips:
- Find whether the card describes a town, a state, a country or a continent.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.
Your turn: Use the notes and this card. Maryland is one member of the United States. Which choice best fits?
A. Country
B. Continent
C. Town
D. State
My answer and reasoning: ________________________
Extra practice
1. Use the notes and this card. The United States is named as a nation. Which choice best fits?
A. Continent
B. Town
C. State
D. Country
My answer and reasoning: ________________________
Hints: Find whether the card describes a town, a state, a country or a continent.; Find the note for Country. Check which words in this card match it.
2. Use the notes and this card. North America includes several countries. Which choice best fits?
A. Town
B. State
C. Country
D. Continent
My answer and reasoning: ________________________
Hints: Find whether the card describes a town, a state, a country or a continent.; Find the note for Continent. Check which words in this card match it.
3. Use the notes and this card. California is one member of the United States. Which choice best fits?
A. State
B. Country
C. Continent
D. Town
My answer and reasoning: ________________________
Hints: Find whether the card describes a town, a state, a country or a continent.; Find the note for State. Check which words in this card match it.
Extension: New card: “A local settlement has homes and streets.” Match it with a note, then point to or say the words that helped. Check: The card says: “A local settlement has homes and streets.” That matches Town. Town is a local settlement.
Sources:
USGS: Exploring Maps: https://www.usgs.gov/educational-resources/exploring-maps
Remembering People Without Inventing Stories
Match the cards using the notes about George Washington, Abraham Lincoln, Harriet Tubman and Rosa Parks.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: George Washington: the first president of the United States. Abraham Lincoln: U.S. president during the Civil War. Harriet Tubman: a freedom seeker who helped others escape slavery. Rosa Parks: a civil-rights activist associated with the Montgomery bus boycott.
Original exercise cards: A card identifies the nation’s first president. / A card identifies the president who issued the Emancipation Proclamation. / A card describes an Underground Railroad conductor who had escaped slavery. / A card describes a woman whose 1955 bus arrest helped spark a boycott. / A card describes the president serving during the 1861–1865 war. / A card describes a woman who guided other enslaved people toward freedom. / A card names the activist who challenged segregated bus seating in Montgomery. / A card describes a president who took office in 1789.
Historical people lived in the past, but a story about them must fit evidence. George Washington became the first U.S. president. Abraham Lincoln was president during the Civil War. Harriet Tubman helped enslaved people reach freedom. Rosa Parks challenged racial segregation. None of these descriptions tells a whole life.
George Washington: the first president of the United States. Abraham Lincoln: U.S. president during the Civil War. Harriet Tubman: a freedom seeker who helped others escape slavery. Rosa Parks: a civil-rights activist associated with the Montgomery bus boycott.
Use the person’s job or action in the card. Match it with the person named in the notes. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.
1. Ask an adult to read the four notes. Find the words George Washington, Abraham Lincoln, Harriet Tubman, Rosa Parks.
2. Use the person’s job or action in the card. Match it with the person named in the notes.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for George Washington and one for Abraham Lincoln. Explain how their clues differ.
Worked example: Worked example: The card says: “A card identifies the nation’s first president.” That matches George Washington. George Washington is the first president of the United States. Compare the note for Harriet Tubman: Harriet Tubman is a freedom seeker who helped others escape slavery. That is a different clue.
Helpful tips:
- Use the person’s job or action in the card. Match it with the person named in the notes.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.
Your turn: Use the notes and this card. A card identifies the president who issued the Emancipation Proclamation. Which choice best fits?
A. Rosa Parks
B. George Washington
C. Abraham Lincoln
D. Harriet Tubman
My answer and reasoning: ________________________
Extra practice
1. Use the notes and this card. A card describes an Underground Railroad conductor who had escaped slavery. Which choice best fits?
A. George Washington
B. Abraham Lincoln
C. Harriet Tubman
D. Rosa Parks
My answer and reasoning: ________________________
Hints: Use the person’s job or action in the card. Match it with the person named in the notes.; Find the note for Harriet Tubman. Check which words in this card match it.
2. Use the notes and this card. A card describes a woman whose 1955 bus arrest helped spark a boycott. Which choice best fits?
A. Abraham Lincoln
B. Harriet Tubman
C. Rosa Parks
D. George Washington
My answer and reasoning: ________________________
Hints: Use the person’s job or action in the card. Match it with the person named in the notes.; Find the note for Rosa Parks. Check which words in this card match it.
3. Use the notes and this card. A card describes the president serving during the 1861–1865 war. Which choice best fits?
A. Harriet Tubman
B. Rosa Parks
C. George Washington
D. Abraham Lincoln
My answer and reasoning: ________________________
Hints: Use the person’s job or action in the card. Match it with the person named in the notes.; Find the note for Abraham Lincoln. Check which words in this card match it.
Extension: New card: “A card describes a president who took office in 1789.” Match it with a note, then point to or say the words that helped. Check: The card says: “A card describes a president who took office in 1789.” That matches George Washington. George Washington is the first president of the United States.
Sources:
Library of Congress: U.S. History Primary Source Timeline: https://www.loc.gov/classroom-materials/united-states-history-primary-source-timeline/
National Archives: Emancipation Proclamation: https://www.archives.gov/milestone-documents/emancipation-proclamation
Past Events and Present Communities
Match the cards using the notes about Historical event, Present community, Commemoration and Fictional story.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Historical event: a real occurrence in the past. Present community: people living and participating now. Commemoration: an activity remembering a person or event. Fictional story: an invented narrative rather than a documented occurrence.
Original exercise cards: A card describes the Declaration adopted in 1776. / A card describes Native families and communities today. / A fictional group holds a remembrance ceremony. / A writer invents a talking eagle’s adventure. / A card describes neighbors currently using a public library. / A class creates a display about a historic event. / A class invents a journey to an imaginary island. / A card describes the Civil War ending in 1865.
History studies people and events over time. A historic event happened in the past. A present community includes people living now. A commemoration remembers something, while a fictional story is invented. Native peoples belong to present communities as well as history; they did not disappear.
Historical event: a real occurrence in the past. Present community: people living and participating now. Commemoration: an activity remembering a person or event. Fictional story: an invented narrative rather than a documented occurrence.
Find whether the card describes a past event, people living today, an activity remembering something or an invented story. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.
1. Ask an adult to read the four notes. Find the words Historical event, Present community, Commemoration, Fictional story.
2. Find whether the card describes a past event, people living today, an activity remembering something or an invented story.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Historical event and one for Present community. Explain how their clues differ.
Worked example: Worked example: The card says: “A card describes the Declaration adopted in 1776.” That matches Historical event. Historical event is a real occurrence in the past. Compare the note for Commemoration: Commemoration is an activity remembering a person or event. That is a different clue.
Helpful tips:
- Find whether the card describes a past event, people living today, an activity remembering something or an invented story.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.
Your turn: Use the notes and this card. A card describes Native families and communities today. Which choice best fits?
A. Historical event
B. Present community
C. Commemoration
D. Fictional story
My answer and reasoning: ________________________
Extra practice
1. Use the notes and this card. A fictional group holds a remembrance ceremony. Which choice best fits?
A. Present community
B. Commemoration
C. Fictional story
D. Historical event
My answer and reasoning: ________________________
Hints: Find whether the card describes a past event, people living today, an activity remembering something or an invented story.; Find the note for Commemoration. Check which words in this card match it.
2. Use the notes and this card. A writer invents a talking eagle’s adventure. Which choice best fits?
A. Commemoration
B. Fictional story
C. Historical event
D. Present community
My answer and reasoning: ________________________
Hints: Find whether the card describes a past event, people living today, an activity remembering something or an invented story.; Find the note for Fictional story. Check which words in this card match it.
3. Use the notes and this card. A card describes neighbors currently using a public library. Which choice best fits?
A. Fictional story
B. Historical event
C. Present community
D. Commemoration
My answer and reasoning: ________________________
Hints: Find whether the card describes a past event, people living today, an activity remembering something or an invented story.; Find the note for Present community. Check which words in this card match it.
Extension: New card: “A card describes the Civil War ending in 1865.” Match it with a note, then point to or say the words that helped. Check: The card says: “A card describes the Civil War ending in 1865.” That matches Historical event. Historical event is a real occurrence in the past.
Sources:
Smithsonian NMAI: Essential Understandings: https://americanindian.si.edu/nk360/about/essential-understandings
National Archives: America’s Founding Documents: https://www.archives.gov/founding-docs
Notice a Computing Device
Look for a device described as following a program, rather than deciding from its size or shape.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.
A computing device follows instructions to work with information. A tablet can show a drawing, a laptop can play recorded sound, and a digital camera can store a picture. A plain pencil is useful but does not run a computer program. A device is a tool; a person chooses its purpose.
Look for a device described as following a program, rather than deciding from its size or shape. An object can be useful without being a computing device.
Use this supplied case: A tablet runs a drawing app. What kind of tool is it? Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.
1. Follow the worked example one step at a time. Say or draw what happens.
2. Look for a device described as following a program, rather than deciding from its size or shape.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.
Worked example: A tablet runs a drawing app. What kind of tool is it? The supported answer is Computing device. Look for a device described as following a program, rather than deciding from its size or shape. An object can be useful without being a computing device. The supplied facts, rather than an assumed real-world detail, determine this paper case. Compare the recorded action or value with the stated rule before choosing an answer.
Helpful tips:
- Look for a device described as following a program, rather than deciding from its size or shape.
- An object can be useful without being a computing device.
Your turn: A pencil makes a mark by hand. What kind of tool is it?
A. Computing device
B. Paper record
C. Furniture
D. Writing tool
My answer and reasoning: ________________________
Extra practice
1. A printed drawing stays on paper. What kind of object is it?
A. Writing tool
B. Furniture
C. Paper record
D. Computing device
My answer and reasoning: ________________________
Hints: Look for a device described as following a program, rather than deciding from its size or shape.; An object can be useful without being a computing device.
2. A chair holds a seated person. What kind of object is it?
A. Paper record
B. Furniture
C. Computing device
D. Writing tool
My answer and reasoning: ________________________
Hints: Look for a device described as following a program, rather than deciding from its size or shape.; An object can be useful without being a computing device.
3. A laptop follows a program to play a song. Classify it.
A. Computing device
B. Writing tool
C. Paper record
D. Furniture
My answer and reasoning: ________________________
Hints: Look for a device described as following a program, rather than deciding from its size or shape.; An object can be useful without being a computing device.
Extension: An adult describes a toy robot that follows a program and a plain wooden block. Expected: the described programmed robot is a computing device; the block is not.
Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
K–12 CS Framework: systems, data and computing impacts: https://k12cs.org/framework-statements-by-grade-band/
Send an Input to a Device
Follow the information arrow: into the device is input, out to the person is output.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.
An input gives information to a computing device. A key press, touch, mouse movement or microphone sound can be an input. An output is information the device sends out, such as a picture or sound. One device may both receive and send information, so name the action rather than the whole object.
Follow the information arrow: into the device is input, out to the person is output. A touchscreen can receive a touch and show an image; the action determines the role.
Use this supplied case: A child presses a keyboard key; the computer receives a letter. Name the action. Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.
1. Follow the worked example one step at a time. Say or draw what happens.
2. Follow the information arrow: into the device is input, out to the person is output.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.
Worked example: A child presses a keyboard key; the computer receives a letter. Name the action. The supported answer is Input. Follow the information arrow: into the device is input, out to the person is output. A touchscreen can receive a touch and show an image; the action determines the role. The supplied facts, rather than an assumed real-world detail, determine this paper case. Compare the recorded action or value with the stated rule before choosing an answer.
Helpful tips:
- Follow the information arrow: into the device is input, out to the person is output.
- A touchscreen can receive a touch and show an image; the action determines the role.
Your turn: A child taps a tablet; the app receives the touch. Name the action.
A. Paper mark
B. No information action
C. Input
D. Output
My answer and reasoning: ________________________
Extra practice
1. A speaker sends music out to a listener. Name the action.
A. No information action
B. Output
C. Input
D. Paper mark
My answer and reasoning: ________________________
Hints: Follow the information arrow: into the device is input, out to the person is output.; A touchscreen can receive a touch and show an image; the action determines the role.
2. A screen shows a computer picture to a viewer. Name the action.
A. Output
B. Input
C. Paper mark
D. No information action
My answer and reasoning: ________________________
Hints: Follow the information arrow: into the device is input, out to the person is output.; A touchscreen can receive a touch and show an image; the action determines the role.
3. A microphone sends recorded sound into a computer. Name the action.
A. Output
B. Paper mark
C. No information action
D. Input
My answer and reasoning: ________________________
Hints: Follow the information arrow: into the device is input, out to the person is output.; A touchscreen can receive a touch and show an image; the action determines the role.
Extension: New case: a tablet receives a finger touch while its screen shows a flower. Expected: receiving the touch is input and showing the flower is output.
Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
K–12 CS Framework: systems, data and computing impacts: https://k12cs.org/framework-statements-by-grade-band/
Choose an Output for the Job
Match the required way of receiving information to the output tool described.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.
A computer can give information through pictures, sounds or printed pages. Different output tools serve different jobs. A speaker helps a person hear recorded words; a screen helps a person see a picture. A printer makes a paper copy. The right choice depends on what information the learner needs.
Match the required way of receiving information to the output tool described. A keyboard is an input tool; typing does not itself provide a printed page.
Use this supplied case: A learner wants to hear a recorded bird sound. Choose the output. Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.
1. Follow the worked example one step at a time. Say or draw what happens.
2. Match the required way of receiving information to the output tool described.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.
Worked example: A learner wants to hear a recorded bird sound. Choose the output. The supported answer is Speaker. Match the required way of receiving information to the output tool described. A keyboard is an input tool; typing does not itself provide a printed page. A computer can give information through pictures, sounds or printed pages.
Helpful tips:
- Match the required way of receiving information to the output tool described.
- A keyboard is an input tool; typing does not itself provide a printed page.
Your turn: A learner wants the photograph displayed on the device, without a paper copy. Choose the output tool.
A. Keyboard
B. Screen
C. Speaker
D. Printer
My answer and reasoning: ________________________
Extra practice
1. A learner needs a paper copy of a drawing. Choose the output.
A. Printer
B. Speaker
C. Screen
D. Keyboard
My answer and reasoning: ________________________
Hints: Match the required way of receiving information to the output tool described.; A keyboard is an input tool; typing does not itself provide a printed page.
2. A learner needs to type a letter into the device. Choose the tool.
A. Speaker
B. Screen
C. Printer
D. Keyboard
My answer and reasoning: ________________________
Hints: Match the required way of receiving information to the output tool described.; A keyboard is an input tool; typing does not itself provide a printed page.
3. A learner wants spoken directions read aloud. Choose the output.
A. Printer
B. Keyboard
C. Speaker
D. Screen
My answer and reasoning: ________________________
Hints: Match the required way of receiving information to the output tool described.; A keyboard is an input tool; typing does not itself provide a printed page.
Extension: A pretend tool menu includes speaker, screen, printer. A learner needs a paper story plus spoken directions. Expected: printer for paper and speaker for the spoken output.
Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
K–12 CS Framework: systems, data and computing impacts: https://k12cs.org/framework-statements-by-grade-band/
Care for a Shared Device
Use gentle handling for ordinary use; pause and tell a trusted adult about damage or an unknown problem.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.
Shared computing devices have many users. Careful handling protects both the equipment and the people using it. A trusted adult can help when something is loose, hot, wet or not working. Cleaning, plugging in or taking apart equipment may need adult help. A safe first choice is to stop and ask.
Use gentle handling for ordinary use; pause and tell a trusted adult about damage or an unknown problem. Do not pull wires, open a device or touch a wet plug to solve a problem.
Use this supplied case: A device cable looks damaged. Choose the first action. Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.
1. Follow the worked example one step at a time. Say or draw what happens.
2. Use gentle handling for ordinary use; pause and tell a trusted adult about damage or an unknown problem.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.
Worked example: A device cable looks damaged. Choose the first action. The supported answer is Tell a trusted adult. Use gentle handling for ordinary use; pause and tell a trusted adult about damage or an unknown problem. Do not pull wires, open a device or touch a wet plug to solve a problem.
Helpful tips:
- Use gentle handling for ordinary use; pause and tell a trusted adult about damage or an unknown problem.
- Do not pull wires, open a device or touch a wet plug to solve a problem.
Your turn: The drawing tablet works and an adult explains how to hold it. Choose an action.
A. Use gently as directed
B. Tell a trusted adult
C. Keep liquids away
D. Take turns under the plan
My answer and reasoning: ________________________
Extra practice
1. A cup is beside the shared laptop. Choose a preventive action.
A. Tell a trusted adult
B. Use gently as directed
C. Take turns under the plan
D. Keep liquids away
My answer and reasoning: ________________________
Hints: Use gentle handling for ordinary use; pause and tell a trusted adult about damage or an unknown problem.; Do not pull wires, open a device or touch a wet plug to solve a problem.
2. Two children want the tablet and the group has a turn timer. Choose an action.
A. Use gently as directed
B. Keep liquids away
C. Take turns under the plan
D. Tell a trusted adult
My answer and reasoning: ________________________
Hints: Use gentle handling for ordinary use; pause and tell a trusted adult about damage or an unknown problem.; Do not pull wires, open a device or touch a wet plug to solve a problem.
3. A device feels unusually hot. Choose the first action.
A. Take turns under the plan
B. Tell a trusted adult
C. Use gently as directed
D. Keep liquids away
My answer and reasoning: ________________________
Hints: Use gentle handling for ordinary use; pause and tell a trusted adult about damage or an unknown problem.; Do not pull wires, open a device or touch a wet plug to solve a problem.
Extension: New case: liquid spills near a shared device. Stop using it and tell a trusted adult; do not touch plugs or open the equipment.
Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
K–12 CS Framework: systems, data and computing impacts: https://k12cs.org/framework-statements-by-grade-band/
Follow a Drawing Algorithm
Follow clear instructions in order.
Materials:
Paper and a pencil, or say your answers aloud.
An algorithm is a list of steps for doing a task. The steps need to say what to do, and their order can matter. A computer follows instructions; it does not know what you meant if an important step is missing.
We can practice with a drawing instead of a device. Try these steps: draw a large circle; draw two small dots inside it; draw a curved smile inside it. The finished drawing is a simple smiling face.
1. Ask an adult to read the three drawing steps, one at a time.
2. Draw the circle before adding the dots and smile inside it.
3. Point to the first step, the next step, and the last step.
Worked example: To draw a house outline, first draw a square, then add a triangle above the square. The instruction above tells where the roof goes.
Helpful tips:
Your turn: For the smiling-face algorithm, what is the first step?
A. Draw a large circle.
B. Draw a smile anywhere on the page.
C. Erase the whole page.
D. Draw a triangle above a square.
My answer and reasoning: ________________________
Extension: Change the last instruction to draw a straight mouth inside the circle. Follow all three steps again and compare the two drawings.
Sources:
CSTA: computing concepts and learning progressions: https://csteachers.org/pk12standards/
Put Steps in a Useful Order
Arrange a container drawing before the marks that belong inside it.
Materials:
Paper and pencil; an adult may read aloud. No device, account or purchase is needed.
Instructions can depend on earlier instructions. If a step says to put something inside a box, we need a box first. We can notice this on paper by asking what must already be there when each step happens. An adult can read the words while you arrange drawn cards.
Draw three instruction cards: A says draw a cup outline; B says draw one dot inside the cup; C says draw a short line below the cup. We will start on blank paper and carry out the cards in order. Both B and C need the cup as a place to look at, so A must come first.
1. Draw or point to the three cards A, B and C.
2. Place A first and explain what it gives the other steps.
3. Try A, B, C on a fresh page; point to the dot inside and line below.
4. Try A, C, B and compare the final drawings.
Worked example: A, B, C produces a cup containing one dot, with one line below it. A, C, B produces the same finished picture: both later instructions still use the cup. The dot and line do not depend on each other.
Helpful tips:
Your turn: Starting on blank paper, which order follows the needed first step?
A. B, A, C
B. C, B, A
C. A, C, B
D. B, C, A
My answer and reasoning: ________________________
Extension: Change card B to draw two dots inside the cup. Follow A, C, B again. Expected result: a cup with two dots inside and one line below.
Sources:
CSTA: PK–12 computing concepts and practices: https://csteachers.org/pk12standards/
Move a Paper Robot
Follow right and up arrows one move at a time.
Materials:
Paper and pencil; an adult may read aloud. No device, account or purchase is needed.
A paper robot is a mark that moves only when an instruction says to move. Draw a square grid with three columns and three rows. Number columns 1, 2, 3 from left to right and rows 1, 2, 3 from bottom to top. An adult can help draw and label the grid.
Start in the bottom-left square, called column 1, row 1. In this lesson RIGHT means move to the next square to the right; UP means move to the next square above. Follow RIGHT, UP, RIGHT. Mark a dot after each move so that you can see the route instead of guessing the end.
1. Draw the grid and put a paper mark at column 1, row 1.
2. Move RIGHT and mark column 2, row 1.
3. Move UP, then RIGHT, marking each new square.
4. Say the final column and row; keep the mark inside the grid.
Worked example: The route is (column 1, row 1) → (2, 1) → (2, 2) → (3, 2). The robot ends in column 3, row 2 after three moves.
Helpful tips:
Your turn: From column 1, row 1, follow UP, RIGHT. Where does the robot finish?
A. Column 1, row 1
B. Column 2, row 2
C. Column 3, row 1
D. Column 1, row 3
My answer and reasoning: ________________________
Extension: Add a second UP after UP, RIGHT. Expected route: (1, 1) → (1, 2) → (2, 2) → (2, 3); finish in column 2, row 3.
Sources:
CSTA: PK–12 computing concepts and practices: https://csteachers.org/pk12standards/
Check the Result Against a Goal
Find an extra drawing instruction and test its removal.
Materials:
Paper and pencil; an adult may read aloud. No device, account or purchase is needed.
Testing means trying the instructions and comparing the result with the goal. Our goal is exactly one square with exactly two dots inside it and no other marks. The word exactly tells us to check for extra marks as well as missing marks. Count only the dots inside the square.
The instructions are: draw one square; draw two dots inside it; draw one more dot inside it; stop. A paper test makes three dots, which is one too many. To repair the instructions, remove the one-more-dot step and try the new instructions on fresh paper.
1. Say the goal and hold up two fingers for its dot count.
2. Follow all four supplied instructions without fixing them yet.
3. Count the dots and compare three with the goal of two.
4. Remove the extra-dot instruction and draw again to test the repair.
Worked example: Before repair the square contains 2 + 1 = 3 dots. After removing draw one more dot, the square contains exactly 2 inside dots and no other marks, so the tested result matches the goal.
Helpful tips:
Your turn: A goal is exactly one circle with one dot inside and no other marks. The steps draw a circle, one dot inside, and one more dot inside. Which repair matches the goal?
A. Add another dot
B. Remove the circle step
C. Remove the one-more-dot step
D. Draw the last dot outside instead
My answer and reasoning: ________________________
Extension: Change the goal to exactly one square with three dots inside and no other marks. Keep the original extra-dot step. Expected result: three inside dots, so no removal is needed for the changed goal.
Sources:
CSTA: PK–12 computing concepts and practices: https://csteachers.org/pk12standards/
Record One Choice per Card
Match one card to one stated choice and check that no choice is counted twice.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.
Data is recorded information. A picture card can stand for one choice. If each child chooses one activity, one card for that child keeps the record fair. Two cards from the same child would count that child twice. We use pretend choices here; nobody needs to give their own information.
Match one card to one stated choice and check that no choice is counted twice. More cards do not always mean more people when a choice has been duplicated.
Use this supplied case: A pretend learner chooses blocks and one blocks card is saved. Classify the record. Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.
1. Follow the worked example one step at a time. Say or draw what happens.
2. Match one card to one stated choice and check that no choice is counted twice.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.
Worked example: A pretend learner chooses blocks and one blocks card is saved. Classify the record. The supported answer is One recorded choice. Match one card to one stated choice and check that no choice is counted twice. More cards do not always mean more people when a choice has been duplicated.
Helpful tips:
- Match one card to one stated choice and check that no choice is counted twice.
- More cards do not always mean more people when a choice has been duplicated.
Your turn: One pretend learner chooses drawing but two drawing cards are saved. Classify the record.
A. One recorded choice
B. Missing choice
C. Unrelated mark
D. Duplicate choice
My answer and reasoning: ________________________
Extra practice
1. A pretend learner chooses reading but no card is saved. Classify the record.
A. Duplicate choice
B. Unrelated mark
C. Missing choice
D. One recorded choice
My answer and reasoning: ________________________
Hints: Match one card to one stated choice and check that no choice is counted twice.; More cards do not always mean more people when a choice has been duplicated.
2. A scribble has no choice label. Classify the record.
A. Missing choice
B. Unrelated mark
C. One recorded choice
D. Duplicate choice
My answer and reasoning: ________________________
Hints: Match one card to one stated choice and check that no choice is counted twice.; More cards do not always mean more people when a choice has been duplicated.
3. One pretend learner chooses music and one music card is saved. Classify the record.
A. One recorded choice
B. Duplicate choice
C. Missing choice
D. Unrelated mark
My answer and reasoning: ________________________
Hints: Match one card to one stated choice and check that no choice is counted twice.; More cards do not always mean more people when a choice has been duplicated.
Extension: Three pretend learners choose blocks once each; a recorder saves four blocks cards. Expected: at least one card does not represent a distinct single choice under the rule. Do not guess which learner.
Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
K–12 CS Framework: systems, data and computing impacts: https://k12cs.org/framework-statements-by-grade-band/
Read a Picture Key
Use only the supplied symbol key to translate a card into its recorded category.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.
A picture key tells what a symbol means. Without a key, the same drawing could mean different things. In this lesson one sun means sunny and one cloud means cloudy; these are classroom labels, not a weather forecast. Read the key before reading a record. A key can include written words or spoken labels.
Use only the supplied symbol key to translate a card into its recorded category. Do not guess a symbol meaning from its color when the key gives a different meaning.
Use this supplied case: Key: sun=Sunny, cloud=Cloudy, drops=Rainy, snowflake=Snowy. Read a cloud card. Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.
1. Follow the worked example one step at a time. Say or draw what happens.
2. Use only the supplied symbol key to translate a card into its recorded category.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.
Worked example: Key: sun=Sunny, cloud=Cloudy, drops=Rainy, snowflake=Snowy. Read a cloud card. The supported answer is Cloudy. Use only the supplied symbol key to translate a card into its recorded category. Do not guess a symbol meaning from its color when the key gives a different meaning. A picture key tells what a symbol means.
Helpful tips:
- Use only the supplied symbol key to translate a card into its recorded category.
- Do not guess a symbol meaning from its color when the key gives a different meaning.
Your turn: Using the same key, read a sun card.
A. Rainy
B. Snowy
C. Sunny
D. Cloudy
My answer and reasoning: ________________________
Extra practice
1. Using the same key, read a drops card.
A. Snowy
B. Rainy
C. Sunny
D. Cloudy
My answer and reasoning: ________________________
Hints: Use only the supplied symbol key to translate a card into its recorded category.; Do not guess a symbol meaning from its color when the key gives a different meaning.
2. Using the same key, read a snowflake card.
A. Snowy
B. Sunny
C. Cloudy
D. Rainy
My answer and reasoning: ________________________
Hints: Use only the supplied symbol key to translate a card into its recorded category.; Do not guess a symbol meaning from its color when the key gives a different meaning.
3. Key: S=Sunny, C=Cloudy, R=Rainy, N=Snowy. Read R.
A. Sunny
B. Cloudy
C. Snowy
D. Rainy
My answer and reasoning: ________________________
Hints: Use only the supplied symbol key to translate a card into its recorded category.; Do not guess a symbol meaning from its color when the key gives a different meaning.
Extension: New key: triangle=Blocks, circle=Reading, square=Drawing. Decode circle, triangle, square as Reading, Blocks, Drawing in that order.
Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
K–12 CS Framework: systems, data and computing impacts: https://k12cs.org/framework-statements-by-grade-band/
Count a Picture Record
Count the cards one at a time and use the stated one-card-one-choice key.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.
A tally of picture cards tells how many recorded choices appear. Count each card once. If the key says one card is one choice, three cards mean three choices. The total describes this record; it does not tell us what everyone everywhere likes. A computer can store counts, but the meaning comes from the key.
Count the cards one at a time and use the stated one-card-one-choice key. Count cards rather than the number of different pictures.
Use this supplied case: Key: one star card is one recorded choice. A row has 2 star cards. How many choices are recorded? Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.
1. Follow the worked example one step at a time. Say or draw what happens.
2. Count the cards one at a time and use the stated one-card-one-choice key.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.
Worked example: Key: one star card is one recorded choice. A row has 2 star cards. How many choices are recorded? The supported answer is 2. Applying the stated rule gives 2. Count the cards one at a time and use the stated one-card-one-choice key. Count cards rather than the number of different pictures. Calculation: 2 = 2.
Helpful tips:
- Count the cards one at a time and use the stated one-card-one-choice key.
- Count cards rather than the number of different pictures.
Your turn: Key: one star card is one recorded choice. A row has 3 star cards. How many choices are recorded?
A. 2
B. 3
C. 4
D. 5
My answer and reasoning: ________________________
Extra practice
1. Key: one star card is one recorded choice. A row has 4 star cards. How many choices are recorded?
A. 4
B. 5
C. 6
D. 3
My answer and reasoning: ________________________
Hints: Count the cards one at a time and use the stated one-card-one-choice key.; Count cards rather than the number of different pictures.
2. Key: one star card is one recorded choice. A row has 5 star cards. How many choices are recorded?
A. 6
B. 7
C. 4
D. 5
My answer and reasoning: ________________________
Hints: Count the cards one at a time and use the stated one-card-one-choice key.; Count cards rather than the number of different pictures.
3. Key: one star card is one recorded choice. A row has 6 star cards. How many choices are recorded?
A. 8
B. 5
C. 6
D. 7
My answer and reasoning: ________________________
Hints: Count the cards one at a time and use the stated one-card-one-choice key.; Count cards rather than the number of different pictures.
Extension: New record: nine moon cards, one choice per card. Expected: nine choices. Adding one more valid card gives ten.
Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
K–12 CS Framework: systems, data and computing impacts: https://k12cs.org/framework-statements-by-grade-band/
Choose a Claim the Record Supports
Name what is shown in the supplied record and keep the claim about that record.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.
A small data record can answer a small question. If the pretend record has three reading cards and two drawing cards, reading appears more often in this record. It does not prove that every child prefers reading. A missing card also does not tell us what its owner would have chosen.
Name what is shown in the supplied record and keep the claim about that record. Do not turn a few recorded choices into a claim about all children.
Use this supplied case: Pretend record: reading 3, drawing 2. Compare the recorded counts. Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.
1. Follow the worked example one step at a time. Say or draw what happens.
2. Name what is shown in the supplied record and keep the claim about that record.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.
Worked example: Pretend record: reading 3, drawing 2. Compare the recorded counts. The supported answer is Reading appears more. Name what is shown in the supplied record and keep the claim about that record. Do not turn a few recorded choices into a claim about all children. The supplied facts, rather than an assumed real-world detail, determine this paper case. Compare the recorded action or value with the stated rule before choosing an answer.
Helpful tips:
- Name what is shown in the supplied record and keep the claim about that record.
- Do not turn a few recorded choices into a claim about all children.
Your turn: Pretend record: reading 1, drawing 4. Compare the recorded counts.
A. Drawing appears more
B. Reading appears more
C. Equal recorded counts
D. A missing choice is unknown
My answer and reasoning: ________________________
Extra practice
1. Pretend record: reading 2, drawing 2. Compare the recorded counts.
A. Reading appears more
B. Drawing appears more
C. A missing choice is unknown
D. Equal recorded counts
My answer and reasoning: ________________________
Hints: Name what is shown in the supplied record and keep the claim about that record.; Do not turn a few recorded choices into a claim about all children.
2. A pretend learner has no card. What is supported about that choice?
A. Drawing appears more
B. Equal recorded counts
C. A missing choice is unknown
D. Reading appears more
My answer and reasoning: ________________________
Hints: Name what is shown in the supplied record and keep the claim about that record.; Do not turn a few recorded choices into a claim about all children.
3. Pretend record: reading 5, drawing 3. Compare the recorded counts.
A. A missing choice is unknown
B. Reading appears more
C. Drawing appears more
D. Equal recorded counts
My answer and reasoning: ________________________
Hints: Name what is shown in the supplied record and keep the claim about that record.; Do not turn a few recorded choices into a claim about all children.
Extension: New record: music 4, puzzles 1, one missing card. Expected: music appears more in the known record; the missing choice remains unknown.
Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
K–12 CS Framework: systems, data and computing impacts: https://k12cs.org/framework-statements-by-grade-band/
Keep Private Details with a Trusted Adult
For an unfamiliar request for private information, stop and ask a trusted adult rather than sending it.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.
Some information is private because sharing it may affect a person’s safety or privacy. A home address, password or private photo should not be given to an unfamiliar person online. A young learner can stop and ask a trusted adult. All names and requests in this lesson are pretend, and no real details are needed.
For an unfamiliar request for private information, stop and ask a trusted adult rather than sending it. Do not type real private information to complete a practice question.
Use this supplied case: An unfamiliar message asks for a real home address. Choose an action. Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.
1. Follow the worked example one step at a time. Say or draw what happens.
2. For an unfamiliar request for private information, stop and ask a trusted adult rather than sending it.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.
Worked example: An unfamiliar message asks for a real home address. Choose an action. The supported answer is Stop and ask a trusted adult. For an unfamiliar request for private information, stop and ask a trusted adult rather than sending it. Do not type real private information to complete a practice question.
Helpful tips:
- For an unfamiliar request for private information, stop and ask a trusted adult rather than sending it.
- Do not type real private information to complete a practice question.
Your turn: A worksheet says to use the pretend name Paper Fox. Choose an action.
A. Stop and ask a trusted adult
B. Describe the public task
C. Take the agreed turn
D. Use the supplied pretend detail
My answer and reasoning: ________________________
Extra practice
1. A partner asks what the paper activity is about. Choose an action.
A. Use the supplied pretend detail
B. Take the agreed turn
C. Describe the public task
D. Stop and ask a trusted adult
My answer and reasoning: ________________________
Hints: For an unfamiliar request for private information, stop and ask a trusted adult rather than sending it.; Do not type real private information to complete a practice question.
2. The group timer says it is your drawing turn. Choose an action.
A. Describe the public task
B. Take the agreed turn
C. Stop and ask a trusted adult
D. Use the supplied pretend detail
My answer and reasoning: ________________________
Hints: For an unfamiliar request for private information, stop and ask a trusted adult rather than sending it.; Do not type real private information to complete a practice question.
3. An unfamiliar message asks for a password. Choose an action.
A. Stop and ask a trusted adult
B. Use the supplied pretend detail
C. Describe the public task
D. Take the agreed turn
My answer and reasoning: ________________________
Hints: For an unfamiliar request for private information, stop and ask a trusted adult rather than sending it.; Do not type real private information to complete a practice question.
Extension: A pretend stranger asks for a child’s school location. Expected: keep it private, stop and ask a trusted adult; no real school name is needed.
Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
NIST: phishing prevention: https://www.nist.gov/itl/smallbusinesscyber/guidance-topic/phishing
Ask Before Opening Something New
Use a known classroom direction for an agreed activity; ask a trusted adult about an unfamiliar invitation.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.
Links and buttons can open new pages, messages or downloads. A picture that looks fun does not prove that the destination is safe. An adult can check an unfamiliar invitation before a young learner opens it. Pausing is a useful action; nobody must click to finish the exercise.
Use a known classroom direction for an agreed activity; ask a trusted adult about an unfamiliar invitation. A prize picture or urgent countdown is not proof that a request is trustworthy.
Use this supplied case: An unknown pop-up promises a prize if you open it. Choose the first action. Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.
1. Follow the worked example one step at a time. Say or draw what happens.
2. Use a known classroom direction for an agreed activity; ask a trusted adult about an unfamiliar invitation.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.
Worked example: An unknown pop-up promises a prize if you open it. Choose the first action. The supported answer is Ask a trusted adult. Use a known classroom direction for an agreed activity; ask a trusted adult about an unfamiliar invitation. A prize picture or urgent countdown is not proof that a request is trustworthy.
Helpful tips:
- Use a known classroom direction for an agreed activity; ask a trusted adult about an unfamiliar invitation.
- A prize picture or urgent countdown is not proof that a request is trustworthy.
Your turn: An adult already explains the approved drawing button for today. Choose an action.
A. Read the supplied paper example
B. Close the pretend request
C. Follow the agreed classroom direction
D. Ask a trusted adult
My answer and reasoning: ________________________
Extra practice
1. The lesson asks you to inspect a printed pretend message. Choose an action.
A. Close the pretend request
B. Read the supplied paper example
C. Ask a trusted adult
D. Follow the agreed classroom direction
My answer and reasoning: ________________________
Hints: Use a known classroom direction for an agreed activity; ask a trusted adult about an unfamiliar invitation.; A prize picture or urgent countdown is not proof that a request is trustworthy.
2. An adult says the pretend request should be dismissed. Choose an action.
A. Close the pretend request
B. Ask a trusted adult
C. Follow the agreed classroom direction
D. Read the supplied paper example
My answer and reasoning: ________________________
Hints: Use a known classroom direction for an agreed activity; ask a trusted adult about an unfamiliar invitation.; A prize picture or urgent countdown is not proof that a request is trustworthy.
3. A stranger sends an unexpected download invitation. Choose the first action.
A. Follow the agreed classroom direction
B. Read the supplied paper example
C. Close the pretend request
D. Ask a trusted adult
My answer and reasoning: ________________________
Hints: Use a known classroom direction for an agreed activity; ask a trusted adult about an unfamiliar invitation.; A prize picture or urgent countdown is not proof that a request is trustworthy.
Extension: An unfamiliar message claims an adult said to install a game. Expected: verify with that trusted adult before opening anything; the claim is not proof.
Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
NIST: phishing prevention: https://www.nist.gov/itl/smallbusinesscyber/guidance-topic/phishing
Make a Button Easy to Understand
Choose a control whose label describes the requested action and offer more than one way to understand it.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.
A useful button tells a learner what it does. Words, spoken labels and clear pictures can help. A triangle by itself might mean play, next or something else, so a label reduces guessing. Different learners may see, hear or use controls differently. We can draw a clearer screen on paper without building an app.
Choose a control whose label describes the requested action and offer more than one way to understand it. Do not make a learner rely on color alone to know what a button does.
Use this supplied case: A learner wants to hear recorded directions. Which button label fits? Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.
1. Follow the worked example one step at a time. Say or draw what happens.
2. Choose a control whose label describes the requested action and offer more than one way to understand it.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.
Worked example: A learner wants to hear recorded directions. Which button label fits? The supported answer is Play sound. Choose a control whose label describes the requested action and offer more than one way to understand it. Do not make a learner rely on color alone to know what a button does.
Helpful tips:
- Choose a control whose label describes the requested action and offer more than one way to understand it.
- Do not make a learner rely on color alone to know what a button does.
Your turn: A learner wants to see the saved drawing. Which button label fits?
A. Get help
B. Show picture
C. Play sound
D. Print page
My answer and reasoning: ________________________
Extra practice
1. A learner wants a paper copy. Which button label fits?
A. Print page
B. Play sound
C. Show picture
D. Get help
My answer and reasoning: ________________________
Hints: Choose a control whose label describes the requested action and offer more than one way to understand it.; Do not make a learner rely on color alone to know what a button does.
2. A learner needs instructions explained. Which button label fits?
A. Play sound
B. Show picture
C. Print page
D. Get help
My answer and reasoning: ________________________
Hints: Choose a control whose label describes the requested action and offer more than one way to understand it.; Do not make a learner rely on color alone to know what a button does.
3. A learner wants the recorded story read aloud. Which label fits?
A. Print page
B. Get help
C. Play sound
D. Show picture
My answer and reasoning: ________________________
Hints: Choose a control whose label describes the requested action and offer more than one way to understand it.; Do not make a learner rely on color alone to know what a button does.
Extension: Draw a screen for a saved story with Play story, Read text and Get help controls. Criteria: labels describe actions and color alone carries no essential meaning.
Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
MDN: accessible web design: https://developer.mozilla.org/en-US/docs/Learn_web_development/Core/Accessibility
Share Work Kindly and with Permission
Check permission before sharing another person’s work and describe their contribution respectfully.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.
Digital work can belong to someone who made it. A partner’s drawing is not automatically yours to share. Ask before passing it on and name its creator when sharing is allowed. A kind comment describes a useful detail or asks a respectful question. Mean comments and unapproved sharing are not needed to learn computing.
Check permission before sharing another person’s work and describe their contribution respectfully. Giving credit does not replace permission to share private work.
Use this supplied case: A partner has not said whether you may share their drawing. Choose an action. Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.
1. Follow the worked example one step at a time. Say or draw what happens.
2. Check permission before sharing another person’s work and describe their contribution respectfully.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.
Worked example: A partner has not said whether you may share their drawing. Choose an action. The supported answer is Ask permission first. Check permission before sharing another person’s work and describe their contribution respectfully. Giving credit does not replace permission to share private work. The supplied facts, rather than an assumed real-world detail, determine this paper case. Compare the recorded action or value with the stated rule before choosing an answer.
Helpful tips:
- Check permission before sharing another person’s work and describe their contribution respectfully.
- Giving credit does not replace permission to share private work.
Your turn: A pretend artist says you may share and asks you to name them. Choose an action.
A. Credit the agreed creator
B. Ask permission first
C. Give specific kind feedback
D. Keep the work private
My answer and reasoning: ________________________
Extra practice
1. A partner requests help making their button clearer. Choose an action.
A. Ask permission first
B. Credit the agreed creator
C. Keep the work private
D. Give specific kind feedback
My answer and reasoning: ________________________
Hints: Check permission before sharing another person’s work and describe their contribution respectfully.; Giving credit does not replace permission to share private work.
2. A partner says their drawing should not be shared. Choose an action.
A. Credit the agreed creator
B. Give specific kind feedback
C. Keep the work private
D. Ask permission first
My answer and reasoning: ________________________
Hints: Check permission before sharing another person’s work and describe their contribution respectfully.; Giving credit does not replace permission to share private work.
3. A drawing includes a private family detail and no sharing permission. Choose an action.
A. Give specific kind feedback
B. Keep the work private
C. Ask permission first
D. Credit the agreed creator
My answer and reasoning: ________________________
Hints: Check permission before sharing another person’s work and describe their contribution respectfully.; Giving credit does not replace permission to share private work.
Extension: A pretend maker allows class sharing but forbids public posting. Expected: keep sharing within the class permission; credit alone does not authorize public posting.
Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
Draw a Path That Fits
A straight path keeps one direction; a curved path bends smoothly.
Materials:
Paper and a pencil. An adult can read aloud while you point, draw or say your answer.
Read this example: Original picture route: a path bends smoothly around a round pond without corners. Which line plan matches? Supplied candidates: (A) A closed square outline (B) A curved line (C) A straight line (D) Only separate dots.
Try this question: Original picture route: a path goes directly from a door to a bench without any bend. Which line plan matches? Supplied candidates: (A) A closed square outline (B) A curved line (C) A straight line (D) Only separate dots.
A line can show a path. A straight path keeps one direction; a curved path bends smoothly. Match your line to the path in the story.
Reason through the supplied case: The supplied evidence is that the route bends smoothly around a round pond without corners. It changes direction smoothly, so a curved continuous line represents that evidence. A square would add corners and closure; separate dots would not show the specified continuous path.
A path drawing is a representation. It does not require walking around a pond or moving furniture; tracing or describing a small paper route is enough.
1. Ask an adult to read the path story. Notice whether the path bends or stays straight.
2. Explain why a curved line fits the pond path and why a square does not.
3. Try the question and all three practice questions before checking their answers.
4. Draw one straight path and one smoothly curved path between two named points.
5. Check your work: Both paths connect the points; label which bends and which keeps one direction.
Worked example: Original picture route: a path bends smoothly around a round pond without corners. Which line plan matches? Supplied candidates: (A) A closed square outline (B) A curved line (C) A straight line (D) Only separate dots. Model decision: A curved line. The supplied evidence is that the route bends smoothly around a round pond without corners. It changes direction smoothly, so a curved continuous line represents that evidence. A square would add corners and closure; separate dots would not show the specified continuous path.
Helpful tips:
- A straight path keeps one direction; a curved path bends smoothly.
- A path drawing is a representation.
Your turn: Original picture route: a path goes directly from a door to a bench without any bend. Which line plan matches?
A. A straight line
B. A curved line
C. A closed square outline
D. Only separate dots
My answer and reasoning: ________________________
Extra practice
1. Original picture route: a path winds in an S shape beside a river, changing direction smoothly twice. Which line plan matches?
A. A straight line
B. A curved line
C. A closed square outline
D. Only separate dots
My answer and reasoning: ________________________
Hints: A straight path keeps one direction; a curved path bends smoothly.; A path drawing is a representation.
2. Original picture route: a path runs diagonally between opposite page corners along one unbent ruler edge. Which line plan matches?
A. A curved line
B. A closed square outline
C. A straight line
D. Only separate dots
My answer and reasoning: ________________________
Hints: A straight path keeps one direction; a curved path bends smoothly.; A path drawing is a representation.
3. Original picture route: a path follows a smooth quarter-circle around the edge of a round flower bed. Which line plan matches?
A. A straight line
B. A closed square outline
C. Only separate dots
D. A curved line
My answer and reasoning: ________________________
Hints: A straight path keeps one direction; a curved path bends smoothly.; A path drawing is a representation.
Extension: Try one more question: Original picture route: a path runs horizontally from the left page edge to the right without bending. Which line plan matches? Supplied candidates: (A) A closed square outline (B) A curved line (C) A straight line (D) Only separate dots. Answer: A straight line. The supplied evidence is that the route runs horizontally from the left page edge to the right without bending. It keeps one direction, so a straight continuous line represents that evidence. A square would add corners and closure; separate dots would not show the specified continuous path. Now make your own work: Draw one straight path and one smoothly curved path between two named points. Check your work: Both paths connect the points; label which bends and which keeps one direction.
Sources:
National Gallery of Art: Elements of Art: https://www.nga.gov/educational-resources/elements-art
Getty Museum: Principles of Design: https://www.getty.edu/education/teachers/building_lessons/formal_analysis2.html
National Core Arts Standards: framework and artistic processes: https://www.nationalartsstandards.org/content/national-core-arts-standards
Describe a Shape’s Boundary
A shape is a bounded flat region.
Materials:
Paper and a pencil. An adult can read aloud while you point, draw or say your answer.
Read this example: Draw a sign with three unequal straight sides meeting at three corners. Which supplied shape fits? Supplied candidates: (A) circle (B) open zigzag (C) square (D) triangle.
Try this question: Draw a sign with four equal sides of length two and four square corners. Which supplied shape fits? Supplied candidates: (A) circle (B) open zigzag (C) square (D) triangle.
A shape is a flat area inside a closed outline. Look at its straight or curved sides and its corners. Use these features to choose a matching shape. Changing a shape’s color or name does not change its sides and corners.
Reason through the supplied case: The required boundary is three unequal straight sides meeting at three corners. A triangle has those features. The choice follows visible shape properties rather than the sign’s color or what an observer likes best.
A picture may show a shape in any size or orientation. Use the specified boundary features, and keep an open line distinct from a closed shape.
1. Ask an adult to read the sign description. Look for the number of sides and corners.
2. Explain why the sign with three straight sides and three corners matches a triangle.
3. Try the question and all three practice questions before checking their answers.
4. Make three closed outlines and label a triangle, square and circle using their boundary features.
5. Check your work: The triangle has three straight sides, the square four equal sides and square corners, and the circle a round boundary.
Worked example: Draw a sign with three unequal straight sides meeting at three corners. Which supplied shape fits? Supplied candidates: (A) circle (B) open zigzag (C) square (D) triangle. Model decision: triangle. The required boundary is three unequal straight sides meeting at three corners. A triangle has those features. The choice follows visible shape properties rather than the sign’s color or what an observer likes best.
Helpful tips:
- A shape is a bounded flat region.
- A picture may show a shape in any size or orientation.
Your turn: Draw a sign with four equal sides of length two and four square corners. Which supplied shape fits?
A. triangle
B. square
C. circle
D. open zigzag
My answer and reasoning: ________________________
Extra practice
1. Draw a sign with one round boundary of diameter three without corners. Which supplied shape fits?
A. triangle
B. square
C. circle
D. open zigzag
My answer and reasoning: ________________________
Hints: A shape is a bounded flat region.; A picture may show a shape in any size or orientation.
2. Draw a sign with three equal straight sides meeting at three corners. Which supplied shape fits?
A. square
B. circle
C. open zigzag
D. triangle
My answer and reasoning: ________________________
Hints: A shape is a bounded flat region.; A picture may show a shape in any size or orientation.
3. Draw a sign with one round boundary of diameter six without corners. Which supplied shape fits?
A. circle
B. triangle
C. square
D. open zigzag
My answer and reasoning: ________________________
Hints: A shape is a bounded flat region.; A picture may show a shape in any size or orientation.
Extension: Try one more question: Draw a sign with four equal straight sides and four square corners, rotated on the page. Which supplied shape fits? Supplied candidates: (A) circle (B) open zigzag (C) square (D) triangle. Answer: square. The required boundary is four equal straight sides and four square corners, rotated on the page. A square has those features. The choice follows visible shape properties rather than the sign’s color or what an observer likes best. Now make your own work: Make three closed outlines and label a triangle, square and circle using their boundary features. Check your work: The triangle has three straight sides, the square four equal sides and square corners, and the circle a round boundary.
Sources:
National Gallery of Art: Elements of Art: https://www.nga.gov/educational-resources/elements-art
Getty Museum: Principles of Design: https://www.getty.edu/education/teachers/building_lessons/formal_analysis2.html
National Core Arts Standards: framework and artistic processes: https://www.nationalartsstandards.org/content/national-core-arts-standards
Continue a Complete Repeat
A repeat group is the ordered set copied in a pattern.
Materials:
Paper and a pencil. An adult can read aloud while you point, draw or say your answer.
Read this example: The smallest supplied repeat group is ['sun', 'leaf']. Continue this border: sun → leaf → sun → leaf → sun. What comes next? Supplied candidates: (A) dot (B) leaf (C) star (D) sun.
Try this question: The smallest supplied repeat group is ['dot', 'dot', 'star']. Continue this border: dot → dot → star → dot → dot → star → dot. What comes next? Supplied candidates: (A) dot (B) leaf (C) star (D) sun.
A repeat group is the group of pictures copied in a pattern. Follow the whole group in order. Copying only the last picture can change the pattern.
Reason through the supplied case: Follow the stated repeat group in order. Two complete copies are followed by its first member sun, so the next position is the group’s second member, leaf. Repetition copies the whole group rather than only its last picture.
The lesson gives the repeat group explicitly. Other patterns might allow multiple continuations, so do not invent one universal rule from a short ambiguous sequence.
1. Ask an adult to read the sun-and-leaf pattern. Point to one whole repeat group.
2. Explain why leaf comes after sun in this repeat group.
3. Try the question and all three practice questions before checking their answers.
4. Choose two different symbols, state their repeat group, and draw three complete copies.
5. Check your work: All three copies preserve the symbol order; underline one complete repeat group.
Worked example: The smallest supplied repeat group is ['sun', 'leaf']. Continue this border: sun → leaf → sun → leaf → sun. What comes next? Supplied candidates: (A) dot (B) leaf (C) star (D) sun. Model decision: leaf. Follow the stated repeat group in order. Two complete copies are followed by its first member sun, so the next position is the group’s second member, leaf. Repetition copies the whole group rather than only its last picture.
Helpful tips:
- A repeat group is the ordered set copied in a pattern.
- The lesson gives the repeat group explicitly.
Your turn: The smallest supplied repeat group is ['dot', 'dot', 'star']. Continue this border: dot → dot → star → dot → dot → star → dot. What comes next?
A. sun
B. leaf
C. dot
D. star
My answer and reasoning: ________________________
Extra practice
1. The smallest supplied repeat group is ['leaf', 'moon', 'moon']. Continue this border: leaf → moon → moon → leaf → moon → moon → leaf. What comes next?
A. sun
B. leaf
C. dot
D. moon
My answer and reasoning: ________________________
Hints: A repeat group is the ordered set copied in a pattern.; The lesson gives the repeat group explicitly.
2. The smallest supplied repeat group is ['square', 'circle']. Continue this border: square → circle → square → circle → square. What comes next?
A. circle
B. sun
C. leaf
D. dot
My answer and reasoning: ________________________
Hints: A repeat group is the ordered set copied in a pattern.; The lesson gives the repeat group explicitly.
3. The smallest supplied repeat group is ['star', 'dot', 'star']. Continue this border: star → dot → star → star → dot → star → star. What comes next?
A. sun
B. dot
C. leaf
D. star
My answer and reasoning: ________________________
Hints: A repeat group is the ordered set copied in a pattern.; The lesson gives the repeat group explicitly.
Extension: Try one more question: The smallest supplied repeat group is ['triangle', 'square']. Continue this border: triangle → square → triangle → square → triangle. What comes next? Supplied candidates: (A) dot (B) leaf (C) square (D) sun. Answer: square. Follow the stated repeat group in order. Two complete copies are followed by its first member triangle, so the next position is the group’s second member, square. Repetition copies the whole group rather than only its last picture. Now make your own work: Choose two different symbols, state their repeat group, and draw three complete copies. Check your work: All three copies preserve the symbol order; underline one complete repeat group.
Sources:
National Gallery of Art: Elements of Art: https://www.nga.gov/educational-resources/elements-art
Getty Museum: Principles of Design: https://www.getty.edu/education/teachers/building_lessons/formal_analysis2.html
National Core Arts Standards: framework and artistic processes: https://www.nationalartsstandards.org/content/national-core-arts-standards
Show Which Shape Is in Front
Overlap can suggest depth in a flat picture.
Materials:
Paper and a pencil. An adult can read aloud while you point, draw or say your answer.
Read this example: In an original drawing, the tree covers the middle of the hill outline; the tree outline remains visible. What is the drawing’s overlap cue? Supplied candidates: (A) Both must be the same distance (B) The covered object must be smaller in real life (C) The hill appears in front of the tree (D) The tree appears in front of the hill.
Try this question: In an original drawing, the boat covers the middle of the dock outline; the boat outline remains visible. What is the drawing’s overlap cue? Supplied candidates: (A) Both must be the same distance (B) The boat appears in front of the dock (C) The covered object must be smaller in real life (D) The dock appears in front of the boat.
In a flat picture, one shape can partly cover another. This overlap can make the first shape look closer. The outline of the shape in front stays visible; part of the shape behind it is hidden.
Reason through the supplied case: The visible tree interrupts the hill boundary, so the artist’s overlap cue places tree in front. This describes how the picture suggests depth, not a measurement of actual object size or distance.
An overlap cue describes this picture’s apparent front and back. It does not measure real distance, real object size or the maker’s feelings.
1. Ask an adult to read about the tree and hill. Notice which outline stays visible and which part is covered.
2. Explain why the tree looks in front when it covers part of the hill outline.
3. Try the question and all three practice questions before checking their answers.
4. Draw two named simple shapes with one in front; erase or interrupt the hidden back outline.
5. Check your work: The front outline stays readable, the back outline stops where hidden, and a caption names the front shape.
Worked example: In an original drawing, the tree covers the middle of the hill outline; the tree outline remains visible. What is the drawing’s overlap cue? Supplied candidates: (A) Both must be the same distance (B) The covered object must be smaller in real life (C) The hill appears in front of the tree (D) The tree appears in front of the hill. Model decision: The tree appears in front of the hill. The visible tree interrupts the hill boundary, so the artist’s overlap cue places tree in front. This describes how the picture suggests depth, not a measurement of actual object size or distance.
Helpful tips:
- Overlap can suggest depth in a flat picture.
- An overlap cue describes this picture’s apparent front and back.
Your turn: In an original drawing, the boat covers the middle of the dock outline; the boat outline remains visible. What is the drawing’s overlap cue?
A. The dock appears in front of the boat
B. Both must be the same distance
C. The covered object must be smaller in real life
D. The boat appears in front of the dock
My answer and reasoning: ________________________
Extra practice
1. In an original drawing, the umbrella covers the middle of the bench outline; the umbrella outline remains visible. What is the drawing’s overlap cue?
A. The umbrella appears in front of the bench
B. The bench appears in front of the umbrella
C. Both must be the same distance
D. The covered object must be smaller in real life
My answer and reasoning: ________________________
Hints: Overlap can suggest depth in a flat picture.; An overlap cue describes this picture’s apparent front and back.
2. In an original drawing, the cup covers the middle of the plate outline; the cup outline remains visible. What is the drawing’s overlap cue?
A. The plate appears in front of the cup
B. The cup appears in front of the plate
C. Both must be the same distance
D. The covered object must be smaller in real life
My answer and reasoning: ________________________
Hints: Overlap can suggest depth in a flat picture.; An overlap cue describes this picture’s apparent front and back.
3. In an original drawing, the cat covers the middle of the chair outline; the cat outline remains visible. What is the drawing’s overlap cue?
A. The chair appears in front of the cat
B. Both must be the same distance
C. The cat appears in front of the chair
D. The covered object must be smaller in real life
My answer and reasoning: ________________________
Hints: Overlap can suggest depth in a flat picture.; An overlap cue describes this picture’s apparent front and back.
Extension: Try one more question: In an original drawing, the box covers the middle of the wall outline; the box outline remains visible. What is the drawing’s overlap cue? Supplied candidates: (A) Both must be the same distance (B) The box appears in front of the wall (C) The covered object must be smaller in real life (D) The wall appears in front of the box. Answer: The box appears in front of the wall. The visible box interrupts the wall boundary, so the artist’s overlap cue places box in front. This describes how the picture suggests depth, not a measurement of actual object size or distance. Now make your own work: Draw two named simple shapes with one in front; erase or interrupt the hidden back outline. Check your work: The front outline stays readable, the back outline stops where hidden, and a caption names the front shape.
Sources:
National Gallery of Art: Elements of Art: https://www.nga.gov/educational-resources/elements-art
Getty Museum: Principles of Design: https://www.getty.edu/education/teachers/building_lessons/formal_analysis2.html
National Core Arts Standards: framework and artistic processes: https://www.nationalartsstandards.org/content/national-core-arts-standards
Plan Evenly Spaced Beats
Show a steady beat with marks that are evenly spaced.
Materials:
Paper and a pencil, or typed notes. Draw beat marks; quiet, comfortable tapping is optional.
Example: For a 4-beat steady-pulse plan, which timing instruction fits? Choices: (A) Equal spacing between every beat (B) Make each beat louder than the last (C) Pause randomly between beats (D) Speed up after every beat.
Try this: For a 5-beat steady-pulse plan, which timing instruction fits? Choices: (A) Equal spacing between every beat (B) Make each beat louder than the last (C) Pause randomly between beats (D) Speed up after every beat.
A steady pulse is a beat that repeats with the same amount of time between beats. Draw marks with equal spaces to show it. The beat can stay steady when a sound gets louder or softer.
Look at the example. A steady pulse keeps a repeated timing interval. Loudness can change independently of spacing; speeding up or adding random gaps would change the pulse. You may represent the beats with evenly spaced marks instead of performing them.
Your marks show a beat plan. If you choose to tap, keep the taps quiet and comfortable.
1. Look at the four-beat example. Find the choice that keeps the same time between beats.
2. Compare equal spacing with speeding up. Explain which choice keeps the beat steady.
3. Try the check question and the three practice questions. Then read the feedback.
4. Draw five equally spaced beat marks and point to them in order; optional quiet taps may follow.
5. Check your work. Spacing is equal and every mark has one numbered beat position.
Worked example: For a 4-beat steady-pulse plan, which timing instruction fits? Choices: (A) Equal spacing between every beat (B) Make each beat louder than the last (C) Pause randomly between beats (D) Speed up after every beat. Answer: Equal spacing between every beat. A steady pulse keeps a repeated timing interval. Loudness can change independently of spacing; speeding up or adding random gaps would change the pulse. You may represent the beats with evenly spaced marks instead of performing them.
Helpful tips:
- A steady pulse repeats at equal time intervals.
- A written pulse plan checks the timing idea.
Your turn: For a 5-beat steady-pulse plan, which timing instruction fits?
A. Equal spacing between every beat
B. Speed up after every beat
C. Pause randomly between beats
D. Make each beat louder than the last
My answer and reasoning: ________________________
Extra practice
1. For a 6-beat steady-pulse plan, which timing instruction fits?
A. Speed up after every beat
B. Equal spacing between every beat
C. Pause randomly between beats
D. Make each beat louder than the last
My answer and reasoning: ________________________
Hints: A steady pulse repeats at equal time intervals.; A written pulse plan checks the timing idea.
2. For a 7-beat steady-pulse plan, which timing instruction fits?
A. Speed up after every beat
B. Pause randomly between beats
C. Equal spacing between every beat
D. Make each beat louder than the last
My answer and reasoning: ________________________
Hints: A steady pulse repeats at equal time intervals.; A written pulse plan checks the timing idea.
3. For an 8-beat steady-pulse plan, which timing instruction fits?
A. Speed up after every beat
B. Pause randomly between beats
C. Make each beat louder than the last
D. Equal spacing between every beat
My answer and reasoning: ________________________
Hints: A steady pulse repeats at equal time intervals.; A written pulse plan checks the timing idea.
Extension: Try a new example: For an 11-beat steady-pulse plan, which timing instruction fits? Choices: (A) Equal spacing between every beat (B) Make each beat louder than the last (C) Pause randomly between beats (D) Speed up after every beat. Answer: Equal spacing between every beat. A steady pulse keeps a repeated timing interval. Loudness can change independently of spacing; speeding up or adding random gaps would change the pulse. You may represent the beats with evenly spaced marks instead of performing them. Make your own: Draw five equally spaced beat marks and point to them in order; optional quiet taps may follow. Check your work: Spacing is equal and every mark has one numbered beat position.
Sources:
Carnegie Hall: Musical Explorers Rhythm Training School: https://www.carnegiehall.org/Education/Programs/Musical-Explorers/Digital/Core-Activities/Rhythm-Training-School
National Core Arts Standards: framework and artistic processes: https://www.nationalartsstandards.org/content/national-core-arts-standards
Keep Time Through a Rest
Count taps and quiet beats in a four-box plan.
Materials:
Paper and a pencil, or typed notes. Draw boxes and label them tap or rest.
Example: Each box lasts one beat: ['tap', 'rest', 'tap', 'tap']. How many boxes ask for a tap? Choices: (A) 2 taps (B) 3 taps (C) 4 taps (D) 5 taps.
Try this: Each box lasts one beat: ['rest', 'tap', 'rest', 'tap']. How many boxes ask for a tap? Choices: (A) 1 tap (B) 2 taps (C) 3 taps (D) 4 taps.
A rest is a quiet time in a sound plan. Each box still lasts one beat, whether it says tap or rest. A rest keeps its place in the plan.
Look at the example. Tap only boxes labeled tap: these are positions [1, 3, 4]. Rest boxes keep time silently rather than removing a beat. There are 3 taps across four total beats.
Count every box, including the quiet boxes. The number of taps can be different from the number of beats.
1. Look at the four boxes in the example. Find the tap boxes and the rest box.
2. Explain why three tap boxes make three taps even though the plan lasts four beats.
3. Try the check question and the three practice questions. Then read the feedback.
4. Make four equal boxes containing exactly two taps and two rests; number all four boxes.
5. Check your work. The grid has four beat positions, two sound instructions and two silent instructions.
Worked example: Each box lasts one beat: ['tap', 'rest', 'tap', 'tap']. How many boxes ask for a tap? Choices: (A) 2 taps (B) 3 taps (C) 4 taps (D) 5 taps. Answer: 3 taps. Tap only boxes labeled tap: these are positions [1, 3, 4]. Rest boxes keep time silently rather than removing a beat. There are 3 taps across four total beats.
Helpful tips:
- A rest is scheduled silence with duration.
- Count the entire grid, including its silent boxes.
Your turn: Each box lasts one beat: ['rest', 'tap', 'rest', 'tap']. How many boxes ask for a tap?
A. 3 taps
B. 2 taps
C. 1 tap
D. 4 taps
My answer and reasoning: ________________________
Extra practice
1. Each box lasts one beat: ['tap', 'tap', 'tap', 'rest']. How many boxes ask for a tap?
A. 4 taps
B. 2 taps
C. 3 taps
D. 5 taps
My answer and reasoning: ________________________
Hints: A rest is scheduled silence with duration.; Count the entire grid, including its silent boxes.
2. Each box lasts one beat: ['rest', 'rest', 'tap', 'tap']. How many boxes ask for a tap?
A. 3 taps
B. 1 tap
C. 4 taps
D. 2 taps
My answer and reasoning: ________________________
Hints: A rest is scheduled silence with duration.; Count the entire grid, including its silent boxes.
3. Each box lasts one beat: ['tap', 'rest', 'rest', 'tap']. How many boxes ask for a tap?
A. 2 taps
B. 3 taps
C. 1 tap
D. 4 taps
My answer and reasoning: ________________________
Hints: A rest is scheduled silence with duration.; Count the entire grid, including its silent boxes.
Extension: Try a new example: Each box lasts one beat: ['tap', 'rest', 'tap', 'rest']. How many boxes ask for a tap? Choices: (A) 1 tap (B) 2 taps (C) 3 taps (D) 4 taps. Answer: 2 taps. Tap only boxes labeled tap: these are positions [1, 3]. Rest boxes keep time silently rather than removing a beat. There are 2 taps across four total beats. Make your own: Make four equal boxes containing exactly two taps and two rests; number all four boxes. Check your work: The grid has four beat positions, two sound instructions and two silent instructions.
Sources:
Carnegie Hall: Musical Explorers Rhythm Training School: https://www.carnegiehall.org/Education/Programs/Musical-Explorers/Digital/Core-Activities/Rhythm-Training-School
National Core Arts Standards: framework and artistic processes: https://www.nationalartsstandards.org/content/national-core-arts-standards
Trace Higher and Lower
Show whether a drawn tune moves up, down, or stays at the same height.
Materials:
Paper and a pencil, or typed notes. Draw numbered height points and arrows for a pitch path.
Example: In a drawn melody, larger height numbers mean higher pitch: [1, 2, 3]. Describe its two changes. Choices: (A) down → down (B) down → same (C) same → up (D) up → up.
Try this: In a drawn melody, larger height numbers mean higher pitch: [3, 2, 1]. Describe its two changes. Choices: (A) down → down (B) down → same (C) same → up (D) up → up.
Pitch tells how high or low a sound is. In this drawing, a larger number means a higher pitch. Compare each number with the next one to find an up, down, or same move.
Look at the example. Compare each neighboring pair: 1 to 2 moves up, and 2 to 3 moves up. Pitch height differs from loudness. The arrows show the planned pitch path. You can finish this task with a drawing.
These numbers show pitch height. They do not show how loud a sound is. You can finish by drawing arrows.
1. Look at the three height numbers in the example. Compare the first two, then the last two.
2. Explain why both moves go up. Use the height numbers to check a choice with a downward arrow.
3. Try the check question and the three practice questions. Then read the feedback.
4. Draw three height points making one upward move and then one downward move.
5. Check your work. Two arrows correctly label the neighboring height changes; loudness is not used to justify either arrow.
Worked example: In a drawn melody, larger height numbers mean higher pitch: [1, 2, 3]. Describe its two changes. Choices: (A) down → down (B) down → same (C) same → up (D) up → up. Answer: up → up. Compare each neighboring pair: 1 to 2 moves up, and 2 to 3 moves up. Pitch height differs from loudness. The arrows show the planned pitch path. You can finish this task with a drawing.
Helpful tips:
- Pitch concerns how high or low a sound is, rather than how loud it is.
- The numbers here represent pitch height only.
Your turn: In a drawn melody, larger height numbers mean higher pitch: [3, 2, 1]. Describe its two changes.
A. up → up
B. same → up
C. down → down
D. down → same
My answer and reasoning: ________________________
Extra practice
1. In a drawn melody, larger height numbers mean higher pitch: [2, 2, 3]. Describe its two changes.
A. up → up
B. down → down
C. down → same
D. same → up
My answer and reasoning: ________________________
Hints: Pitch concerns how high or low a sound is, rather than how loud it is.; The numbers here represent pitch height only.
2. In a drawn melody, larger height numbers mean higher pitch: [3, 1, 1]. Describe its two changes.
A. down → same
B. up → up
C. down → down
D. same → up
My answer and reasoning: ________________________
Hints: Pitch concerns how high or low a sound is, rather than how loud it is.; The numbers here represent pitch height only.
3. In a drawn melody, larger height numbers mean higher pitch: [1, 3, 2]. Describe its two changes.
A. up → up
B. up → down
C. down → down
D. same → up
My answer and reasoning: ________________________
Hints: Pitch concerns how high or low a sound is, rather than how loud it is.; The numbers here represent pitch height only.
Extension: Try a new example: In a drawn melody, larger height numbers mean higher pitch: [1, 2, 2]. Describe its two changes. Choices: (A) down → down (B) same → up (C) up → same (D) up → up. Answer: up → same. Compare each neighboring pair: 1 to 2 moves up, and 2 to 2 moves same. Pitch height differs from loudness. The arrows show the planned pitch path. You can finish this task with a drawing. Make your own: Draw three height points making one upward move and then one downward move. Check your work: Two arrows correctly label the neighboring height changes; loudness is not used to justify either arrow.
Sources:
Carnegie Hall: Musical Explorers Rhythm Training School: https://www.carnegiehall.org/Education/Programs/Musical-Explorers/Digital/Core-Activities/Rhythm-Training-School
National Core Arts Standards: framework and artistic processes: https://www.nationalartsstandards.org/content/national-core-arts-standards
Put Story Pictures in Order
Put three story actions in first, next, and finally order.
Materials:
Paper and a pencil, or typed notes. Draw story pictures; small, comfortable seated gestures are optional.
Example: Plan three safe story pictures: first look, next reach, finally hold. Which order follows that story? Choices: (A) hold → reach → look (B) look → hold → reach (C) look → reach → hold (D) reach → look → hold.
Try this: Plan three safe story pictures: first notice, next turn, finally point. Which order follows that story? Choices: (A) notice → point → turn (B) notice → turn → point (C) point → turn → notice (D) turn → notice → point.
A story score is a plan for what happens first, next, and finally. Draw a picture or use a small seated hand gesture for each action.
Look at the example. The time words assign the positions directly: first=look, next=reach, finally=hold. A seated hand gesture or paper stick figure can stand for every action; large movements or actual props are unnecessary.
Follow the order given for this story. You can use paper pictures for all three actions.
1. Read the example story. Find what happens first, next, and finally.
2. Compare look → reach → hold with an order that starts with hold. Explain which follows the story.
3. Try the check question and the three practice questions. Then read the feedback.
4. Create three small panels: notice an object, reach toward it, and show it.
5. Check your work. Panels preserve the stated event order; each action has a visible paper figure or written label.
Worked example: Plan three safe story pictures: first look, next reach, finally hold. Which order follows that story? Choices: (A) hold → reach → look (B) look → hold → reach (C) look → reach → hold (D) reach → look → hold. Answer: look → reach → hold. The time words assign the positions directly: first=look, next=reach, finally=hold. A seated hand gesture or paper stick figure can stand for every action; large movements or actual props are unnecessary.
Helpful tips:
- A story score records what happens first, next and finally.
- The task tests the order of a supplied fictional story.
Your turn: Plan three safe story pictures: first notice, next turn, finally point. Which order follows that story?
A. point → turn → notice
B. turn → notice → point
C. notice → point → turn
D. notice → turn → point
My answer and reasoning: ________________________
Extra practice
1. Plan three safe story pictures: first sit, next open, finally show. Which order follows that story?
A. sit → open → show
B. show → open → sit
C. open → sit → show
D. sit → show → open
My answer and reasoning: ________________________
Hints: A story score records what happens first, next and finally.; The task tests the order of a supplied fictional story.
2. Plan three safe story pictures: first look, next wave, finally pause. Which order follows that story?
A. pause → wave → look
B. look → wave → pause
C. wave → look → pause
D. look → pause → wave
My answer and reasoning: ________________________
Hints: A story score records what happens first, next and finally.; The task tests the order of a supplied fictional story.
3. Plan three safe story pictures: first gather, next arrange, finally show. Which order follows that story?
A. show → arrange → gather
B. arrange → gather → show
C. gather → arrange → show
D. gather → show → arrange
My answer and reasoning: ________________________
Hints: A story score records what happens first, next and finally.; The task tests the order of a supplied fictional story.
Extension: Try a new example: Plan three safe story pictures: first look, next nod, finally rest. Which order follows that story? Choices: (A) look → nod → rest (B) look → rest → nod (C) nod → look → rest (D) rest → nod → look. Answer: look → nod → rest. The time words assign the positions directly: first=look, next=nod, finally=rest. A seated hand gesture or paper stick figure can stand for every action; large movements or actual props are unnecessary. Make your own: Create three small panels: notice an object, reach toward it, and show it. Check your work: Panels preserve the stated event order; each action has a visible paper figure or written label.
Sources:
Carnegie Hall: Musical Explorers Rhythm Training School: https://www.carnegiehall.org/Education/Programs/Musical-Explorers/Digital/Core-Activities/Rhythm-Training-School
National Core Arts Standards: framework and artistic processes: https://www.nationalartsstandards.org/content/national-core-arts-standards
Name a feeling from a story
Name a feeling from a story
Materials:
Paper or a text document; all cases below are original fictional learning inputs.
An adult may read aloud; drawing or spoken answers are valid. No personal health information or physical performance is required.
Em says, “I am sad because my block tower fell.” The story names sad directly, so the strongest clue is Em’s words. A smile drawn on one card would not cancel that statement. A helper can say, “That was disappointing. Would you like help rebuilding?” The helper listens before offering a choice and does not insist that Em be happy.
Jo says, “I feel pleased to see my friend.” Which response fits Jo’s words?
Ren says, “I feel upset because my turn was taken.” Which response fits?
Ash says, “I feel unsure about going to a new room.” Which response fits?
Bo says, “I feel disappointed that our picnic ended.” Which response fits?
Lee says, “I feel pleased that the missing book was found.” Which response fits?
Pat says, “I feel unsure whether the loud noise will happen again.” Which response fits?
A feeling is something a person experiences, such as happy, sad, worried or angry. Faces can give clues, but they do not tell us everything. Listen to the words in the story instead of deciding from a face alone.
A feeling can change when a situation changes. We can say, “You seem worried; is that right?” This is a question, not an order to feel differently. Feeling angry does not make hurting someone okay.
Use the character’s own words in these made-up stories. You may point to a word, draw a face or ask an adult to read. You never need to tell the class about your own feelings.
1. Read or listen to the pretend story. Point to the details the question gives you.
2. Find the words that tell how the story character feels. Say a kind reply that matches those words.
3. Check your answer against the example. Say what matches and what you would change.
4. Try the practice questions, then the extra task. Drawing or spoken answers are welcome.
Worked example: Em says, “I am sad because my block tower fell.” The story names sad directly, so the strongest clue is Em’s words. A smile drawn on one card would not cancel that statement. A helper can say, “That was disappointing. Would you like help rebuilding?” The helper listens before offering a choice and does not insist that Em be happy.
Helpful tips:
- Use the character’s words; a face alone is not enough.
- A feeling and an action are different; anger does not excuse harm.
Your turn: Name a feeling from a story: Jo says, “I feel pleased to see my friend.” Which response fits Jo’s words?
A. Worried: the character says they feel unsure about what might happen.
B. Angry: the character says they feel upset about something unfair.
C. Happy: the character says they feel pleased.
D. Sad: the character says they feel disappointed.
My answer and reasoning: ________________________
Extra practice
1. Name a feeling from a story: Ren says, “I feel upset because my turn was taken.” Which response fits?
A. Happy: the character says they feel pleased.
B. Sad: the character says they feel disappointed.
C. Worried: the character says they feel unsure about what might happen.
D. Angry: the character says they feel upset about something unfair.
My answer and reasoning: ________________________
Hints: Use the character’s words; a face alone is not enough.; A feeling and an action are different; anger does not excuse harm.
2. Name a feeling from a story: Ash says, “I feel unsure about going to a new room.” Which response fits?
A. Worried: the character says they feel unsure about what might happen.
B. Angry: the character says they feel upset about something unfair.
C. Happy: the character says they feel pleased.
D. Sad: the character says they feel disappointed.
My answer and reasoning: ________________________
Hints: Use the character’s words; a face alone is not enough.; A feeling and an action are different; anger does not excuse harm.
3. Name a feeling from a story: Bo says, “I feel disappointed that our picnic ended.” Which response fits?
A. Happy: the character says they feel pleased.
B. Sad: the character says they feel disappointed.
C. Worried: the character says they feel unsure about what might happen.
D. Angry: the character says they feel upset about something unfair.
My answer and reasoning: ________________________
Hints: Use the character’s words; a face alone is not enough.; A feeling and an action are different; anger does not excuse harm.
Extension: Draw a helper bubble for Kit, who says “I feel angry that my picture was torn.” Expected: acknowledge angry, ask what happened and offer help without allowing hitting.
Sources:
SHAPE America 2024 health framework reference: https://shapeamerica.org/standards/health/
NIMH caring for mental health: https://www.nimh.nih.gov/health/topics/caring-for-your-mental-health
Ask before entering body space
Ask before entering body space
Materials:
Paper or a text document; all cases below are original fictional learning inputs.
An adult may read aloud; drawing or spoken answers are valid. No personal health information or physical performance is required.
The story says Ali asks, “Would you like a hug?” Bea replies, “No, a wave please.” The answer is clear. Ali keeps their hands to themselves and waves. This respects Bea’s space while still greeting them. Ali does not ask repeatedly or treat yesterday’s hug as permission for today. Bea does not need to provide a reason.
One character wants to hug a friend but has not asked. What next?
A friend clearly agrees to a wave. What next?
A character says “Stop the hug now.” What next?
A child says stop, but another character keeps grabbing. What next?
A visitor reaches toward a child who steps away. What next?
A character asks about a high-five and gets no answer. What next?
Body space is the room a person needs around their body. People can want different amounts of room. A greeting can be a wave, a spoken hello or another agreed choice.
Ask before a hug or other friendly touch. Wait for a clear answer. If someone says no, steps away or changes their mind, stop. You do not need to persuade them to accept touch.
In these fictional greeting stories, choose the next step. Drawing a greeting is enough. If someone ignores a stop or makes a child feel unsafe, a trusted adult should help; safety is the adult’s responsibility.
1. Read or listen to the pretend story. Point to the details the question gives you.
2. Find what touch the character wants to try. Ask first, wait for the answer, and respect a no or a changed mind.
3. Check your answer against the example. Say what matches and what you would change.
4. Try the practice questions, then the extra task. Drawing or spoken answers are welcome.
Worked example: The story says Ali asks, “Would you like a hug?” Bea replies, “No, a wave please.” The answer is clear. Ali keeps their hands to themselves and waves. This respects Bea’s space while still greeting them. Ali does not ask repeatedly or treat yesterday’s hug as permission for today. Bea does not need to provide a reason.
Helpful tips:
- Ask about the specific action and wait for a clear answer.
- A changed answer means stop; a previous yes is not permanent.
Your turn: Ask before entering body space: One character wants to hug a friend but has not asked. What next?
A. Ask and wait because permission has not been given.
B. Use the agreed greeting because a clear yes was given.
C. Stop the touch and give space because the answer is no or has changed.
D. Get a trusted adult because a stop is being ignored.
My answer and reasoning: ________________________
Extra practice
1. Ask before entering body space: A friend clearly agrees to a wave. What next?
A. Ask and wait because permission has not been given.
B. Use the agreed greeting because a clear yes was given.
C. Stop the touch and give space because the answer is no or has changed.
D. Get a trusted adult because a stop is being ignored.
My answer and reasoning: ________________________
Hints: Ask about the specific action and wait for a clear answer.; A changed answer means stop; a previous yes is not permanent.
2. Ask before entering body space: A character says “Stop the hug now.” What next?
A. Ask and wait because permission has not been given.
B. Use the agreed greeting because a clear yes was given.
C. Stop the touch and give space because the answer is no or has changed.
D. Get a trusted adult because a stop is being ignored.
My answer and reasoning: ________________________
Hints: Ask about the specific action and wait for a clear answer.; A changed answer means stop; a previous yes is not permanent.
3. Ask before entering body space: A child says stop, but another character keeps grabbing. What next?
A. Ask and wait because permission has not been given.
B. Use the agreed greeting because a clear yes was given.
C. Stop the touch and give space because the answer is no or has changed.
D. Get a trusted adult because a stop is being ignored.
My answer and reasoning: ________________________
Hints: Ask about the specific action and wait for a clear answer.; A changed answer means stop; a previous yes is not permanent.
Extension: Draw two greeting cards for a child who wants no touch. Expected: a wave and a spoken hello, with a clear space between the characters.
Sources:
SHAPE America 2024 health framework reference: https://shapeamerica.org/standards/health/
CDC safe youth-serving environments: https://www.cdc.gov/child-abuse-neglect/programs/index.html
Tell a trusted adult a clear problem
Tell a trusted adult a clear problem
Materials:
Paper or a text document; all cases below are original fictional learning inputs.
An adult may read aloud; drawing or spoken answers are valid. No personal health information or physical performance is required.
In a fictional classroom, Noor sees a spill by the door. Noor tells the teacher, “There is water beside the classroom door. Someone could slip.” This gives a place, an observation and a reason for help. Noor stays away from the spill rather than testing whether it is slippery. The teacher is responsible for arranging a safe cleanup.
A child sees a loose shelf in the reading corner; nobody is near it. Which message fits?
A helper says they cannot handle a child’s safety concern. What next?
A child is being hurt right now. What next?
A child wants to know where extra paper is. What next?
A teacher is absent when a child needs safety help. What next?
Smoke is coming from an object in a pretend room. What next?
A trusted adult is a responsible grown-up who can help keep children safe, such as a caregiver, teacher or school helper. A child can ask for help even when they are not sure how to name a problem.
A clear help message says who needs help, where they are and what happened. The child does not need to solve an unsafe situation first. If the first adult cannot help, tell another responsible adult.
These are pretend stories. Do not share private names or addresses. Practice a short message aloud or draw it. When something is dangerous now, get adult help right away rather than finishing a worksheet.
1. Read or listen to the pretend story. Point to the details the question gives you.
2. Say where the problem is, what happened, and what help the character needs. Leave the unsafe job to an adult.
3. Check your answer against the example. Say what matches and what you would change.
4. Try the practice questions, then the extra task. Drawing or spoken answers are welcome.
Worked example: In a fictional classroom, Noor sees a spill by the door. Noor tells the teacher, “There is water beside the classroom door. Someone could slip.” This gives a place, an observation and a reason for help. Noor stays away from the spill rather than testing whether it is slippery. The teacher is responsible for arranging a safe cleanup.
Helpful tips:
- Give an observed problem and location; you do not need a perfect label.
- If one adult cannot help, tell another; safety is not the child’s job alone.
Your turn: Tell a trusted adult a clear problem: A child sees a loose shelf in the reading corner; nobody is near it. Which message fits?
A. Tell the adult the location and observed problem.
B. Ask another responsible adult because the first cannot help.
C. Say that help is needed now because danger is happening.
D. Ask a routine question because there is no danger in the story.
My answer and reasoning: ________________________
Extra practice
1. Tell a trusted adult a clear problem: A helper says they cannot handle a child’s safety concern. What next?
A. Tell the adult the location and observed problem.
B. Ask another responsible adult because the first cannot help.
C. Say that help is needed now because danger is happening.
D. Ask a routine question because there is no danger in the story.
My answer and reasoning: ________________________
Hints: Give an observed problem and location; you do not need a perfect label.; If one adult cannot help, tell another; safety is not the child’s job alone.
2. Tell a trusted adult a clear problem: A child is being hurt right now. What next?
A. Tell the adult the location and observed problem.
B. Ask another responsible adult because the first cannot help.
C. Say that help is needed now because danger is happening.
D. Ask a routine question because there is no danger in the story.
My answer and reasoning: ________________________
Hints: Give an observed problem and location; you do not need a perfect label.; If one adult cannot help, tell another; safety is not the child’s job alone.
3. Tell a trusted adult a clear problem: A child wants to know where extra paper is. What next?
A. Tell the adult the location and observed problem.
B. Ask another responsible adult because the first cannot help.
C. Say that help is needed now because danger is happening.
D. Ask a routine question because there is no danger in the story.
My answer and reasoning: ________________________
Hints: Give an observed problem and location; you do not need a perfect label.; If one adult cannot help, tell another; safety is not the child’s job alone.
Extension: Write a fictional message about broken glass beside a bench. Expected: “There is broken glass beside the bench; please help keep people away.” Do not touch or demonstrate glass handling.
Sources:
SHAPE America 2024 health framework reference: https://shapeamerica.org/standards/health/
CDC safe youth-serving environments: https://www.cdc.gov/child-abuse-neglect/programs/index.html
NIMH caring for mental health: https://www.nimh.nih.gov/health/topics/caring-for-your-mental-health
Choose a safe feeling response
Choose a safe feeling response
Materials:
Paper or a text document; all cases below are original fictional learning inputs.
An adult may read aloud; drawing or spoken answers are valid. No personal health information or physical performance is required.
Jules feels angry when two people want the same crayon. Nobody is hurting anyone. Jules can pause and say, “Can we take turns?” The pair agrees that Jules will use it after Sam. This solves the stated turn problem without grabbing. If grabbing or threats begin, that changes the situation and the teacher should help instead.
A character feels upset but has not decided what to do. Which first step fits?
Two calm children want one marker and no plan exists. What fits?
Both children agreed to use a timer for turns. What fits now?
A child is being pushed after asking the other to stop. What fits?
A character is about to grab because they feel angry. What first step fits?
Two children calmly disagree about whose turn comes next. What fits?
A feeling is allowed; an unsafe action can still need to stop. Pausing, giving space, asking for a turn and getting adult help are different ways to respond to different problems.
For a small disagreement, use a short sentence that names the need: “I would like a turn.” If the other person agrees, use the plan. If there is danger or a stop is ignored, an adult should handle safety.
Read the made-up facts before choosing. Do not act out hitting or scary scenes. A drawing of a safe next step is valid. Helping someone includes listening; it does not mean forcing a hug or making them smile.
1. Read or listen to the pretend story. Point to the details the question gives you.
2. Name the character’s feeling and choose a safe next step. Get adult help if someone is in danger or ignores a stop.
3. Check your answer against the example. Say what matches and what you would change.
4. Try the practice questions, then the extra task. Drawing or spoken answers are welcome.
Worked example: Jules feels angry when two people want the same crayon. Nobody is hurting anyone. Jules can pause and say, “Can we take turns?” The pair agrees that Jules will use it after Sam. This solves the stated turn problem without grabbing. If grabbing or threats begin, that changes the situation and the teacher should help instead.
Helpful tips:
- A pause gives time to choose; it does not make a dangerous scene safe alone.
- A turn plan is for a safe disagreement, not a substitute for adult safety help.
Your turn: Choose a safe feeling response: A character feels upset but has not decided what to do. Which first step fits?
A. Seek adult help because someone is being hurt or a stop is ignored.
B. Pause and name the feeling before choosing an action.
C. Ask for a fair turn plan in the small disagreement.
D. Follow the agreed plan because both characters accepted it.
My answer and reasoning: ________________________
Extra practice
1. Choose a safe feeling response: Two calm children want one marker and no plan exists. What fits?
A. Seek adult help because someone is being hurt or a stop is ignored.
B. Pause and name the feeling before choosing an action.
C. Ask for a fair turn plan in the small disagreement.
D. Follow the agreed plan because both characters accepted it.
My answer and reasoning: ________________________
Hints: A pause gives time to choose; it does not make a dangerous scene safe alone.; A turn plan is for a safe disagreement, not a substitute for adult safety help.
2. Choose a safe feeling response: Both children agreed to use a timer for turns. What fits now?
A. Seek adult help because someone is being hurt or a stop is ignored.
B. Pause and name the feeling before choosing an action.
C. Ask for a fair turn plan in the small disagreement.
D. Follow the agreed plan because both characters accepted it.
My answer and reasoning: ________________________
Hints: A pause gives time to choose; it does not make a dangerous scene safe alone.; A turn plan is for a safe disagreement, not a substitute for adult safety help.
3. Choose a safe feeling response: A child is being pushed after asking the other to stop. What fits?
A. Seek adult help because someone is being hurt or a stop is ignored.
B. Pause and name the feeling before choosing an action.
C. Ask for a fair turn plan in the small disagreement.
D. Follow the agreed plan because both characters accepted it.
My answer and reasoning: ________________________
Hints: A pause gives time to choose; it does not make a dangerous scene safe alone.; A turn plan is for a safe disagreement, not a substitute for adult safety help.
Extension: Draw a changed case in which a fair turn plan fails because a child keeps pushing. Expected: stop the activity, give space and tell a trusted adult.
Sources:
SHAPE America 2024 health framework reference: https://shapeamerica.org/standards/health/
NIMH caring for mental health: https://www.nimh.nih.gov/health/topics/caring-for-your-mental-health
CDC safe youth-serving environments: https://www.cdc.gov/child-abuse-neglect/programs/index.html
Map a clear movement space
Map a clear movement space
Materials:
Paper or a text document; all cases below are original fictional learning inputs.
An adult may read aloud; drawing or spoken answers are valid. No personal health information or physical performance is required.
The drawing shows a chair beside a bag. A seated arm circle would hit the bag. The model is revised by drawing a smaller comfortable gesture inside a clear area, or by keeping the entire task on paper. The important evidence is that the arrow no longer crosses the obstacle. Drawing a safe option does not prove that a person can perform it.
A drawing shows a small hand gesture fully inside a clear area. Which choice fits?
An arm arrow crosses a bag in the picture. Which choice fits?
The picture shows a wet floor. Which choice fits?
The learner prefers drawing only. Which choice fits?
A wide gesture in the model would reach another person. What fits?
The clear area is blocked by broken equipment. What fits?
A movement space should have room for the chosen action and a clear way to stop. Objects, people and slippery areas can make a space unsuitable. We check the space before beginning, not after a collision.
Draw a person as a dot and the room as a box. Mark a clear area around the dot. An arm movement needs different room from moving across the room. On paper, an arrow shows where movement would go.
This lesson needs only a drawing. Optional comfortable seated gestures require adult-approved space and may be skipped. Do not move furniture, test a slippery floor or perform a risky action to show you understand.
1. Read or listen to the pretend story. Point to the details the question gives you.
2. Draw the person as a dot. Follow the whole arrow and check that it stays clear of people and objects.
3. Check your answer against the example. Say what matches and what you would change.
4. Try the practice questions, then the extra task. Drawing or spoken answers are welcome.
Worked example: The drawing shows a chair beside a bag. A seated arm circle would hit the bag. The model is revised by drawing a smaller comfortable gesture inside a clear area, or by keeping the entire task on paper. The important evidence is that the arrow no longer crosses the obstacle. Drawing a safe option does not prove that a person can perform it.
Helpful tips:
- Trace the entire arrow; a safe starting point alone is not enough.
- Drawing is a complete option; never test an unsafe space.
Your turn: Map a clear movement space: A drawing shows a small hand gesture fully inside a clear area. Which choice fits?
A. Ask an adult to resolve the unsafe space; do not test it.
B. Keep the task on paper because movement is not needed.
C. Use the clear area because the whole drawn action fits.
D. Choose a smaller drawn action because the current arrow reaches an obstacle.
My answer and reasoning: ________________________
Extra practice
1. Map a clear movement space: An arm arrow crosses a bag in the picture. Which choice fits?
A. Ask an adult to resolve the unsafe space; do not test it.
B. Keep the task on paper because movement is not needed.
C. Use the clear area because the whole drawn action fits.
D. Choose a smaller drawn action because the current arrow reaches an obstacle.
My answer and reasoning: ________________________
Hints: Trace the entire arrow; a safe starting point alone is not enough.; Drawing is a complete option; never test an unsafe space.
2. Map a clear movement space: The picture shows a wet floor. Which choice fits?
A. Ask an adult to resolve the unsafe space; do not test it.
B. Keep the task on paper because movement is not needed.
C. Use the clear area because the whole drawn action fits.
D. Choose a smaller drawn action because the current arrow reaches an obstacle.
My answer and reasoning: ________________________
Hints: Trace the entire arrow; a safe starting point alone is not enough.; Drawing is a complete option; never test an unsafe space.
3. Map a clear movement space: The learner prefers drawing only. Which choice fits?
A. Ask an adult to resolve the unsafe space; do not test it.
B. Keep the task on paper because movement is not needed.
C. Use the clear area because the whole drawn action fits.
D. Choose a smaller drawn action because the current arrow reaches an obstacle.
My answer and reasoning: ________________________
Hints: Trace the entire arrow; a safe starting point alone is not enough.; Drawing is a complete option; never test an unsafe space.
Extension: Draw a box containing two chairs and a clear middle area. Add a dot and a hand arrow that crosses no chair or person. Expected: a fully clear modeled path, plus “paper only is okay.”
Sources:
SHAPE America 2024 physical education framework reference: https://shapeamerica.org/standards/pe/
CDC safe youth-serving environments: https://www.cdc.gov/child-abuse-neglect/programs/index.html
Follow start and stop signals
Follow start and stop signals
Materials:
Paper or a text document; all cases below are original fictional learning inputs.
An adult may read aloud; drawing or spoken answers are valid. No personal health information or physical performance is required.
The paper strip reads green, arrow, red, arrow. The first arrow follows the start signal. The red card then stops the activity, so the last arrow is crossed out until a new safe start is agreed. Adding the word STOP to red helps someone who cannot distinguish colors. The strip teaches signal meaning; it does not test someone’s stopping ability.
The supplied green START card appears in a safe drawing. What follows?
The strip next shows red STOP. What follows?
A new striped card has no explained meaning. What follows?
An unsafe obstacle appears while START is showing. What follows?
The teacher’s pretend card says PAUSE. What follows?
A signal uses only color that a character cannot distinguish. What follows?
A start signal tells a group when an agreed activity may begin. A stop signal tells everyone to pause the activity safely. Signals work when everyone knows what they mean before starting.
In a paper sequence, green means start, red means stop and a question mark means ask what to do. The colors are supplied classroom rules, not a rule for every real place. Words and shapes can make the signals easier to understand.
Draw the actions instead of performing them. A person can choose not to move. If the space becomes unsafe, safety comes before the planned sequence, even when a pretend start card is showing.
1. Read or listen to the pretend story. Point to the details the question gives you.
2. Read each signal using the meanings given here. Say start, stop, or ask for help; drawing the answer is enough.
3. Check your answer against the example. Say what matches and what you would change.
4. Try the practice questions, then the extra task. Drawing or spoken answers are welcome.
Worked example: The paper strip reads green, arrow, red, arrow. The first arrow follows the start signal. The red card then stops the activity, so the last arrow is crossed out until a new safe start is agreed. Adding the word STOP to red helps someone who cannot distinguish colors. The strip teaches signal meaning; it does not test someone’s stopping ability.
Helpful tips:
- Use the agreed meaning; unknown cards do not authorize movement.
- A start signal does not override an unsafe situation.
Your turn: Follow start and stop signals: The supplied green START card appears in a safe drawing. What follows?
A. Ask for clarification because the signal is unknown.
B. Pause and seek adult help because the scene is unsafe.
C. Begin the agreed paper sequence after the start signal.
D. Pause the sequence at the stop signal.
My answer and reasoning: ________________________
Extra practice
1. Follow start and stop signals: The strip next shows red STOP. What follows?
A. Ask for clarification because the signal is unknown.
B. Pause and seek adult help because the scene is unsafe.
C. Begin the agreed paper sequence after the start signal.
D. Pause the sequence at the stop signal.
My answer and reasoning: ________________________
Hints: Use the agreed meaning; unknown cards do not authorize movement.; A start signal does not override an unsafe situation.
2. Follow start and stop signals: A new striped card has no explained meaning. What follows?
A. Ask for clarification because the signal is unknown.
B. Pause and seek adult help because the scene is unsafe.
C. Begin the agreed paper sequence after the start signal.
D. Pause the sequence at the stop signal.
My answer and reasoning: ________________________
Hints: Use the agreed meaning; unknown cards do not authorize movement.; A start signal does not override an unsafe situation.
3. Follow start and stop signals: An unsafe obstacle appears while START is showing. What follows?
A. Ask for clarification because the signal is unknown.
B. Pause and seek adult help because the scene is unsafe.
C. Begin the agreed paper sequence after the start signal.
D. Pause the sequence at the stop signal.
My answer and reasoning: ________________________
Hints: Use the agreed meaning; unknown cards do not authorize movement.; A start signal does not override an unsafe situation.
Extension: Rewrite a blue/orange strip using START and STOP words. Expected: identical sequence meaning without requiring color recognition.
Sources:
SHAPE America 2024 physical education framework reference: https://shapeamerica.org/standards/pe/
CDC safe youth-serving environments: https://www.cdc.gov/child-abuse-neglect/programs/index.html
Describe body shapes with drawings
Describe body shapes with drawings
Materials:
Paper or a text document; all cases below are original fictional learning inputs.
An adult may read aloud; drawing or spoken answers are valid. No personal health information or physical performance is required.
A paper figure has arms drawn to the sides. Another figure has arms drawn close to its middle. The first model is wider side to side; the second is narrower. The labels describe the space occupied in the pictures. They do not say that either person is healthier or that someone should force their arms into those positions.
A drawn figure’s arms extend sideways. Which description fits?
A drawn figure’s arms stay close to its sides. Which description fits?
The paper figure bends its limbs inward. Which description fits?
The drawing lengthens both arms upward. Which description fits?
Two drawings differ only in sideways arm spread; one spreads farther. Which description fits that one?
The figure’s knees and arms are drawn bent toward its center. Which description fits?
A body shape describes where parts are in a model: wide, narrow, curled or stretched. These words describe a picture rather than whether one body is better than another. Different people make shapes in different ways.
Draw two simple figures and label the position of their arms or the size of the drawn space. A wide shape uses more side-to-side room than a narrow shape in the same model. Curled and stretched describe bending or lengthening the picture.
No real pose is required. Seated, imagined and drawn versions are valid. Do not stretch into pain or compare people’s bodies. The goal is clear description so another person understands the diagram.
1. Read or listen to the pretend story. Point to the details the question gives you.
2. Look at the drawn arms and space. Choose the shape word that describes this picture; you do not need to make the pose.
3. Check your answer against the example. Say what matches and what you would change.
4. Try the practice questions, then the extra task. Drawing or spoken answers are welcome.
Worked example: A paper figure has arms drawn to the sides. Another figure has arms drawn close to its middle. The first model is wider side to side; the second is narrower. The labels describe the space occupied in the pictures. They do not say that either person is healthier or that someone should force their arms into those positions.
Helpful tips:
- Describe the picture’s parts and space, not a person’s worth or health.
- Never force a real position; a drawing meets the task.
Your turn: Describe body shapes with drawings: A drawn figure’s arms extend sideways. Which description fits?
A. Wide: the drawing takes more side-to-side room.
B. Narrow: the drawing keeps parts close to the middle.
C. Curled: the drawing bends parts inward.
D. Stretched: the drawing lengthens outward in the model.
My answer and reasoning: ________________________
Extra practice
1. Describe body shapes with drawings: A drawn figure’s arms stay close to its sides. Which description fits?
A. Wide: the drawing takes more side-to-side room.
B. Narrow: the drawing keeps parts close to the middle.
C. Curled: the drawing bends parts inward.
D. Stretched: the drawing lengthens outward in the model.
My answer and reasoning: ________________________
Hints: Describe the picture’s parts and space, not a person’s worth or health.; Never force a real position; a drawing meets the task.
2. Describe body shapes with drawings: The paper figure bends its limbs inward. Which description fits?
A. Wide: the drawing takes more side-to-side room.
B. Narrow: the drawing keeps parts close to the middle.
C. Curled: the drawing bends parts inward.
D. Stretched: the drawing lengthens outward in the model.
My answer and reasoning: ________________________
Hints: Describe the picture’s parts and space, not a person’s worth or health.; Never force a real position; a drawing meets the task.
3. Describe body shapes with drawings: The drawing lengthens both arms upward. Which description fits?
A. Wide: the drawing takes more side-to-side room.
B. Narrow: the drawing keeps parts close to the middle.
C. Curled: the drawing bends parts inward.
D. Stretched: the drawing lengthens outward in the model.
My answer and reasoning: ________________________
Hints: Describe the picture’s parts and space, not a person’s worth or health.; Never force a real position; a drawing meets the task.
Extension: Draw a narrow and a wide seated figure, then circle the one needing more side space in the model. Expected: the wide drawing, with no requirement to make either pose.
Sources:
SHAPE America 2024 physical education framework reference: https://shapeamerica.org/standards/pe/
CDC physical activity and disability: https://www.cdc.gov/disability-and-health/conditions/physical-activity.html
Build a two-action sequence
Build a two-action sequence
Materials:
Paper or a text document; all cases below are original fictional learning inputs.
An adult may read aloud; drawing or spoken answers are valid. No personal health information or physical performance is required.
The cards say wave, then point. The paper plan is START, wave, point, STOP. If the task asks for two repeats, the middle becomes wave, point, wave, point. There are four action cards, but still only two action types. A peer can check order using the paper strip without judging how another person’s body moves.
The cards say wave then point, once. Which strip fits?
The cards explicitly say point then wave. Which strip fits?
The cards ask for wave-point twice. Which strip fits?
One card is blank and no action is specified. What fits?
A new instruction says reverse the wave-point pair. Which strip fits?
A new instruction says repeat wave-point two times. Which strip fits?
A sequence has an order. A two-action movement plan can be represented by two cards, such as a hand wave followed by a point. Changing their order changes the message or pattern.
Read the cards from left to right in this supplied model. Add a start and a stop. Repeating a sequence means returning to its first card, not inventing a new action each time. A partner can check the drawing against the cards.
The complete task may be drawn or spoken. Optional seated actions should be small and comfortable, in an adult-approved clear space. Stop if uncomfortable. A correctly ordered drawing is knowledge evidence, not proof of motor mastery.
1. Read or listen to the pretend story. Point to the details the question gives you.
2. Read the two action cards in order. Draw the requested repeats between START and STOP.
3. Check your answer against the example. Say what matches and what you would change.
4. Try the practice questions, then the extra task. Drawing or spoken answers are welcome.
Worked example: The cards say wave, then point. The paper plan is START, wave, point, STOP. If the task asks for two repeats, the middle becomes wave, point, wave, point. There are four action cards, but still only two action types. A peer can check order using the paper strip without judging how another person’s body moves.
Helpful tips:
- Check order as well as the number of cards.
- Two repeats of two actions make four action cards, not two.
Your turn: Build a two-action sequence: The cards say wave then point, once. Which strip fits?
A. Wave, point, wave, point: repeat the pair twice.
B. Pause and clarify: a required action or order is missing.
C. Wave then point: follow the two cards once.
D. Point then wave: use the specified reversed order.
My answer and reasoning: ________________________
Extra practice
1. Build a two-action sequence: The cards explicitly say point then wave. Which strip fits?
A. Wave, point, wave, point: repeat the pair twice.
B. Pause and clarify: a required action or order is missing.
C. Wave then point: follow the two cards once.
D. Point then wave: use the specified reversed order.
My answer and reasoning: ________________________
Hints: Check order as well as the number of cards.; Two repeats of two actions make four action cards, not two.
2. Build a two-action sequence: The cards ask for wave-point twice. Which strip fits?
A. Wave, point, wave, point: repeat the pair twice.
B. Pause and clarify: a required action or order is missing.
C. Wave then point: follow the two cards once.
D. Point then wave: use the specified reversed order.
My answer and reasoning: ________________________
Hints: Check order as well as the number of cards.; Two repeats of two actions make four action cards, not two.
3. Build a two-action sequence: One card is blank and no action is specified. What fits?
A. Wave, point, wave, point: repeat the pair twice.
B. Pause and clarify: a required action or order is missing.
C. Wave then point: follow the two cards once.
D. Point then wave: use the specified reversed order.
My answer and reasoning: ________________________
Hints: Check order as well as the number of cards.; Two repeats of two actions make four action cards, not two.
Extension: Create a three-action strip: wave, point, rest. Expected: START-wave-point-rest-STOP in that order; explain that drawing is enough.
Sources:
SHAPE America 2024 physical education framework reference: https://shapeamerica.org/standards/pe/
Study guides
# Count Objects to Twenty and Number Sequences to One Hundred study guide
https://thelifestarter.com/academy/grade/k/unit/math-counting-routes-to-twenty/guide
Key ideas
- A line can hold more objects than you can notice at a glance.
- You do not always need to start at one.
- A circle has no natural first or last object.
- A numeral can tell you how many objects to make.
Vocabulary
count: Give each object one number word.
total: How many objects are in the whole group.
Watch your reasoning
- Do not count the same dot again just because it is near another dot.
- The starting number is not a new step.
- Stop before counting the first dot again.
- A requested group is exact; do not add an extra mark after reaching the number.
Worked review
Draw 11 dots in a line. Touch them in order while saying one through eleven. The eleventh touch finishes the count, so the total is 11. Counting from the other end still reaches eleven because no dot was added or removed. Use a small circle to show a dot has been counted. Do not count the same dot again just because it is near another dot. Draw one dot for each object and circle them one at a time.
Practice plan
1. Keep Your Place in a Longer Line: Make a line of 19 dots. Expected: 19, regardless of which end you start at.
2. Start Counting from a Given Number: With adult read-aloud support, count by tens: 10,20,30,40,50,60,70,80,90,100. Then count from 95: 96,97,98,99,100. Expected: stop at one hundred with the stated steps.
3. Count a Circle Without Going Around Twice: Draw 17 dots in a ring and recount in the opposite direction. Expected: 17 both ways.
4. Make Exactly the Requested Group: Make groups for cards 12 and 20. Expected: separate drawings with exactly 12 and 20 marks.
# Connect Numerals, Zero, and Equal Counts study guide
https://thelifestarter.com/academy/grade/k/unit/math-numerals-zero-and-equality/guide
Key ideas
- Zero is a number for a group with no objects.
- A written numeral stores a count so another person can read it later.
- A large-looking printed digit does not necessarily mean a larger number.
- Moving objects can make a group look longer or more crowded.
Vocabulary
zero: No objects in the group.
equal: The same amount, even when arranged differently.
Watch your reasoning
- An empty container is not one item of its missing contents.
- The card records the whole count, not the last object’s shape.
- Printed size is not numerical value.
- Longer spacing does not mean more objects.
Worked review
Box A contains no beads and Box B contains one bead. The counts are A: 0 and B: 1. The box outlines are not beads. Zero describes the empty bead group, while one describes the group with a bead. Name what is being counted before counting. An empty container is not one item of its missing contents. Draw an empty group and a group with one object beside it.
Practice plan
1. Use Zero for an Empty Group: Draw a box with zero stars and another with three stars. Expected labels: 0 and 3.
2. Write a Numeral to Record a Count: Write cards for 17, 19, and 20 and make matching drawings. Expected: each written numeral matches its count.
3. Order Written Numbers Without Guessing by Size: Write 2 very large and 7 very small. Expected: 7 still represents more.
4. Keep a Count When Objects Move: Draw two arrangements of ten dots. Expected: both totals are 10.
# Count, Compare, Join, and Take Away study guide
https://thelifestarter.com/academy/grade/k/unit/math/guide
Key ideas
- Count each object once and find how many there are after adding one.
- Compare two groups by matching each object with one partner.
- Count a total when two small groups are joined.
- Use a drawing to find how many remain after some leave.
Vocabulary
Watch your reasoning
- The six stars stay, and one new star joins them. Counting one number after six gives seven: 6 + 1 = 7.
- Four moons can match four stars. Two stars remain without a moon partner, so six stars is more than four moons.
- Both groups count. Three plus four is seven: 3 + 4 = 7. Counting only the new ducks would leave out the first three.
- Cross out three of the eight birds. Five are still on the branch: 8 − 3 = 5. Adding three would tell a different story.
Worked review
Count a Group and Add One: Four drawn apples and one more apple make five apples: 4 + 1 = 5. Counting all five drawings checks the answer.
Match Groups to Find More: Five leaves match three flowers in three pairs. Two leaves have no flower partner: 5 − 3 = 2. There are more leaves, even if the flower drawings are larger.
Put Two Groups Together: Two ducks and three ducks make five: 2 + 3 = 5. The count is one, two, three, four, five across both groups.
Cross Out and Count What Remains: Six birds with two leaving gives four remaining: 6 − 2 = 4. The drawing shows two crossed-out birds and four uncrossed birds.
Practice plan
1. Try the supplied lesson problems without looking at the answers.
2. Compare your method with the worked examples and explain any correction.
3. Use the new review cases, then complete the transfer task on paper or in your own document.
# Find Partners and Missing Parts study guide
https://thelifestarter.com/academy/grade/k/unit/math-partners-and-missing-parts/guide
Key ideas
- A ten-frame has two rows of five spaces.
- A whole can have different pairs of parts.
- When a whole is known, the visible part can help you find a hidden part.
- The equal sign means that both sides name the same amount.
Vocabulary
part: One group within a whole.
partner to ten: The amount needed with another amount to make ten.
Watch your reasoning
- Count empty spaces for the missing partner, not filled spaces again.
- Do not change the whole while trying a new split.
- The hidden amount is only the missing part, not the whole group.
- Different parts can have equal totals.
Worked review
Fill 7 spaces in a ten-frame. Three remain empty, so 7 + 3 = 10. You can see five filled spaces in the first row and two in the second. Filling the last three spaces finishes the frame without adding an eleventh space. A full ten-frame has exactly ten spaces. Count empty spaces for the missing partner, not filled spaces again. Draw two rows of five spaces, then shade the supplied number.
Practice plan
1. Find the Missing Partner to Ten: Fill nine spaces. Expected: one more fills the frame.
2. Make More Than One Split of a Whole: Show three splits of seven. Expected examples: 1+6, 2+5, and 3+4.
3. Find a Hidden Part of Five: Five marks have four visible. Expected: one hidden.
4. Check Whether Two Sides Name the Same Amount: Check 1+4=2+3 with drawings. Expected: both sides equal 5.
# Build Teen Numbers from Ten and More study guide
https://thelifestarter.com/academy/grade/k/unit/math-teen-numbers-as-ten-and-more/guide
Key ideas
- Teen numbers are more than ten and less than twenty.
- A drawing of a full ten and extra ones can be recorded with a number sentence.
- Sometimes the extra ones and the teen total are shown, but the full group is missing.
- A count label is correct only when it matches the objects.
Vocabulary
ten: A group containing ten ones.
extra ones: Objects beyond the full ten in a teen number.
Watch your reasoning
- Do not count the grouping circle as another object.
- Ten plus six is sixteen, not six.
- The 1 in the teen numeral is not a count of one total object.
- Repairing the label keeps all original marks unchanged.
Worked review
Draw 13 marks. Circle the first ten and leave three outside. The whole is 13, built from ten and three. The group-circle shows organization, while the three separate extras show how far the number is beyond ten. Count exactly ten marks inside the circle. Do not count the grouping circle as another object. Draw a ten-frame and then the extra marks outside it.
Practice plan
1. Find a Full Ten Inside a Teen Group: Build 19 as ten and extras. Expected: nine extra ones.
2. Write Ten Plus the Extra Ones: Write a sentence for ten and eight extras. Expected: 10+8=18.
3. Complete a Teen Model with a Missing Ten: Complete 18 with eight extras shown. Expected: ten marks in the full group.
4. Repair a Teen Label That Does Not Match: Ten and seven extras are labeled 16. Expected correction: 17.
# Compare Attributes and Sort Groups study guide
https://thelifestarter.com/academy/grade/k/unit/math-measure-and-classify/guide
Key ideas
- To compare two lengths fairly, put their starts together.
- Height describes how far something reaches upward from its base.
- In the supplied balance model, the heavier side moves down.
- Sorting uses a rule such as color or shape.
Vocabulary
attribute: A feature such as length, color, or weight.
category: A group formed using a stated sorting rule.
Watch your reasoning
- Do not compare endpoints when the starting places differ.
- A higher position on the page is not the same as a taller object.
- Weight cannot be concluded from drawn size alone.
- A sorting rule must stay the same while you make the groups.
Worked review
A blue strip spans 5 equal boxes and a green strip spans 8. Align their left ends. Green reaches three boxes farther, so green is longer. Starting the blue strip three boxes ahead would hide the comparison, so use one common start. Line up one end of both strips. Do not compare endpoints when the starting places differ. Draw equal-sized boxes in two rows with their left edges aligned.
Practice plan
1. Compare Lengths from the Same Starting Place: Compare 6-box and 4-box strips from the same start. Expected: the 6-box strip is longer.
2. Compare Height from One Ground Line: Draw towers 4 and 7 blocks high on one ground line. Expected: the 7-block tower is taller.
3. Use a Balance Model to Compare Weight: Describe a level balance holding two different objects. Expected: equal weights in the model, not necessarily equal sizes.
4. Sort by One Rule and Count Each Group: Sort red, blue, red, red, blue, red. Expected: red 4, blue 2, total 6.
# Describe Flat Shapes and Solid Models study guide
https://thelifestarter.com/academy/grade/k/unit/math-shape-names-solids-and-composition/guide
Key ideas
- A triangle has three straight sides and three corners.
- A flat figure is described in a plane: it has length and width but no thickness in the mathematical model.
- A cube has six square faces.
- A larger shape can be made from smaller pieces.
Vocabulary
side: A straight edge of a flat polygon.
solid: A three-dimensional shape with depth.
Watch your reasoning
- Turning a triangle does not turn it into another shape.
- A flat drawing of a solid is only a representation.
- One circular view does not tell you whether a solid is a cone, cylinder, or sphere.
- A correct flat composition has no inside gaps or overlaps.
Worked review
A flat closed figure has three straight sides. It is a triangle, even if its point faces left. Trace all three sides and corners to check. Rotating the paper changes its orientation but keeps the same three-sided boundary. Trace and count the boundary edges. Turning a triangle does not turn it into another shape. Sketch the stated boundary and mark every straight side.
Practice plan
1. Name a Shape by Its Edges: Draw a large and a small triangle pointing in different directions. Expected: both have three sides.
2. Separate Flat Figures from Solid Shapes: Name one flat shape and one solid shape. Expected examples: circle and sphere.
3. Recognize a Solid from Its Parts: Compare a cone and a cylinder. Expected: one circular base and a tip versus two circular bases.
4. Combine Pieces Without Gaps or Overlap: Sketch a rectangle split into two triangles. Expected: matching diagonal edges can rebuild the rectangle.
# Listen, notice print, and tell a little story study guide
https://thelifestarter.com/academy/grade/k/unit/reading/guide
Key ideas
- Notice when two spoken words begin with the same sound.
- Match the initial sounds /m/ and /s/ to lowercase m and s.
- Retell three supplied story events in order.
- Dictate a sentence that matches a supplied picture description.
Vocabulary
Watch your reasoning
- Map begins with the humming /m/ sound. Moon begins with /m/ too. Sun begins with /s/, fish with /f/, and top with /t/.
- Map starts with /m/. Lowercase m represents that sound in map; s, t, and f represent different beginning sounds in these practice words.
- The third and final sentence says Sam carries the cup to the plant. Putting and filling happen earlier; drinking is never stated.
- Jo holds a small red kite in the description. The other captions add a dog, swimming, or a flying kite that the description does not contain.
Worked review
Listen for a Word’s First Sound: Sun and sock both begin with /s/. Fish begins with /f/, so fish does not belong in this pair.
Connect Two Sounds to Two Letters: For sun I hear /s/ first, so I point to s. I do not choose m because /m/ is the humming start of moon.
Tell First, Next, and Last: First Sam sets the cup on the table. Next Sam fills it with water. Last Sam carries it to the plant. I kept the order and did not add drinking.
Say a Caption an Adult Can Write: I say, “Jo holds a red kite.” My adult writes it. It fits because the description names Jo, holding, and a red kite; it does not put the kite in the sky.
Practice plan
1. Try the supplied lesson problems without looking at the answers.
2. Compare your method with the worked examples and explain any correction.
3. Use the new review cases, then complete the transfer task on paper or in your own document.
# Hear Rhymes, Syllables and Changes study guide
https://thelifestarter.com/academy/grade/k/unit/reading-spoken-word-play/guide
Key ideas
- Rhyming words share the vowel sound and the sounds after it, even when their first sounds differ.
- A syllable is a spoken word part with a vowel sound. Clapping follows spoken beats, not the number of letters.
- A final sound comes at the end of a spoken word. A short word can be stretched so that its first, middle and last sounds are easier to hear.
- Changing one sound can make a new word while the rest of the spoken sounds stay the same. This activity changes only the first sound.
Vocabulary
Hear a rhyme: Rhyming words share the vowel sound and the sounds after it, even when their first sounds differ.
Clap spoken syllables: A syllable is a spoken word part with a vowel sound. Clapping follows spoken beats, not the number of letters.
Hear the final sound: A final sound comes at the end of a spoken word. A short word can be stretched so that its first, middle and last sounds are easier to hear.
Change one spoken sound: Changing one sound can make a new word while the rest of the spoken sounds stay the same. This activity changes only the first sound.
Watch your reasoning
- A matching first sound alone is not a rhyme.
- Two letters can make one vowel sound.
- Say /m/, not the letter name em.
- Do not add the new sound before the old first sound.
Worked review
Target: hat. Long word: rabbit. Short word: jam. Change pat: replace /p/ with /s/.
Hear a rhyme: Hat and cat both end with /at/. A matching first sound alone is not a rhyme.
Clap spoken syllables: Rabbit is rab-bit, two spoken beats. Two letters can make one vowel sound.
Hear the final sound: Jam ends with /m/. Say /m/, not the letter name em.
Change one spoken sound: Pat becomes sat: /s/ /a/ /t/. Do not add the new sound before the old first sound.
Practice plan
1. Practice hear a rhyme: Say the target and each choice aloud. Listen to the end of each word, rather than looking only at the first letter.
2. Practice clap spoken syllables: An adult says the word normally, then slowly. Repeat it and make one gentle clap for each beat.
3. Practice hear the final sound: Say the short word without adding an extra vowel after a consonant. Then repeat just the sound at the end.
4. Practice change one spoken sound: Say the original word, remove its first sound and attach the new first sound. Blend the complete new word.
5. Try the new review before opening its answer. Return to the related lesson if you want more help.
# Words on a Page and Middle Vowels study guide
https://thelifestarter.com/academy/grade/k/unit/reading-print-and-vowel-noticing/guide
Key ideas
- Uppercase and lowercase forms represent the same letter, although their shapes can differ. A word can begin with a capital without changing the letter it represents.
- Spaces separate written words. One word may contain many letters; punctuation attached to a word does not become a new word.
- Many three-sound words have a vowel in the middle. The short vowels in cat, bed, sit and hot sound different, so the vowel changes the word.
- A period ends a telling sentence. A question mark ends a question, and an exclamation mark can show strong feeling. A written sentence needs an ending mark.
Vocabulary
Pair upper and lowercase letters: Uppercase and lowercase forms represent the same letter, although their shapes can differ. A word can begin with a capital without changing the letter it represents.
Count words by spaces: Spaces separate written words. One word may contain many letters; punctuation attached to a word does not become a new word.
Hear a middle vowel: Many three-sound words have a vowel in the middle. The short vowels in cat, bed, sit and hot sound different, so the vowel changes the word.
Find sentence-ending punctuation: A period ends a telling sentence. A question mark ends a question, and an exclamation mark can show strong feeling. A written sentence needs an ending mark.
Watch your reasoning
- Do not choose only by similar shape.
- A period is not an extra word.
- Use the spoken sound, not the vowel letter name.
- A capital letter starts a sentence; it does not end it.
Worked review
Lowercase: a. Sentence: We can hop. Short word: cat.
Pair upper and lowercase letters: Lowercase a pairs with uppercase A. Do not choose only by similar shape.
Count words by spaces: We / can / hop are three words. A period is not an extra word.
Hear a middle vowel: Cat has short a. Use the spoken sound, not the vowel letter name.
Find sentence-ending punctuation: The sentence ends with a period. A capital letter starts a sentence; it does not end it.
Practice plan
1. Practice pair upper and lowercase letters: Name the highlighted letter with an adult. Compare its lowercase form to the four capital-letter choices.
2. Practice count words by spaces: Point to each group of letters once. Move past a space before counting the next group.
3. Practice hear a middle vowel: An adult models the word. Stretch its three sounds and repeat the middle sound before choosing its comparison word.
4. Practice find sentence-ending punctuation: Look at the far right of the sentence. Name the mark, then listen as an adult reads the sentence with suitable expression.
5. Try the new review before opening its answer. Return to the related lesson if you want more help.
# People, Places and Different Texts study guide
https://thelifestarter.com/academy/grade/k/unit/reading-story-parts-and-text-kinds/guide
Key ideas
- Characters are the people or animals a story is about. A named place is a setting, and an object a character uses is not automatically another character.
- Setting tells where or when an event happens. A place word helps listeners imagine the surroundings, but it does not tell who the character is.
- A story can name a feeling or show it with an action. A smile may show happiness; worry includes concern about what may happen.
- A story tells events about characters. Information explains facts. Verse may use lines and repeated sounds. Directions tell someone what to do.
Vocabulary
Name a story character: Characters are the people or animals a story is about. A named place is a setting, and an object a character uses is not automatically another character.
Name the place: Setting tells where or when an event happens. A place word helps listeners imagine the surroundings, but it does not tell who the character is.
Notice a feeling: A story can name a feeling or show it with an action. A smile may show happiness; worry includes concern about what may happen.
Recognize a text kind: A story tells events about characters. Information explains facts. Verse may use lines and repeated sounds. Directions tell someone what to do.
Watch your reasoning
- A basket or bench is an object, not an acting character.
- Do not invent a different place from an illustration you imagine.
- One feeling is not the same as what the character does.
- A text about an animal can be either a story or information.
Worked review
Mia grinned at the park. Her kite finally flew above the bench.
Name a story character: Mia is the character who grins. A basket or bench is an object, not an acting character.
Name the place: The event happens at the park. Do not invent a different place from an illustration you imagine.
Notice a feeling: Grinned shows that Mia is happy. One feeling is not the same as what the character does.
Recognize a text kind: The text tells a made-up event about Mia. A text about an animal can be either a story or information.
Practice plan
1. Practice name a story character: Listen for who does an action. Say that name or animal, then point to the action that helped you decide.
2. Practice name the place: Listen for in, at or beside and the place that follows. Match only the place stated in the text.
3. Practice notice a feeling: Find the stated feeling or the supporting action. Say the feeling with the detail that makes it fit.
4. Practice recognize a text kind: Listen to what the text is doing: telling an event, explaining, making a rhyme or giving an instruction.
5. Try the new review before opening its answer. Return to the related lesson if you want more help.
# Naming, Doing and Describing study guide
https://thelifestarter.com/academy/grade/k/unit/reading-words-that-name-and-describe/guide
Key ideas
- A noun can name a person, animal, place or thing. In these sentences, the target naming word tells what object is being used or noticed.
- A verb can tell what someone does. Roll, lift, wash and read describe different actions, so a naming word alone does not tell the action.
- A describing word adds information about a noun. Color words tell what something looks like; the noun still names what it is.
- Position words tell where one thing is compared with another. Under means below, on means resting at the top, beside means next to and inside means within.
Vocabulary
Find a naming word: A noun can name a person, animal, place or thing. In these sentences, the target naming word tells what object is being used or noticed.
Find an action word: A verb can tell what someone does. Roll, lift, wash and read describe different actions, so a naming word alone does not tell the action.
Find a describing word: A describing word adds information about a noun. Color words tell what something looks like; the noun still names what it is.
Use position words: Position words tell where one thing is compared with another. Under means below, on means resting at the top, beside means next to and inside means within.
Watch your reasoning
- A word such as roll tells an action, not a thing.
- Do not choose a color as the action.
- A color is not the object name.
- Beside does not mean inside.
Worked review
I roll the red ball beside the box.
Find a naming word: Ball names the object. A word such as roll tells an action, not a thing.
Find an action word: Roll tells the action. Do not choose a color as the action.
Find a describing word: Red tells its color. A color is not the object name.
Use position words: Beside places it next to the box. Beside does not mean inside.
Practice plan
1. Practice find a naming word: Listen to the whole sentence and find the object that someone can hold, move or see. Say its name.
2. Practice find an action word: Listen for what the person does to the object. You may safely mime reading or lifting an imaginary object.
3. Practice find a describing word: Find the named object, then listen for the color attached to it. Describe the object with both words.
4. Practice use position words: Draw two simple objects and place one according to the stated word. Check that the drawing matches rather than reverses the relationship.
5. Try the new review before opening its answer. Return to the related lesson if you want more help.
# Make a Message and Listen to a Reply study guide
https://thelifestarter.com/academy/grade/k/unit/reading-early-messages-and-listening/guide
Key ideas
- Messages have purposes. A telling sentence supplies information, a question asks for an answer, a direction requests an action and a preference tells what someone likes.
- A reply should answer the question or request just heard. A question beginning where needs a place, while a question about a favorite needs a choice.
- A person’s name begins with a capital letter in conventional English writing. The capital matches the first letter of that name, not the longest letter you see.
- A label names what a picture shows. Adding a color or size can make it more specific, but the label must still match the object in the picture.
Vocabulary
Tell or ask: Messages have purposes. A telling sentence supplies information, a question asks for an answer, a direction requests an action and a preference tells what someone likes.
Match a useful reply: A reply should answer the question or request just heard. A question beginning where needs a place, while a question about a favorite needs a choice.
Choose a first capital: A person’s name begins with a capital letter in conventional English writing. The capital matches the first letter of that name, not the longest letter you see.
Plan a drawing label: A label names what a picture shows. Adding a color or size can make it more specific, but the label must still match the object in the picture.
Watch your reasoning
- I like gives a preference, not a fact everyone must share.
- A favorite color does not answer where a book is.
- A capital is not needed for every letter in a name.
- Do not choose a nice-sounding label for a different object.
Worked review
First: The kite is red. Question: Where is it? Name: mia. Picture: a red kite.
Tell or ask: The first sentence gives information. I like gives a preference, not a fact everyone must share.
Match a useful reply: Where asks for a place. A favorite color does not answer where a book is.
Choose a first capital: mia begins with M: Mia. A capital is not needed for every letter in a name.
Plan a drawing label: Red kite names exactly the described picture. Do not choose a nice-sounding label for a different object.
Practice plan
1. Practice tell or ask: Read the first sentence aloud with an adult. Listen for whether it tells, asks, directs or says what the speaker prefers.
2. Practice match a useful reply: Listen to the supplied question, identify what it asks for and choose the kind of information the listener needs.
3. Practice choose a first capital: An adult writes the name. Name its first letter and replace that first lowercase letter with its matching capital.
4. Practice plan a drawing label: Listen to the picture description. Dictate its object and its describing word, then check both against the description.
5. Try the new review before opening its answer. Return to the related lesson if you want more help.
# Pushes, Pulls and Changing Paths study guide
https://thelifestarter.com/academy/grade/k/unit/science-pushes-pulls-and-paths/guide
Key ideas
- An adult reads toy-motion picture descriptions. A force is a push or pull. Touching can start, stop or redirect motion; a drawing cannot measure its strength.
- Use two picture captions for each pretend toy. Name the observed change rather than guessing an unseen cause. Faster and slower compare motion over the same time.
- Follow a toy’s printed route using your finger. Left and right depend on the map’s fixed arrow. A barrier can change a moving object’s path when they touch.
- Pretend records show one change at a time. Choose the change matching the observed problem. No toy building or small objects are needed; draw the improvement.
Vocabulary
push: a touch that acts away from you
start: still changes to moving
straight: the route keeps its direction
start push: helps a still toy begin moving
Watch your reasoning
- Check what push and pull each mean. They describe different clues.
- Check what start and stop each mean. They describe different clues.
- Check what straight and left turn each mean. They describe different clues.
Worked review
Worked reference-card problem: a card states “a touch that acts away from you”; a second states “a tug that acts toward you.” The first fits push and the second fits pull. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Worked reference-card problem: a card states “still changes to moving”; a second states “moving changes to still.” The first fits start and the second fits stop. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Worked reference-card problem: a card states “the route keeps its direction”; a second states “the route bends toward map left.” The first fits straight and the second fits left turn. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Worked reference-card problem: a card states “helps a still toy begin moving”; a second states “stops a toy at the finish.” The first fits start push and the second fits catch barrier. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Practice plan
1. Use an example from Name a push or a pull. Say what happens and point to the clue that helps explain it.
2. Complete Compare before and after motion and correct the specific misconception in its feedback.
3. Resolve a changed case from Trace direction on a paper track, then combine the four ideas in the transfer task.
# Living Things and Their Needs study guide
https://thelifestarter.com/academy/grade/k/unit/science-living-things-and-needs/guide
Key ideas
- Animals need water, air and food. A favorite toy may be enjoyable but is not a basic biological need. Use the supplied animal descriptions; do not handle animals.
- Most familiar green plants use light to make food and need water and air. Soil can support roots, but plants do not eat soil like an animal eats a meal.
- A habitat is a place with resources and conditions. A pond and meadow offer different resources. The pretend cards describe needs so you can match without guessing.
- Living things can change their surroundings. We describe visible changes before judging them. Supplied drawings show changes; there is no need to disturb nests or roots.
Vocabulary
water: needed liquid for body processes
light: helps green plants make food
pond: water habitat for the supplied fish
digging: soil moved to make a space
Watch your reasoning
- Check what water and food each mean. They describe different clues.
- Check what light and water each mean. They describe different clues.
- Check what pond and meadow each mean. They describe different clues.
Worked review
Worked reference-card problem: a card states “needed liquid for body processes”; a second states “material animals eat for energy and growth.” The first fits water and the second fits food. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Worked reference-card problem: a card states “helps green plants make food”; a second states “enters a plant and supports its processes.” The first fits light and the second fits water. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Worked reference-card problem: a card states “water habitat for the supplied fish”; a second states “grassy place for the supplied grass-eater.” The first fits pond and the second fits meadow. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Worked reference-card problem: a card states “soil moved to make a space”; a second states “materials arranged into a structure.” The first fits digging and the second fits building. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Practice plan
1. Use an example from Find animal needs. Say what happens and point to the clue that helps explain it.
2. Complete Find plant needs and correct the specific misconception in its feedback.
3. Resolve a changed case from Match a place to a need, then combine the four ideas in the transfer task.
# Weather records and careful claims study guide
https://thelifestarter.com/academy/grade/k/unit/science/guide
Key ideas
- Use recorded observations to describe what happened.
- Group recorded days by a stated weather label.
- Notice whether two recorded observations match.
- Separate a recorded observation from a guess about later.
Vocabulary
Watch your reasoning
- Monday and Wednesday are sunny. Counting those two entries gives two sunny days. Tuesday is rainy and is not part of this sunny-day count.
- Days 1 and 3 both say cloudy, so the cloudy group has two entries. The record has no snowy entry.
- Wednesday is labeled rainy at both recorded times. Tuesday changes from sunny to cloudy.
- The Friday note explicitly says rainy. The record says cloudy on Thursday and gives no Saturday note.
Worked review
Read a Tiny Weather Record: In a two-day record of Monday rainy and Tuesday rainy, there are two rainy days. Both entries have the rainy label.
Sort Days by Their Weather: The cloudy group has days 1 and 3: two days. The rainy group has day 2: one day. The sunny group has day 4: one day. 2 + 1 + 1 = 4 entries.
Compare Two Times on One Day: For Tuesday, sunny and cloudy are different labels. For Wednesday, rainy and rainy match. Two matching notes do not tell us every moment of the day.
Say What the Notes Support: “Friday was recorded as rainy” has evidence: the Friday entry. “Saturday must be rainy” has no Saturday observation and is not certain from this record.
Practice plan
1. Try the supplied lesson problems without looking at the answers.
2. Compare your method with the worked examples and explain any correction.
3. Use the new review cases, then complete the transfer task on paper or in your own document.
# Describe Materials Carefully study guide
https://thelifestarter.com/academy/grade/k/unit/science-materials-and-observations/guide
Key ideas
- Use supplied descriptions, not touching unknown objects. A property is something you can describe. Two objects may share one property and differ in another.
- Choose the named property before sorting. An object can belong to more than one property group. Shape and color are different features; one does not determine the other.
- A material choice depends on the purpose. These pretend test cards show what happened to water and light. They do not mean every sample of a material behaves identically.
- A direct observation says what a record shows. A guess may be worth checking but is not already measured. Predictions describe what might happen next.
Vocabulary
smooth: surface without noticeable bumps
round: curved outline like a circle
water blocker: water stays on the outside in this card
observation: what the supplied record directly shows
Watch your reasoning
- Check what smooth and rough each mean. They describe different clues.
- Check what round and square each mean. They describe different clues.
- Check what water blocker and water soaker each mean. They describe different clues.
Worked review
Worked reference-card problem: a card states “surface without noticeable bumps”; a second states “surface with noticeable bumps.” The first fits smooth and the second fits rough. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Worked reference-card problem: a card states “curved outline like a circle”; a second states “four equal sides and four right-angle corners.” The first fits round and the second fits square. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Worked reference-card problem: a card states “water stays on the outside in this card”; a second states “water enters the sample in this card.” The first fits water blocker and the second fits water soaker. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Worked reference-card problem: a card states “what the supplied record directly shows”; a second states “what might happen in a later test.” The first fits observation and the second fits prediction. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Practice plan
1. Use an example from Name what a surface feels like. Say what happens and point to the clue that helps explain it.
2. Complete Sort by a stated property and correct the specific misconception in its feedback.
3. Resolve a changed case from Choose a covering from a record, then combine the four ideas in the transfer task.
# Sunlight, Shade and Caring for Places study guide
https://thelifestarter.com/academy/grade/k/unit/science-sunlight-shade-and-care/guide
Key ideas
- Sunlight can warm surfaces. Shade blocks some incoming sunlight. Use the supplied descriptions rather than touching hot surfaces or looking directly at the Sun.
- A roof can block light above an area. An open roof edge can still let light reach part of the ground. Draw the light path; a model is simpler than a real place.
- People use water and materials. Actions can reduce waste and protect living things. These are pretend choices; follow a trusted adult’s local instructions in real situations.
- A picture map can show where resources are located. Land and water are features, not promises that a place is safe. Do not enter water to complete this activity.
Vocabulary
sunny spot: receives direct sunlight in the drawing
roof: upper cover blocking the shown light
reuse: use an item again
land: the drawn ground area
Watch your reasoning
- Check what sunny spot and shaded spot each mean. They describe different clues.
- Check what roof and post each mean. They describe different clues.
- Check what reuse and save water each mean. They describe different clues.
Worked review
Worked reference-card problem: a card states “receives direct sunlight in the drawing”; a second states “direct sunlight is blocked in the drawing.” The first fits sunny spot and the second fits shaded spot. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Worked reference-card problem: a card states “upper cover blocking the shown light”; a second states “support holding up the cover.” The first fits roof and the second fits post. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Worked reference-card problem: a card states “use an item again”; a second states “avoid using unneeded water.” The first fits reuse and the second fits save water. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Worked reference-card problem: a card states “the drawn ground area”; a second states “the drawn pond area.” The first fits land and the second fits water. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Practice plan
1. Use an example from Compare sun and shade records. Say what happens and point to the clue that helps explain it.
2. Complete Explain a shade model and correct the specific misconception in its feedback.
3. Resolve a changed case from Choose a caring action, then combine the four ideas in the transfer task.
# Design a Paper Shelter study guide
https://thelifestarter.com/academy/grade/k/unit/science-paper-shelter-design/guide
Key ideas
- A design goal says what a solution should do. A drawing helps explain an idea before building. Our pretend goal is a dry toy space, not a real emergency shelter.
- Both supplied shelters have the same base. One roof has a gap. Look for a path through which water could reach the toy; appearance alone does not show performance.
- A supplied test record shows dry or wet toy spaces. Read each record once. A design meets this one goal when the stated test leaves the toy space dry.
- A useful improvement connects a change to a specific problem. Draw your change and point to the expected water path. A prediction still needs a test record.
Vocabulary
goal: keep the drawn toy space dry
covered: roof spans the whole toy space
passes: toy space stays dry in the record
close gap: blocks the shown path through the roof
Watch your reasoning
- Check what goal and material each mean. They describe different clues.
- Check what covered and gap each mean. They describe different clues.
- Check what passes and fails each mean. They describe different clues.
Worked review
Worked reference-card problem: a card states “keep the drawn toy space dry”; a second states “card used for the drawn roof.” The first fits goal and the second fits material. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Worked reference-card problem: a card states “roof spans the whole toy space”; a second states “roof leaves an opening.” The first fits covered and the second fits gap. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Worked reference-card problem: a card states “toy space stays dry in the record”; a second states “toy space becomes wet in the record.” The first fits passes and the second fits fails. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Worked reference-card problem: a card states “blocks the shown path through the roof”; a second states “helps a sagging roof stay up.” The first fits close gap and the second fits add support. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Practice plan
1. Use an example from Name a shelter goal. Say what happens and point to the clue that helps explain it.
2. Complete Compare shelter drawings and correct the specific misconception in its feedback.
3. Resolve a changed case from Use a pretend shelter test, then combine the four ideas in the transfer task.
# Families and Time study guide
https://thelifestarter.com/academy/grade/k/unit/social-families-and-time/guide
Key ideas
- Families can include different people and live in different homes. A family is not defined by one size or one set of jobs. Children need care, and people can share that work. Our fictional examples are possibilities, not rules for every family.
- Time words help describe change. Before means earlier than the time we are discussing. Now means the present moment. Later means after now. A repeated activity happens again; it is not the same as saying the clock has moved backward.
- People grow and learn over time. A photograph can show what was in front of the camera at one moment. A memory is what someone recalls. Neither a photo nor a memory shows every part of a person’s day, so we ask simple questions about each.
- A sequence tells what happened first, next and last. Pictures can be arranged to show a day. The order must follow the supplied story, not a guess about every household. Different families can follow different routines.
Vocabulary
Care: helping someone meet a need
Play: doing an enjoyable activity
Before: earlier than now
Now: at the present moment
Photograph: a picture made with a camera
Memory: a person’s recalled experience
First: the earliest event in the stated sequence
Next: the event immediately after the first stated event
Watch your reasoning
- Mixing up Care and Play. Re-read what each note says before choosing.
- Adding a detail that is not on the card. Point to the words that help explain your answer.
Worked review
Worked example: The card says: “A fictional adult prepares food for a child.” That matches Care. Care is helping someone meet a need. Compare the note for Rest: Rest is giving the body a break. That is a different clue.
Practice plan
1. Read or listen to the notes in the four lessons. An adult can read aloud.
2. Try each lesson’s main question and three practice questions. Say, draw or write what helped you choose.
3. Use the review cards, then try the changed card in any lesson you want to practice again.
4. Complete the four-box task. Then try the separate subject-test cards.
# Our Pretend Shared Room study guide
https://thelifestarter.com/academy/grade/k/unit/social/guide
Key ideas
- Use a simple rule so two fictional learners can share a material.
- Connect a clear classroom rule with the problem it helps solve.
- Use a stated role to decide who handles a pretend group task.
- Match a simple plan’s labels to represented places.
Vocabulary
Watch your reasoning
- Their rule says Mina draws one shape and then Jo draws one shape. Passing the pencil to Jo follows the agreement and gives both learners a turn.
- The tray gives the shared card a known place. The rule helps the next learner find it; it does not end card use.
- Dev’s job is saying whose turn comes next. The other descriptions concern sorting and holding paper.
- The complete plan gives T, D, S in that order. Its key labels the middle D as the drawing table.
Worked review
Make a Fair Sharing Plan: If Mina draws a circle and passes the pencil to Jo, the agreed turn rule is followed. Jo can now draw a shape.
Give a Reason for a Rule: “Bo puts the card in the tray. That helps Nia find it for her next turn.” The answer includes the agreed action and a reason about finding the shared material.
Match a Helper to a Task: “Ara can sort the mixed cards because Ara’s job is putting pictures in matching trays. Dev’s turn job answers a different problem.”
Find Places on a Pretend Room Plan: “D is the drawing table. It is in the middle, between T, the tray, and S, the story mat. The tray is left of the table on this page.”
Practice plan
1. Try the supplied lesson problems without looking at the answers.
2. Compare your method with the worked examples and explain any correction.
3. Use the new review cases, then complete the transfer task on paper or in your own document.
# Places Around Us study guide
https://thelifestarter.com/academy/grade/k/unit/social-places-around-us/guide
Key ideas
- A home is a place where people live. Public places serve community activities, though each place has rules and opening times. A library is connected with books and other learning materials. A park provides outdoor space; a school provides organized learning.
- Earth has land and water. A hill rises above nearby land. A river is water moving along a channel. A lake is a body of water surrounded by land. An ocean is a very large connected body of salt water. Use the shape and setting, not only the blue color.
- Location words describe one place in relation to another. Near and far need a comparison. Between means a place is in the middle of two others in the stated arrangement. Inside means within a boundary. Our paper arrangements do not claim real-world distances.
- A globe is a round model of Earth. A map is a flat representation of a place. A photograph shows a camera’s view, and a drawing can be made from imagination. A model leaves out details; a globe does not show every house.
Vocabulary
Home: a place where people live
Library: a place with books and learning resources
Hill: raised land lower than a mountain in ordinary descriptions
River: water flowing along a channel
Near: close to the stated reference place
Far: a long way from the stated reference place
Globe: a round model of Earth
Map: a flat representation of a place
Watch your reasoning
- Mixing up Home and Library. Re-read what each note says before choosing.
- Adding a detail that is not on the card. Point to the words that help explain your answer.
Worked review
Worked example: The card says: “A fictional family lives in an apartment.” That matches Home. Home is a place where people live. Compare the note for Park: Park is an outdoor community recreation space. That is a different clue.
Practice plan
1. Read or listen to the notes in the four lessons. An adult can read aloud.
2. Try each lesson’s main question and three practice questions. Say, draw or write what helped you choose.
3. Use the review cards, then try the changed card in any lesson you want to practice again.
4. Complete the four-box task. Then try the separate subject-test cards.
# Things We Need and Work We Do study guide
https://thelifestarter.com/academy/grade/k/unit/social-work-needs-and-choices/guide
Key ideas
- Food, water and shelter meet basic needs. People may also enjoy toys or decorations. A want is something someone would like; a particular expensive version is not automatically a basic need. Our fictional choices do not judge what any real household can afford.
- Work can create a physical product or provide a service. In these examples a grower raises food, a baker makes bread, a builder constructs buildings and a bus driver transports people. Real workers may do several tasks; match only the task named.
- A resource helps make something or complete a task. Natural materials come from the environment. Tools are made objects used for work. Human effort includes people’s time and skills. A finished product is the result, not every resource used to make it.
- People cannot do every activity at once when time is limited. A choice uses some of the available time. A plan says what to do; an alternative is another possible choice. Choosing one activity can leave less time for another, even without spending money.
Vocabulary
Food: something eaten to nourish the body
Water: a drink needed by the body
Grower: a worker who raises crops
Baker: a worker who makes bread or similar baked food
Natural material: a material from the environment
Tool: a made object used to do work
Time available: the total time the stated plan can use
Chosen activity: the activity selected for the stated period
Watch your reasoning
- Mixing up Food and Water. Re-read what each note says before choosing.
- Adding a detail that is not on the card. Point to the words that help explain your answer.
Worked review
Worked example: The card says: “A fictional meal includes rice and beans.” That matches Food. Food is something eaten to nourish the body. Compare the note for Shelter: Shelter is a place that protects people from weather. That is a different clue.
Practice plan
1. Read or listen to the notes in the four lessons. An adult can read aloud.
2. Try each lesson’s main question and three practice questions. Say, draw or write what helped you choose.
3. Use the review cards, then try the changed card in any lesson you want to practice again.
4. Complete the four-box task. Then try the separate subject-test cards.
# U.S. Symbols and Stories study guide
https://thelifestarter.com/academy/grade/k/unit/social-symbols-and-stories-of-the-united-states/guide
Key ideas
- A symbol stands for an idea or group. The United States flag has thirteen stripes for the original colonies and fifty stars for states. The bald eagle is a national emblem. The Liberty Bell is linked with Philadelphia. The Statue of Liberty stands in New York Harbor.
- Places can be part of larger places. In our example, a town is within a state, and the state is within the United States. A continent is a very large land region. A town, state, country and continent are different kinds of places, not four names for one government.
- Historical people lived in the past, but a story about them must fit evidence. George Washington became the first U.S. president. Abraham Lincoln was president during the Civil War. Harriet Tubman helped enslaved people reach freedom. Rosa Parks challenged racial segregation. None of these descriptions tells a whole life.
- History studies people and events over time. A historic event happened in the past. A present community includes people living now. A commemoration remembers something, while a fictional story is invented. Native peoples belong to present communities as well as history; they did not disappear.
Vocabulary
United States flag: a national symbol with stars and stripes
Bald eagle: a bird used as a national emblem
Town: a local settlement
State: one of the United States’ member political areas
George Washington: the first president of the United States
Abraham Lincoln: U.S. president during the Civil War
Historical event: a real occurrence in the past
Present community: people living and participating now
Watch your reasoning
- Mixing up United States flag and Bald eagle. Re-read what each note says before choosing.
- Adding a detail that is not on the card. Point to the words that help explain your answer.
Worked review
Worked example: The card says: “A picture shows fifty stars and thirteen stripes.” That matches United States flag. United States flag is a national symbol with stars and stripes. Compare the note for Liberty Bell: Liberty Bell is a historic bell associated with Philadelphia. That is a different clue.
Practice plan
1. Read or listen to the notes in the four lessons. An adult can read aloud.
2. Try each lesson’s main question and three practice questions. Say, draw or write what helped you choose.
3. Use the review cards, then try the changed card in any lesson you want to practice again.
4. Complete the four-box task. Then try the separate subject-test cards.
# Devices Help Us Send and Receive study guide
https://thelifestarter.com/academy/grade/k/unit/computing-devices-help-us-send-and-receive/guide
Key ideas
- A computing device follows instructions to work with information. A tablet can show a drawing, a laptop can play recorded sound, and a digital camera can store a picture. A plain pencil is useful but does not run a computer program. A device is a tool; a person chooses its purpose.
- An input gives information to a computing device. A key press, touch, mouse movement or microphone sound can be an input. An output is information the device sends out, such as a picture or sound. One device may both receive and send information, so name the action rather than the whole object.
- A computer can give information through pictures, sounds or printed pages. Different output tools serve different jobs. A speaker helps a person hear recorded words; a screen helps a person see a picture. A printer makes a paper copy. The right choice depends on what information the learner needs.
- Shared computing devices have many users. Careful handling protects both the equipment and the people using it. A trusted adult can help when something is loose, hot, wet or not working. Cleaning, plugging in or taking apart equipment may need adult help. A safe first choice is to stop and ask.
Vocabulary
device: A tool that can follow a computer program.
input: Information sent into a device.
output: Information a device sends out.
Watch your reasoning
- An object can be useful without being a computing device.
- A touchscreen can receive a touch and show an image; the action determines the role.
- A keyboard is an input tool; typing does not itself provide a printed page.
- Do not pull wires, open a device or touch a wet plug to solve a problem.
Worked review
A tablet runs a drawing app. What kind of tool is it? The supported answer is Computing device. Look for a device described as following a program, rather than deciding from its size or shape. An object can be useful without being a computing device. The supplied facts, rather than an assumed real-world detail, determine this paper case. Compare the recorded action or value with the stated rule before choosing an answer. A device cable looks damaged. Choose the first action. The supported answer is Tell a trusted adult. Use gentle handling for ordinary use; pause and tell a trusted adult about damage or an unknown problem. Do not pull wires, open a device or touch a wet plug to solve a problem.
Practice plan
1. Draw or tell one computing idea from each of the four lessons. Give one example of using each idea.
2. Use the example to explain one mistake to avoid.
3. Try the unit review before opening the explanations.
4. Try the new task on paper or say your answer. Then compare your steps with the example answer.
# Give, Follow and Check Instructions study guide
https://thelifestarter.com/academy/grade/k/unit/computing/guide
Key ideas
- Follow clear instructions in order.
- Arrange a container drawing before the marks that belong inside it.
- Follow right and up arrows one move at a time.
- Find an extra drawing instruction and test its removal.
Vocabulary
Watch your reasoning
- The large circle comes first. It gives a place for the two dots and the smile. The house instruction belongs to a different algorithm.
- A makes the cup first. C can then place its line below the cup, and B can place its dot inside. The other orders ask for a cup location before the cup exists.
- UP reaches column 1, row 2. RIGHT then reaches column 2, row 2. A move changes only the direction named in its instruction.
- Removing the extra-dot step leaves the circle with exactly one dot and no extra drawing. Moving the extra dot outside still creates a mark the goal did not request.
Worked review
Follow a Drawing Algorithm: To draw a house outline, first draw a square, then add a triangle above the square. The instruction above tells where the roof goes.
Put Steps in a Useful Order: A, B, C produces a cup containing one dot, with one line below it. A, C, B produces the same finished picture: both later instructions still use the cup. The dot and line do not depend on each other.
Move a Paper Robot: The route is (column 1, row 1) → (2, 1) → (2, 2) → (3, 2). The robot ends in column 3, row 2 after three moves.
Check the Result Against a Goal: Before repair the square contains 2 + 1 = 3 dots. After removing draw one more dot, the square contains exactly 2 inside dots and no other marks, so the tested result matches the goal.
Practice plan
1. Try the supplied lesson problems without looking at the answers.
2. Compare your method with the worked examples and explain any correction.
3. Use the new review cases, then complete the transfer task on paper or in your own document.
# Pictures Become Useful Records study guide
https://thelifestarter.com/academy/grade/k/unit/computing-pictures-become-useful-records/guide
Key ideas
- Data is recorded information. A picture card can stand for one choice. If each child chooses one activity, one card for that child keeps the record fair. Two cards from the same child would count that child twice. We use pretend choices here; nobody needs to give their own information.
- A picture key tells what a symbol means. Without a key, the same drawing could mean different things. In this lesson one sun means sunny and one cloud means cloudy; these are classroom labels, not a weather forecast. Read the key before reading a record. A key can include written words or spoken labels.
- A tally of picture cards tells how many recorded choices appear. Count each card once. If the key says one card is one choice, three cards mean three choices. The total describes this record; it does not tell us what everyone everywhere likes. A computer can store counts, but the meaning comes from the key.
- A small data record can answer a small question. If the pretend record has three reading cards and two drawing cards, reading appears more often in this record. It does not prove that every child prefers reading. A missing card also does not tell us what its owner would have chosen.
Vocabulary
data: Information recorded for a purpose.
key: A guide to what each symbol means.
duplicate: An extra record of the same choice.
Watch your reasoning
- More cards do not always mean more people when a choice has been duplicated.
- Do not guess a symbol meaning from its color when the key gives a different meaning.
- Count cards rather than the number of different pictures.
- Do not turn a few recorded choices into a claim about all children.
Worked review
A pretend learner chooses blocks and one blocks card is saved. Classify the record. The supported answer is One recorded choice. Match one card to one stated choice and check that no choice is counted twice. More cards do not always mean more people when a choice has been duplicated. Pretend record: reading 3, drawing 2. Compare the recorded counts. The supported answer is Reading appears more. Name what is shown in the supplied record and keep the claim about that record. Do not turn a few recorded choices into a claim about all children. The supplied facts, rather than an assumed real-world detail, determine this paper case. Compare the recorded action or value with the stated rule before choosing an answer.
Practice plan
1. Draw or tell one computing idea from each of the four lessons. Give one example of using each idea.
2. Use the example to explain one mistake to avoid.
3. Try the unit review before opening the explanations.
4. Try the new task on paper or say your answer. Then compare your steps with the example answer.
# Safe and Friendly Digital Choices study guide
https://thelifestarter.com/academy/grade/k/unit/computing-safe-and-friendly-digital-choices/guide
Key ideas
- Some information is private because sharing it may affect a person’s safety or privacy. A home address, password or private photo should not be given to an unfamiliar person online. A young learner can stop and ask a trusted adult. All names and requests in this lesson are pretend, and no real details are needed.
- Links and buttons can open new pages, messages or downloads. A picture that looks fun does not prove that the destination is safe. An adult can check an unfamiliar invitation before a young learner opens it. Pausing is a useful action; nobody must click to finish the exercise.
- A useful button tells a learner what it does. Words, spoken labels and clear pictures can help. A triangle by itself might mean play, next or something else, so a label reduces guessing. Different learners may see, hear or use controls differently. We can draw a clearer screen on paper without building an app.
- Digital work can belong to someone who made it. A partner’s drawing is not automatically yours to share. Ask before passing it on and name its creator when sharing is allowed. A kind comment describes a useful detail or asks a respectful question. Mean comments and unapproved sharing are not needed to learn computing.
Vocabulary
private: Information that should not be shared casually.
permission: Agreement that an action is allowed.
label: Words that explain a control’s action.
Watch your reasoning
- Do not type real private information to complete a practice question.
- A prize picture or urgent countdown is not proof that a request is trustworthy.
- Do not make a learner rely on color alone to know what a button does.
- Giving credit does not replace permission to share private work.
Worked review
An unfamiliar message asks for a real home address. Choose an action. The supported answer is Stop and ask a trusted adult. For an unfamiliar request for private information, stop and ask a trusted adult rather than sending it. Do not type real private information to complete a practice question. A partner has not said whether you may share their drawing. Choose an action. The supported answer is Ask permission first. Check permission before sharing another person’s work and describe their contribution respectfully. Giving credit does not replace permission to share private work. The supplied facts, rather than an assumed real-world detail, determine this paper case. Compare the recorded action or value with the stated rule before choosing an answer.
Practice plan
1. Draw or tell one computing idea from each of the four lessons. Give one example of using each idea.
2. Use the example to explain one mistake to avoid.
3. Try the unit review before opening the explanations.
4. Try the new task on paper or say your answer. Then compare your steps with the example answer.
# Draw Lines, Shapes, Patterns, and Overlapping Pictures study guide
https://thelifestarter.com/academy/grade/k/unit/arts-seeing-shapes/guide
Key ideas
- A straight path keeps one direction; a curved path bends smoothly. Match the line to the supplied route instead of choosing a line only because it is pretty. A path drawing is a representation. It does not require walking around a pond or moving furniture; tracing or describing a small paper route is enough.
- A shape is a bounded flat region. Inspect its straight or curved sides and its corners to choose a matching outline. Color and the object’s name do not change these boundary features. A picture may show a shape in any size or orientation. Use the specified boundary features, and keep an open line distinct from a closed shape.
- A repeat group is the ordered set copied in a pattern. Continue from the current place in that group; repeating only the final picture can change the whole border. The lesson gives the repeat group explicitly. Other patterns might allow multiple continuations, so do not invent one universal rule from a short ambiguous sequence.
- Overlap can suggest depth in a flat picture. A foreground boundary interrupts part of the background boundary where the two objects meet. An overlap cue describes this picture’s apparent front and back. It does not measure real distance, real object size or the maker’s feelings.
Vocabulary
line: A mark following a path.
shape: A bounded flat region.
repeat group: The ordered group copied in a pattern.
overlap: One pictured object partly covers another.
Watch your reasoning
- A path drawing is a representation. It does not require walking around a pond or moving furniture; tracing or describing a small paper route is enough.
- A picture may show a shape in any size or orientation. Use the specified boundary features, and keep an open line distinct from a closed shape.
- The lesson gives the repeat group explicitly. Other patterns might allow multiple continuations, so do not invent one universal rule from a short ambiguous sequence.
Worked review
Draw a Path That Fits: Original picture route: a path bends smoothly around a round pond without corners. Which line plan matches? Supplied candidates: (A) A closed square outline (B) A curved line (C) A straight line (D) Only separate dots. Model reasoning: The supplied evidence is that the route bends smoothly around a round pond without corners. It changes direction smoothly, so a curved continuous line represents that evidence. A square would add corners and closure; separate dots would not show the specified continuous path. Describe a Shape’s Boundary: Draw a sign with three unequal straight sides meeting at three corners. Which supplied shape fits? Supplied candidates: (A) circle (B) open zigzag (C) square (D) triangle. Model reasoning: The required boundary is three unequal straight sides meeting at three corners. A triangle has those features. The choice follows visible shape properties rather than the sign’s color or what an observer likes best. Continue a Complete Repeat: The smallest supplied repeat group is ['sun', 'leaf']. Continue this border: sun → leaf → sun → leaf → sun. What comes next? Supplied candidates: (A) dot (B) leaf (C) star (D) sun. Model reasoning: Follow the stated repeat group in order. Two complete copies are followed by its first member sun, so the next position is the group’s second member, leaf. Repetition copies the whole group rather than only its last picture. Show Which Shape Is in Front: In an original drawing, the tree covers the middle of the hill outline; the tree outline remains visible. What is the drawing’s overlap cue? Supplied candidates: (A) Both must be the same distance (B) The covered object must be smaller in real life (C) The hill appears in front of the tree (D) The tree appears in front of the hill. Model reasoning: The visible tree interrupts the hill boundary, so the artist’s overlap cue places tree in front. This describes how the picture suggests depth, not a measurement of actual object size or distance.
Practice plan
1. Notice straight and curved paths, shape outlines, repeat groups and which object is in front.
2. Answer each lesson question and explain your choice.
3. Complete the drawing or writing tasks and keep one change that improves your work.
4. Try the unit review and test questions before checking their answers.
# Beats, Quiet Times, High and Low Sounds, and Story Actions study guide
https://thelifestarter.com/academy/grade/k/unit/arts-pulse-story/guide
Key ideas
- A steady pulse is a beat that repeats with the same amount of time between beats. Draw marks with equal spaces to show it. The beat can stay steady when a sound gets louder or softer. Your marks show a beat plan. If you choose to tap, keep the taps quiet and comfortable.
- A rest is a quiet time in a sound plan. Each box still lasts one beat, whether it says tap or rest. A rest keeps its place in the plan. Count every box, including the quiet boxes. The number of taps can be different from the number of beats.
- Pitch tells how high or low a sound is. In this drawing, a larger number means a higher pitch. Compare each number with the next one to find an up, down, or same move. These numbers show pitch height. They do not show how loud a sound is. You can finish by drawing arrows.
- A story score is a plan for what happens first, next, and finally. Draw a picture or use a small seated hand gesture for each action. Follow the order given for this story. You can use paper pictures for all three actions.
Vocabulary
pulse: The regular repeated timing reference.
rest: Scheduled silence lasting a specified time.
pitch: Sound height, higher or lower.
score: A record of planned sounds or actions.
Watch your reasoning
- Your marks show a beat plan. If you choose to tap, keep the taps quiet and comfortable.
- Count every box, including the quiet boxes. The number of taps can be different from the number of beats.
- These numbers show pitch height. They do not show how loud a sound is. You can finish by drawing arrows.
Worked review
Plan Evenly Spaced Beats: For a 4-beat steady-pulse plan, which timing instruction fits? Choices: (A) Equal spacing between every beat (B) Make each beat louder than the last (C) Pause randomly between beats (D) Speed up after every beat. Why: A steady pulse keeps a repeated timing interval. Loudness can change independently of spacing; speeding up or adding random gaps would change the pulse. You may represent the beats with evenly spaced marks instead of performing them. Keep Time Through a Rest: Each box lasts one beat: ['tap', 'rest', 'tap', 'tap']. How many boxes ask for a tap? Choices: (A) 2 taps (B) 3 taps (C) 4 taps (D) 5 taps. Why: Tap only boxes labeled tap: these are positions [1, 3, 4]. Rest boxes keep time silently rather than removing a beat. There are 3 taps across four total beats. Trace Higher and Lower: In a drawn melody, larger height numbers mean higher pitch: [1, 2, 3]. Describe its two changes. Choices: (A) down → down (B) down → same (C) same → up (D) up → up. Why: Compare each neighboring pair: 1 to 2 moves up, and 2 to 3 moves up. Pitch height differs from loudness. The arrows show the planned pitch path. You can finish this task with a drawing. Put Story Pictures in Order: Plan three safe story pictures: first look, next reach, finally hold. Which order follows that story? Choices: (A) hold → reach → look (B) look → hold → reach (C) look → reach → hold (D) reach → look → hold. Why: The time words assign the positions directly: first=look, next=reach, finally=hold. A seated hand gesture or paper stick figure can stand for every action; large movements or actual props are unnecessary.
Practice plan
1. Look closely at each sound plan, drawing, or timeline before answering.
2. Try each check question. Explain the marks, order, or calculation that supports your answer.
3. Make each requested drawing or written plan. Check it and keep one clear improvement.
4. Try the unit review and test. You can complete the tasks with drawings and writing.
# Feelings, space and help study guide
https://thelifestarter.com/academy/grade/k/unit/health-first-feelings-and-help/guide
Key ideas
- A feeling is something a person experiences, such as happy, sad, worried or angry. Faces can give clues, but they do not tell us everything. Listen to the words in the story instead of deciding from a face alone.
- Body space is the room a person needs around their body. People can want different amounts of room. A greeting can be a wave, a spoken hello or another agreed choice.
- A trusted adult is a responsible grown-up who can help keep children safe, such as a caregiver, teacher or school helper. A child can ask for help even when they are not sure how to name a problem.
- A feeling is allowed; an unsafe action can still need to stop. Pausing, giving space, asking for a turn and getting adult help are different ways to respond to different problems.
Vocabulary
Feeling: An emotion someone experiences, such as happy, sad, worried or angry.
Clue: A piece of story evidence that helps an interpretation, such as the character’s words.
Permission: Ask about the specific action and wait for a clear answer.
Stop: A changed answer means stop; a previous yes is not permanent.
Help message: Give an observed problem and location; you do not need a perfect label.
Responsible adult: If one adult cannot help, tell another; safety is not the child’s job alone.
Pause: A pause gives time to choose; it does not make a dangerous scene safe alone.
Fair plan: A turn plan is for a safe disagreement, not a substitute for adult safety help.
Watch your reasoning
- A feeling and an action are different; anger does not excuse harm.
- A changed answer means stop; a previous yes is not permanent.
- If one adult cannot help, tell another; safety is not the child’s job alone.
Worked review
Jules feels angry when two people want the same crayon. Nobody is hurting anyone. Jules can pause and say, “Can we take turns?” The pair agrees that Jules will use it after Sam. This solves the stated turn problem without grabbing. If grabbing or threats begin, that changes the situation and the teacher should help instead.
Practice plan
1. Draw or tell how to use each of the four ideas with the pretend examples.
2. Complete the practice questions before checking each explanation.
3. Use the review to find a step to practice again, then return to that lesson.
4. Try the new paper task. Compare your answer and the rules you followed with the example answer.
# Space, shapes and signals study guide
https://thelifestarter.com/academy/grade/k/unit/health-movement-space-and-signals/guide
Key ideas
- A movement space should have room for the chosen action and a clear way to stop. Objects, people and slippery areas can make a space unsuitable. We check the space before beginning, not after a collision.
- A start signal tells a group when an agreed activity may begin. A stop signal tells everyone to pause the activity safely. Signals work when everyone knows what they mean before starting.
- A body shape describes where parts are in a model: wide, narrow, curled or stretched. These words describe a picture rather than whether one body is better than another. Different people make shapes in different ways.
- A sequence has an order. A two-action movement plan can be represented by two cards, such as a hand wave followed by a point. Changing their order changes the message or pattern.
Vocabulary
Path: Trace the entire arrow; a safe starting point alone is not enough.
Alternative: Drawing is a complete option; never test an unsafe space.
Signal: Use the agreed meaning; unknown cards do not authorize movement.
Safety: A start signal does not override an unsafe situation.
Shape: Describe the picture’s parts and space, not a person’s worth or health.
Comfort: Never force a real position; a drawing meets the task.
Sequence: Check order as well as the number of cards.
Repeat: Two repeats of two actions make four action cards, not two.
Watch your reasoning
- Drawing is a complete option; never test an unsafe space.
- A start signal does not override an unsafe situation.
- Never force a real position; a drawing meets the task.
Worked review
The cards say wave, then point. The paper plan is START, wave, point, STOP. If the task asks for two repeats, the middle becomes wave, point, wave, point. There are four action cards, but still only two action types. A peer can check order using the paper strip without judging how another person’s body moves.
Practice plan
1. Draw or tell how to use each of the four ideas with the pretend examples.
2. Complete the practice questions before checking each explanation.
3. Use the review to find a step to practice again, then return to that lesson.
4. Try the new paper task. Compare your answer and the rules you followed with the example answer.
Unit reviews
# Count Objects to Twenty and Number Sequences to One Hundred review
1. Count the marks in this line: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●. How many marks are shown?
A. 17
B. 15
C. 18
D. 16
My answer and reasoning: ________________________
Hints: Use a small circle to show a dot has been counted.; Do not count the same dot again just because it is near another dot.
2. Start at 60 and take 4 counting steps of 10. Where do you stop?
A. 99
B. 102
C. 100
D. 101
My answer and reasoning: ________________________
Hints: Point to the starting numeral before moving.; The starting number is not a new step.
3. These marks are seen once around a ring, starting at the chosen first mark: ● ● ● ● ● ● ● ● ● ● ● ● ● ●. What is their total?
A. 16
B. 14
C. 15
D. 13
My answer and reasoning: ________________________
Hints: A star beside the start prevents a second lap.; Stop before counting the first dot again.
4. A card asks for 19 dots. How many dots should your finished drawing contain?
A. 19
B. 20
C. 18
D. 21
My answer and reasoning: ________________________
Hints: Count while making each mark.; A requested group is exact; do not add an extra mark after reaching the number.
Transfer task: Draw 14 dots as two rows of seven. Circle each dot once while an adult counts; move the dots into a ring and explain the total.
[ ] Draw or label the numbers or shape features the task gives you.
[ ] Say why each calculation or shape choice follows the ideas in this unit.
[ ] Check that your answer fits the story or drawing in the task.
# Connect Numerals, Zero, and Equal Counts review
1. A drawn bowl has no berries inside. Which numeral records the berries count?
A. 1
B. 2
C. 10
D. 0
My answer and reasoning: ________________________
Hints: Name what is being counted before counting.; An empty container is not one item of its missing contents.
2. You count 15 marks in a drawing. Which numeral belongs on its count card?
A. 14
B. 17
C. 15
D. 16
My answer and reasoning: ________________________
Hints: Read a two-digit numeral from left to right.; The card records the whole count, not the last object’s shape.
3. Compare the numerals 5 and 8. Which number is greater?
A. 7
B. 8
C. 5
D. 6
My answer and reasoning: ________________________
Hints: Make a matching dot group if you are unsure.; Printed size is not numerical value.
4. 8 dots are moved from a row into a scattered group. None are added or removed. How many remain?
A. 8
B. 9
C. 7
D. 10
My answer and reasoning: ________________________
Hints: Match each original object to one new position.; Longer spacing does not mean more objects.
Transfer task: Make number cards 0, 6, and 9 and a matching drawing for each. Explain why zero needs no dots.
[ ] Draw or label the numbers or shape features the task gives you.
[ ] Say why each calculation or shape choice follows the ideas in this unit.
[ ] Check that your answer fits the story or drawing in the task.
# Count, Compare, Join, and Take Away review
1. An adult draws eight dots and adds one dot. How many dots are there?
A. 7
B. 8
C. 9
D. 10
My answer and reasoning: ________________________
2. An adult draws two boats and five fish. Which group has more drawings?
A. Boats
B. Fish
C. Both are equal
D. Neither has any
My answer and reasoning: ________________________
3. Four drawn balls join two drawn balls. How many balls are together?
A. 2
B. 4
C. 5
D. 6
My answer and reasoning: ________________________
4. Seven drawn frogs are shown. Two are crossed out because they leave. How many remain?
A. 2
B. 5
C. 7
D. 9
My answer and reasoning: ________________________
Transfer task: An adult reads this pretend pond story. Draw three fish, add one fish, and compare the new fish group with two drawn ducks. Two more fish arrive; then one fish leaves. Point or say how many fish there are after each change and which group has more after the first change.
[ ] Show three fish, then four after one joins.
[ ] Match four fish with two ducks and name fish as the larger group.
[ ] Show six fish after two more join.
[ ] Cross out one fish and count five that remain.
# Find Partners and Missing Parts review
1. A ten-frame has 6 filled spaces. How many more spaces must be filled to make ten?
A. 5
B. 3
C. 6
D. 4
My answer and reasoning: ________________________
Hints: A full ten-frame has exactly ten spaces.; Count empty spaces for the missing partner, not filled spaces again.
2. Split 9 marks into two parts. The first part has 2. How many are in the other part?
A. 6
B. 9
C. 7
D. 8
My answer and reasoning: ________________________
Hints: Circle the first part before counting the rest.; Do not change the whole while trying a new split.
3. A whole has 3 marks and 1 is visible. How many are hidden?
A. 4
B. 2
C. 3
D. 1
My answer and reasoning: ________________________
Hints: Draw the known whole first.; The hidden amount is only the missing part, not the whole group.
4. Fill the blank: 2 + 3 = 1 + __.
A. 4
B. 5
C. 3
D. 6
My answer and reasoning: ________________________
Hints: Build each side separately before comparing.; Different parts can have equal totals.
Transfer task: Draw ten spaces. Fill six and label the four empty spaces. Then show two different splits of eight.
[ ] Draw or label the numbers or shape features the task gives you.
[ ] Say why each calculation or shape choice follows the ideas in this unit.
[ ] Check that your answer fits the story or drawing in the task.
# Build Teen Numbers from Ten and More review
1. You circle ten of 16 marks. How many extra ones are outside the circle?
A. 7
B. 5
C. 8
D. 6
My answer and reasoning: ________________________
Hints: Count exactly ten marks inside the circle.; Do not count the grouping circle as another object.
2. A drawing has one full ten and 6 extra ones. What is the whole number?
A. 15
B. 18
C. 16
D. 17
My answer and reasoning: ________________________
Hints: Say the extras separately from the whole.; Ten plus six is sixteen, not six.
3. The whole is 15; 5 extra ones are shown. How many marks belong in the missing full group?
A. 11
B. 10
C. 1
D. 9
My answer and reasoning: ________________________
Hints: A group of ten contains ten actual marks.; The 1 in the teen numeral is not a count of one total object.
4. A drawing has ten and 7 extras but is labeled 16. What label fits the unchanged drawing?
A. 17
B. 18
C. 16
D. 19
My answer and reasoning: ________________________
Hints: Check the drawing before trusting its label.; Repairing the label keeps all original marks unchanged.
Transfer task: Make 17 marks, circle exactly ten, and record how the whole is built.
[ ] Draw or label the numbers or shape features the task gives you.
[ ] Say why each calculation or shape choice follows the ideas in this unit.
[ ] Check that your answer fits the story or drawing in the task.
# Compare Attributes and Sort Groups review
1. From the same start, strip A spans 6 equal boxes and B spans 8. Which is longer?
A. A
B. They are equal
C. Color decides
D. B
My answer and reasoning: ________________________
Hints: Line up one end of both strips.; Do not compare endpoints when the starting places differ.
2. Tower A is 6 equal blocks high. Tower B is 5 blocks high. Both start on the same ground line. Which tower is taller?
A. They are equal
B. The page edge decides
C. A
D. B
My answer and reasoning: ________________________
Hints: Use one ground line for both towers.; A higher position on the page is not the same as a taller object.
3. A pretend balance holds J on the left and K on the right. Right is lower. Which conclusion fits?
A. K is longer
B. K is heavier
C. J is heavier
D. Weights are equal
My answer and reasoning: ________________________
Hints: Use the supplied lower-side rule.; Weight cannot be concluded from drawn size alone.
4. Sort this record by color: blue, red, blue, blue, blue, red, blue, blue. How many are in the blue category?
A. 6
B. 7
C. 5
D. 8
My answer and reasoning: ________________________
Hints: Write a label above each category.; A sorting rule must stay the same while you make the groups.
Transfer task: Use paper strips 4, 7, and 5 equal squares long. Sort them from shortest to longest; then sort six drawings: red, blue, red, red, blue, blue.
[ ] Draw or label the numbers or shape features the task gives you.
[ ] Say why each calculation or shape choice follows the ideas in this unit.
[ ] Check that your answer fits the story or drawing in the task.
# Describe Flat Shapes and Solid Models review
1. A long flat figure has four square corners and opposite sides equal. Its adjacent sides are unequal. What is it?
A. Square
B. Triangle
C. Sphere
D. Rectangle
My answer and reasoning: ________________________
Hints: Trace and count the boundary edges.; Turning a triangle does not turn it into another shape.
2. Classify the mathematical shape rectangle.
A. A number
B. A counting rule
C. Flat
D. Solid
My answer and reasoning: ________________________
Hints: A solid has depth in its mathematical model.; A flat drawing of a solid is only a representation.
3. A model has six square faces, all the same size. What is it?
A. Circle
B. Cube
C. Cylinder
D. Cone
My answer and reasoning: ________________________
Hints: Count the flat bases or faces stated in the description.; One circular view does not tell you whether a solid is a cone, cylinder, or sphere.
4. Two pieces leave uncovered space inside the target outline. What is the problem?
A. Gap
B. Overlap
C. A correct fit
D. A solid face
My answer and reasoning: ________________________
Hints: Trace the target outline before joining pieces.; A correct flat composition has no inside gaps or overlaps.
Transfer task: Draw a square and split it corner to opposite corner. Name the two pieces and explain what happens when they meet again.
[ ] Draw or label the numbers or shape features the task gives you.
[ ] Say why each calculation or shape choice follows the ideas in this unit.
[ ] Check that your answer fits the story or drawing in the task.
# Listen, notice print, and tell a little story review
1. Adult says fish, fan, sun, and moon. Which word begins with the same /f/ sound as fish?
A. sun
B. fan
C. moon
D. map
My answer and reasoning: ________________________
2. Adult shows m and s, then says sock. Which letter matches its starting sound?
A. m
B. t
C. s
D. p
My answer and reasoning: ________________________
3. Adult reads: “Kim opens a box. Kim takes out a toy. Kim closes the box.” What happens after taking out the toy?
A. Kim closes the box.
B. Kim opens the box.
C. Kim puts on a hat.
D. Kim takes out another toy.
My answer and reasoning: ________________________
4. Pretend picture: “A dog sits by a yellow ball.” Which dictated caption fits?
A. A bird flies over a ball.
B. The ball is purple.
C. The dog runs with a hat.
D. A dog sits by a yellow ball.
My answer and reasoning: ________________________
Transfer task: Adult reads this new little story: “Mia finds a sock. Mia puts the sock in a bag. Mia closes the bag.” Help the learner say another /s/ word from sun, moon, and map; point to s in the printed pair m / s; retell the story; and dictate a caption for a pretend picture of Mia holding the sock. No independent reading or spelling is required.
[ ] Choose sun as another /s/ word.
[ ] Point to lowercase s when the adult models /s/.
[ ] Retell finding, putting, and closing in that order.
[ ] Dictate a caption matching Mia holding the sock.
# Hear Rhymes, Syllables and Changes review
1. Target: fun. Long word: tiger. Short word: wet. Change win: replace /w/ with /p/.
Which supplied word rhymes with the target word?
A. log
B. cat
C. sun
D. bee
My answer and reasoning: ________________________
Hints: Stretch the vowel and ending.; A matching first sound alone is not a rhyme.
2. Target: fun. Long word: tiger. Short word: wet. Change win: replace /w/ with /p/.
How many spoken syllables are in the supplied long word?
A. three
B. four
C. one
D. two
My answer and reasoning: ________________________
Hints: Say the whole word before clapping.; Two letters can make one vowel sound.
3. Target: fun. Long word: tiger. Short word: wet. Change win: replace /w/ with /p/.
Which sound ends the supplied short word?
A. /t/
B. /n/
C. /m/
D. /p/
My answer and reasoning: ________________________
Hints: Listen after the vowel.; Say /m/, not the letter name em.
4. Target: fun. Long word: tiger. Short word: wet. Change win: replace /w/ with /p/.
After the stated first-sound change, what is the new word?
A. sat
B. pin
C. map
D. top
My answer and reasoning: ________________________
Hints: Keep the middle and ending unchanged.; Do not add the new sound before the old first sound.
Transfer task: Make a short complete response demonstrating the four skills in this unit. With adult help, say two words that rhyme with bed, clap the beats in picnic, say the last sound in cup, and replace /b/ in bat with /k/. Expected: examples red and fed; two beats; /p/; cat. Longer writing targets in optional extensions can be completed in a later session.
[ ] Say the target and each choice aloud. Listen to the end of each word, rather than looking only at the first letter.
[ ] An adult says the word normally, then slowly. Repeat it and make one gentle clap for each beat.
[ ] Say the short word without adding an extra vowel after a consonant. Then repeat just the sound at the end.
[ ] Say the original word, remove its first sound and attach the new first sound. Blend the complete new word.
# Words on a Page and Middle Vowels review
1. Lowercase: i. Sentence: Big fish swim Short word: fin.
Which uppercase letter matches the highlighted lowercase letter?
A. O
B. A
C. E
D. I
My answer and reasoning: ________________________
Hints: Letter name stays the same across cases.; Do not choose only by similar shape.
2. Lowercase: i. Sentence: Big fish swim Short word: fin.
How many written words are in the supplied sentence?
A. three
B. four
C. five
D. two
My answer and reasoning: ________________________
Hints: Point once per word.; A period is not an extra word.
3. Lowercase: i. Sentence: Big fish swim Short word: fin.
What middle vowel sound is in the supplied short word?
A. short e, as in bed
B. short i, as in sit
C. short o, as in hot
D. short a, as in cat
My answer and reasoning: ________________________
Hints: Keep the vowel between the consonants.; Use the spoken sound, not the vowel letter name.
4. Lowercase: i. Sentence: Big fish swim Short word: fin.
Which mark finishes the supplied sentence?
A. question mark
B. exclamation mark
C. no ending mark
D. period
My answer and reasoning: ________________________
Hints: Look after the last word.; A capital letter starts a sentence; it does not end it.
Transfer task: Make a short complete response demonstrating the four skills in this unit. An adult writes: I see a red box. Point to its five words, circle the period, pair lowercase o with O, and say the middle short-e sound in red. Draw the box if you wish. Longer writing targets in optional extensions can be completed in a later session.
[ ] Name the highlighted letter with an adult. Compare its lowercase form to the four capital-letter choices.
[ ] Point to each group of letters once. Move past a space before counting the next group.
[ ] An adult models the word. Stretch its three sounds and repeat the middle sound before choosing its comparison word.
[ ] Look at the far right of the sentence. Name the mark, then listen as an adult reads the sentence with suitable expression.
# People, Places and Different Texts review
1. In a library poem, Omar gasped: "A fish with a dish! What a surprising wish!"
Who is the person or animal acting in this text?
A. Omar
B. a dog
C. Mia
D. a fox
My answer and reasoning: ________________________
Hints: Ask who did something.; A basket or bench is an object, not an acting character.
2. In a library poem, Omar gasped: "A fish with a dish! What a surprising wish!"
Where does the supplied event happen?
A. kitchen
B. library
C. garden
D. park
My answer and reasoning: ________________________
Hints: Use the actual place words.; Do not invent a different place from an illustration you imagine.
3. In a library poem, Omar gasped: "A fish with a dish! What a surprising wish!"
Which feeling is most clearly shown by the supplied words?
A. worried
B. sad
C. surprised
D. happy
My answer and reasoning: ________________________
Hints: Use a feeling clue in the words.; One feeling is not the same as what the character does.
4. In a library poem, Omar gasped: "A fish with a dish! What a surprising wish!"
If directions, a poem, or a fact card is named, what kind is that named text? Otherwise, what kind is the story event?
A. spoken directions
B. made-up story event
C. factual information
D. rhyming verse
My answer and reasoning: ________________________
Hints: Listen for action commands in directions.; A text about an animal can be either a story or information.
Transfer task: Make a short complete response demonstrating the four skills in this unit. Listen to this original event: At a beach, Jo laughed when a tiny wave tickled her toes. Name Jo, the beach and happiness with its laugh clue. Draw the scene and explain why it is a story event, not a set of directions. Longer writing targets in optional extensions can be completed in a later session.
[ ] Listen for who does an action. Say that name or animal, then point to the action that helped you decide.
[ ] Listen for in, at or beside and the place that follows. Match only the place stated in the text.
[ ] Find the stated feeling or the supporting action. Say the feeling with the detail that makes it fit.
[ ] Listen to what the text is doing: telling an event, explaining, making a rhyme or giving an instruction.
# Naming, Doing and Describing review
1. I wash the red cup beside the sink.
Which word in this sentence names a thing?
A. hat
B. cup
C. book
D. ball
My answer and reasoning: ________________________
Hints: Ask what thing is here.; A word such as roll tells an action, not a thing.
2. I wash the red cup beside the sink.
Which action is stated in this sentence?
A. roll
B. lift
C. wash
D. read
My answer and reasoning: ________________________
Hints: Ask what the person does.; Do not choose a color as the action.
3. I wash the red cup beside the sink.
Which word tells a color in this sentence?
A. blue
B. green
C. yellow
D. red
My answer and reasoning: ________________________
Hints: Say color plus object.; A color is not the object name.
4. I wash the red cup beside the sink.
Which position relationship is stated?
A. beside
B. inside
C. under
D. on
My answer and reasoning: ________________________
Hints: Under is below, not above.; Beside does not mean inside.
Transfer task: Make a short complete response demonstrating the four skills in this unit. Draw a green hat inside a box. Dictate: I lift the green hat inside the box. Identify hat as the noun, lift as the action, green as the description and inside as the position. Longer writing targets in optional extensions can be completed in a later session.
[ ] Listen to the whole sentence and find the object that someone can hold, move or see. Say its name.
[ ] Listen for what the person does to the object. You may safely mime reading or lifting an imaginary object.
[ ] Find the named object, then listen for the color attached to it. Describe the object with both words.
[ ] Draw two simple objects and place one according to the stated word. Check that the drawing matches rather than reverses the relationship.
# Make a Message and Listen to a Reply review
1. First: Please draw a kite. Question: Where is the pencil? Name: sam. Picture: a red kite.
What is the purpose of the supplied first sentence?
A. tell information
B. ask a question
C. give a direction
D. express a preference
My answer and reasoning: ________________________
Hints: A question needs an answer.; I like gives a preference, not a fact everyone must share.
2. First: Please draw a kite. Question: Where is the pencil? Name: sam. Picture: a red kite.
Which reply meets the need in the supplied conversation?
A. say yes or no
B. explain an action
C. name a favorite
D. tell where it is
My answer and reasoning: ________________________
Hints: Use the question word as a clue.; A favorite color does not answer where a book is.
3. First: Please draw a kite. Question: Where is the pencil? Name: sam. Picture: a red kite.
Which capital belongs at the beginning of the supplied name?
A. S
B. J
C. M
D. T
My answer and reasoning: ________________________
Hints: Change only the first letter of the name.; A capital is not needed for every letter in a name.
4. First: Please draw a kite. Question: Where is the pencil? Name: sam. Picture: a red kite.
Which label matches the picture described in the text?
A. yellow bus
B. red kite
C. blue fish
D. small tree
My answer and reasoning: ________________________
Hints: Keep the picture’s color or size.; Do not choose a nice-sounding label for a different object.
Transfer task: Make a short complete response demonstrating the four skills in this unit. Draw a small boat. Dictate the matching label small boat and the name Ana with capital A. Ask an adult Where is the boat? Listen for a place answer, then explain that I like boats is a preference. Longer writing targets in optional extensions can be completed in a later session.
[ ] Read the first sentence aloud with an adult. Listen for whether it tells, asks, directs or says what the speaker prefers.
[ ] Listen to the supplied question, identify what it asks for and choose the kind of information the listener needs.
[ ] An adult writes the name. Name its first letter and replace that first lowercase letter with its matching capital.
[ ] Listen to the picture description. Dictate its object and its describing word, then check both against the description.
# Pushes, Pulls and Changing Paths review
1. Which scientific label fits the specifically described step or feature? Supplied case: A palm sends a block forward.
A. stop
B. turn
C. push
D. pull
My answer and reasoning: ________________________
Hints: Look for the described feature: a touch that acts away from you.; Compare the given mechanism with the other labels; do not infer unmentioned events.
2. Which scientific label fits the specifically described step or feature? Supplied case: At rest, then sliding.
A. stop
B. speed up
C. slow down
D. start
My answer and reasoning: ________________________
Hints: Look for the described feature: still changes to moving.; Compare the given mechanism with the other labels; do not infer unmentioned events.
3. Which scientific label fits the specifically described step or feature? Supplied case: Right then right again.
A. straight
B. left turn
C. right turn
D. reverse
My answer and reasoning: ________________________
Hints: Look for the described feature: the route keeps its direction.; Compare the given mechanism with the other labels; do not infer unmentioned events.
4. Which scientific label fits the specifically described step or feature? Supplied case: Toy needs to begin rolling.
A. smaller push
B. start push
C. catch barrier
D. side guide
My answer and reasoning: ________________________
Hints: Look for the described feature: helps a still toy begin moving.; Compare the given mechanism with the other labels; do not infer unmentioned events.
Transfer task: Draw or write four parts for “Pushes, Pulls and Changing Paths”—one pretend example from each lesson. In each part, show what happened, give your answer, and say which clue helped you. If the question gives numbers, show your working too. Finish with one thing the practice case does not tell us. You may say your answers aloud.
[ ] Choose one pretend example from each of the four lessons.
[ ] Name what each example shows.
[ ] If the example gives numbers, show your calculation and unit. Otherwise, say which clue explains your answer.
[ ] Say that the case details are supplied for practice; they are not your own real-life observations.
[ ] Say one thing the example does not tell us, or one change that could give a different answer.
# Living Things and Their Needs review
1. Which scientific label fits the specifically described step or feature? Supplied case: A bird eats seeds.
A. water
B. food
C. air
D. shelter
My answer and reasoning: ________________________
Hints: Look for the described feature: material animals eat for energy and growth.; Compare the given mechanism with the other labels; do not infer unmentioned events.
2. Which scientific label fits the specifically described step or feature? Supplied case: A lamp supplies light to leaves.
A. root
B. leaf
C. light
D. water
My answer and reasoning: ________________________
Hints: Look for the described feature: helps green plants make food.; Compare the given mechanism with the other labels; do not infer unmentioned events.
3. Which scientific label fits the specifically described step or feature? Supplied case: Second fish needs open pond water.
A. meadow
B. tree hole
C. sunny garden
D. pond
My answer and reasoning: ________________________
Hints: Look for the described feature: water habitat for the supplied fish.; Compare the given mechanism with the other labels; do not infer unmentioned events.
4. Which scientific label fits the specifically described step or feature? Supplied case: A squirrel makes a soil hole.
A. digging
B. building
C. growing
D. eating
My answer and reasoning: ________________________
Hints: Look for the described feature: soil moved to make a space.; Compare the given mechanism with the other labels; do not infer unmentioned events.
Transfer task: Draw or write four parts for “Living Things and Their Needs”—one pretend example from each lesson. In each part, show what happened, give your answer, and say which clue helped you. If the question gives numbers, show your working too. Finish with one thing the practice case does not tell us. You may say your answers aloud.
[ ] Choose one pretend example from each of the four lessons.
[ ] Name what each example shows.
[ ] If the example gives numbers, show your calculation and unit. Otherwise, say which clue explains your answer.
[ ] Say that the case details are supplied for practice; they are not your own real-life observations.
[ ] Say one thing the example does not tell us, or one change that could give a different answer.
# Weather records and careful claims review
1. A new record says Monday cloudy, Tuesday sunny, Wednesday cloudy, Thursday cloudy. How many entries say cloudy?
A. 1
B. 2
C. 3
D. 4
My answer and reasoning: ________________________
2. A record has day A rainy, day B sunny, day C rainy. Which group contains A and C?
A. cloudy
B. rainy
C. sunny
D. snowy
My answer and reasoning: ________________________
3. At one place, morning is cloudy and afternoon is sunny. What does the pair show?
A. The labels differ.
B. Both labels say rainy.
C. The whole night was sunny.
D. The labels match.
My answer and reasoning: ________________________
4. A note says “Sunday sunny.” There is no Monday note. Which claim is supported?
A. Monday will certainly be sunny.
B. Every day was sunny.
C. Sunday was rainy.
D. Sunday was recorded as sunny.
My answer and reasoning: ________________________
Transfer task: Make a spoken or drawn weather message from these fictional noon notes: day 1 rainy, day 2 cloudy, day 3 rainy. Group and count the labels. Add this separate pair: day 3 morning cloudy, day 3 noon rainy. Say what changed and what you cannot know about day 4.
[ ] Use all three noon notes.
[ ] Count two rainy and one cloudy noon entries.
[ ] Explain that day 3 morning and noon labels differ.
[ ] Say there is no observation of day 4.
# Describe Materials Carefully review
1. Which scientific label fits the specifically described step or feature? Supplied case: A surface is described as bumpy.
A. rough
B. soft
C. hard
D. smooth
My answer and reasoning: ________________________
Hints: Look for the described feature: surface with noticeable bumps.; Compare the given mechanism with the other labels; do not infer unmentioned events.
2. Which scientific label fits the specifically described step or feature? Supplied case: Sort a circular lid by shape.
A. blue
B. round
C. square
D. red
My answer and reasoning: ________________________
Hints: Look for the described feature: curved outline like a circle.; Compare the given mechanism with the other labels; do not infer unmentioned events.
3. Which scientific label fits the specifically described step or feature? Supplied case: A wrapper keeps the paper dry.
A. light blocker
B. light passer
C. water blocker
D. water soaker
My answer and reasoning: ________________________
Hints: Look for the described feature: water stays on the outside in this card.; Compare the given mechanism with the other labels; do not infer unmentioned events.
4. Which scientific label fits the specifically described step or feature? Supplied case: The drawn sponge is squashed.
A. prediction
B. question
C. instruction
D. observation
My answer and reasoning: ________________________
Hints: Look for the described feature: what the supplied record directly shows.; Compare the given mechanism with the other labels; do not infer unmentioned events.
Transfer task: Draw or write four parts for “Describe Materials Carefully”—one pretend example from each lesson. In each part, show what happened, give your answer, and say which clue helped you. If the question gives numbers, show your working too. Finish with one thing the practice case does not tell us. You may say your answers aloud.
[ ] Choose one pretend example from each of the four lessons.
[ ] Name what each example shows.
[ ] If the example gives numbers, show your calculation and unit. Otherwise, say which clue explains your answer.
[ ] Say that the case details are supplied for practice; they are not your own real-life observations.
[ ] Say one thing the example does not tell us, or one change that could give a different answer.
# Sunlight, Shade and Caring for Places review
1. Which scientific label fits the specifically described step or feature? Supplied case: Uncovered bench receives sunlight.
A. shaded spot
B. warmer
C. cooler
D. sunny spot
My answer and reasoning: ________________________
Hints: Look for the described feature: receives direct sunlight in the drawing.; Compare the given mechanism with the other labels; do not infer unmentioned events.
2. Which scientific label fits the specifically described step or feature? Supplied case: Label a stick holding the roof.
A. post
B. gap
C. ground
D. roof
My answer and reasoning: ________________________
Hints: Look for the described feature: support holding up the cover.; Compare the given mechanism with the other labels; do not infer unmentioned events.
3. Which scientific label fits the specifically described step or feature? Supplied case: Use a safe container again.
A. sort waste
B. reuse
C. save water
D. leave habitat
My answer and reasoning: ________________________
Hints: Look for the described feature: use an item again.; Compare the given mechanism with the other labels; do not infer unmentioned events.
4. Which scientific label fits the specifically described step or feature? Supplied case: A dry hill in the map.
A. plant
B. animal
C. land
D. water
My answer and reasoning: ________________________
Hints: Look for the described feature: the drawn ground area.; Compare the given mechanism with the other labels; do not infer unmentioned events.
Transfer task: Draw or write four parts for “Sunlight, Shade and Caring for Places”—one pretend example from each lesson. In each part, show what happened, give your answer, and say which clue helped you. If the question gives numbers, show your working too. Finish with one thing the practice case does not tell us. You may say your answers aloud.
[ ] Choose one pretend example from each of the four lessons.
[ ] Name what each example shows.
[ ] If the example gives numbers, show your calculation and unit. Otherwise, say which clue explains your answer.
[ ] Say that the case details are supplied for practice; they are not your own real-life observations.
[ ] Say one thing the example does not tell us, or one change that could give a different answer.
# Design a Paper Shelter review
1. Which scientific label fits the specifically described step or feature? Supplied case: Which part names the desired result.
A. test
B. improvement
C. goal
D. material
My answer and reasoning: ________________________
Hints: Look for the described feature: keep the drawn toy space dry.; Compare the given mechanism with the other labels; do not infer unmentioned events.
2. Which scientific label fits the specifically described step or feature? Supplied case: A hole interrupts the upper cover.
A. support
B. base
C. covered
D. gap
My answer and reasoning: ________________________
Hints: Look for the described feature: roof leaves an opening.; Compare the given mechanism with the other labels; do not infer unmentioned events.
3. Which scientific label fits the specifically described step or feature? Supplied case: A new roof has no drip result.
A. not tested
B. repeat
C. passes
D. fails
My answer and reasoning: ________________________
Hints: Look for the described feature: no result has been supplied.; Compare the given mechanism with the other labels; do not infer unmentioned events.
4. Which scientific label fits the specifically described step or feature? Supplied case: A center roof hole needs blocking.
A. retest
B. close gap
C. add support
D. widen roof
My answer and reasoning: ________________________
Hints: Look for the described feature: blocks the shown path through the roof.; Compare the given mechanism with the other labels; do not infer unmentioned events.
Transfer task: Draw or write four parts for “Design a Paper Shelter”—one pretend example from each lesson. In each part, show what happened, give your answer, and say which clue helped you. If the question gives numbers, show your working too. Finish with one thing the practice case does not tell us. You may say your answers aloud.
[ ] Choose one pretend example from each of the four lessons.
[ ] Name what each example shows.
[ ] If the example gives numbers, show your calculation and unit. Otherwise, say which clue explains your answer.
[ ] Say that the case details are supplied for practice; they are not your own real-life observations.
[ ] Say one thing the example does not tell us, or one change that could give a different answer.
# Families and Time review
1. Use the notes and this card. Someone sits quietly after a busy game. Which choice best fits?
A. Rest
B. Learning
C. Care
D. Play
My answer and reasoning: ________________________
Hints: Look for what the person does: helps someone, plays, rests or learns.; Find the note for Rest. Check which words in this card match it.
2. Use the notes and this card. The group plans to read after its current game. Which choice best fits?
A. Repeated activity
B. Before
C. Now
D. Later
My answer and reasoning: ________________________
Hints: Find a time clue such as yesterday, at this moment, after the game or each morning.; Find the note for Later. Check which words in this card match it.
3. Use the notes and this card. A box contains a worn pair of baby shoes. Which choice best fits?
A. Photograph
B. Memory
C. Object
D. New skill
My answer and reasoning: ________________________
Hints: Look for a camera picture, something remembered, a kept object or a newly learned skill.; Find the note for Object. Check which words in this card match it.
4. Use the notes and this card. Fictional order: build, test, tidy; identify tidying. Which choice best fits?
A. Next
B. Last
C. Same time
D. First
My answer and reasoning: ________________________
Hints: Follow the three events on the card. Find the named event in that order, or notice two actions happening together.; Find the note for Last. Check which words in this card match it.
Transfer task: Make four small boxes for Families and Time, one for each lesson: People Who Care for Children; Before Now and Later; Growing and Keeping Memories; A Day in Order. In each box, choose one supplied card and explain its match using the notes. Compare two of your cards: what makes their matches different? You may draw or tell an adult your answers; the adult can write them for you. Use the lesson cards; you do not need a purchase, interview, personal record or trip. For the adult helping: keep the fictional examples and historical notes distinct; these short cards do not tell every detail about a person or place.
[ ] Choose one supplied card from each lesson: People Who Care for Children; Before Now and Later; Growing and Keeping Memories; A Day in Order.
[ ] Use the notes to name each match and explain its clue.
[ ] Compare two cards and say or show how their clues differ.
[ ] Keep the events and details as written; do not make up a quotation or new event.
[ ] With an adult, name one question the cards do not answer.
# Our Pretend Shared Room review
1. Original pretend rule: Uma draws one star, then Eli draws one star. Uma finished. Who gets the pencil next?
A. Uma forever.
B. Nobody.
C. Eli.
D. The pencil disappears.
My answer and reasoning: ________________________
2. Pretend rule: put each puzzle piece in its box after use. Which reason explains the rule?
A. It helps the next player find pieces.
B. Boxes must be empty forever.
C. Nobody likes puzzles.
D. The pieces will grow wings.
My answer and reasoning: ________________________
3. In a new puppet group, Len counts turns and Sol returns books to a shelf. A book needs returning. Who has that stated job?
A. Len.
B. Neither job is described.
C. Both are turn callers.
D. Sol.
My answer and reasoning: ________________________
4. New plan: left B=book shelf, middle M=mat, right P=paint table. What is in the middle?
A. Paint table.
B. Mat.
C. Book shelf.
D. Garden.
My answer and reasoning: ________________________
Transfer task: Original pretend group: Kim and Pax share one stamp, taking one stamp mark each; Kim goes first. Zee puts stamps in a tray after use. Room plan: left R=reading mat, middle T=stamp tray, right A=art table. Kim finishes one mark. Say who stamps next, who returns the stamp, why the tray helps, and where the tray is.
[ ] Name the next turn from the rule.
[ ] Match the return task to the stated helper.
[ ] Give a reason for returning the shared stamp.
[ ] Locate the tray using the plan and key.
# Places Around Us review
1. Use the notes and this card. Visitors sit beside a public walking path. Which choice best fits?
A. Park
B. School
C. Home
D. Library
My answer and reasoning: ________________________
Hints: Look at what people do in the place: live there, borrow books, play outdoors or learn with a teacher.; Find the note for Park. Check which words in this card match it.
2. Use the notes and this card. A boat is on inland water enclosed by land. Which choice best fits?
A. Ocean
B. Hill
C. River
D. Lake
My answer and reasoning: ________________________
Hints: Look for raised land, flowing water, water surrounded by land or a very large salt-water body in the words on the card.; Find the note for Lake. Check which words in this card match it.
3. Use the notes and this card. A pond sits with a house on one side and a barn on the other. Which choice best fits?
A. Near
B. Far
C. Between
D. Inside
My answer and reasoning: ________________________
Hints: Find the two places named on the card. Notice whether one is close, far away, between two places or inside a boundary.; Find the note for Between. Check which words in this card match it.
4. Use the notes and this card. A camera records a mountain from the roadside. Which choice best fits?
A. Map
B. Photograph
C. Imaginary drawing
D. Globe
My answer and reasoning: ________________________
Hints: Look for how the picture was made: a round Earth model, a flat map, a camera picture or an invented drawing.; Find the note for Photograph. Check which words in this card match it.
Transfer task: Make four small boxes for Places Around Us, one for each lesson: Homes and Public Places; Land and Water; Near Far and Between; A Globe and a Picture Map. In each box, choose one supplied card and explain its match using the notes. Compare two of your cards: what makes their matches different? You may draw or tell an adult your answers; the adult can write them for you. Use the lesson cards; you do not need a purchase, interview, personal record or trip. For the adult helping: keep the fictional examples and historical notes distinct; these short cards do not tell every detail about a person or place.
[ ] Choose one supplied card from each lesson: Homes and Public Places; Land and Water; Near Far and Between; A Globe and a Picture Map.
[ ] Use the notes to name each match and explain its clue.
[ ] Compare two cards and say or show how their clues differ.
[ ] Keep the events and details as written; do not make up a quotation or new event.
[ ] With an adult, name one question the cards do not answer.
# Things We Need and Work We Do review
1. Use the notes and this card. A roof protects people from a storm. Which choice best fits?
A. Shelter
B. Extra choice
C. Food
D. Water
My answer and reasoning: ________________________
Hints: Look for food to eat, water to drink, protection from weather or an extra thing someone wants.; Find the note for Shelter. Check which words in this card match it.
2. Use the notes and this card. A worker builds a wall from bricks. Which choice best fits?
A. Bus driver
B. Grower
C. Baker
D. Builder
My answer and reasoning: ________________________
Hints: Look at the worker’s task: growing food, baking bread, building or driving a bus.; Find the note for Builder. Check which words in this card match it.
3. Use the notes and this card. A worker carefully measures a board. Which choice best fits?
A. Natural material
B. Tool
C. Human effort
D. Finished product
My answer and reasoning: ________________________
Hints: Look for material from nature, a tool, a person’s work or a finished object.; Find the note for Human effort. Check which words in this card match it.
4. Use the notes and this card. A learner could build blocks but chooses reading. Which choice best fits?
A. Chosen activity
B. Alternative
C. Time left
D. Time available
My answer and reasoning: ________________________
Hints: Find the time available, the activity picked, another possible activity or the time left.; Find the note for Alternative. Check which words in this card match it.
Transfer task: Make four small boxes for Things We Need and Work We Do, one for each lesson: Needs and Extra Choices; People Make and Help; Resources We Use; Only So Much Time. In each box, choose one supplied card and explain its match using the notes. Compare two of your cards: what makes their matches different? You may draw or tell an adult your answers; the adult can write them for you. Use the lesson cards; you do not need a purchase, interview, personal record or trip. For the adult helping: keep the fictional examples and historical notes distinct; these short cards do not tell every detail about a person or place.
[ ] Choose one supplied card from each lesson: Needs and Extra Choices; People Make and Help; Resources We Use; Only So Much Time.
[ ] Use the notes to name each match and explain its clue.
[ ] Compare two cards and say or show how their clues differ.
[ ] Keep the events and details as written; do not make up a quotation or new event.
[ ] With an adult, name one question the cards do not answer.
# U.S. Symbols and Stories review
1. Use the notes and this card. A description names a historic Philadelphia bell. Which choice best fits?
A. Liberty Bell
B. Statue of Liberty
C. United States flag
D. Bald eagle
My answer and reasoning: ________________________
Hints: Look for the stars and stripes, emblem bird, Philadelphia bell or torch-holding monument described on the card.; Find the note for Liberty Bell. Check which words in this card match it.
2. Use the notes and this card. Canada is named as a nation. Which choice best fits?
A. Continent
B. Town
C. State
D. Country
My answer and reasoning: ________________________
Hints: Find whether the card describes a town, a state, a country or a continent.; Find the note for Country. Check which words in this card match it.
3. Use the notes and this card. A card describes a woman who guided other enslaved people toward freedom. Which choice best fits?
A. George Washington
B. Abraham Lincoln
C. Harriet Tubman
D. Rosa Parks
My answer and reasoning: ________________________
Hints: Use the person’s job or action in the card. Match it with the person named in the notes.; Find the note for Harriet Tubman. Check which words in this card match it.
4. Use the notes and this card. A class creates a display about a historic event. Which choice best fits?
A. Present community
B. Commemoration
C. Fictional story
D. Historical event
My answer and reasoning: ________________________
Hints: Find whether the card describes a past event, people living today, an activity remembering something or an invented story.; Find the note for Commemoration. Check which words in this card match it.
Transfer task: Make four small boxes for U.S. Symbols and Stories, one for each lesson: Flag and Other National Symbols; A Country State and Town; Remembering People Without Inventing Stories; Past Events and Present Communities. In each box, choose one supplied card and explain its match using the notes. Compare two of your cards: what makes their matches different? You may draw or tell an adult your answers; the adult can write them for you. Use the lesson cards; you do not need a purchase, interview, personal record or trip. For the adult helping: keep the fictional examples and historical notes distinct; these short cards do not tell every detail about a person or place.
[ ] Choose one supplied card from each lesson: Flag and Other National Symbols; A Country State and Town; Remembering People Without Inventing Stories; Past Events and Present Communities.
[ ] Use the notes to name each match and explain its clue.
[ ] Compare two cards and say or show how their clues differ.
[ ] Keep the events and details as written; do not make up a quotation or new event.
[ ] With an adult, name one question the cards do not answer.
# Devices Help Us Send and Receive review
1. A crayon colors a sheet by hand. Classify it.
A. Computing device
B. Paper record
C. Furniture
D. Writing tool
My answer and reasoning: ________________________
Hints: Look for a device described as following a program, rather than deciding from its size or shape.; An object can be useful without being a computing device.
2. A child draws a circle on ordinary paper. Name the action.
A. Output
B. No information action
C. Paper mark
D. Input
My answer and reasoning: ________________________
Hints: Follow the information arrow: into the device is input, out to the person is output.; A touchscreen can receive a touch and show an image; the action determines the role.
3. A learner wants an image displayed on the device. Choose the output.
A. Keyboard
B. Screen
C. Speaker
D. Printer
My answer and reasoning: ________________________
Hints: Match the required way of receiving information to the output tool described.; A keyboard is an input tool; typing does not itself provide a printed page.
4. A child is about to place a drink on a keyboard. Choose an action.
A. Keep liquids away
B. Tell a trusted adult
C. Use gently as directed
D. Take turns under the plan
My answer and reasoning: ________________________
Hints: Use gentle handling for ordinary use; pause and tell a trusted adult about damage or an unknown problem.; Do not pull wires, open a device or touch a wet plug to solve a problem.
Transfer task: Design a pretend drawing station with a tablet, speaker and printer. Explain one input, two outputs and one safe shared-use rule.
[ ] Use the pretend details in the task and name the rule you followed.
[ ] Show the steps or point to the detail that helped you choose.
[ ] Say one mistake to avoid or one thing this example cannot tell us.
[ ] Check your answer against the task. Change a part if you can show why it needs fixing.
# Give, Follow and Check Instructions review
1. To draw a circle with a cross inside, which instruction must come before draw the cross inside?
A. Draw the circle
B. Draw a square below it
C. Stop
D. Draw another cross
My answer and reasoning: ________________________
2. Card X draws a bowl. Card Y draws a dot inside it. Card Z draws a line above it. Which can be first on blank paper?
A. Y only
B. Z only
C. Y or Z
D. X only
My answer and reasoning: ________________________
3. On the same 3-by-3 grid, start at column 1, row 1 and follow RIGHT, RIGHT, UP. Where do you finish?
A. Column 2, row 3
B. Column 3, row 2
C. Column 1, row 3
D. Column 3, row 1
My answer and reasoning: ________________________
4. The goal is a triangle with two dots inside. Instructions draw a triangle and one dot inside. What is the test result?
A. It matches exactly
B. There are too many dots
C. One inside dot is missing
D. The triangle must be a circle
My answer and reasoning: ________________________
Transfer task: On paper, help an imaginary robot make a rectangle with two dots inside and a line below. Give ordered instructions, follow them, and repair this draft: draw a rectangle; draw one dot inside; draw a line below; stop. Then start at column 1, row 1 on a 3-by-3 grid and move RIGHT, UP to deliver the picture.
[ ] Put the rectangle before instructions that use its inside or below.
[ ] Repair the dot instruction so exactly two inside dots result.
[ ] Test the repaired drawing and count its dots.
[ ] Trace both robot moves to column 2, row 2.
# Pictures Become Useful Records review
1. Two cards are saved for the same single puzzle choice. Classify the record.
A. One recorded choice
B. Missing choice
C. Unrelated mark
D. Duplicate choice
My answer and reasoning: ________________________
Hints: Match one card to one stated choice and check that no choice is counted twice.; More cards do not always mean more people when a choice has been duplicated.
2. Letter key: S=Sunny, C=Cloudy, R=Rainy, N=Snowy. Read the card N.
A. Cloudy
B. Rainy
C. Snowy
D. Sunny
My answer and reasoning: ________________________
Hints: Use only the supplied symbol key to translate a card into its recorded category.; Do not guess a symbol meaning from its color when the key gives a different meaning.
3. Key: one star card is one recorded choice. A row has 7 star cards. How many choices are recorded?
A. 6
B. 7
C. 8
D. 9
My answer and reasoning: ________________________
Hints: Count the cards one at a time and use the stated one-card-one-choice key.; Count cards rather than the number of different pictures.
4. Pretend record: reading 4, drawing 6. Compare the recorded counts.
A. Drawing appears more
B. Reading appears more
C. Equal recorded counts
D. A missing choice is unknown
My answer and reasoning: ________________________
Hints: Name what is shown in the supplied record and keep the claim about that record.; Do not turn a few recorded choices into a claim about all children.
Transfer task: Make a pretend record with four blocks choices and two drawing choices. Supply a symbol key, count both groups and write one supported claim.
[ ] Use the pretend details in the task and name the rule you followed.
[ ] Show the steps or point to the detail that helped you choose.
[ ] Say one mistake to avoid or one thing this example cannot tell us.
[ ] Check your answer against the task. Change a part if you can show why it needs fixing.
# Safe and Friendly Digital Choices review
1. A game request asks for a private family photograph. Choose an action.
A. Use the supplied pretend detail
B. Describe the public task
C. Take the agreed turn
D. Stop and ask a trusted adult
My answer and reasoning: ________________________
Hints: For an unfamiliar request for private information, stop and ask a trusted adult rather than sending it.; Do not type real private information to complete a practice question.
2. A countdown says to click before you can ask for help. Choose the first action.
A. Read the supplied paper example
B. Close the pretend request
C. Ask a trusted adult
D. Follow the agreed classroom direction
My answer and reasoning: ________________________
Hints: Use a known classroom direction for an agreed activity; ask a trusted adult about an unfamiliar invitation.; A prize picture or urgent countdown is not proof that a request is trustworthy.
3. A learner needs the activity’s image displayed. Which label fits?
A. Get help
B. Show picture
C. Play sound
D. Print page
My answer and reasoning: ________________________
Hints: Choose a control whose label describes the requested action and offer more than one way to understand it.; Do not make a learner rely on color alone to know what a button does.
4. You want to use a classmate’s unpublished picture in a public poster. Choose the first action.
A. Ask permission first
B. Credit the agreed creator
C. Give specific kind feedback
D. Keep the work private
My answer and reasoning: ________________________
Hints: Check permission before sharing another person’s work and describe their contribution respectfully.; Giving credit does not replace permission to share private work.
Transfer task: Draw a pretend story screen with a clearly labeled sound button and help button. State a safe response to an unknown private-information request.
[ ] Use the pretend details in the task and name the rule you followed.
[ ] Show the steps or point to the detail that helped you choose.
[ ] Say one mistake to avoid or one thing this example cannot tell us.
[ ] Check your answer against the task. Change a part if you can show why it needs fixing.
# Draw Lines, Shapes, Patterns, and Overlapping Pictures review
1. Original picture route: a path runs vertically from the page top to bottom without any direction change. Which line plan matches?
A. A curved line
B. A closed square outline
C. A straight line
D. Only separate dots
My answer and reasoning: ________________________
Hints: A straight path keeps one direction; a curved path bends smoothly.; A path drawing is a representation.
2. Draw a sign with four equal sides of length five and four square corners. Which supplied shape fits?
A. triangle
B. circle
C. open zigzag
D. square
My answer and reasoning: ________________________
Hints: A shape is a bounded flat region.; A picture may show a shape in any size or orientation.
3. The smallest supplied repeat group is ['leaf', 'leaf', 'dot']. Continue this border: leaf → leaf → dot → leaf → leaf → dot → leaf. What comes next?
A. leaf
B. sun
C. dot
D. star
My answer and reasoning: ________________________
Hints: A repeat group is the ordered set copied in a pattern.; The lesson gives the repeat group explicitly.
4. In an original drawing, the kite covers the middle of the cloud outline; the kite outline remains visible. What is the drawing’s overlap cue?
A. The cloud appears in front of the kite
B. The kite appears in front of the cloud
C. Both must be the same distance
D. The covered object must be smaller in real life
My answer and reasoning: ________________________
Hints: Overlap can suggest depth in a flat picture.; An overlap cue describes this picture’s apparent front and back.
Transfer task: Complete these four parts. Answer each question, then make a separate drawing or written plan. Check each piece of work with the points given. 1. Original picture route: a path runs horizontally from the left page edge to the right without bending. Which line plan matches? Supplied candidates: (A) A closed square outline (B) A curved line (C) A straight line (D) Only separate dots. For your separate work, draw one straight path and one smoothly curved path between two named points. Criteria: Both paths connect the points; label which bends and which keeps one direction. 2. Draw a sign with four equal straight sides and four square corners, rotated on the page. Which supplied shape fits? Supplied candidates: (A) circle (B) open zigzag (C) square (D) triangle. For your separate work, make three closed outlines and label a triangle, square and circle using their boundary features. Criteria: The triangle has three straight sides, the square four equal sides and square corners, and the circle a round boundary. 3. The smallest supplied repeat group is ['triangle', 'square']. Continue this border: triangle → square → triangle → square → triangle. What comes next? Supplied candidates: (A) dot (B) leaf (C) square (D) sun. For your separate work, choose two different symbols, state their repeat group, and draw three complete copies. Criteria: All three copies preserve the symbol order; underline one complete repeat group. 4. In an original drawing, the box covers the middle of the wall outline; the box outline remains visible. What is the drawing’s overlap cue? Supplied candidates: (A) Both must be the same distance (B) The box appears in front of the wall (C) The covered object must be smaller in real life (D) The wall appears in front of the box. For your separate work, draw two named simple shapes with one in front; erase or interrupt the hidden back outline. Criteria: The front outline stays readable, the back outline stops where hidden, and a caption names the front shape.
[ ] Answer all four questions and explain what in each description helped you choose.
[ ] Make each of the four drawings or written plans.
[ ] Use the checklist for each piece of work, then show one change that improves it.
[ ] Describe the lines, shapes, pattern and overlap in your drawings.
# Beats, Quiet Times, High and Low Sounds, and Story Actions review
1. For a 9-beat steady-pulse plan, which timing instruction fits?
A. Speed up after every beat
B. Pause randomly between beats
C. Equal spacing between every beat
D. Make each beat louder than the last
My answer and reasoning: ________________________
Hints: A steady pulse repeats at equal time intervals.; A written pulse plan checks the timing idea.
2. Each box lasts one beat: ['tap', 'tap', 'rest', 'rest']. How many boxes ask for a tap?
A. 3 taps
B. 1 tap
C. 4 taps
D. 2 taps
My answer and reasoning: ________________________
Hints: A rest is scheduled silence with duration.; Count the entire grid, including its silent boxes.
3. In a drawn melody, larger height numbers mean higher pitch: [2, 1, 3]. Describe its two changes.
A. down → up
B. up → up
C. down → down
D. same → up
My answer and reasoning: ________________________
Hints: Pitch concerns how high or low a sound is, rather than how loud it is.; The numbers here represent pitch height only.
4. Plan three safe story pictures: first peek, next smile, finally wave. Which order follows that story?
A. wave → smile → peek
B. peek → smile → wave
C. smile → peek → wave
D. peek → wave → smile
My answer and reasoning: ________________________
Hints: A story score records what happens first, next and finally.; The task tests the order of a supplied fictional story.
Transfer task: Try these four arts tasks. 1. For an 11-beat steady-pulse plan, which timing instruction fits? Choices: (A) Equal spacing between every beat (B) Make each beat louder than the last (C) Pause randomly between beats (D) Speed up after every beat. For a separate task: Draw five equally spaced beat marks and point to them in order; optional quiet taps may follow. Check your work: Spacing is equal and every mark has one numbered beat position. 2. Each box lasts one beat: ['tap', 'rest', 'tap', 'rest']. How many boxes ask for a tap? Choices: (A) 1 tap (B) 2 taps (C) 3 taps (D) 4 taps. For a separate task: Make four equal boxes containing exactly two taps and two rests; number all four boxes. Check your work: The grid has four beat positions, two sound instructions and two silent instructions. 3. In a drawn melody, larger height numbers mean higher pitch: [1, 2, 2]. Describe its two changes. Choices: (A) down → down (B) same → up (C) up → same (D) up → up. For a separate task: Draw three height points making one upward move and then one downward move. Check your work: Two arrows correctly label the neighboring height changes; loudness is not used to justify either arrow. 4. Plan three safe story pictures: first look, next nod, finally rest. Which order follows that story? Choices: (A) look → nod → rest (B) look → rest → nod (C) nod → look → rest (D) rest → nod → look. For a separate task: Create three small panels: notice an object, reach toward it, and show it. Check your work: Panels preserve the stated event order; each action has a visible paper figure or written label.
[ ] Answer each new question. Explain the information or calculation you used.
[ ] Include the drawing or written work requested in each part.
[ ] Check your work against the requirements and record one clear improvement.
[ ] Describe the plan you made. If you performed it, describe what you actually tried.
# Feelings, space and help review
1. Name a feeling from a story: Lee says, “I feel pleased that the missing book was found.” Which response fits?
A. Worried: the character says they feel unsure about what might happen.
B. Angry: the character says they feel upset about something unfair.
C. Happy: the character says they feel pleased.
D. Sad: the character says they feel disappointed.
My answer and reasoning: ________________________
Hints: Use the character’s words; a face alone is not enough.; A feeling and an action are different; anger does not excuse harm.
2. Ask before entering body space: A visitor reaches toward a child who steps away. What next?
A. Stop the touch and give space because the answer is no or has changed.
B. Get a trusted adult because a stop is being ignored.
C. Ask and wait because permission has not been given.
D. Use the agreed greeting because a clear yes was given.
My answer and reasoning: ________________________
Hints: Ask about the specific action and wait for a clear answer.; A changed answer means stop; a previous yes is not permanent.
3. Tell a trusted adult a clear problem: A teacher is absent when a child needs safety help. What next?
A. Ask another responsible adult because the first cannot help.
B. Say that help is needed now because danger is happening.
C. Ask a routine question because there is no danger in the story.
D. Tell the adult the location and observed problem.
My answer and reasoning: ________________________
Hints: Give an observed problem and location; you do not need a perfect label.; If one adult cannot help, tell another; safety is not the child’s job alone.
4. Choose a safe feeling response: A character is about to grab because they feel angry. What first step fits?
A. Seek adult help because someone is being hurt or a stop is ignored.
B. Pause and name the feeling before choosing an action.
C. Ask for a fair turn plan in the small disagreement.
D. Follow the agreed plan because both characters accepted it.
My answer and reasoning: ________________________
Hints: A pause gives time to choose; it does not make a dangerous scene safe alone.; A turn plan is for a safe disagreement, not a substitute for adult safety help.
Transfer task: A fictional child wants a greeting, then becomes upset when the friend chooses a wave. Draw a respectful next step and a help message if a stop is ignored.
[ ] Use only the pretend details. Do not share private information about yourself or someone else.
[ ] Use at least two ideas you practiced in this unit.
[ ] Show the order or calculation, or point to the clue that helped you choose.
[ ] Keep the task’s safety rule, help step, or another way to take part.
# Space, shapes and signals review
1. Map a clear movement space: A wide gesture in the model would reach another person. What fits?
A. Keep the task on paper because movement is not needed.
B. Use the clear area because the whole drawn action fits.
C. Choose a smaller drawn action because the current arrow reaches an obstacle.
D. Ask an adult to resolve the unsafe space; do not test it.
My answer and reasoning: ________________________
Hints: Trace the entire arrow; a safe starting point alone is not enough.; Drawing is a complete option; never test an unsafe space.
2. Follow start and stop signals: The teacher’s pretend card says PAUSE. What follows?
A. Pause and seek adult help because the scene is unsafe.
B. Begin the agreed paper sequence after the start signal.
C. Pause the sequence at the stop signal.
D. Ask for clarification because the signal is unknown.
My answer and reasoning: ________________________
Hints: Use the agreed meaning; unknown cards do not authorize movement.; A start signal does not override an unsafe situation.
3. Describe body shapes with drawings: Two drawings differ only in sideways arm spread; one spreads farther. Which description fits that one?
A. Wide: the drawing takes more side-to-side room.
B. Narrow: the drawing keeps parts close to the middle.
C. Curled: the drawing bends parts inward.
D. Stretched: the drawing lengthens outward in the model.
My answer and reasoning: ________________________
Hints: Describe the picture’s parts and space, not a person’s worth or health.; Never force a real position; a drawing meets the task.
4. Build a two-action sequence: A new instruction says reverse the wave-point pair. Which strip fits?
A. Pause and clarify: a required action or order is missing.
B. Wave then point: follow the two cards once.
C. Point then wave: use the specified reversed order.
D. Wave, point, wave, point: repeat the pair twice.
My answer and reasoning: ________________________
Hints: Check order as well as the number of cards.; Two repeats of two actions make four action cards, not two.
Transfer task: On paper plan wave then point twice in a clear area, with a stop signal and a drawing-only option.
[ ] Use only the pretend details. Do not share private information about yourself or someone else.
[ ] Use at least two ideas you practiced in this unit.
[ ] Show the order or calculation, or point to the clue that helped you choose.
[ ] Keep the task’s safety rule, help step, or another way to take part.
Subject tests
# Math subject test
https://thelifestarter.com/academy/grade/k/subject/math/test
Try these new cases before reading TEST-ANSWER-KEY.md. This is a check of these questions, not a standardized grade, credential or assessment of all subject skills.
1. Count the marks in this line: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●. How many marks are shown?
A. 16
B. 19
C. 17
D. 18
My answer and reasoning: ________________________
2. Start at 90 and take 10 counting steps of 1. Where do you stop?
A. 102
B. 100
C. 101
D. 99
My answer and reasoning: ________________________
3. These marks are seen once around a ring, starting at the chosen first mark: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●. What is their total?
A. 15
B. 16
C. 14
D. 17
My answer and reasoning: ________________________
4. A card asks for 20 dots. How many dots should your finished drawing contain?
A. 21
B. 19
C. 22
D. 20
My answer and reasoning: ________________________
5. A drawn bag has no cubes inside. Which numeral records the cubes count?
A. 2
B. 10
C. 0
D. 1
My answer and reasoning: ________________________
6. You count 16 marks in a drawing. Which numeral belongs on its count card?
A. 18
B. 16
C. 17
D. 15
My answer and reasoning: ________________________
7. Compare the numerals 6 and 9. Which number is greater?
A. 9
B. 6
C. 7
D. 8
My answer and reasoning: ________________________
8. 9 dots are moved from a row into a scattered group. None are added or removed. How many remain?
A. 10
B. 8
C. 11
D. 9
My answer and reasoning: ________________________
9. A ten-frame has 7 filled spaces. How many more spaces must be filled to make ten?
A. 2
B. 5
C. 3
D. 4
My answer and reasoning: ________________________
10. Split 10 marks into two parts. The first part has 2. How many are in the other part?
A. 10
B. 8
C. 9
D. 7
My answer and reasoning: ________________________
11. A whole has 5 marks and 4 are visible. How many are hidden?
A. 1
B. 2
C. 0
D. 3
My answer and reasoning: ________________________
12. Fill the blank: 4 + 1 = 2 + __.
A. 4
B. 2
C. 5
D. 3
My answer and reasoning: ________________________
13. You circle ten of 17 marks. How many extra ones are outside the circle?
A. 6
B. 9
C. 7
D. 8
My answer and reasoning: ________________________
14. A drawing has one full ten and 7 extra ones. What is the whole number?
A. 19
B. 17
C. 18
D. 16
My answer and reasoning: ________________________
15. The whole is 16; 6 extra ones are shown. How many marks belong in the missing full group?
A. 10
B. 1
C. 9
D. 11
My answer and reasoning: ________________________
16. A drawing has ten and 8 extras but is labeled 17. What label fits the unchanged drawing?
A. 19
B. 17
C. 20
D. 18
My answer and reasoning: ________________________
17. From the same start, strip A spans 7 equal boxes and B spans 9. Which is longer?
A. They are equal
B. Color decides
C. B
D. A
My answer and reasoning: ________________________
18. Tower A is 7 equal blocks high. Tower B is 6 blocks high. Both start on the same ground line. Which tower is taller?
A. The page edge decides
B. A
C. B
D. They are equal
My answer and reasoning: ________________________
19. A pretend balance holds M on the left and N on the right. The balance is level. Which conclusion fits?
A. Weights are equal
B. M is heavier
C. N is heavier
D. Both weigh zero
My answer and reasoning: ________________________
20. Sort this record by color: red, blue, blue, red, blue, red, blue, blue. How many are in the blue category?
A. 6
B. 4
C. 7
D. 5
My answer and reasoning: ________________________
21. A tiny triangle is turned upside down. What is it now?
A. Square
B. Cylinder
C. Triangle
D. Circle
My answer and reasoning: ________________________
22. Classify the mathematical shape cylinder.
A. A counting rule
B. Solid
C. Flat
D. A number
My answer and reasoning: ________________________
23. A model has a tip but only one circular flat base. What is it?
A. Cone
B. Sphere
C. Cylinder
D. Square
My answer and reasoning: ________________________
24. Four equal quarter-circles fit around one center. What whole do they rebuild?
A. Triangle
B. Cube
C. Rectangle
D. Circle
My answer and reasoning: ________________________
# Reading & writing subject test
https://thelifestarter.com/academy/grade/k/subject/reading/test
Try these new cases before reading TEST-ANSWER-KEY.md. This is a check of these questions, not a standardized grade, credential or assessment of all subject skills.
1. Target: knee. Long word: tomato. Short word: lip. Change cap: replace /k/ with /m/.
Which supplied word rhymes with the target word?
A. sun
B. bee
C. log
D. cat
My answer and reasoning: ________________________
2. Target: knee. Long word: tomato. Short word: lip. Change cap: replace /k/ with /m/.
How many spoken syllables are in the supplied long word?
A. one
B. two
C. three
D. four
My answer and reasoning: ________________________
3. Target: knee. Long word: tomato. Short word: lip. Change cap: replace /k/ with /m/.
Which sound ends the supplied short word?
A. /t/
B. /n/
C. /m/
D. /p/
My answer and reasoning: ________________________
4. Target: knee. Long word: tomato. Short word: lip. Change cap: replace /k/ with /m/.
After the stated first-sound change, what is the new word?
A. map
B. top
C. sat
D. pin
My answer and reasoning: ________________________
5. Lowercase: e. Sentence: The red hen ran. Short word: red.
Which uppercase letter matches the highlighted lowercase letter?
A. O
B. A
C. E
D. I
My answer and reasoning: ________________________
6. Lowercase: e. Sentence: The red hen ran. Short word: red.
How many written words are in the supplied sentence?
A. five
B. two
C. three
D. four
My answer and reasoning: ________________________
7. Lowercase: e. Sentence: The red hen ran. Short word: red.
What middle vowel sound is in the supplied short word?
A. short e, as in bed
B. short i, as in sit
C. short o, as in hot
D. short a, as in cat
My answer and reasoning: ________________________
8. Lowercase: e. Sentence: The red hen ran. Short word: red.
Which mark finishes the supplied sentence?
A. no ending mark
B. period
C. question mark
D. exclamation mark
My answer and reasoning: ________________________
9. In the park Omar happily reads a fictional fact card: "Dogs have fur. They can use their noses to smell."
Who is the person or animal acting in this text?
A. a dog
B. Mia
C. a fox
D. Omar
My answer and reasoning: ________________________
10. In the park Omar happily reads a fictional fact card: "Dogs have fur. They can use their noses to smell."
Where does the supplied event happen?
A. park
B. kitchen
C. library
D. garden
My answer and reasoning: ________________________
11. In the park Omar happily reads a fictional fact card: "Dogs have fur. They can use their noses to smell."
Which feeling is most clearly shown by the supplied words?
A. surprised
B. happy
C. worried
D. sad
My answer and reasoning: ________________________
12. In the park Omar happily reads a fictional fact card: "Dogs have fur. They can use their noses to smell."
If directions, a poem, or a fact card is named, what kind is that named text? Otherwise, what kind is the story event?
A. spoken directions
B. made-up story event
C. factual information
D. rhyming verse
My answer and reasoning: ________________________
13. I read the blue book on the bench.
Which word in this sentence names a thing?
A. book
B. ball
C. hat
D. cup
My answer and reasoning: ________________________
14. I read the blue book on the bench.
Which action is stated in this sentence?
A. wash
B. read
C. roll
D. lift
My answer and reasoning: ________________________
15. I read the blue book on the bench.
Which word tells a color in this sentence?
A. yellow
B. red
C. blue
D. green
My answer and reasoning: ________________________
16. I read the blue book on the bench.
Which position relationship is stated?
A. beside
B. inside
C. under
D. on
My answer and reasoning: ________________________
17. First: I prefer a bus. Question: How do we open the door? Name: mia. Picture: a yellow bus.
What is the purpose of the supplied first sentence?
A. give a direction
B. express a preference
C. tell information
D. ask a question
My answer and reasoning: ________________________
18. First: I prefer a bus. Question: How do we open the door? Name: mia. Picture: a yellow bus.
Which reply meets the need in the supplied conversation?
A. tell where it is
B. say yes or no
C. explain an action
D. name a favorite
My answer and reasoning: ________________________
19. First: I prefer a bus. Question: How do we open the door? Name: mia. Picture: a yellow bus.
Which capital belongs at the beginning of the supplied name?
A. T
B. S
C. J
D. M
My answer and reasoning: ________________________
20. First: I prefer a bus. Question: How do we open the door? Name: mia. Picture: a yellow bus.
Which label matches the picture described in the text?
A. yellow bus
B. red kite
C. blue fish
D. small tree
My answer and reasoning: ________________________
# Science subject test
https://thelifestarter.com/academy/grade/k/subject/science/test
Try these new cases before reading TEST-ANSWER-KEY.md. This is a check of these questions, not a standardized grade, credential or assessment of all subject skills.
1. Which scientific label fits the specifically described step or feature? Supplied case: A ribbon brings a block closer.
A. pull
B. stop
C. turn
D. push
My answer and reasoning: ________________________
2. Which scientific label fits the specifically described step or feature? Supplied case: Moving, then caught.
A. start
B. stop
C. speed up
D. slow down
My answer and reasoning: ________________________
3. Which scientific label fits the specifically described step or feature? Supplied case: Down then up.
A. left turn
B. right turn
C. reverse
D. straight
My answer and reasoning: ________________________
4. Which scientific label fits the specifically described step or feature? Supplied case: Toy needs a stop at its goal.
A. side guide
B. smaller push
C. start push
D. catch barrier
My answer and reasoning: ________________________
5. Which scientific label fits the specifically described step or feature? Supplied case: A dog drinks clean water.
A. food
B. air
C. shelter
D. water
My answer and reasoning: ________________________
6. Which scientific label fits the specifically described step or feature? Supplied case: A stem receives water from below.
A. water
B. root
C. leaf
D. light
My answer and reasoning: ________________________
7. Which scientific label fits the specifically described step or feature? Supplied case: Second grass-eater needs meadow grass.
A. pond
B. meadow
C. tree hole
D. sunny garden
My answer and reasoning: ________________________
8. Which scientific label fits the specifically described step or feature? Supplied case: A branch becomes larger.
A. digging
B. building
C. growing
D. eating
My answer and reasoning: ________________________
9. Which scientific label fits the specifically described step or feature? Supplied case: A pad is easily squashed.
A. smooth
B. rough
C. soft
D. hard
My answer and reasoning: ________________________
10. Which scientific label fits the specifically described step or feature? Supplied case: Sort a blue square by color.
A. round
B. square
C. red
D. blue
My answer and reasoning: ________________________
11. Which scientific label fits the specifically described step or feature? Supplied case: A window sheet lets light through.
A. light passer
B. water blocker
C. water soaker
D. light blocker
My answer and reasoning: ________________________
12. Which scientific label fits the specifically described step or feature? Supplied case: Try the second cover next.
A. question
B. instruction
C. observation
D. prediction
My answer and reasoning: ________________________
13. Which scientific label fits the specifically described step or feature? Supplied case: A canopy blocks direct sunlight.
A. sunny spot
B. shaded spot
C. warmer
D. cooler
My answer and reasoning: ________________________
14. Which scientific label fits the specifically described step or feature? Supplied case: Label an uncovered opening.
A. roof
B. post
C. gap
D. ground
My answer and reasoning: ________________________
15. Which scientific label fits the specifically described step or feature? Supplied case: Leave a burrow undisturbed.
A. sort waste
B. reuse
C. save water
D. leave habitat
My answer and reasoning: ________________________
16. Which scientific label fits the specifically described step or feature? Supplied case: A fish in the map.
A. animal
B. land
C. water
D. plant
My answer and reasoning: ________________________
17. Which scientific label fits the specifically described step or feature? Supplied case: Which part changes a failing design.
A. improvement
B. goal
C. material
D. test
My answer and reasoning: ________________________
18. Which scientific label fits the specifically described step or feature? Supplied case: The bottom toy area is marked.
A. support
B. base
C. covered
D. gap
My answer and reasoning: ________________________
19. Which scientific label fits the specifically described step or feature? Supplied case: A second run uses the same setup.
A. fails
B. not tested
C. repeat
D. passes
My answer and reasoning: ________________________
20. Which scientific label fits the specifically described step or feature? Supplied case: A repaired drawing needs evidence.
A. close gap
B. add support
C. widen roof
D. retest
My answer and reasoning: ________________________
# Social studies subject test
https://thelifestarter.com/academy/grade/k/subject/social/test
Try these new cases before reading TEST-ANSWER-KEY.md. This is a check of these questions, not a standardized grade, credential or assessment of all subject skills.
1. Use the notes and this card. Someone listens to a new story. Which choice best fits?
A. Learning
B. Care
C. Play
D. Rest
My answer and reasoning: ________________________
2. Use the notes and this card. A child brushes teeth each morning. Which choice best fits?
A. Before
B. Now
C. Later
D. Repeated activity
My answer and reasoning: ________________________
3. Use the notes and this card. A child learns to write their first name. Which choice best fits?
A. Memory
B. Object
C. New skill
D. Photograph
My answer and reasoning: ________________________
4. Use the notes and this card. Two fictional children clap together. Which choice best fits?
A. Last
B. Same time
C. First
D. Next
My answer and reasoning: ________________________
5. Use the notes and this card. Learners attend a scheduled classroom lesson. Which choice best fits?
A. School
B. Home
C. Library
D. Park
My answer and reasoning: ________________________
6. Use the notes and this card. A ship crosses a vast salt-water body. Which choice best fits?
A. Hill
B. River
C. Lake
D. Ocean
My answer and reasoning: ________________________
7. Use the notes and this card. A reading corner is within the room’s walls. Which choice best fits?
A. Far
B. Between
C. Inside
D. Near
My answer and reasoning: ________________________
8. Use the notes and this card. A drawing shows an invented town under the sea. Which choice best fits?
A. Photograph
B. Imaginary drawing
C. Globe
D. Map
My answer and reasoning: ________________________
9. Use the notes and this card. A shopper wants a toy spaceship. Which choice best fits?
A. Extra choice
B. Food
C. Water
D. Shelter
My answer and reasoning: ________________________
10. Use the notes and this card. A worker takes passengers to a stop. Which choice best fits?
A. Grower
B. Baker
C. Builder
D. Bus driver
My answer and reasoning: ________________________
11. Use the notes and this card. A baked loaf is ready to eat. Which choice best fits?
A. Tool
B. Human effort
C. Finished product
D. Natural material
My answer and reasoning: ________________________
12. Use the notes and this card. A learner uses five of fifteen minutes, leaving ten. Which choice best fits?
A. Alternative
B. Time left
C. Time available
D. Chosen activity
My answer and reasoning: ________________________
13. Use the notes and this card. A description names the torch-holding harbor monument. Which choice best fits?
A. Statue of Liberty
B. United States flag
C. Bald eagle
D. Liberty Bell
My answer and reasoning: ________________________
14. Use the notes and this card. Africa is a very large land region. Which choice best fits?
A. Town
B. State
C. Country
D. Continent
My answer and reasoning: ________________________
15. Use the notes and this card. A card names the activist who challenged segregated bus seating in Montgomery. Which choice best fits?
A. Abraham Lincoln
B. Harriet Tubman
C. Rosa Parks
D. George Washington
My answer and reasoning: ________________________
16. Use the notes and this card. A class invents a journey to an imaginary island. Which choice best fits?
A. Commemoration
B. Fictional story
C. Historical event
D. Present community
My answer and reasoning: ________________________
# Computing subject test
https://thelifestarter.com/academy/grade/k/subject/computing/test
Try these new cases before reading TEST-ANSWER-KEY.md. This is a check of these questions, not a standardized grade, credential or assessment of all subject skills.
1. A digital camera follows a program to save pictures. Classify it.
A. Paper record
B. Furniture
C. Computing device
D. Writing tool
My answer and reasoning: ________________________
2. A closed book rests untouched on a shelf. Classify the stated action.
A. Paper mark
B. No information action
C. Input
D. Output
My answer and reasoning: ________________________
3. A learner needs the directions on paper. Choose the output.
A. Printer
B. Speaker
C. Screen
D. Keyboard
My answer and reasoning: ________________________
4. A plug is wet. Choose the safe first action.
A. Use gently as directed
B. Keep liquids away
C. Take turns under the plan
D. Tell a trusted adult
My answer and reasoning: ________________________
5. A stated pretend dancing choice has no matching card. Classify the record.
A. Duplicate choice
B. Unrelated mark
C. Missing choice
D. One recorded choice
My answer and reasoning: ________________________
6. Letter key: S=Sunny, C=Cloudy, R=Rainy, N=Snowy. Read the card C.
A. Snowy
B. Cloudy
C. Sunny
D. Rainy
My answer and reasoning: ________________________
7. Key: one star card is one recorded choice. A row has 8 star cards. How many choices are recorded?
A. 8
B. 9
C. 10
D. 7
My answer and reasoning: ________________________
8. Pretend record: reading 3, drawing 3. Compare the recorded counts.
A. Reading appears more
B. Drawing appears more
C. A missing choice is unknown
D. Equal recorded counts
My answer and reasoning: ________________________
9. An unknown person asks where you sleep at night. Choose an action.
A. Describe the public task
B. Take the agreed turn
C. Stop and ask a trusted adult
D. Use the supplied pretend detail
My answer and reasoning: ________________________
10. A new message asks you to leave the agreed activity. Choose the first action.
A. Close the pretend request
B. Ask a trusted adult
C. Follow the agreed classroom direction
D. Read the supplied paper example
My answer and reasoning: ________________________
11. A learner is unsure what to do next. Which label fits?
A. Get help
B. Play sound
C. Show picture
D. Print page
My answer and reasoning: ________________________
12. The allowed paper poster includes another maker’s icon. Choose a credit action.
A. Ask permission first
B. Give specific kind feedback
C. Keep the work private
D. Credit the agreed creator
My answer and reasoning: ________________________
# Arts & music subject test
https://thelifestarter.com/academy/grade/k/subject/arts/test
Try these new cases before reading TEST-ANSWER-KEY.md. This is a check of these questions, not a standardized grade, credential or assessment of all subject skills.
1. Original picture route: a path uses two gentle joined arcs beneath a bridge without sharp corners. Which line plan matches?
A. A straight line
B. A closed square outline
C. Only separate dots
D. A curved line
My answer and reasoning: ________________________
2. Draw a sign with three straight sides enclosing a region, with one side longer than the others. Which supplied shape fits?
A. triangle
B. square
C. circle
D. open zigzag
My answer and reasoning: ________________________
3. The smallest supplied repeat group is ['moon', 'sun', 'leaf']. Continue this border: moon → sun → leaf → moon → sun → leaf → moon. What comes next?
A. leaf
B. sun
C. dot
D. star
My answer and reasoning: ________________________
4. In an original drawing, the shoe covers the middle of the sock outline; the shoe outline remains visible. What is the drawing’s overlap cue?
A. The sock appears in front of the shoe
B. Both must be the same distance
C. The shoe appears in front of the sock
D. The covered object must be smaller in real life
My answer and reasoning: ________________________
5. For a 10-beat steady-pulse plan, which timing instruction fits?
A. Speed up after every beat
B. Pause randomly between beats
C. Make each beat louder than the last
D. Equal spacing between every beat
My answer and reasoning: ________________________
6. Each box lasts one beat: ['rest', 'tap', 'tap', 'rest']. How many boxes ask for a tap?
A. 2 taps
B. 3 taps
C. 1 tap
D. 4 taps
My answer and reasoning: ________________________
7. In a drawn melody, larger height numbers mean higher pitch: [3, 3, 2]. Describe its two changes.
A. up → up
B. same → down
C. down → down
D. same → up
My answer and reasoning: ________________________
8. Plan three safe story pictures: first point, next trace, finally stop. Which order follows that story?
A. stop → trace → point
B. trace → point → stop
C. point → trace → stop
D. point → stop → trace
My answer and reasoning: ________________________
# Health & movement subject test
https://thelifestarter.com/academy/grade/k/subject/health/test
Try these new cases before reading TEST-ANSWER-KEY.md. This is a check of these questions, not a standardized grade, credential or assessment of all subject skills.
1. Name a feeling from a story: Pat says, “I feel unsure whether the loud noise will happen again.” Which response fits?
A. Angry: the character says they feel upset about something unfair.
B. Happy: the character says they feel pleased.
C. Sad: the character says they feel disappointed.
D. Worried: the character says they feel unsure about what might happen.
My answer and reasoning: ________________________
2. Ask before entering body space: A character asks about a high-five and gets no answer. What next?
A. Get a trusted adult because a stop is being ignored.
B. Ask and wait because permission has not been given.
C. Use the agreed greeting because a clear yes was given.
D. Stop the touch and give space because the answer is no or has changed.
My answer and reasoning: ________________________
3. Tell a trusted adult a clear problem: Smoke is coming from an object in a pretend room. What next?
A. Ask another responsible adult because the first cannot help.
B. Say that help is needed now because danger is happening.
C. Ask a routine question because there is no danger in the story.
D. Tell the adult the location and observed problem.
My answer and reasoning: ________________________
4. Choose a safe feeling response: Two children calmly disagree about whose turn comes next. What fits?
A. Seek adult help because someone is being hurt or a stop is ignored.
B. Pause and name the feeling before choosing an action.
C. Ask for a fair turn plan in the small disagreement.
D. Follow the agreed plan because both characters accepted it.
My answer and reasoning: ________________________
5. Map a clear movement space: The clear area is blocked by broken equipment. What fits?
A. Keep the task on paper because movement is not needed.
B. Use the clear area because the whole drawn action fits.
C. Choose a smaller drawn action because the current arrow reaches an obstacle.
D. Ask an adult to resolve the unsafe space; do not test it.
My answer and reasoning: ________________________
6. Follow start and stop signals: A signal uses only color that a character cannot distinguish. What follows?
A. Pause and seek adult help because the scene is unsafe.
B. Begin the agreed paper sequence after the start signal.
C. Pause the sequence at the stop signal.
D. Ask for clarification because the signal is unknown.
My answer and reasoning: ________________________
7. Describe body shapes with drawings: The figure’s knees and arms are drawn bent toward its center. Which description fits?
A. Narrow: the drawing keeps parts close to the middle.
B. Curled: the drawing bends parts inward.
C. Stretched: the drawing lengthens outward in the model.
D. Wide: the drawing takes more side-to-side room.
My answer and reasoning: ________________________
8. Build a two-action sequence: A new instruction says repeat wave-point two times. Which strip fits?
A. Pause and clarify: a required action or order is missing.
B. Wave then point: follow the two cards once.
C. Point then wave: use the specified reversed order.
D. Wave, point, wave, point: repeat the pair twice.
My answer and reasoning: ________________________
Lesson answer key
Keep Your Place in a Longer Line
Lesson check: 12
Pair one number word with each dot. The result is 12.
Extra practice reasoning
1. 13
Pair one number word with each dot. The result is 13.
2. 14
Pair one number word with each dot. The result is 14.
3. 15
Pair one number word with each dot. The result is 15.
Continue Number Sequences through One Hundred
Lesson check: 11
Keep the same stated step size while continuing the sequence. The result is 11.
Extra practice reasoning
1. 21
Keep the same stated step size while continuing the sequence. The result is 21.
2. 50
Keep the same stated step size while continuing the sequence. The result is 50.
3. 72
Keep the same stated step size while continuing the sequence. The result is 72.
Count a Circle Without Going Around Twice
Lesson check: 10
Arrangement does not change how many dots are present. The result is 10.
Extra practice reasoning
1. 11
Arrangement does not change how many dots are present. The result is 11.
2. 12
Arrangement does not change how many dots are present. The result is 12.
3. 13
Arrangement does not change how many dots are present. The result is 13.
Make Exactly the Requested Group
Lesson check: 15
The final count must match the numeral on the card. The result is 15.
Extra practice reasoning
1. 16
The final count must match the numeral on the card. The result is 16.
2. 17
The final count must match the numeral on the card. The result is 17.
3. 18
The final count must match the numeral on the card. The result is 18.
Use Zero for an Empty Group
Lesson check: 0
Zero records no objects; the container outline is not an object in the group.
Extra practice reasoning
1. 0
Zero records no objects; the container outline is not an object in the group.
2. 0
Zero records no objects; the container outline is not an object in the group.
3. 0
Zero records no objects; the container outline is not an object in the group.
Write a Numeral to Record a Count
Lesson check: 11
Record the final number said while counting. The result is 11.
Extra practice reasoning
1. 12
Record the final number said while counting. The result is 12.
2. 13
Record the final number said while counting. The result is 13.
3. 14
Record the final number said while counting. The result is 14.
Order Written Numbers Without Guessing by Size
Lesson check: 4
4 comes later in the counting sequence and represents more objects.
Extra practice reasoning
1. 5
5 comes later in the counting sequence and represents more objects.
2. 6
6 comes later in the counting sequence and represents more objects.
3. 7
7 comes later in the counting sequence and represents more objects.
Keep a Count When Objects Move
Lesson check: 4
Every original dot is still present exactly once. The result is 4.
Extra practice reasoning
1. 5
Every original dot is still present exactly once. The result is 5.
2. 6
Every original dot is still present exactly once. The result is 6.
3. 7
Every original dot is still present exactly once. The result is 7.
Count a Group and Add One
Lesson check: 7 stars
The six stars stay, and one new star joins them. Counting one number after six gives seven: 6 + 1 = 7.
Match Groups to Find More
Lesson check: Stars
Four moons can match four stars. Two stars remain without a moon partner, so six stars is more than four moons.
Put Two Groups Together
Lesson check: 7 ducks
Both groups count. Three plus four is seven: 3 + 4 = 7. Counting only the new ducks would leave out the first three.
Cross Out and Count What Remains
Lesson check: 5 birds
Cross out three of the eight birds. Five are still on the branch: 8 − 3 = 5. Adding three would tell a different story.
Find the Missing Partner to Ten
Lesson check: 8
Count the empty spaces or subtract the filled amount from ten. The result is 8.
Extra practice reasoning
1. 7
Count the empty spaces or subtract the filled amount from ten. The result is 7.
2. 6
Count the empty spaces or subtract the filled amount from ten. The result is 6.
3. 5
Count the empty spaces or subtract the filled amount from ten. The result is 5.
Make More Than One Split of a Whole
Lesson check: 3
Every mark belongs to exactly one part. The result is 3.
Extra practice reasoning
1. 4
Every mark belongs to exactly one part. The result is 4.
2. 5
Every mark belongs to exactly one part. The result is 5.
3. 6
Every mark belongs to exactly one part. The result is 6.
Find a Hidden Part of Five
Lesson check: 4
Subtract the visible part from the known whole. The result is 4.
Extra practice reasoning
1. 2
Subtract the visible part from the known whole. The result is 2.
2. 3
Subtract the visible part from the known whole. The result is 3.
3. 2
Subtract the visible part from the known whole. The result is 2.
Check Whether Two Sides Name the Same Amount
Lesson check: 2
Both sides must have the same total. The result is 2.
Extra practice reasoning
1. 3
Both sides must have the same total. The result is 3.
2. 2
Both sides must have the same total. The result is 2.
3. 1
Both sides must have the same total. The result is 1.
Find a Full Ten Inside a Teen Group
Lesson check: 2
Remove the full ten from the whole count. The result is 2.
Extra practice reasoning
1. 3
Remove the full ten from the whole count. The result is 3.
2. 4
Remove the full ten from the whole count. The result is 4.
3. 5
Remove the full ten from the whole count. The result is 5.
Write Ten Plus the Extra Ones
Lesson check: 12
Join ten with the extra ones. The result is 12.
Extra practice reasoning
1. 13
Join ten with the extra ones. The result is 13.
2. 14
Join ten with the extra ones. The result is 14.
3. 15
Join ten with the extra ones. The result is 15.
Complete a Teen Model with a Missing Ten
Lesson check: 10
A teen number is ten and the stated extra ones. The result is 10.
Extra practice reasoning
1. 10
A teen number is ten and the stated extra ones. The result is 10.
2. 10
A teen number is ten and the stated extra ones. The result is 10.
3. 10
A teen number is ten and the stated extra ones. The result is 10.
Repair a Teen Label That Does Not Match
Lesson check: 13
Count the actual extras and join them to ten. The result is 13.
Extra practice reasoning
1. 14
Count the actual extras and join them to ten. The result is 14.
2. 15
Count the actual extras and join them to ten. The result is 15.
3. 16
Count the actual extras and join them to ten. The result is 16.
Compare Lengths from the Same Starting Place
Lesson check: B
B reaches farther from the common start: 4 boxes instead of 2.
Extra practice reasoning
1. B
B reaches farther from the common start: 5 boxes instead of 3.
2. B
B reaches farther from the common start: 6 boxes instead of 4.
3. B
B reaches farther from the common start: 7 boxes instead of 5.
Compare Height from One Ground Line
Lesson check: A
A has one more equal block from base to top.
Extra practice reasoning
1. A
A has one more equal block from base to top.
2. A
A has one more equal block from base to top.
3. A
A has one more equal block from base to top.
Use a Balance Model to Compare Weight
Lesson check: A is heavier
In this exercise the lower side is heavier; a level balance represents equal weight.
Extra practice reasoning
1. D is heavier
In this exercise the lower side is heavier; a level balance represents equal weight.
2. Weights are equal
In this exercise the lower side is heavier; a level balance represents equal weight.
3. G is heavier
In this exercise the lower side is heavier; a level balance represents equal weight.
Sort by One Rule and Count Each Group
Lesson check: 4
Count only items labeled blue in the blue category. The result is 4.
Extra practice reasoning
1. 2
Count only items labeled blue in the blue category. The result is 2.
2. 5
Count only items labeled blue in the blue category. The result is 5.
3. 3
Count only items labeled blue in the blue category. The result is 3.
Name a Shape by Its Edges
Lesson check: Triangle
Three straight sides define a triangle.
Extra practice reasoning
1. Circle
A circle has no straight polygon sides or corners.
2. Square
Four equal sides and four right angles define a square.
3. Hexagon
A hexagon has six sides.
Separate Flat Figures from Solid Shapes
Lesson check: Flat
A circle is a plane figure.
Extra practice reasoning
1. Solid
A cube has depth as well as length and width.
2. Flat
A triangle is a plane polygon.
3. Solid
A sphere is three-dimensional.
Recognize a Solid from Its Parts
Lesson check: Cube
A cube has six square faces.
Extra practice reasoning
1. Cone
A cone has one base and an apex.
2. Cylinder
A cylinder has two circular bases.
3. Sphere
A sphere has no flat face.
Combine Pieces Without Gaps or Overlap
Lesson check: Square
The two original triangular pieces cover the original square.
Extra practice reasoning
1. Circle
Two matching semicircles rebuild the full circle.
2. Original rectangle
Putting the original adjacent regions back together restores the rectangle.
3. Overlap
Overlap means some area is covered by both pieces.
Listen for a Word’s First Sound
Lesson check: moon
Map begins with the humming /m/ sound. Moon begins with /m/ too. Sun begins with /s/, fish with /f/, and top with /t/.
Connect Two Sounds to Two Letters
Lesson check: m
Map starts with /m/. Lowercase m represents that sound in map; s, t, and f represent different beginning sounds in these practice words.
Tell First, Next, and Last
Lesson check: Sam carries the cup to the plant.
The third and final sentence says Sam carries the cup to the plant. Putting and filling happen earlier; drinking is never stated.
Say a Caption an Adult Can Write
Lesson check: Jo holds a red kite.
Jo holds a small red kite in the description. The other captions add a dog, swimming, or a flying kite that the description does not contain.
Hear a rhyme
Lesson check: sun
Run and sun share /un/. A matching first sound alone is not a rhyme.
Extra practice reasoning
1. bee
Tree and bee end with the same long-e sound. A matching first sound alone is not a rhyme.
2. log
Frog and log share /og/. A matching first sound alone is not a rhyme.
3. cat
Flat and cat share the vowel and /t/. A matching first sound alone is not a rhyme.
Clap spoken syllables
Lesson check: three
Banana is ba-na-na, three beats. Two letters can make one vowel sound.
Extra practice reasoning
1. three
Elephant has three spoken beats: el-e-phant. Two letters can make one vowel sound.
2. one
Dog has one beat. Two letters can make one vowel sound.
3. four
Watermelon has four spoken beats in the supplied pronunciation: wa-ter-mel-on. Two letters can make one vowel sound.
Hear the final sound
Lesson check: /n/
Pen ends with /n/. Say /m/, not the letter name em.
Extra practice reasoning
1. /p/
Cap ends with /p/. Say /m/, not the letter name em.
2. /t/
Bat ends with /t/. Say /m/, not the letter name em.
3. /m/
Gum ends with /m/. Say /m/, not the letter name em.
Change one spoken sound
Lesson check: pin
Tin becomes pin. Do not add the new sound before the old first sound.
Extra practice reasoning
1. map
Tap becomes map. Do not add the new sound before the old first sound.
2. top
Pop becomes top. Do not add the new sound before the old first sound.
3. sat
Mat becomes sat. Do not add the new sound before the old first sound.
Pair upper and lowercase letters
Lesson check: E
Lowercase e pairs with E. Do not choose only by similar shape.
Extra practice reasoning
1. I
Lowercase i pairs with I. Do not choose only by similar shape.
2. O
Lowercase o pairs with O. Do not choose only by similar shape.
3. A
Lowercase a pairs with A. Do not choose only by similar shape.
Count words by spaces
Lesson check: three
Is / it / wet are three words. A period is not an extra word.
Extra practice reasoning
1. five
I / see / a / big / pig are five words. A period is not an extra word.
2. two
We / stop are two words. A period is not an extra word.
3. four
Can / we / pet / it are four words. A period is not an extra word.
Hear a middle vowel
Lesson check: short e, as in bed
Hen has short e. Use the spoken sound, not the vowel letter name.
Extra practice reasoning
1. short i, as in sit
Pig has short i. Use the spoken sound, not the vowel letter name.
2. short o, as in hot
Log has short o in the adult pronunciation used here. Use the spoken sound, not the vowel letter name.
3. short a, as in cat
Map has short a. Use the spoken sound, not the vowel letter name.
Find sentence-ending punctuation
Lesson check: question mark
The question ends with a question mark. A capital letter starts a sentence; it does not end it.
Extra practice reasoning
1. exclamation mark
The sentence ends with an exclamation mark. A capital letter starts a sentence; it does not end it.
2. period
The sentence ends with a period. A capital letter starts a sentence; it does not end it.
3. question mark
The sentence ends with a question mark. A capital letter starts a sentence; it does not end it.
Name a story character
Lesson check: Omar
Omar acts and speaks. A basket or bench is an object, not an acting character.
Extra practice reasoning
1. a fox
The fox is the acting animal. A basket or bench is an object, not an acting character.
2. a dog
The dog speaks and feels. A basket or bench is an object, not an acting character.
3. Mia
Mia speaks. A basket or bench is an object, not an acting character.
Name the place
Lesson check: kitchen
At the kitchen gives the place. Do not invent a different place from an illustration you imagine.
Extra practice reasoning
1. garden
The setting is the garden. Do not invent a different place from an illustration you imagine.
2. library
In the library names the setting. Do not invent a different place from an illustration you imagine.
3. garden
Mia is in the garden. Do not invent a different place from an illustration you imagine.
Notice a feeling
Lesson check: worried
Worried directly names the feeling. One feeling is not the same as what the character does.
Extra practice reasoning
1. sad
Sad is the stated feeling. One feeling is not the same as what the character does.
2. surprised
Surprised is stated. One feeling is not the same as what the character does.
3. happy
Happy is directly named. One feeling is not the same as what the character does.
Recognize a text kind
Lesson check: made-up story event
These are events in an original story. A text about an animal can be either a story or information.
Extra practice reasoning
1. made-up story event
The text tells a fictional fox event. A text about an animal can be either a story or information.
2. made-up story event
A talking dog in this supplied passage belongs to a made-up story. A text about an animal can be either a story or information.
3. spoken directions
The quoted words tell the listener two actions to do. A text about an animal can be either a story or information.
Find a naming word
Lesson check: hat
Hat is the object noun. A word such as roll tells an action, not a thing.
Extra practice reasoning
1. cup
Cup names the thing. A word such as roll tells an action, not a thing.
2. book
Book is a noun naming an object. A word such as roll tells an action, not a thing.
3. ball
Ball names the object. A word such as roll tells an action, not a thing.
Find an action word
Lesson check: lift
Lift is the action verb. Do not choose a color as the action.
Extra practice reasoning
1. wash
Wash tells the action. Do not choose a color as the action.
2. read
Read tells the action. Do not choose a color as the action.
3. lift
Lift tells what I do. Do not choose a color as the action.
Find a describing word
Lesson check: blue
Blue describes the hat. A color is not the object name.
Extra practice reasoning
1. green
Green gives the color. A color is not the object name.
2. yellow
Yellow describes the book. A color is not the object name.
3. yellow
Yellow is its color. A color is not the object name.
Use position words
Lesson check: on
On is the stated position word. Beside does not mean inside.
Extra practice reasoning
1. inside
Inside means within the tub. Beside does not mean inside.
2. under
Under means below the tree. Beside does not mean inside.
3. inside
Inside tells its position. Beside does not mean inside.
Tell or ask
Lesson check: ask a question
The first sentence asks a question. I like gives a preference, not a fact everyone must share.
Extra practice reasoning
1. give a direction
Draw a tree directs an action. I like gives a preference, not a fact everyone must share.
2. express a preference
I like tells a preference. I like gives a preference, not a fact everyone must share.
3. tell information
The sentence tells information. I like gives a preference, not a fact everyone must share.
Match a useful reply
Lesson check: say yes or no
Is asks for a yes-or-no reply. A favorite color does not answer where a book is.
Extra practice reasoning
1. explain an action
How asks for an explanation of an action. A favorite color does not answer where a book is.
2. name a favorite
Favorite asks for a named choice. A favorite color does not answer where a book is.
3. say yes or no
The question can be answered yes or no. A favorite color does not answer where a book is.
Choose a first capital
Lesson check: T
tom becomes Tom. A capital is not needed for every letter in a name.
Extra practice reasoning
1. S
sam becomes Sam. A capital is not needed for every letter in a name.
2. J
jo becomes Jo. A capital is not needed for every letter in a name.
3. J
jo starts with J. A capital is not needed for every letter in a name.
Plan a drawing label
Lesson check: blue fish
Blue fish matches both noun and color. Do not choose a nice-sounding label for a different object.
Extra practice reasoning
1. small tree
Small tree matches the drawing description. Do not choose a nice-sounding label for a different object.
2. yellow bus
Yellow bus matches the described picture. Do not choose a nice-sounding label for a different object.
3. blue fish
Blue fish matches the picture. Do not choose a nice-sounding label for a different object.
Name a push or a pull
Lesson check: push
The answer is push. In the notes, it means “a touch that acts away from you.” An adult reads toy-motion picture descriptions. A force is a push or pull. Touching can start, stop or redirect motion; a drawing cannot measure its strength.
Extra practice reasoning
1. pull
The answer is pull. In the notes, it means “a tug that acts toward you.” An adult reads toy-motion picture descriptions. A force is a push or pull. Touching can start, stop or redirect motion; a drawing cannot measure its strength.
2. stop
The answer is stop. In the notes, it means “motion changes from moving to still.” An adult reads toy-motion picture descriptions. A force is a push or pull. Touching can start, stop or redirect motion; a drawing cannot measure its strength.
3. turn
The answer is turn. In the notes, it means “the path changes direction.” An adult reads toy-motion picture descriptions. A force is a push or pull. Touching can start, stop or redirect motion; a drawing cannot measure its strength.
Compare before and after motion
Lesson check: start
The answer is start. In the notes, it means “still changes to moving.” Use two picture captions for each pretend toy. Name the observed change rather than guessing an unseen cause. Faster and slower compare motion over the same time.
Extra practice reasoning
1. stop
The answer is stop. In the notes, it means “moving changes to still.” Use two picture captions for each pretend toy. Name the observed change rather than guessing an unseen cause. Faster and slower compare motion over the same time.
2. speed up
The answer is speed up. In the notes, it means “travels farther in the same time.” Use two picture captions for each pretend toy. Name the observed change rather than guessing an unseen cause. Faster and slower compare motion over the same time.
3. slow down
The answer is slow down. In the notes, it means “travels less far in the same time.” Use two picture captions for each pretend toy. Name the observed change rather than guessing an unseen cause. Faster and slower compare motion over the same time.
Trace direction on a paper track
Lesson check: straight
The answer is straight. In the notes, it means “the route keeps its direction.” Follow a toy’s printed route using your finger. Left and right depend on the map’s fixed arrow. A barrier can change a moving object’s path when they touch.
Extra practice reasoning
1. left turn
The answer is left turn. In the notes, it means “the route bends toward map left.” Follow a toy’s printed route using your finger. Left and right depend on the map’s fixed arrow. A barrier can change a moving object’s path when they touch.
2. right turn
The answer is right turn. In the notes, it means “the route bends toward map right.” Follow a toy’s printed route using your finger. Left and right depend on the map’s fixed arrow. A barrier can change a moving object’s path when they touch.
3. reverse
The answer is reverse. In the notes, it means “the route goes back toward its starting direction.” Follow a toy’s printed route using your finger. Left and right depend on the map’s fixed arrow. A barrier can change a moving object’s path when they touch.
Choose a paper-track improvement
Lesson check: start push
The answer is start push. In the notes, it means “helps a still toy begin moving.” Pretend records show one change at a time. Choose the change matching the observed problem. No toy building or small objects are needed; draw the improvement.
Extra practice reasoning
1. catch barrier
The answer is catch barrier. In the notes, it means “stops a toy at the finish.” Pretend records show one change at a time. Choose the change matching the observed problem. No toy building or small objects are needed; draw the improvement.
2. side guide
The answer is side guide. In the notes, it means “changes a toy’s path.” Pretend records show one change at a time. Choose the change matching the observed problem. No toy building or small objects are needed; draw the improvement.
3. smaller push
The answer is smaller push. In the notes, it means “can reduce an overly strong launch.” Pretend records show one change at a time. Choose the change matching the observed problem. No toy building or small objects are needed; draw the improvement.
Find animal needs
Lesson check: water
The answer is water. In the notes, it means “needed liquid for body processes.” Animals need water, air and food. A favorite toy may be enjoyable but is not a basic biological need. Use the supplied animal descriptions; do not handle animals.
Extra practice reasoning
1. food
The answer is food. In the notes, it means “material animals eat for energy and growth.” Animals need water, air and food. A favorite toy may be enjoyable but is not a basic biological need. Use the supplied animal descriptions; do not handle animals.
2. air
The answer is air. In the notes, it means “surrounding gases many animals breathe.” Animals need water, air and food. A favorite toy may be enjoyable but is not a basic biological need. Use the supplied animal descriptions; do not handle animals.
3. shelter
The answer is shelter. In the notes, it means “a place offering protection from conditions.” Animals need water, air and food. A favorite toy may be enjoyable but is not a basic biological need. Use the supplied animal descriptions; do not handle animals.
Find plant needs
Lesson check: light
The answer is light. In the notes, it means “helps green plants make food.” Most familiar green plants use light to make food and need water and air. Soil can support roots, but plants do not eat soil like an animal eats a meal.
Extra practice reasoning
1. water
The answer is water. In the notes, it means “enters a plant and supports its processes.” Most familiar green plants use light to make food and need water and air. Soil can support roots, but plants do not eat soil like an animal eats a meal.
2. root
The answer is root. In the notes, it means “plant part taking in water from its surroundings.” Most familiar green plants use light to make food and need water and air. Soil can support roots, but plants do not eat soil like an animal eats a meal.
3. leaf
The answer is leaf. In the notes, it means “plant part that often captures light.” Most familiar green plants use light to make food and need water and air. Soil can support roots, but plants do not eat soil like an animal eats a meal.
Match a place to a need
Lesson check: pond
The answer is pond. In the notes, it means “water habitat for the supplied fish.” A habitat is a place with resources and conditions. A pond and meadow offer different resources. The pretend cards describe needs so you can match without guessing.
Extra practice reasoning
1. meadow
The answer is meadow. In the notes, it means “grassy place for the supplied grass-eater.” A habitat is a place with resources and conditions. A pond and meadow offer different resources. The pretend cards describe needs so you can match without guessing.
2. tree hole
The answer is tree hole. In the notes, it means “covered nesting place for the supplied bird.” A habitat is a place with resources and conditions. A pond and meadow offer different resources. The pretend cards describe needs so you can match without guessing.
3. sunny garden
The answer is sunny garden. In the notes, it means “light and growing space for the supplied plant.” A habitat is a place with resources and conditions. A pond and meadow offer different resources. The pretend cards describe needs so you can match without guessing.
Notice living things changing places
Lesson check: digging
The answer is digging. In the notes, it means “soil moved to make a space.” Living things can change their surroundings. We describe visible changes before judging them. Supplied drawings show changes; there is no need to disturb nests or roots.
Extra practice reasoning
1. building
The answer is building. In the notes, it means “materials arranged into a structure.” Living things can change their surroundings. We describe visible changes before judging them. Supplied drawings show changes; there is no need to disturb nests or roots.
2. growing
The answer is growing. In the notes, it means “plant parts become larger.” Living things can change their surroundings. We describe visible changes before judging them. Supplied drawings show changes; there is no need to disturb nests or roots.
3. eating
The answer is eating. In the notes, it means “food material is taken into an animal.” Living things can change their surroundings. We describe visible changes before judging them. Supplied drawings show changes; there is no need to disturb nests or roots.
Read a Tiny Weather Record
Lesson check: 2 days
Monday and Wednesday are sunny. Counting those two entries gives two sunny days. Tuesday is rainy and is not part of this sunny-day count.
Sort Days by Their Weather
Lesson check: cloudy
Days 1 and 3 both say cloudy, so the cloudy group has two entries. The record has no snowy entry.
Compare Two Times on One Day
Lesson check: Wednesday only
Wednesday is labeled rainy at both recorded times. Tuesday changes from sunny to cloudy.
Say What the Notes Support
Lesson check: Friday was recorded as rainy.
The Friday note explicitly says rainy. The record says cloudy on Thursday and gives no Saturday note.
Name what a surface feels like
Lesson check: smooth
The answer is smooth. In the notes, it means “surface without noticeable bumps.” Use supplied descriptions, not touching unknown objects. A property is something you can describe. Two objects may share one property and differ in another.
Extra practice reasoning
1. rough
The answer is rough. In the notes, it means “surface with noticeable bumps.” Use supplied descriptions, not touching unknown objects. A property is something you can describe. Two objects may share one property and differ in another.
2. soft
The answer is soft. In the notes, it means “changes shape easily when pressed.” Use supplied descriptions, not touching unknown objects. A property is something you can describe. Two objects may share one property and differ in another.
3. hard
The answer is hard. In the notes, it means “resists a gentle press.” Use supplied descriptions, not touching unknown objects. A property is something you can describe. Two objects may share one property and differ in another.
Sort by a stated property
Lesson check: round
The answer is round. In the notes, it means “curved outline like a circle.” Choose the named property before sorting. An object can belong to more than one property group. Shape and color are different features; one does not determine the other.
Extra practice reasoning
1. square
The answer is square. In the notes, it means “four equal sides and four right-angle corners.” Choose the named property before sorting. An object can belong to more than one property group. Shape and color are different features; one does not determine the other.
2. red
The answer is red. In the notes, it means “the supplied red color label.” Choose the named property before sorting. An object can belong to more than one property group. Shape and color are different features; one does not determine the other.
3. blue
The answer is blue. In the notes, it means “the supplied blue color label.” Choose the named property before sorting. An object can belong to more than one property group. Shape and color are different features; one does not determine the other.
Choose a covering from a record
Lesson check: water blocker
The answer is water blocker. In the notes, it means “water stays on the outside in this card.” A material choice depends on the purpose. These pretend test cards show what happened to water and light. They do not mean every sample of a material behaves identically.
Extra practice reasoning
1. water soaker
The answer is water soaker. In the notes, it means “water enters the sample in this card.” A material choice depends on the purpose. These pretend test cards show what happened to water and light. They do not mean every sample of a material behaves identically.
2. light blocker
The answer is light blocker. In the notes, it means “the card says no light passes through.” A material choice depends on the purpose. These pretend test cards show what happened to water and light. They do not mean every sample of a material behaves identically.
3. light passer
The answer is light passer. In the notes, it means “the card says light passes through.” A material choice depends on the purpose. These pretend test cards show what happened to water and light. They do not mean every sample of a material behaves identically.
Keep an observation separate from a guess
Lesson check: observation
The answer is observation. In the notes, it means “what the supplied record directly shows.” A direct observation says what a record shows. A guess may be worth checking but is not already measured. Predictions describe what might happen next.
Extra practice reasoning
1. prediction
The answer is prediction. In the notes, it means “what might happen in a later test.” A direct observation says what a record shows. A guess may be worth checking but is not already measured. Predictions describe what might happen next.
2. question
The answer is question. In the notes, it means “something you want to find out.” A direct observation says what a record shows. A guess may be worth checking but is not already measured. Predictions describe what might happen next.
3. instruction
The answer is instruction. In the notes, it means “an action someone should perform.” A direct observation says what a record shows. A guess may be worth checking but is not already measured. Predictions describe what might happen next.
Compare sun and shade records
Lesson check: sunny spot
The answer is sunny spot. In the notes, it means “receives direct sunlight in the drawing.” Sunlight can warm surfaces. Shade blocks some incoming sunlight. Use the supplied descriptions rather than touching hot surfaces or looking directly at the Sun.
Extra practice reasoning
1. shaded spot
The answer is shaded spot. In the notes, it means “direct sunlight is blocked in the drawing.” Sunlight can warm surfaces. Shade blocks some incoming sunlight. Use the supplied descriptions rather than touching hot surfaces or looking directly at the Sun.
2. warmer
The answer is warmer. In the notes, it means “has the higher measured temperature.” Sunlight can warm surfaces. Shade blocks some incoming sunlight. Use the supplied descriptions rather than touching hot surfaces or looking directly at the Sun.
3. cooler
The answer is cooler. In the notes, it means “has the lower measured temperature.” Sunlight can warm surfaces. Shade blocks some incoming sunlight. Use the supplied descriptions rather than touching hot surfaces or looking directly at the Sun.
Explain a shade model
Lesson check: roof
The answer is roof. In the notes, it means “upper cover blocking the shown light.” A roof can block light above an area. An open roof edge can still let light reach part of the ground. Draw the light path; a model is simpler than a real place.
Extra practice reasoning
1. post
The answer is post. In the notes, it means “support holding up the cover.” A roof can block light above an area. An open roof edge can still let light reach part of the ground. Draw the light path; a model is simpler than a real place.
2. gap
The answer is gap. In the notes, it means “opening allowing the shown light through.” A roof can block light above an area. An open roof edge can still let light reach part of the ground. Draw the light path; a model is simpler than a real place.
3. ground
The answer is ground. In the notes, it means “surface being protected.” A roof can block light above an area. An open roof edge can still let light reach part of the ground. Draw the light path; a model is simpler than a real place.
Choose a caring action
Lesson check: reuse
The answer is reuse. In the notes, it means “use an item again.” People use water and materials. Actions can reduce waste and protect living things. These are pretend choices; follow a trusted adult’s local instructions in real situations.
Extra practice reasoning
1. save water
The answer is save water. In the notes, it means “avoid using unneeded water.” People use water and materials. Actions can reduce waste and protect living things. These are pretend choices; follow a trusted adult’s local instructions in real situations.
2. leave habitat
The answer is leave habitat. In the notes, it means “avoid disturbing an animal’s home.” People use water and materials. Actions can reduce waste and protect living things. These are pretend choices; follow a trusted adult’s local instructions in real situations.
3. sort waste
The answer is sort waste. In the notes, it means “put an item in the locally correct waste group.” People use water and materials. Actions can reduce waste and protect living things. These are pretend choices; follow a trusted adult’s local instructions in real situations.
Read a simple land-water picture
Lesson check: land
The answer is land. In the notes, it means “the drawn ground area.” A picture map can show where resources are located. Land and water are features, not promises that a place is safe. Do not enter water to complete this activity.
Extra practice reasoning
1. water
The answer is water. In the notes, it means “the drawn pond area.” A picture map can show where resources are located. Land and water are features, not promises that a place is safe. Do not enter water to complete this activity.
2. plant
The answer is plant. In the notes, it means “the drawn rooted growing organism.” A picture map can show where resources are located. Land and water are features, not promises that a place is safe. Do not enter water to complete this activity.
3. animal
The answer is animal. In the notes, it means “the drawn organism eating and moving.” A picture map can show where resources are located. Land and water are features, not promises that a place is safe. Do not enter water to complete this activity.
Name a shelter goal
Lesson check: goal
The answer is goal. In the notes, it means “keep the drawn toy space dry.” A design goal says what a solution should do. A drawing helps explain an idea before building. Our pretend goal is a dry toy space, not a real emergency shelter.
Extra practice reasoning
1. material
The answer is material. In the notes, it means “card used for the drawn roof.” A design goal says what a solution should do. A drawing helps explain an idea before building. Our pretend goal is a dry toy space, not a real emergency shelter.
2. test
The answer is test. In the notes, it means “compare the supplied drip pictures.” A design goal says what a solution should do. A drawing helps explain an idea before building. Our pretend goal is a dry toy space, not a real emergency shelter.
3. improvement
The answer is improvement. In the notes, it means “cover a leaking opening.” A design goal says what a solution should do. A drawing helps explain an idea before building. Our pretend goal is a dry toy space, not a real emergency shelter.
Compare shelter drawings
Lesson check: covered
The answer is covered. In the notes, it means “roof spans the whole toy space.” Both supplied shelters have the same base. One roof has a gap. Look for a path through which water could reach the toy; appearance alone does not show performance.
Extra practice reasoning
1. gap
The answer is gap. In the notes, it means “roof leaves an opening.” Both supplied shelters have the same base. One roof has a gap. Look for a path through which water could reach the toy; appearance alone does not show performance.
2. support
The answer is support. In the notes, it means “part holding the roof up.” Both supplied shelters have the same base. One roof has a gap. Look for a path through which water could reach the toy; appearance alone does not show performance.
3. base
The answer is base. In the notes, it means “bottom area containing the toy.” Both supplied shelters have the same base. One roof has a gap. Look for a path through which water could reach the toy; appearance alone does not show performance.
Use a pretend shelter test
Lesson check: passes
The answer is passes. In the notes, it means “toy space stays dry in the record.” A supplied test record shows dry or wet toy spaces. Read each record once. A design meets this one goal when the stated test leaves the toy space dry.
Extra practice reasoning
1. fails
The answer is fails. In the notes, it means “toy space becomes wet in the record.” A supplied test record shows dry or wet toy spaces. Read each record once. A design meets this one goal when the stated test leaves the toy space dry.
2. not tested
The answer is not tested. In the notes, it means “no result has been supplied.” A supplied test record shows dry or wet toy spaces. Read each record once. A design meets this one goal when the stated test leaves the toy space dry.
3. repeat
The answer is repeat. In the notes, it means “test the same drawing again under the same conditions.” A supplied test record shows dry or wet toy spaces. Read each record once. A design meets this one goal when the stated test leaves the toy space dry.
Explain an improvement with a reason
Lesson check: close gap
The answer is close gap. In the notes, it means “blocks the shown path through the roof.” A useful improvement connects a change to a specific problem. Draw your change and point to the expected water path. A prediction still needs a test record.
Extra practice reasoning
1. add support
The answer is add support. In the notes, it means “helps a sagging roof stay up.” A useful improvement connects a change to a specific problem. Draw your change and point to the expected water path. A prediction still needs a test record.
2. widen roof
The answer is widen roof. In the notes, it means “covers an uncovered edge.” A useful improvement connects a change to a specific problem. Draw your change and point to the expected water path. A prediction still needs a test record.
3. retest
The answer is retest. In the notes, it means “checks the changed drawing against the goal.” A useful improvement connects a change to a specific problem. Draw your change and point to the expected water path. A prediction still needs a test record.
People Who Care for Children
Lesson check: Play
The card says: “A fictional child builds a block tower for fun.” That matches Play. Play is doing an enjoyable activity.
Extra practice reasoning
1. Rest
The card says: “A fictional child sleeps at night.” That matches Rest. Rest is giving the body a break.
2. Learning
The card says: “A fictional child practices naming shapes.” That matches Learning. Learning is practicing or finding out something.
3. Play
The card says: “Two children invent a clapping game.” That matches Play. Play is doing an enjoyable activity.
Before Now and Later
Lesson check: Now
The card says: “A fictional child is holding the pencil at this moment.” That matches Now. Now is at the present moment.
Extra practice reasoning
1. Later
The card says: “A fictional child will draw after lunch.” That matches Later. Later is after the present moment.
2. Repeated activity
The card says: “A fictional class reads every afternoon.” That matches Repeated activity. Repeated activity is an activity that happens again.
3. Now
The card says: “The class is singing at this moment.” That matches Now. Now is at the present moment.
Growing and Keeping Memories
Lesson check: Memory
The card says: “A fictional adult remembers learning to ride a bicycle.” That matches Memory. Memory is a person’s recalled experience.
Extra practice reasoning
1. Object
The card says: “A fictional family keeps an old toy.” That matches Object. Object is a physical thing that may be kept.
2. New skill
The card says: “A fictional child now ties a knot they could not tie earlier.” That matches New skill. New skill is something someone has learned to do.
3. Memory
The card says: “A child recalls a game from yesterday.” That matches Memory. Memory is a person’s recalled experience.
A Day in Order
Lesson check: Next
The card says: “Fictional order: open book, listen, close book; identify listening.” That matches Next. Next is the event immediately after the first stated event.
Extra practice reasoning
1. Last
The card says: “Fictional order: gather, sing, go home; identify going home.” That matches Last. Last is the final event in the stated sequence.
2. Same time
The card says: “A fictional child draws while an adult reads.” That matches Same time. Same time is events occurring together rather than one after another.
3. Next
The card says: “Fictional order: wash, dry, put away; identify drying.” That matches Next. Next is the event immediately after the first stated event.
Make a Fair Sharing Plan
Lesson check: Jo gets the next turn.
Their rule says Mina draws one shape and then Jo draws one shape. Passing the pencil to Jo follows the agreement and gives both learners a turn.
Give a Reason for a Rule
Lesson check: So the next learner can find the card.
The tray gives the shared card a known place. The rule helps the next learner find it; it does not end card use.
Match a Helper to a Task
Lesson check: Dev, the turn caller.
Dev’s job is saying whose turn comes next. The other descriptions concern sorting and holding paper.
Find Places on a Pretend Room Plan
Lesson check: The drawing table.
The complete plan gives T, D, S in that order. Its key labels the middle D as the drawing table.
Homes and Public Places
Lesson check: Library
The card says: “A fictional visitor borrows a storybook.” That matches Library. Library is a place with books and learning resources.
Extra practice reasoning
1. Park
The card says: “A fictional group uses a public play area.” That matches Park. Park is an outdoor community recreation space.
2. School
The card says: “A fictional class learns with its teacher.” That matches School. School is a place for organized teaching and learning.
3. Library
The card says: “A visitor asks about books for beginners.” That matches Library. Library is a place with books and learning resources.
Land and Water
Lesson check: River
The card says: “A drawing shows water moving through a long channel.” That matches River. River is water flowing along a channel.
Extra practice reasoning
1. Lake
The card says: “A drawing shows water with land all around it.” That matches Lake. Lake is a body of water surrounded by land.
2. Ocean
The card says: “A globe shows very large connected blue water areas.” That matches Ocean. Ocean is a vast connected body of salt water.
3. River
The card says: “Water runs between two banks.” That matches River. River is water flowing along a channel.
Near Far and Between
Lesson check: Far
The card says: “Fictional drawing: the mountain is many miles from the house.” That matches Far. Far is a long way from the stated reference place.
Extra practice reasoning
1. Between
The card says: “Fictional order: tree, bench, gate; identify the bench’s position.” That matches Between. Between is in the middle of two stated places.
2. Inside
The card says: “A fictional garden fence surrounds a flowerbed.” That matches Inside. Inside is within the stated boundary.
3. Far
The card says: “A shop is much farther from the gate than the bench.” That matches Far. Far is a long way from the stated reference place.
A Globe and a Picture Map
Lesson check: Map
The card says: “A flat page shows labeled streets from above.” That matches Map. Map is a flat representation of a place.
Extra practice reasoning
1. Photograph
The card says: “A camera picture shows an actual street at one moment.” That matches Photograph. Photograph is an image made by a camera.
2. Imaginary drawing
The card says: “A fictional child draws a floating castle they invented.” That matches Imaginary drawing. Imaginary drawing is an invented picture that is not evidence of a real place.
3. Map
The card says: “A paper shows the outline of a country.” That matches Map. Map is a flat representation of a place.
Needs and Extra Choices
Lesson check: Water
The card says: “A fictional person drinks clean water.” That matches Water. Water is a drink needed by the body.
Extra practice reasoning
1. Shelter
The card says: “A fictional family stays in a home during rain.” That matches Shelter. Shelter is a place that protects people from weather.
2. Extra choice
The card says: “A fictional child wants a decorative sticker.” That matches Extra choice. Extra choice is something desired beyond these stated basic needs.
3. Water
The card says: “A cup is filled with safe drinking water.” That matches Water. Water is a drink needed by the body.
People Make and Help
Lesson check: Baker
The card says: “A fictional worker mixes and bakes loaves.” That matches Baker. Baker is a worker who makes bread or similar baked food.
Extra practice reasoning
1. Builder
The card says: “A fictional worker helps construct a house.” That matches Builder. Builder is a worker who constructs structures.
2. Bus driver
The card says: “A fictional worker drives a bus along its route.” That matches Bus driver. Bus driver is a worker who operates a bus to transport people.
3. Baker
The card says: “A worker prepares rolls in an oven.” That matches Baker. Baker is a worker who makes bread or similar baked food.
Resources We Use
Lesson check: Tool
The card says: “A fictional carpenter uses a hammer.” That matches Tool. Tool is a made object used to do work.
Extra practice reasoning
1. Human effort
The card says: “A fictional worker spends time shaping a bowl.” That matches Human effort. Human effort is a person’s time or skill used in work.
2. Finished product
The card says: “A fictional shop displays a completed wooden stool.” That matches Finished product. Finished product is the completed thing made through work.
3. Tool
The card says: “A cook uses a mixing spoon.” That matches Tool. Tool is a made object used to do work.
Only So Much Time
Lesson check: Chosen activity
The card says: “A fictional group decides to draw during its ten minutes.” That matches Chosen activity. Chosen activity is the activity selected for the stated period.
Extra practice reasoning
1. Alternative
The card says: “A fictional group could sing but chooses drawing.” That matches Alternative. Alternative is another possible activity not selected.
2. Time left
The card says: “A fictional plan uses six of ten minutes, leaving four.” That matches Time left. Time left is time remaining after the chosen use.
3. Chosen activity
The card says: “A learner picks reading for the break.” That matches Chosen activity. Chosen activity is the activity selected for the stated period.
Flag and Other National Symbols
Lesson check: Bald eagle
The card says: “A picture shows the bird on the Great Seal.” That matches Bald eagle. Bald eagle is a bird used as a national emblem.
Extra practice reasoning
1. Liberty Bell
The card says: “A picture shows a famous cracked bell in Philadelphia.” That matches Liberty Bell. Liberty Bell is a historic bell associated with Philadelphia.
2. Statue of Liberty
The card says: “A picture shows a tall figure holding a torch in New York Harbor.” That matches Statue of Liberty. Statue of Liberty is a monument in New York Harbor.
3. Bald eagle
The card says: “A description names the national emblem bird.” That matches Bald eagle. Bald eagle is a bird used as a national emblem.
A Country State and Town
Lesson check: State
The card says: “Maryland is one member of the United States.” That matches State. State is one of the United States’ member political areas.
Extra practice reasoning
1. Country
The card says: “The United States is named as a nation.” That matches Country. Country is a nation such as the United States.
2. Continent
The card says: “North America includes several countries.” That matches Continent. Continent is a very large land region such as North America.
3. State
The card says: “California is one member of the United States.” That matches State. State is one of the United States’ member political areas.
Remembering People Without Inventing Stories
Lesson check: Abraham Lincoln
The card says: “A card identifies the president who issued the Emancipation Proclamation.” That matches Abraham Lincoln. Abraham Lincoln is U.S. president during the Civil War.
Extra practice reasoning
1. Harriet Tubman
The card says: “A card describes an Underground Railroad conductor who had escaped slavery.” That matches Harriet Tubman. Harriet Tubman is a freedom seeker who helped others escape slavery.
2. Rosa Parks
The card says: “A card describes a woman whose 1955 bus arrest helped spark a boycott.” That matches Rosa Parks. Rosa Parks is a civil-rights activist associated with the Montgomery bus boycott.
3. Abraham Lincoln
The card says: “A card describes the president serving during the 1861–1865 war.” That matches Abraham Lincoln. Abraham Lincoln is U.S. president during the Civil War.
Past Events and Present Communities
Lesson check: Present community
The card says: “A card describes Native families and communities today.” That matches Present community. Present community is people living and participating now.
Extra practice reasoning
1. Commemoration
The card says: “A fictional group holds a remembrance ceremony.” That matches Commemoration. Commemoration is an activity remembering a person or event.
2. Fictional story
The card says: “A writer invents a talking eagle’s adventure.” That matches Fictional story. Fictional story is an invented narrative rather than a documented occurrence.
3. Present community
The card says: “A card describes neighbors currently using a public library.” That matches Present community. Present community is people living and participating now.
Notice a Computing Device
Lesson check: Writing tool
The supplied case states: A pencil makes a mark by hand. What kind of tool is it? Under the stated distinction, this identifies Writing tool. A computing device follows instructions to work with information. A tablet can show a drawing, a laptop can play recorded sound, and a digital camera can store a picture. A plain pencil is useful but does not run a computer program. A device is a tool; a person chooses its purpose. Look for a device described as following a program, rather than deciding from its size or shape.
Extra practice reasoning
1. Paper record
The supplied case states: A printed drawing stays on paper. What kind of object is it? Under the stated distinction, this identifies Paper record. A computing device follows instructions to work with information. A tablet can show a drawing, a laptop can play recorded sound, and a digital camera can store a picture. A plain pencil is useful but does not run a computer program. A device is a tool; a person chooses its purpose. Look for a device described as following a program, rather than deciding from its size or shape.
2. Furniture
The supplied case states: A chair holds a seated person. What kind of object is it? Under the stated distinction, this identifies Furniture. A computing device follows instructions to work with information. A tablet can show a drawing, a laptop can play recorded sound, and a digital camera can store a picture. A plain pencil is useful but does not run a computer program. A device is a tool; a person chooses its purpose. Look for a device described as following a program, rather than deciding from its size or shape.
3. Computing device
The supplied case states: A laptop follows a program to play a song. Classify it. Under the stated distinction, this identifies Computing device. A computing device follows instructions to work with information. A tablet can show a drawing, a laptop can play recorded sound, and a digital camera can store a picture. A plain pencil is useful but does not run a computer program. A device is a tool; a person chooses its purpose. Look for a device described as following a program, rather than deciding from its size or shape.
Send an Input to a Device
Lesson check: Input
The supplied case states: A child taps a tablet; the app receives the touch. Name the action. Under the stated distinction, this identifies Input. An input gives information to a computing device. A key press, touch, mouse movement or microphone sound can be an input. An output is information the device sends out, such as a picture or sound. One device may both receive and send information, so name the action rather than the whole object. Follow the information arrow: into the device is input, out to the person is output.
Extra practice reasoning
1. Output
The supplied case states: A speaker sends music out to a listener. Name the action. Under the stated distinction, this identifies Output. An input gives information to a computing device. A key press, touch, mouse movement or microphone sound can be an input. An output is information the device sends out, such as a picture or sound. One device may both receive and send information, so name the action rather than the whole object. Follow the information arrow: into the device is input, out to the person is output.
2. Output
The supplied case states: A screen shows a computer picture to a viewer. Name the action. Under the stated distinction, this identifies Output. An input gives information to a computing device. A key press, touch, mouse movement or microphone sound can be an input. An output is information the device sends out, such as a picture or sound. One device may both receive and send information, so name the action rather than the whole object. Follow the information arrow: into the device is input, out to the person is output.
3. Input
The supplied case states: A microphone sends recorded sound into a computer. Name the action. Under the stated distinction, this identifies Input. An input gives information to a computing device. A key press, touch, mouse movement or microphone sound can be an input. An output is information the device sends out, such as a picture or sound. One device may both receive and send information, so name the action rather than the whole object. Follow the information arrow: into the device is input, out to the person is output.
Choose an Output for the Job
Lesson check: Screen
The stated need is an image displayed on the device, so choose Screen. A printer makes a paper copy, which this task excludes; a speaker produces sound and a keyboard receives input.
Extra practice reasoning
1. Printer
The supplied case states: A learner needs a paper copy of a drawing. Choose the output. Under the stated distinction, this identifies Printer. A computer can give information through pictures, sounds or printed pages. Different output tools serve different jobs. A speaker helps a person hear recorded words; a screen helps a person see a picture. A printer makes a paper copy. The right choice depends on what information the learner needs. Match the required way of receiving information to the output tool described.
2. Keyboard
The supplied case states: A learner needs to type a letter into the device. Choose the tool. Under the stated distinction, this identifies Keyboard. A computer can give information through pictures, sounds or printed pages. Different output tools serve different jobs. A speaker helps a person hear recorded words; a screen helps a person see a picture. A printer makes a paper copy. The right choice depends on what information the learner needs. Match the required way of receiving information to the output tool described.
3. Speaker
The supplied case states: A learner wants spoken directions read aloud. Choose the output. Under the stated distinction, this identifies Speaker. A computer can give information through pictures, sounds or printed pages. Different output tools serve different jobs. A speaker helps a person hear recorded words; a screen helps a person see a picture. A printer makes a paper copy. The right choice depends on what information the learner needs. Match the required way of receiving information to the output tool described.
Care for a Shared Device
Lesson check: Use gently as directed
The supplied case states: The drawing tablet works and an adult explains how to hold it. Choose an action. Under the stated distinction, this identifies Use gently as directed. Shared computing devices have many users. Careful handling protects both the equipment and the people using it. A trusted adult can help when something is loose, hot, wet or not working. Cleaning, plugging in or taking apart equipment may need adult help. A safe first choice is to stop and ask. Use gentle handling for ordinary use; pause and tell a trusted adult about damage or an unknown problem.
Extra practice reasoning
1. Keep liquids away
The supplied case states: A cup is beside the shared laptop. Choose a preventive action. Under the stated distinction, this identifies Keep liquids away. Shared computing devices have many users. Careful handling protects both the equipment and the people using it. A trusted adult can help when something is loose, hot, wet or not working. Cleaning, plugging in or taking apart equipment may need adult help. A safe first choice is to stop and ask. Use gentle handling for ordinary use; pause and tell a trusted adult about damage or an unknown problem.
2. Take turns under the plan
The supplied case states: Two children want the tablet and the group has a turn timer. Choose an action. Under the stated distinction, this identifies Take turns under the plan. Shared computing devices have many users. Careful handling protects both the equipment and the people using it. A trusted adult can help when something is loose, hot, wet or not working. Cleaning, plugging in or taking apart equipment may need adult help. A safe first choice is to stop and ask. Use gentle handling for ordinary use; pause and tell a trusted adult about damage or an unknown problem.
3. Tell a trusted adult
The supplied case states: A device feels unusually hot. Choose the first action. Under the stated distinction, this identifies Tell a trusted adult. Shared computing devices have many users. Careful handling protects both the equipment and the people using it. A trusted adult can help when something is loose, hot, wet or not working. Cleaning, plugging in or taking apart equipment may need adult help. A safe first choice is to stop and ask. Use gentle handling for ordinary use; pause and tell a trusted adult about damage or an unknown problem.
Follow a Drawing Algorithm
Lesson check: Draw a large circle.
The large circle comes first. It gives a place for the two dots and the smile. The house instruction belongs to a different algorithm.
Put Steps in a Useful Order
Lesson check: A, C, B
A makes the cup first. C can then place its line below the cup, and B can place its dot inside. The other orders ask for a cup location before the cup exists.
Move a Paper Robot
Lesson check: Column 2, row 2
UP reaches column 1, row 2. RIGHT then reaches column 2, row 2. A move changes only the direction named in its instruction.
Check the Result Against a Goal
Lesson check: Remove the one-more-dot step
Removing the extra-dot step leaves the circle with exactly one dot and no extra drawing. Moving the extra dot outside still creates a mark the goal did not request.
Record One Choice per Card
Lesson check: Duplicate choice
The supplied case states: One pretend learner chooses drawing but two drawing cards are saved. Classify the record. Under the stated distinction, this identifies Duplicate choice. Data is recorded information. A picture card can stand for one choice. If each child chooses one activity, one card for that child keeps the record fair. Two cards from the same child would count that child twice. We use pretend choices here; nobody needs to give their own information. Match one card to one stated choice and check that no choice is counted twice.
Extra practice reasoning
1. Missing choice
The supplied case states: A pretend learner chooses reading but no card is saved. Classify the record. Under the stated distinction, this identifies Missing choice. Data is recorded information. A picture card can stand for one choice. If each child chooses one activity, one card for that child keeps the record fair. Two cards from the same child would count that child twice. We use pretend choices here; nobody needs to give their own information. Match one card to one stated choice and check that no choice is counted twice.
2. Unrelated mark
The supplied case states: A scribble has no choice label. Classify the record. Under the stated distinction, this identifies Unrelated mark. Data is recorded information. A picture card can stand for one choice. If each child chooses one activity, one card for that child keeps the record fair. Two cards from the same child would count that child twice. We use pretend choices here; nobody needs to give their own information. Match one card to one stated choice and check that no choice is counted twice.
3. One recorded choice
The supplied case states: One pretend learner chooses music and one music card is saved. Classify the record. Under the stated distinction, this identifies One recorded choice. Data is recorded information. A picture card can stand for one choice. If each child chooses one activity, one card for that child keeps the record fair. Two cards from the same child would count that child twice. We use pretend choices here; nobody needs to give their own information. Match one card to one stated choice and check that no choice is counted twice.
Read a Picture Key
Lesson check: Sunny
The supplied case states: Using the same key, read a sun card. Under the stated distinction, this identifies Sunny. A picture key tells what a symbol means. Without a key, the same drawing could mean different things. In this lesson one sun means sunny and one cloud means cloudy; these are classroom labels, not a weather forecast. Read the key before reading a record. A key can include written words or spoken labels. Use only the supplied symbol key to translate a card into its recorded category.
Extra practice reasoning
1. Rainy
The supplied case states: Using the same key, read a drops card. Under the stated distinction, this identifies Rainy. A picture key tells what a symbol means. Without a key, the same drawing could mean different things. In this lesson one sun means sunny and one cloud means cloudy; these are classroom labels, not a weather forecast. Read the key before reading a record. A key can include written words or spoken labels. Use only the supplied symbol key to translate a card into its recorded category.
2. Snowy
The supplied case states: Using the same key, read a snowflake card. Under the stated distinction, this identifies Snowy. A picture key tells what a symbol means. Without a key, the same drawing could mean different things. In this lesson one sun means sunny and one cloud means cloudy; these are classroom labels, not a weather forecast. Read the key before reading a record. A key can include written words or spoken labels. Use only the supplied symbol key to translate a card into its recorded category.
3. Rainy
The supplied case states: Key: S=Sunny, C=Cloudy, R=Rainy, N=Snowy. Read R. Under the stated distinction, this identifies Rainy. A picture key tells what a symbol means. Without a key, the same drawing could mean different things. In this lesson one sun means sunny and one cloud means cloudy; these are classroom labels, not a weather forecast. Read the key before reading a record. A key can include written words or spoken labels. Use only the supplied symbol key to translate a card into its recorded category.
Count a Picture Record
Lesson check: 3
Using the supplied inputs: 3 = 3. Count the cards one at a time and use the stated one-card-one-choice key. Count cards rather than the number of different pictures.
Extra practice reasoning
1. 4
Using the supplied inputs: 4 = 4. Count the cards one at a time and use the stated one-card-one-choice key. Count cards rather than the number of different pictures.
2. 5
Using the supplied inputs: 5 = 5. Count the cards one at a time and use the stated one-card-one-choice key. Count cards rather than the number of different pictures.
3. 6
Using the supplied inputs: 6 = 6. Count the cards one at a time and use the stated one-card-one-choice key. Count cards rather than the number of different pictures.
Choose a Claim the Record Supports
Lesson check: Drawing appears more
The supplied case states: Pretend record: reading 1, drawing 4. Compare the recorded counts. Under the stated distinction, this identifies Drawing appears more. A small data record can answer a small question. If the pretend record has three reading cards and two drawing cards, reading appears more often in this record. It does not prove that every child prefers reading. A missing card also does not tell us what its owner would have chosen. Name what is shown in the supplied record and keep the claim about that record.
Extra practice reasoning
1. Equal recorded counts
The supplied case states: Pretend record: reading 2, drawing 2. Compare the recorded counts. Under the stated distinction, this identifies Equal recorded counts. A small data record can answer a small question. If the pretend record has three reading cards and two drawing cards, reading appears more often in this record. It does not prove that every child prefers reading. A missing card also does not tell us what its owner would have chosen. Name what is shown in the supplied record and keep the claim about that record.
2. A missing choice is unknown
The supplied case states: A pretend learner has no card. What is supported about that choice? Under the stated distinction, this identifies A missing choice is unknown. A small data record can answer a small question. If the pretend record has three reading cards and two drawing cards, reading appears more often in this record. It does not prove that every child prefers reading. A missing card also does not tell us what its owner would have chosen. Name what is shown in the supplied record and keep the claim about that record.
3. Reading appears more
The supplied case states: Pretend record: reading 5, drawing 3. Compare the recorded counts. Under the stated distinction, this identifies Reading appears more. A small data record can answer a small question. If the pretend record has three reading cards and two drawing cards, reading appears more often in this record. It does not prove that every child prefers reading. A missing card also does not tell us what its owner would have chosen. Name what is shown in the supplied record and keep the claim about that record.
Keep Private Details with a Trusted Adult
Lesson check: Use the supplied pretend detail
The supplied case states: A worksheet says to use the pretend name Paper Fox. Choose an action. Under the stated distinction, this identifies Use the supplied pretend detail. Some information is private because sharing it may affect a person’s safety or privacy. A home address, password or private photo should not be given to an unfamiliar person online. A young learner can stop and ask a trusted adult. All names and requests in this lesson are pretend, and no real details are needed. For an unfamiliar request for private information, stop and ask a trusted adult rather than sending it.
Extra practice reasoning
1. Describe the public task
The supplied case states: A partner asks what the paper activity is about. Choose an action. Under the stated distinction, this identifies Describe the public task. Some information is private because sharing it may affect a person’s safety or privacy. A home address, password or private photo should not be given to an unfamiliar person online. A young learner can stop and ask a trusted adult. All names and requests in this lesson are pretend, and no real details are needed. For an unfamiliar request for private information, stop and ask a trusted adult rather than sending it.
2. Take the agreed turn
The supplied case states: The group timer says it is your drawing turn. Choose an action. Under the stated distinction, this identifies Take the agreed turn. Some information is private because sharing it may affect a person’s safety or privacy. A home address, password or private photo should not be given to an unfamiliar person online. A young learner can stop and ask a trusted adult. All names and requests in this lesson are pretend, and no real details are needed. For an unfamiliar request for private information, stop and ask a trusted adult rather than sending it.
3. Stop and ask a trusted adult
The supplied case states: An unfamiliar message asks for a password. Choose an action. Under the stated distinction, this identifies Stop and ask a trusted adult. Some information is private because sharing it may affect a person’s safety or privacy. A home address, password or private photo should not be given to an unfamiliar person online. A young learner can stop and ask a trusted adult. All names and requests in this lesson are pretend, and no real details are needed. For an unfamiliar request for private information, stop and ask a trusted adult rather than sending it.
Ask Before Opening Something New
Lesson check: Follow the agreed classroom direction
The supplied case states: An adult already explains the approved drawing button for today. Choose an action. Under the stated distinction, this identifies Follow the agreed classroom direction. Links and buttons can open new pages, messages or downloads. A picture that looks fun does not prove that the destination is safe. An adult can check an unfamiliar invitation before a young learner opens it. Pausing is a useful action; nobody must click to finish the exercise. Use a known classroom direction for an agreed activity; ask a trusted adult about an unfamiliar invitation.
Extra practice reasoning
1. Read the supplied paper example
The supplied case states: The lesson asks you to inspect a printed pretend message. Choose an action. Under the stated distinction, this identifies Read the supplied paper example. Links and buttons can open new pages, messages or downloads. A picture that looks fun does not prove that the destination is safe. An adult can check an unfamiliar invitation before a young learner opens it. Pausing is a useful action; nobody must click to finish the exercise. Use a known classroom direction for an agreed activity; ask a trusted adult about an unfamiliar invitation.
2. Close the pretend request
The supplied case states: An adult says the pretend request should be dismissed. Choose an action. Under the stated distinction, this identifies Close the pretend request. Links and buttons can open new pages, messages or downloads. A picture that looks fun does not prove that the destination is safe. An adult can check an unfamiliar invitation before a young learner opens it. Pausing is a useful action; nobody must click to finish the exercise. Use a known classroom direction for an agreed activity; ask a trusted adult about an unfamiliar invitation.
3. Ask a trusted adult
The supplied case states: A stranger sends an unexpected download invitation. Choose the first action. Under the stated distinction, this identifies Ask a trusted adult. Links and buttons can open new pages, messages or downloads. A picture that looks fun does not prove that the destination is safe. An adult can check an unfamiliar invitation before a young learner opens it. Pausing is a useful action; nobody must click to finish the exercise. Use a known classroom direction for an agreed activity; ask a trusted adult about an unfamiliar invitation.
Make a Button Easy to Understand
Lesson check: Show picture
The supplied case states: A learner wants to see the saved drawing. Which button label fits? Under the stated distinction, this identifies Show picture. A useful button tells a learner what it does. Words, spoken labels and clear pictures can help. A triangle by itself might mean play, next or something else, so a label reduces guessing. Different learners may see, hear or use controls differently. We can draw a clearer screen on paper without building an app. Choose a control whose label describes the requested action and offer more than one way to understand it.
Extra practice reasoning
1. Print page
The supplied case states: A learner wants a paper copy. Which button label fits? Under the stated distinction, this identifies Print page. A useful button tells a learner what it does. Words, spoken labels and clear pictures can help. A triangle by itself might mean play, next or something else, so a label reduces guessing. Different learners may see, hear or use controls differently. We can draw a clearer screen on paper without building an app. Choose a control whose label describes the requested action and offer more than one way to understand it.
2. Get help
The supplied case states: A learner needs instructions explained. Which button label fits? Under the stated distinction, this identifies Get help. A useful button tells a learner what it does. Words, spoken labels and clear pictures can help. A triangle by itself might mean play, next or something else, so a label reduces guessing. Different learners may see, hear or use controls differently. We can draw a clearer screen on paper without building an app. Choose a control whose label describes the requested action and offer more than one way to understand it.
3. Play sound
The supplied case states: A learner wants the recorded story read aloud. Which label fits? Under the stated distinction, this identifies Play sound. A useful button tells a learner what it does. Words, spoken labels and clear pictures can help. A triangle by itself might mean play, next or something else, so a label reduces guessing. Different learners may see, hear or use controls differently. We can draw a clearer screen on paper without building an app. Choose a control whose label describes the requested action and offer more than one way to understand it.
Share Work Kindly and with Permission
Lesson check: Credit the agreed creator
The supplied case states: A pretend artist says you may share and asks you to name them. Choose an action. Under the stated distinction, this identifies Credit the agreed creator. Digital work can belong to someone who made it. A partner’s drawing is not automatically yours to share. Ask before passing it on and name its creator when sharing is allowed. A kind comment describes a useful detail or asks a respectful question. Mean comments and unapproved sharing are not needed to learn computing. Check permission before sharing another person’s work and describe their contribution respectfully.
Extra practice reasoning
1. Give specific kind feedback
The supplied case states: A partner requests help making their button clearer. Choose an action. Under the stated distinction, this identifies Give specific kind feedback. Digital work can belong to someone who made it. A partner’s drawing is not automatically yours to share. Ask before passing it on and name its creator when sharing is allowed. A kind comment describes a useful detail or asks a respectful question. Mean comments and unapproved sharing are not needed to learn computing. Check permission before sharing another person’s work and describe their contribution respectfully.
2. Keep the work private
The supplied case states: A partner says their drawing should not be shared. Choose an action. Under the stated distinction, this identifies Keep the work private. Digital work can belong to someone who made it. A partner’s drawing is not automatically yours to share. Ask before passing it on and name its creator when sharing is allowed. A kind comment describes a useful detail or asks a respectful question. Mean comments and unapproved sharing are not needed to learn computing. Check permission before sharing another person’s work and describe their contribution respectfully.
3. Keep the work private
The supplied case states: A drawing includes a private family detail and no sharing permission. Choose an action. Under the stated distinction, this identifies Keep the work private. Digital work can belong to someone who made it. A partner’s drawing is not automatically yours to share. Ask before passing it on and name its creator when sharing is allowed. A kind comment describes a useful detail or asks a respectful question. Mean comments and unapproved sharing are not needed to learn computing. Check permission before sharing another person’s work and describe their contribution respectfully.
Draw a Path That Fits
Lesson check: A straight line
The supplied evidence is that the route goes directly from a door to a bench without any bend. It keeps one direction, so a straight continuous line represents that evidence. A square would add corners and closure; separate dots would not show the specified continuous path.
Extra practice reasoning
1. A curved line
The supplied evidence is that the route winds in an S shape beside a river, changing direction smoothly twice. It changes direction smoothly, so a curved continuous line represents that evidence. A square would add corners and closure; separate dots would not show the specified continuous path.
2. A straight line
The supplied evidence is that the route runs diagonally between opposite page corners along one unbent ruler edge. It keeps one direction, so a straight continuous line represents that evidence. A square would add corners and closure; separate dots would not show the specified continuous path.
3. A curved line
The supplied evidence is that the route follows a smooth quarter-circle around the edge of a round flower bed. It changes direction smoothly, so a curved continuous line represents that evidence. A square would add corners and closure; separate dots would not show the specified continuous path.
Describe a Shape’s Boundary
Lesson check: square
The required boundary is four equal sides of length two and four square corners. A square has those features. The choice follows visible shape properties rather than the sign’s color or what an observer likes best.
Extra practice reasoning
1. circle
The required boundary is one round boundary of diameter three without corners. A circle has those features. The choice follows visible shape properties rather than the sign’s color or what an observer likes best.
2. triangle
The required boundary is three equal straight sides meeting at three corners. A triangle has those features. The choice follows visible shape properties rather than the sign’s color or what an observer likes best.
3. circle
The required boundary is one round boundary of diameter six without corners. A circle has those features. The choice follows visible shape properties rather than the sign’s color or what an observer likes best.
Continue a Complete Repeat
Lesson check: dot
Follow the stated repeat group in order. Two complete copies are followed by its first member dot, so the next position is the group’s second member, dot. Repetition copies the whole group rather than only its last picture.
Extra practice reasoning
1. moon
Follow the stated repeat group in order. Two complete copies are followed by its first member leaf, so the next position is the group’s second member, moon. Repetition copies the whole group rather than only its last picture.
2. circle
Follow the stated repeat group in order. Two complete copies are followed by its first member square, so the next position is the group’s second member, circle. Repetition copies the whole group rather than only its last picture.
3. dot
Follow the stated repeat group in order. Two complete copies are followed by its first member star, so the next position is the group’s second member, dot. Repetition copies the whole group rather than only its last picture.
Show Which Shape Is in Front
Lesson check: The boat appears in front of the dock
The visible boat interrupts the dock boundary, so the artist’s overlap cue places boat in front. This describes how the picture suggests depth, not a measurement of actual object size or distance.
Extra practice reasoning
1. The umbrella appears in front of the bench
The visible umbrella interrupts the bench boundary, so the artist’s overlap cue places umbrella in front. This describes how the picture suggests depth, not a measurement of actual object size or distance.
2. The cup appears in front of the plate
The visible cup interrupts the plate boundary, so the artist’s overlap cue places cup in front. This describes how the picture suggests depth, not a measurement of actual object size or distance.
3. The cat appears in front of the chair
The visible cat interrupts the chair boundary, so the artist’s overlap cue places cat in front. This describes how the picture suggests depth, not a measurement of actual object size or distance.
Plan Evenly Spaced Beats
Lesson check: Equal spacing between every beat
A steady pulse keeps a repeated timing interval. Loudness can change independently of spacing; speeding up or adding random gaps would change the pulse. You may represent the beats with evenly spaced marks instead of performing them.
Extra practice reasoning
1. Equal spacing between every beat
A steady pulse keeps a repeated timing interval. Loudness can change independently of spacing; speeding up or adding random gaps would change the pulse. You may represent the beats with evenly spaced marks instead of performing them.
2. Equal spacing between every beat
A steady pulse keeps a repeated timing interval. Loudness can change independently of spacing; speeding up or adding random gaps would change the pulse. You may represent the beats with evenly spaced marks instead of performing them.
3. Equal spacing between every beat
A steady pulse keeps a repeated timing interval. Loudness can change independently of spacing; speeding up or adding random gaps would change the pulse. You may represent the beats with evenly spaced marks instead of performing them.
Keep Time Through a Rest
Lesson check: 2 taps
Tap only boxes labeled tap: these are positions [2, 4]. Rest boxes keep time silently rather than removing a beat. There are 2 taps across four total beats.
Extra practice reasoning
1. 3 taps
Tap only boxes labeled tap: these are positions [1, 2, 3]. Rest boxes keep time silently rather than removing a beat. There are 3 taps across four total beats.
2. 2 taps
Tap only boxes labeled tap: these are positions [3, 4]. Rest boxes keep time silently rather than removing a beat. There are 2 taps across four total beats.
3. 2 taps
Tap only boxes labeled tap: these are positions [1, 4]. Rest boxes keep time silently rather than removing a beat. There are 2 taps across four total beats.
Trace Higher and Lower
Lesson check: down → down
Compare each neighboring pair: 3 to 2 moves down, and 2 to 1 moves down. Pitch height differs from loudness. The arrows show the planned pitch path. You can finish this task with a drawing.
Extra practice reasoning
1. same → up
Compare each neighboring pair: 2 to 2 moves same, and 2 to 3 moves up. Pitch height differs from loudness. The arrows show the planned pitch path. You can finish this task with a drawing.
2. down → same
Compare each neighboring pair: 3 to 1 moves down, and 1 to 1 moves same. Pitch height differs from loudness. The arrows show the planned pitch path. You can finish this task with a drawing.
3. up → down
Compare each neighboring pair: 1 to 3 moves up, and 3 to 2 moves down. Pitch height differs from loudness. The arrows show the planned pitch path. You can finish this task with a drawing.
Put Story Pictures in Order
Lesson check: notice → turn → point
The time words assign the positions directly: first=notice, next=turn, finally=point. A seated hand gesture or paper stick figure can stand for every action; large movements or actual props are unnecessary.
Extra practice reasoning
1. sit → open → show
The time words assign the positions directly: first=sit, next=open, finally=show. A seated hand gesture or paper stick figure can stand for every action; large movements or actual props are unnecessary.
2. look → wave → pause
The time words assign the positions directly: first=look, next=wave, finally=pause. A seated hand gesture or paper stick figure can stand for every action; large movements or actual props are unnecessary.
3. gather → arrange → show
The time words assign the positions directly: first=gather, next=arrange, finally=show. A seated hand gesture or paper stick figure can stand for every action; large movements or actual props are unnecessary.
Name a feeling from a story
Lesson check: Happy: the character says they feel pleased.
Pleased is the supplied clue for happy; we use Jo’s words rather than guessing.
Extra practice reasoning
1. Angry: the character says they feel upset about something unfair.
Upset about an unfair turn matches angry; it does not permit hurting someone.
2. Worried: the character says they feel unsure about what might happen.
Uncertainty about what might happen is the supplied worried clue.
3. Sad: the character says they feel disappointed.
Disappointment supports sad in this fictional story.
Ask before entering body space
Lesson check: Ask and wait because permission has not been given.
Wanting a hug is not permission; ask first and wait.
Extra practice reasoning
1. Use the agreed greeting because a clear yes was given.
A wave is the specific agreed greeting; it does not grant permission for a hug.
2. Stop the touch and give space because the answer is no or has changed.
Permission can change; stop immediately.
3. Get a trusted adult because a stop is being ignored.
A stop is being ignored, so adult help is needed for safety.
Tell a trusted adult a clear problem
Lesson check: Tell the adult the location and observed problem.
Describe the observed loose shelf and its location so an adult can make it safe.
Extra practice reasoning
1. Ask another responsible adult because the first cannot help.
Keep seeking responsible adult help; the child is not required to handle it alone.
2. Say that help is needed now because danger is happening.
Immediate harm needs help now, not a delayed routine request.
3. Ask a routine question because there is no danger in the story.
This is a routine information question, not an emergency.
Choose a safe feeling response
Lesson check: Pause and name the feeling before choosing an action.
A pause separates the feeling from an impulsive action.
Extra practice reasoning
1. Ask for a fair turn plan in the small disagreement.
A fair turn request addresses the small resource disagreement.
2. Follow the agreed plan because both characters accepted it.
Follow the agreed plan while it remains acceptable.
3. Seek adult help because someone is being hurt or a stop is ignored.
Harm and an ignored stop require adult help.
Map a clear movement space
Lesson check: Use the clear area because the whole drawn action fits.
The whole modeled gesture fits; optional real movement still needs approval.
Extra practice reasoning
1. Choose a smaller drawn action because the current arrow reaches an obstacle.
Reduce or redraw the action so its path does not reach the obstacle.
2. Ask an adult to resolve the unsafe space; do not test it.
An adult should handle the unsafe floor; the learner must not test it.
3. Keep the task on paper because movement is not needed.
The knowledge task can be completed on paper without physical performance.
Follow start and stop signals
Lesson check: Begin the agreed paper sequence after the start signal.
The agreed sequence may begin in the model.
Extra practice reasoning
1. Pause the sequence at the stop signal.
Stop overrides the next movement arrow.
2. Ask for clarification because the signal is unknown.
Unknown signals need clarification before action.
3. Pause and seek adult help because the scene is unsafe.
Safety overrides a start signal.
Describe body shapes with drawings
Lesson check: Wide: the drawing takes more side-to-side room.
Sideways spread increases the width of the model.
Extra practice reasoning
1. Narrow: the drawing keeps parts close to the middle.
Parts close to the middle make this drawn model narrow.
2. Curled: the drawing bends parts inward.
Inward bending is the supplied curled model.
3. Stretched: the drawing lengthens outward in the model.
The modeled shape extends outward rather than curling.
Build a two-action sequence
Lesson check: Wave then point: follow the two cards once.
Follow the stated order once rather than reverse or repeat it.
Extra practice reasoning
1. Point then wave: use the specified reversed order.
This changed instruction reverses the original order.
2. Wave, point, wave, point: repeat the pair twice.
Two pairs contain four actions in the required order.
3. Pause and clarify: a required action or order is missing.
Clarify the missing instruction rather than guess.
Review answer key
# Count Objects to Twenty and Number Sequences to One Hundred review reasoning
1. 16
Pair one number word with each dot. The result is 16.
2. 100
Keep the same stated step size while continuing the sequence. The result is 100.
3. 14
Arrangement does not change how many dots are present. The result is 14.
4. 19
The final count must match the numeral on the card. The result is 19.
Transfer model: Fourteen dots remain fourteen when their positions change. Two rows of seven contain fourteen; a ring changes where the dots are, not their number.
Other responses can meet the criteria when supported by evidence and reasoning.
# Connect Numerals, Zero, and Equal Counts review reasoning
1. 0
Zero records no objects; the container outline is not an object in the group.
2. 15
Record the final number said while counting. The result is 15.
3. 8
8 comes later in the counting sequence and represents more objects.
4. 8
Every original dot is still present exactly once. The result is 8.
Transfer model: The 0 card has an empty group, the 6 card has six marks, and the 9 card has nine marks. Empty space does not count as an object.
Other responses can meet the criteria when supported by evidence and reasoning.
# Count, Compare, Join, and Take Away review reasoning
1. 9
The next counting number after eight is nine: 8 + 1 = 9.
2. Fish
Two pairs use both boats; three fish have no partner, so the fish group has more.
3. 6
Count both groups: 4 + 2 = 6.
4. 5
Five frogs are not crossed out: 7 − 2 = 5.
Transfer model: I count three fish. One more makes four: 3 + 1 = 4. Four fish is more than two ducks; two fish have no duck partner. Two more fish make six: 4 + 2 = 6. One leaves, so five remain: 6 − 1 = 5.
Other responses can meet the criteria when supported by evidence and reasoning.
# Find Partners and Missing Parts review reasoning
1. 4
Count the empty spaces or subtract the filled amount from ten. The result is 4.
2. 7
Every mark belongs to exactly one part. The result is 7.
3. 2
Subtract the visible part from the known whole. The result is 2.
4. 4
Both sides must have the same total. The result is 4.
Transfer model: Six filled spaces need four more to fill ten. Eight can split into 3 and 5 or into 2 and 6; both pairs still contain eight marks.
Other responses can meet the criteria when supported by evidence and reasoning.
# Build Teen Numbers from Ten and More review reasoning
1. 6
Remove the full ten from the whole count. The result is 6.
2. 16
Join ten with the extra ones. The result is 16.
3. 10
A teen number is ten and the stated extra ones. The result is 10.
4. 17
Count the actual extras and join them to ten. The result is 17.
Transfer model: Seventeen is a full group of ten and seven extra ones: 17 = 10 + 7. The circled ten contains ten separate original marks.
Other responses can meet the criteria when supported by evidence and reasoning.
# Compare Attributes and Sort Groups review reasoning
1. B
B reaches farther from the common start: 8 boxes instead of 6.
2. A
A has one more equal block from base to top.
3. K is heavier
In this exercise the lower side is heavier; a level balance represents equal weight.
4. 6
Count only items labeled blue in the blue category. The result is 6.
Transfer model: Length order is 4, 5, 7 squares. Color categories contain three red and three blue drawings. Color does not determine strip length.
Other responses can meet the criteria when supported by evidence and reasoning.
# Describe Flat Shapes and Solid Models review reasoning
1. Rectangle
Four right angles make it a rectangle; unequal adjacent sides exclude a square.
2. Flat
A rectangle is a plane polygon.
3. Cube
The six equal square faces identify a cube.
4. Gap
A gap leaves part of the target region uncovered.
Transfer model: The diagonal splits the square into two triangles. Joining their matching diagonal sides rebuilds the square without a gap or overlap.
Other responses can meet the criteria when supported by evidence and reasoning.
# Listen, notice print, and tell a little story review reasoning
1. fan
Fish and fan begin with /f/. Sun begins with /s/; moon and map begin with /m/.
2. s
Sock starts with /s/, represented here by lowercase s.
3. Kim closes the box.
The last sentence says Kim closes the box. The other stated event is earlier, and the two extra events are not supplied.
4. A dog sits by a yellow ball.
The caption keeps the animal, action, and ball color from the supplied description.
Transfer model: “Sock and sun start with /s/. I point to s. First Mia finds the sock, next puts it in the bag, and last closes the bag. My caption is ‘Mia holds a sock.’” An adult writes and reads back the caption; the caption describes the supplied picture, while the retell describes the story.
Other responses can meet the criteria when supported by evidence and reasoning.
# Hear Rhymes, Syllables and Changes review reasoning
1. sun
Fun and sun rhyme. A matching first sound alone is not a rhyme.
2. two
Tiger has two beats: ti-ger. Two letters can make one vowel sound.
3. /t/
Wet ends with /t/. Say /m/, not the letter name em.
4. pin
Win becomes pin. Do not add the new sound before the old first sound.
Transfer model: Red and fed rhyme with bed because their vowel and ending sounds match. Picnic has two spoken beats: pic-nic. Cup ends in /p/. Replacing the first /b/ in bat with /k/ gives cat. I keep /a/ and /t/ unchanged and blend /k/ /a/ /t/. An adult can model the sounds without adding an extra vowel after each consonant.
Other responses can meet the criteria when supported by evidence and reasoning.
# Words on a Page and Middle Vowels review reasoning
1. I
Lowercase i pairs with I. Do not choose only by similar shape.
2. three
Big / fish / swim are three written words. A period is not an extra word.
3. short i, as in sit
Fin has short i. Use the spoken sound, not the vowel letter name.
4. no ending mark
No ending mark follows swim. A capital letter starts a sentence; it does not end it.
Transfer model: I / see / a / red / box are five words separated by spaces. The period comes after box and ends the telling sentence. Lowercase o and uppercase O represent the same letter. In red, the middle sound is short e, as in bed. My drawing is a red box. I point to each written word once rather than counting individual letters.
Other responses can meet the criteria when supported by evidence and reasoning.
# People, Places and Different Texts review reasoning
1. Omar
Omar speaks in the poem. A basket or bench is an object, not an acting character.
2. library
The place is the library. Do not invent a different place from an illustration you imagine.
3. surprised
Gasped and surprising show surprise. One feeling is not the same as what the character does.
4. rhyming verse
Dish and wish make a rhyming verse. A text about an animal can be either a story or information.
Transfer model: Jo is the character at the beach. The beach is the setting. Jo’s laugh supports the feeling happy when the wave tickles her toes. A drawing can show Jo’s feet beside the wave. The passage tells an invented event, so it is a story rather than directions for what the listener should do. I use the stated laugh clue rather than inventing another emotion.
Other responses can meet the criteria when supported by evidence and reasoning.
# Naming, Doing and Describing review reasoning
1. cup
Cup is the thing named. A word such as roll tells an action, not a thing.
2. wash
Wash is the action. Do not choose a color as the action.
3. red
Red is the color. A color is not the object name.
4. beside
Beside means next to the sink. Beside does not mean inside.
Transfer model: My drawing shows a green hat inside a box. My sentence is: I lift the green hat inside the box. Hat names the object, lift tells the action, green describes its color and inside tells its position compared with the box. The hat goes within the box’s boundary, rather than beside or underneath it. An adult can write my dictated sentence.
Other responses can meet the criteria when supported by evidence and reasoning.
# Make a Message and Listen to a Reply review reasoning
1. give a direction
Please draw is a direction. I like gives a preference, not a fact everyone must share.
2. tell where it is
Where asks for the pencil’s place. A favorite color does not answer where a book is.
3. S
sam begins with S. A capital is not needed for every letter in a name.
4. red kite
Red kite is the matching label. Do not choose a nice-sounding label for a different object.
Transfer model: My picture label is small boat, matching the size and object. Ana begins with capital A because it is a person’s name. I ask, "Where is the boat?" A useful answer is, "It is in the pond," because where asks for a place. "I like boats" expresses a preference; it does not tell everyone what they must like. I listen to the answer before asking another question.
Other responses can meet the criteria when supported by evidence and reasoning.
# Pushes, Pulls and Changing Paths review reasoning
1. push
The answer is push. In the notes, it means “a touch that acts away from you.” An adult reads toy-motion picture descriptions. A force is a push or pull. Touching can start, stop or redirect motion; a drawing cannot measure its strength.
2. start
The answer is start. In the notes, it means “still changes to moving.” Use two picture captions for each pretend toy. Name the observed change rather than guessing an unseen cause. Faster and slower compare motion over the same time.
3. straight
The answer is straight. In the notes, it means “the route keeps its direction.” Follow a toy’s printed route using your finger. Left and right depend on the map’s fixed arrow. A barrier can change a moving object’s path when they touch.
4. start push
The answer is start push. In the notes, it means “helps a still toy begin moving.” Pretend records show one change at a time. Choose the change matching the observed problem. No toy building or small objects are needed; draw the improvement.
Transfer model: Panel 1: Which scientific label fits the specifically described step or feature? Supplied case: A hand presses a toy away.
Result: push. Reasoning: The answer is push. In the notes, it means “a touch that acts away from you.” An adult reads toy-motion picture descriptions. A force is a push or pull. Touching can start, stop or redirect motion; a drawing cannot measure its strength. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Panel 2: Which scientific label fits the specifically described step or feature? Supplied case: Still, then rolling.
Result: start. Reasoning: The answer is start. In the notes, it means “still changes to moving.” Use two picture captions for each pretend toy. Name the observed change rather than guessing an unseen cause. Faster and slower compare motion over the same time. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Panel 3: Which scientific label fits the specifically described step or feature? Supplied case: Up then up again.
Result: straight. Reasoning: The answer is straight. In the notes, it means “the route keeps its direction.” Follow a toy’s printed route using your finger. Left and right depend on the map’s fixed arrow. A barrier can change a moving object’s path when they touch. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Panel 4: Which scientific label fits the specifically described step or feature? Supplied case: Toy stays still at the start.
Result: start push. Reasoning: The answer is start push. In the notes, it means “helps a still toy begin moving.” Pretend records show one change at a time. Choose the change matching the observed problem. No toy building or small objects are needed; draw the improvement. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Other responses can meet the criteria when supported by evidence and reasoning.
# Living Things and Their Needs review reasoning
1. food
The answer is food. In the notes, it means “material animals eat for energy and growth.” Animals need water, air and food. A favorite toy may be enjoyable but is not a basic biological need. Use the supplied animal descriptions; do not handle animals.
2. light
The answer is light. In the notes, it means “helps green plants make food.” Most familiar green plants use light to make food and need water and air. Soil can support roots, but plants do not eat soil like an animal eats a meal.
3. pond
The answer is pond. In the notes, it means “water habitat for the supplied fish.” A habitat is a place with resources and conditions. A pond and meadow offer different resources. The pretend cards describe needs so you can match without guessing.
4. digging
The answer is digging. In the notes, it means “soil moved to make a space.” Living things can change their surroundings. We describe visible changes before judging them. Supplied drawings show changes; there is no need to disturb nests or roots.
Transfer model: Panel 1: Which scientific label fits the specifically described step or feature? Supplied case: A rabbit drinks at a bowl.
Result: water. Reasoning: The answer is water. In the notes, it means “needed liquid for body processes.” Animals need water, air and food. A favorite toy may be enjoyable but is not a basic biological need. Use the supplied animal descriptions; do not handle animals. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Panel 2: Which scientific label fits the specifically described step or feature? Supplied case: Sunlight reaches green blades.
Result: light. Reasoning: The answer is light. In the notes, it means “helps green plants make food.” Most familiar green plants use light to make food and need water and air. Soil can support roots, but plants do not eat soil like an animal eats a meal. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Panel 3: Which scientific label fits the specifically described step or feature? Supplied case: Fish needs water to swim.
Result: pond. Reasoning: The answer is pond. In the notes, it means “water habitat for the supplied fish.” A habitat is a place with resources and conditions. A pond and meadow offer different resources. The pretend cards describe needs so you can match without guessing. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Panel 4: Which scientific label fits the specifically described step or feature? Supplied case: A burrow makes a hole in soil.
Result: digging. Reasoning: The answer is digging. In the notes, it means “soil moved to make a space.” Living things can change their surroundings. We describe visible changes before judging them. Supplied drawings show changes; there is no need to disturb nests or roots. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Other responses can meet the criteria when supported by evidence and reasoning.
# Weather records and careful claims review reasoning
1. 3
Monday, Wednesday, and Thursday give three cloudy entries.
2. rainy
A and C share the rainy label.
3. The labels differ.
Cloudy and sunny differ; no night observation was supplied.
4. Sunday was recorded as sunny.
Only the Sunday sunny observation is directly in the note.
Transfer model: My noon groups are rainy: days 1 and 3, two entries; cloudy: day 2, one entry. Day 3 changes from cloudy in the morning to rainy at noon. There is no day 4 note, so I cannot say for certain what its weather will be.
Other responses can meet the criteria when supported by evidence and reasoning.
# Describe Materials Carefully review reasoning
1. rough
The answer is rough. In the notes, it means “surface with noticeable bumps.” Use supplied descriptions, not touching unknown objects. A property is something you can describe. Two objects may share one property and differ in another.
2. round
The answer is round. In the notes, it means “curved outline like a circle.” Choose the named property before sorting. An object can belong to more than one property group. Shape and color are different features; one does not determine the other.
3. water blocker
The answer is water blocker. In the notes, it means “water stays on the outside in this card.” A material choice depends on the purpose. These pretend test cards show what happened to water and light. They do not mean every sample of a material behaves identically.
4. observation
The answer is observation. In the notes, it means “what the supplied record directly shows.” A direct observation says what a record shows. A guess may be worth checking but is not already measured. Predictions describe what might happen next.
Transfer model: Panel 1: Which scientific label fits the specifically described step or feature? Supplied case: A card says surface has no bumps.
Result: smooth. Reasoning: The answer is smooth. In the notes, it means “surface without noticeable bumps.” Use supplied descriptions, not touching unknown objects. A property is something you can describe. Two objects may share one property and differ in another. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Panel 2: Which scientific label fits the specifically described step or feature? Supplied case: Sort a circle by shape.
Result: round. Reasoning: The answer is round. In the notes, it means “curved outline like a circle.” Choose the named property before sorting. An object can belong to more than one property group. Shape and color are different features; one does not determine the other. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Panel 3: Which scientific label fits the specifically described step or feature? Supplied case: Droplets stay outside the sheet.
Result: water blocker. Reasoning: The answer is water blocker. In the notes, it means “water stays on the outside in this card.” A material choice depends on the purpose. These pretend test cards show what happened to water and light. They do not mean every sample of a material behaves identically. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Panel 4: Which scientific label fits the specifically described step or feature? Supplied case: The paper is wet in the drawing.
Result: observation. Reasoning: The answer is observation. In the notes, it means “what the supplied record directly shows.” A direct observation says what a record shows. A guess may be worth checking but is not already measured. Predictions describe what might happen next. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Other responses can meet the criteria when supported by evidence and reasoning.
# Sunlight, Shade and Caring for Places review reasoning
1. sunny spot
The answer is sunny spot. In the notes, it means “receives direct sunlight in the drawing.” Sunlight can warm surfaces. Shade blocks some incoming sunlight. Use the supplied descriptions rather than touching hot surfaces or looking directly at the Sun.
2. post
The answer is post. In the notes, it means “support holding up the cover.” A roof can block light above an area. An open roof edge can still let light reach part of the ground. Draw the light path; a model is simpler than a real place.
3. reuse
The answer is reuse. In the notes, it means “use an item again.” People use water and materials. Actions can reduce waste and protect living things. These are pretend choices; follow a trusted adult’s local instructions in real situations.
4. land
The answer is land. In the notes, it means “the drawn ground area.” A picture map can show where resources are located. Land and water are features, not promises that a place is safe. Do not enter water to complete this activity.
Transfer model: Panel 1: Which scientific label fits the specifically described step or feature? Supplied case: Open ground with sunlight arrows.
Result: sunny spot. Reasoning: The answer is sunny spot. In the notes, it means “receives direct sunlight in the drawing.” Sunlight can warm surfaces. Shade blocks some incoming sunlight. Use the supplied descriptions rather than touching hot surfaces or looking directly at the Sun. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Panel 2: Which scientific label fits the specifically described step or feature? Supplied case: Label the top cover.
Result: roof. Reasoning: The answer is roof. In the notes, it means “upper cover blocking the shown light.” A roof can block light above an area. An open roof edge can still let light reach part of the ground. Draw the light path; a model is simpler than a real place. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Panel 3: Which scientific label fits the specifically described step or feature? Supplied case: Draw on the unused side of paper.
Result: reuse. Reasoning: The answer is reuse. In the notes, it means “use an item again.” People use water and materials. Actions can reduce waste and protect living things. These are pretend choices; follow a trusted adult’s local instructions in real situations. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Panel 4: Which scientific label fits the specifically described step or feature? Supplied case: A brown ground patch.
Result: land. Reasoning: The answer is land. In the notes, it means “the drawn ground area.” A picture map can show where resources are located. Land and water are features, not promises that a place is safe. Do not enter water to complete this activity. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Other responses can meet the criteria when supported by evidence and reasoning.
# Design a Paper Shelter review reasoning
1. goal
The answer is goal. In the notes, it means “keep the drawn toy space dry.” A design goal says what a solution should do. A drawing helps explain an idea before building. Our pretend goal is a dry toy space, not a real emergency shelter.
2. gap
The answer is gap. In the notes, it means “roof leaves an opening.” Both supplied shelters have the same base. One roof has a gap. Look for a path through which water could reach the toy; appearance alone does not show performance.
3. not tested
The answer is not tested. In the notes, it means “no result has been supplied.” A supplied test record shows dry or wet toy spaces. Read each record once. A design meets this one goal when the stated test leaves the toy space dry.
4. close gap
The answer is close gap. In the notes, it means “blocks the shown path through the roof.” A useful improvement connects a change to a specific problem. Draw your change and point to the expected water path. A prediction still needs a test record.
Transfer model: Panel 1: Which scientific label fits the specifically described step or feature? Supplied case: What should the shelter accomplish.
Result: goal. Reasoning: The answer is goal. In the notes, it means “keep the drawn toy space dry.” A design goal says what a solution should do. A drawing helps explain an idea before building. Our pretend goal is a dry toy space, not a real emergency shelter. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Panel 2: Which scientific label fits the specifically described step or feature? Supplied case: A roof reaches both outside edges.
Result: covered. Reasoning: The answer is covered. In the notes, it means “roof spans the whole toy space.” Both supplied shelters have the same base. One roof has a gap. Look for a path through which water could reach the toy; appearance alone does not show performance. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Panel 3: Which scientific label fits the specifically described step or feature? Supplied case: Design A’s toy space stays dry.
Result: passes. Reasoning: The answer is passes. In the notes, it means “toy space stays dry in the record.” A supplied test record shows dry or wet toy spaces. Read each record once. A design meets this one goal when the stated test leaves the toy space dry. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Panel 4: Which scientific label fits the specifically described step or feature? Supplied case: Water enters through a roof opening.
Result: close gap. Reasoning: The answer is close gap. In the notes, it means “blocks the shown path through the roof.” A useful improvement connects a change to a specific problem. Draw your change and point to the expected water path. A prediction still needs a test record. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Other responses can meet the criteria when supported by evidence and reasoning.
# Families and Time review reasoning
1. Rest
The card says: “Someone sits quietly after a busy game.” That matches Rest. Rest is giving the body a break.
2. Later
The card says: “The group plans to read after its current game.” That matches Later. Later is after the present moment.
3. Object
The card says: “A box contains a worn pair of baby shoes.” That matches Object. Object is a physical thing that may be kept.
4. Last
The card says: “Fictional order: build, test, tidy; identify tidying.” That matches Last. Last is the final event in the stated sequence.
Transfer model: People Who Care for Children: The card says: “A fictional adult prepares food for a child.” That matches Care. Care is helping someone meet a need. Compare: The card says: “A fictional child builds a block tower for fun.” That matches Play. Play is doing an enjoyable activity. Before Now and Later: The card says: “A fictional child ate breakfast this morning and is now at lunch.” That matches Before. Before is earlier than now. Compare: The card says: “A fictional child is holding the pencil at this moment.” That matches Now. Now is at the present moment. Growing and Keeping Memories: The card says: “A camera photograph shows a fictional child with a birthday cake.” That matches Photograph. Photograph is a picture made with a camera. Compare: The card says: “A fictional adult remembers learning to ride a bicycle.” That matches Memory. Memory is a person’s recalled experience. A Day in Order: The card says: “Fictional order: wake, eat, play; identify waking.” That matches First. First is the earliest event in the stated sequence. Compare: The card says: “Fictional order: open book, listen, close book; identify listening.” That matches Next. Next is the event immediately after the first stated event. Adult checking note: This model uses the supplied lesson cards and notes. It does not describe every person, community or place. Answering a new question would need a matching source or a new observation.
Other responses can meet the criteria when supported by evidence and reasoning.
# Our Pretend Shared Room review reasoning
1. Eli.
The stated turn rule gives Eli the next turn after Uma finishes.
2. It helps the next player find pieces.
A known storage place helps the next person locate shared pieces.
3. Sol.
Sol’s stated task is returning books; Len’s task concerns turns.
4. Mat.
The key gives M=mat, and the plan puts M in the middle.
Transfer model: Pax stamps next because Kim has finished the agreed one mark. Zee returns the stamp because that is Zee’s job. The tray helps the next learner find it. T means stamp tray, and it is in the middle between the reading mat and art table.
Other responses can meet the criteria when supported by evidence and reasoning.
# Places Around Us review reasoning
1. Park
The card says: “Visitors sit beside a public walking path.” That matches Park. Park is an outdoor community recreation space.
2. Lake
The card says: “A boat is on inland water enclosed by land.” That matches Lake. Lake is a body of water surrounded by land.
3. Between
The card says: “A pond sits with a house on one side and a barn on the other.” That matches Between. Between is in the middle of two stated places.
4. Photograph
The card says: “A camera records a mountain from the roadside.” That matches Photograph. Photograph is an image made by a camera.
Transfer model: Homes and Public Places: The card says: “A fictional family lives in an apartment.” That matches Home. Home is a place where people live. Compare: The card says: “A fictional visitor borrows a storybook.” That matches Library. Library is a place with books and learning resources. Land and Water: The card says: “A drawing shows a rounded rise above nearby ground.” That matches Hill. Hill is raised land lower than a mountain in ordinary descriptions. Compare: The card says: “A drawing shows water moving through a long channel.” That matches River. River is water flowing along a channel. Near Far and Between: The card says: “Fictional drawing: the tree touches the house’s yard.” That matches Near. Near is close to the stated reference place. Compare: The card says: “Fictional drawing: the mountain is many miles from the house.” That matches Far. Far is a long way from the stated reference place. A Globe and a Picture Map: The card says: “A round object shows continents and oceans.” That matches Globe. Globe is a round model of Earth. Compare: The card says: “A flat page shows labeled streets from above.” That matches Map. Map is a flat representation of a place. Adult checking note: This model uses the supplied lesson cards and notes. It does not describe every person, community or place. Answering a new question would need a matching source or a new observation.
Other responses can meet the criteria when supported by evidence and reasoning.
# Things We Need and Work We Do review reasoning
1. Shelter
The card says: “A roof protects people from a storm.” That matches Shelter. Shelter is a place that protects people from weather.
2. Builder
The card says: “A worker builds a wall from bricks.” That matches Builder. Builder is a worker who constructs structures.
3. Human effort
The card says: “A worker carefully measures a board.” That matches Human effort. Human effort is a person’s time or skill used in work.
4. Alternative
The card says: “A learner could build blocks but chooses reading.” That matches Alternative. Alternative is another possible activity not selected.
Transfer model: Needs and Extra Choices: The card says: “A fictional meal includes rice and beans.” That matches Food. Food is something eaten to nourish the body. Compare: The card says: “A fictional person drinks clean water.” That matches Water. Water is a drink needed by the body. People Make and Help: The card says: “A fictional worker tends tomato plants for food.” That matches Grower. Grower is a worker who raises crops. Compare: The card says: “A fictional worker mixes and bakes loaves.” That matches Baker. Baker is a worker who makes bread or similar baked food. Resources We Use: The card says: “A fictional craft uses wood from a tree.” That matches Natural material. Natural material is a material from the environment. Compare: The card says: “A fictional carpenter uses a hammer.” That matches Tool. Tool is a made object used to do work. Only So Much Time: The card says: “A fictional group has ten minutes before cleanup.” That matches Time available. Time available is the total time the stated plan can use. Compare: The card says: “A fictional group decides to draw during its ten minutes.” That matches Chosen activity. Chosen activity is the activity selected for the stated period. Adult checking note: This model uses the supplied lesson cards and notes. It does not describe every person, community or place. Answering a new question would need a matching source or a new observation.
Other responses can meet the criteria when supported by evidence and reasoning.
# U.S. Symbols and Stories review reasoning
1. Liberty Bell
The card says: “A description names a historic Philadelphia bell.” That matches Liberty Bell. Liberty Bell is a historic bell associated with Philadelphia.
2. Country
The card says: “Canada is named as a nation.” That matches Country. Country is a nation such as the United States.
3. Harriet Tubman
The card says: “A card describes a woman who guided other enslaved people toward freedom.” That matches Harriet Tubman. Harriet Tubman is a freedom seeker who helped others escape slavery.
4. Commemoration
The card says: “A class creates a display about a historic event.” That matches Commemoration. Commemoration is an activity remembering a person or event.
Transfer model: Flag and Other National Symbols: The card says: “A picture shows fifty stars and thirteen stripes.” That matches United States flag. United States flag is a national symbol with stars and stripes. Compare: The card says: “A picture shows the bird on the Great Seal.” That matches Bald eagle. Bald eagle is a bird used as a national emblem. A Country State and Town: The card says: “Fictional Oak Town is a small settlement within a state.” That matches Town. Town is a local settlement. Compare: The card says: “Maryland is one member of the United States.” That matches State. State is one of the United States’ member political areas. Remembering People Without Inventing Stories: The card says: “A card identifies the nation’s first president.” That matches George Washington. George Washington is the first president of the United States. Compare: The card says: “A card identifies the president who issued the Emancipation Proclamation.” That matches Abraham Lincoln. Abraham Lincoln is U.S. president during the Civil War. Past Events and Present Communities: The card says: “A card describes the Declaration adopted in 1776.” That matches Historical event. Historical event is a real occurrence in the past. Compare: The card says: “A card describes Native families and communities today.” That matches Present community. Present community is people living and participating now. Adult checking note: This model uses the supplied lesson cards and notes. It does not describe every person, community or place. Answering a new question would need a matching source or a new observation.
Other responses can meet the criteria when supported by evidence and reasoning.
# Devices Help Us Send and Receive review reasoning
1. Writing tool
The supplied case states: A crayon colors a sheet by hand. Classify it. Under the stated distinction, this identifies Writing tool. A computing device follows instructions to work with information. A tablet can show a drawing, a laptop can play recorded sound, and a digital camera can store a picture. A plain pencil is useful but does not run a computer program. A device is a tool; a person chooses its purpose. Look for a device described as following a program, rather than deciding from its size or shape.
2. Paper mark
The supplied case states: A child draws a circle on ordinary paper. Name the action. Under the stated distinction, this identifies Paper mark. An input gives information to a computing device. A key press, touch, mouse movement or microphone sound can be an input. An output is information the device sends out, such as a picture or sound. One device may both receive and send information, so name the action rather than the whole object. Follow the information arrow: into the device is input, out to the person is output.
3. Screen
The supplied case states: A learner wants an image displayed on the device. Choose the output. Under the stated distinction, this identifies Screen. A computer can give information through pictures, sounds or printed pages. Different output tools serve different jobs. A speaker helps a person hear recorded words; a screen helps a person see a picture. A printer makes a paper copy. The right choice depends on what information the learner needs. Match the required way of receiving information to the output tool described.
4. Keep liquids away
The supplied case states: A child is about to place a drink on a keyboard. Choose an action. Under the stated distinction, this identifies Keep liquids away. Shared computing devices have many users. Careful handling protects both the equipment and the people using it. A trusted adult can help when something is loose, hot, wet or not working. Cleaning, plugging in or taking apart equipment may need adult help. A safe first choice is to stop and ask. Use gentle handling for ordinary use; pause and tell a trusted adult about damage or an unknown problem.
Transfer model: A touch is input to the drawing app. The screen shows the drawing and the printer gives a paper copy; a speaker could read directions. Keep drinks away and tell a trusted adult about a damaged cable.
Other responses can meet the criteria when supported by evidence and reasoning.
# Give, Follow and Check Instructions review reasoning
1. Draw the circle
The circle creates the inside location needed by the cross instruction.
2. X only
Both Y and Z refer to the bowl. X must create it first.
3. Column 3, row 2
Two RIGHT moves reach column 3, row 1; one UP reaches column 3, row 2.
4. One inside dot is missing
The result has one inside dot while the goal needs two. Adding one inside-dot step supplies the missing dot.
Transfer model: 1. Draw a rectangle. 2. Draw two dots inside it. 3. Draw a line below it. 4. Stop. The draft was missing one dot; my tested picture has exactly two inside dots and a line below. The paper robot moves (1, 1) → (2, 1) → (2, 2).
Other responses can meet the criteria when supported by evidence and reasoning.
# Pictures Become Useful Records review reasoning
1. Duplicate choice
The supplied case states: Two cards are saved for the same single puzzle choice. Classify the record. Under the stated distinction, this identifies Duplicate choice. Data is recorded information. A picture card can stand for one choice. If each child chooses one activity, one card for that child keeps the record fair. Two cards from the same child would count that child twice. We use pretend choices here; nobody needs to give their own information. Match one card to one stated choice and check that no choice is counted twice.
2. Snowy
The supplied letter key maps N to Snowy. Use that stated mapping; arbitrary letters do not have a weather meaning without the key.
3. 7
Using the supplied inputs: 7 = 7. Count the cards one at a time and use the stated one-card-one-choice key. Count cards rather than the number of different pictures.
4. Drawing appears more
The supplied case states: Pretend record: reading 4, drawing 6. Compare the recorded counts. Under the stated distinction, this identifies Drawing appears more. A small data record can answer a small question. If the pretend record has three reading cards and two drawing cards, reading appears more often in this record. It does not prove that every child prefers reading. A missing card also does not tell us what its owner would have chosen. Name what is shown in the supplied record and keep the claim about that record.
Transfer model: Key: a square means one blocks choice; a circle means one drawing choice. Pretend record: square, square, square, square, circle, circle, with one card per choice. Count four squares and two circles: four blocks choices, two drawing choices, six choices in total. Blocks appears more often by two choices in this supplied record. The key, not the symbol appearance, determines meaning; this small record does not establish every child’s preference.
Other responses can meet the criteria when supported by evidence and reasoning.
# Safe and Friendly Digital Choices review reasoning
1. Stop and ask a trusted adult
The supplied case states: A game request asks for a private family photograph. Choose an action. Under the stated distinction, this identifies Stop and ask a trusted adult. Some information is private because sharing it may affect a person’s safety or privacy. A home address, password or private photo should not be given to an unfamiliar person online. A young learner can stop and ask a trusted adult. All names and requests in this lesson are pretend, and no real details are needed. For an unfamiliar request for private information, stop and ask a trusted adult rather than sending it.
2. Ask a trusted adult
The supplied case states: A countdown says to click before you can ask for help. Choose the first action. Under the stated distinction, this identifies Ask a trusted adult. Links and buttons can open new pages, messages or downloads. A picture that looks fun does not prove that the destination is safe. An adult can check an unfamiliar invitation before a young learner opens it. Pausing is a useful action; nobody must click to finish the exercise. Use a known classroom direction for an agreed activity; ask a trusted adult about an unfamiliar invitation.
3. Show picture
The supplied case states: A learner needs the activity’s image displayed. Which label fits? Under the stated distinction, this identifies Show picture. A useful button tells a learner what it does. Words, spoken labels and clear pictures can help. A triangle by itself might mean play, next or something else, so a label reduces guessing. Different learners may see, hear or use controls differently. We can draw a clearer screen on paper without building an app. Choose a control whose label describes the requested action and offer more than one way to understand it.
4. Ask permission first
The supplied case states: You want to use a classmate’s unpublished picture in a public poster. Choose the first action. Under the stated distinction, this identifies Ask permission first. Digital work can belong to someone who made it. A partner’s drawing is not automatically yours to share. Ask before passing it on and name its creator when sharing is allowed. A kind comment describes a useful detail or asks a respectful question. Mean comments and unapproved sharing are not needed to learn computing. Check permission before sharing another person’s work and describe their contribution respectfully.
Transfer model: I label one button Play story and another Get help, with an adult able to read the labels aloud. I do not rely only on colors. If an unknown message asks for a home address, I stop and tell a trusted adult.
Other responses can meet the criteria when supported by evidence and reasoning.
# Draw Lines, Shapes, Patterns, and Overlapping Pictures review reasoning
1. A straight line
The supplied evidence is that the route runs vertically from the page top to bottom without any direction change. It keeps one direction, so a straight continuous line represents that evidence. A square would add corners and closure; separate dots would not show the specified continuous path.
2. square
The required boundary is four equal sides of length five and four square corners. A square has those features. The choice follows visible shape properties rather than the sign’s color or what an observer likes best.
3. leaf
Follow the stated repeat group in order. Two complete copies are followed by its first member leaf, so the next position is the group’s second member, leaf. Repetition copies the whole group rather than only its last picture.
4. The kite appears in front of the cloud
The visible kite interrupts the cloud boundary, so the artist’s overlap cue places kite in front. This describes how the picture suggests depth, not a measurement of actual object size or distance.
Transfer model: 1. A straight line. The supplied evidence is that the route runs horizontally from the left page edge to the right without bending. It keeps one direction, so a straight continuous line represents that evidence. A square would add corners and closure; separate dots would not show the specified continuous path. Check the separate work: Both paths connect the points; label which bends and which keeps one direction. 2. square. The required boundary is four equal straight sides and four square corners, rotated on the page. A square has those features. The choice follows visible shape properties rather than the sign’s color or what an observer likes best. Check the separate work: The triangle has three straight sides, the square four equal sides and square corners, and the circle a round boundary. 3. square. Follow the stated repeat group in order. Two complete copies are followed by its first member triangle, so the next position is the group’s second member, square. Repetition copies the whole group rather than only its last picture. Check the separate work: All three copies preserve the symbol order; underline one complete repeat group. 4. The box appears in front of the wall. The visible box interrupts the wall boundary, so the artist’s overlap cue places box in front. This describes how the picture suggests depth, not a measurement of actual object size or distance. Check the separate work: The front outline stays readable, the back outline stops where hidden, and a caption names the front shape.
Other responses can meet the criteria when supported by evidence and reasoning.
# Beats, Quiet Times, High and Low Sounds, and Story Actions review reasoning
1. Equal spacing between every beat
A steady pulse keeps a repeated timing interval. Loudness can change independently of spacing; speeding up or adding random gaps would change the pulse. You may represent the beats with evenly spaced marks instead of performing them.
2. 2 taps
Tap only boxes labeled tap: these are positions [1, 2]. Rest boxes keep time silently rather than removing a beat. There are 2 taps across four total beats.
3. down → up
Compare each neighboring pair: 2 to 1 moves down, and 1 to 3 moves up. Pitch height differs from loudness. The arrows show the planned pitch path. You can finish this task with a drawing.
4. peek → smile → wave
The time words assign the positions directly: first=peek, next=smile, finally=wave. A seated hand gesture or paper stick figure can stand for every action; large movements or actual props are unnecessary.
Transfer model: 1. Equal spacing between every beat. A steady pulse keeps a repeated timing interval. Loudness can change independently of spacing; speeding up or adding random gaps would change the pulse. You may represent the beats with evenly spaced marks instead of performing them. For the separate drawing or writing task, check this: Spacing is equal and every mark has one numbered beat position. 2. 2 taps. Tap only boxes labeled tap: these are positions [1, 3]. Rest boxes keep time silently rather than removing a beat. There are 2 taps across four total beats. For the separate drawing or writing task, check this: The grid has four beat positions, two sound instructions and two silent instructions. 3. up → same. Compare each neighboring pair: 1 to 2 moves up, and 2 to 2 moves same. Pitch height differs from loudness. The arrows show the planned pitch path. You can finish this task with a drawing. For the separate drawing or writing task, check this: Two arrows correctly label the neighboring height changes; loudness is not used to justify either arrow. 4. look → nod → rest. The time words assign the positions directly: first=look, next=nod, finally=rest. A seated hand gesture or paper stick figure can stand for every action; large movements or actual props are unnecessary. For the separate drawing or writing task, check this: Panels preserve the stated event order; each action has a visible paper figure or written label.
Other responses can meet the criteria when supported by evidence and reasoning.
# Feelings, space and help review reasoning
1. Happy: the character says they feel pleased.
The character describes pleasure, so happy is supported.
2. Stop the touch and give space because the answer is no or has changed.
Moving away indicates space is wanted; stop rather than demand an explanation.
3. Ask another responsible adult because the first cannot help.
Another responsible adult can help; absence does not end help-seeking.
4. Pause and name the feeling before choosing an action.
Pause and name the feeling; grabbing is not justified by anger.
Transfer model: Ask which greeting the friend wants, accept the wave and give space. The upset child may pause and name the feeling. If someone keeps grabbing after a stop, tell the teacher what happened and where. No child must accept touch to be friendly.
Other responses can meet the criteria when supported by evidence and reasoning.
# Space, shapes and signals review reasoning
1. Choose a smaller drawn action because the current arrow reaches an obstacle.
The path needs more space or a smaller gesture; do not collide.
2. Pause the sequence at the stop signal.
The written stop instruction pauses the modeled activity.
3. Wide: the drawing takes more side-to-side room.
Greater side-to-side spread makes that drawing wider.
4. Point then wave: use the specified reversed order.
Reversing the pair produces point then wave.
Transfer model: The strip is START-wave-point-wave-point-STOP. I draw each arrow inside the clear area and label STOP with a word. If the pictured area becomes unsafe, the sequence pauses. A learner may draw all four actions instead of performing them.
Other responses can meet the criteria when supported by evidence and reasoning.
Test answer key
# Math test reasoning
1. 17
Pair one number word with each dot. The result is 17.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-count-arranged-lines
2. 100
Keep the same stated step size while continuing the sequence. The result is 100.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-continue-from-a-number
3. 15
Arrangement does not change how many dots are present. The result is 15.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-count-a-circle-once
4. 20
The final count must match the numeral on the card. The result is 20.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-make-a-requested-group
5. 0
Zero records no objects; the container outline is not an object in the group.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-zero-means-empty
6. 16
Record the final number said while counting. The result is 16.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-write-a-count-card
7. 9
9 comes later in the counting sequence and represents more objects.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-compare-written-small-numbers
8. 9
Every original dot is still present exactly once. The result is 9.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-same-count-new-arrangement
9. 3
Count the empty spaces or subtract the filled amount from ten. The result is 3.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-fill-a-ten-frame
10. 8
Every mark belongs to exactly one part. The result is 8.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-split-a-whole-two-ways
11. 1
Subtract the visible part from the known whole. The result is 1.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-hidden-part-of-five
12. 3
Both sides must have the same total. The result is 3.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-balance-two-small-sums
13. 7
Remove the full ten from the whole count. The result is 7.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-circle-a-full-ten
14. 17
Join ten with the extra ones. The result is 17.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-record-a-teen-composition
15. 10
A teen number is ten and the stated extra ones. The result is 10.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-rebuild-a-teen-from-its-parts
16. 18
Count the actual extras and join them to ten. The result is 18.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-repair-a-teen-label
17. B
B reaches farther from the common start: 9 boxes instead of 7.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-line-up-lengths
18. A
A has one more equal block from base to top.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-compare-heights
19. Weights are equal
In this exercise the lower side is heavier; a level balance represents equal weight.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-read-a-balance-model
20. 5
Count only items labeled blue in the blue category. The result is 5.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-sort-and-count-categories
21. Triangle
Size and orientation do not change the number or arrangement of its sides.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-name-flat-shapes-by-edges
22. Solid
A cylinder has circular bases and depth.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-flat-or-solid
23. Cone
The stated circular base and apex fit a cone.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-describe-solid-parts
24. Circle
Four matching quarter-circles cover one full circular region.
Revisit: https://thelifestarter.com/academy/grade/k/k-math-join-shape-pieces
# Reading & writing test reasoning
1. bee
Knee and bee rhyme although their spellings begin differently. A matching first sound alone is not a rhyme.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-spoken-word-play-hear-a-rhyme
2. three
Tomato is to-ma-to, three beats. Two letters can make one vowel sound.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-spoken-word-play-clap-spoken-syllables
3. /p/
Lip ends with /p/. Say /m/, not the letter name em.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-spoken-word-play-hear-the-final-sound
4. map
Cap becomes map. Do not add the new sound before the old first sound.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-spoken-word-play-change-one-spoken-sound
5. E
Lowercase e pairs with E. Do not choose only by similar shape.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-print-and-vowel-noticing-pair-upper-and-lowercase-letters
6. four
The / red / hen / ran are four words. A period is not an extra word.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-print-and-vowel-noticing-count-words-by-spaces
7. short e, as in bed
Red has short e. Use the spoken sound, not the vowel letter name.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-print-and-vowel-noticing-hear-a-middle-vowel
8. period
The sentence ends with a period. A capital letter starts a sentence; it does not end it.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-print-and-vowel-noticing-find-sentence-ending-punctuation
9. Omar
Omar is the person reading. A basket or bench is an object, not an acting character.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-story-parts-and-text-kinds-name-a-story-character
10. park
The card is read in the park. Do not invent a different place from an illustration you imagine.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-story-parts-and-text-kinds-name-the-place
11. happy
Happily directly shows the feeling. One feeling is not the same as what the character does.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-story-parts-and-text-kinds-notice-a-feeling
12. factual information
The quoted card gives general information, rather than a dog-story event. A text about an animal can be either a story or information.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-story-parts-and-text-kinds-recognize-a-text-kind
13. book
Book names the thing. A word such as roll tells an action, not a thing.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-words-that-name-and-describe-find-a-naming-word
14. read
Read is the action. Do not choose a color as the action.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-words-that-name-and-describe-find-an-action-word
15. blue
Blue describes its color. A color is not the object name.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-words-that-name-and-describe-find-a-describing-word
16. on
On is the position word. Beside does not mean inside.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-words-that-name-and-describe-use-position-words
17. express a preference
Prefer expresses a choice. I like gives a preference, not a fact everyone must share.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-early-messages-and-listening-tell-or-ask
18. explain an action
How asks for an action explanation. A favorite color does not answer where a book is.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-early-messages-and-listening-match-a-useful-reply
19. M
mia begins with M. A capital is not needed for every letter in a name.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-early-messages-and-listening-choose-a-first-capital
20. yellow bus
Yellow bus matches the description. Do not choose a nice-sounding label for a different object.
Revisit: https://thelifestarter.com/academy/grade/k/k-reading-early-messages-and-listening-plan-a-drawing-label
# Science test reasoning
1. pull
The answer is pull. In the notes, it means “a tug that acts toward you.” An adult reads toy-motion picture descriptions. A force is a push or pull. Touching can start, stop or redirect motion; a drawing cannot measure its strength.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-pushes-pulls-and-paths-name-a-push-or-a-pull
2. stop
The answer is stop. In the notes, it means “moving changes to still.” Use two picture captions for each pretend toy. Name the observed change rather than guessing an unseen cause. Faster and slower compare motion over the same time.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-pushes-pulls-and-paths-compare-before-and-after-motion
3. reverse
The answer is reverse. In the notes, it means “the route goes back toward its starting direction.” Follow a toy’s printed route using your finger. Left and right depend on the map’s fixed arrow. A barrier can change a moving object’s path when they touch.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-pushes-pulls-and-paths-trace-direction-on-a-paper-track
4. catch barrier
The answer is catch barrier. In the notes, it means “stops a toy at the finish.” Pretend records show one change at a time. Choose the change matching the observed problem. No toy building or small objects are needed; draw the improvement.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-pushes-pulls-and-paths-choose-a-paper-track-improvement
5. water
The answer is water. In the notes, it means “needed liquid for body processes.” Animals need water, air and food. A favorite toy may be enjoyable but is not a basic biological need. Use the supplied animal descriptions; do not handle animals.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-living-things-and-needs-find-animal-needs
6. water
The answer is water. In the notes, it means “enters a plant and supports its processes.” Most familiar green plants use light to make food and need water and air. Soil can support roots, but plants do not eat soil like an animal eats a meal.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-living-things-and-needs-find-plant-needs
7. meadow
The answer is meadow. In the notes, it means “grassy place for the supplied grass-eater.” A habitat is a place with resources and conditions. A pond and meadow offer different resources. The pretend cards describe needs so you can match without guessing.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-living-things-and-needs-match-a-place-to-a-need
8. growing
The answer is growing. In the notes, it means “plant parts become larger.” Living things can change their surroundings. We describe visible changes before judging them. Supplied drawings show changes; there is no need to disturb nests or roots.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-living-things-and-needs-notice-living-things-changing-places
9. soft
The answer is soft. In the notes, it means “changes shape easily when pressed.” Use supplied descriptions, not touching unknown objects. A property is something you can describe. Two objects may share one property and differ in another.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-materials-and-observations-name-what-a-surface-feels-like
10. blue
The answer is blue. In the notes, it means “the supplied blue color label.” Choose the named property before sorting. An object can belong to more than one property group. Shape and color are different features; one does not determine the other.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-materials-and-observations-sort-by-a-stated-property
11. light passer
The answer is light passer. In the notes, it means “the card says light passes through.” A material choice depends on the purpose. These pretend test cards show what happened to water and light. They do not mean every sample of a material behaves identically.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-materials-and-observations-choose-a-covering-from-a-record
12. instruction
The answer is instruction. In the notes, it means “an action someone should perform.” A direct observation says what a record shows. A guess may be worth checking but is not already measured. Predictions describe what might happen next.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-materials-and-observations-keep-an-observation-separate-from-a-guess
13. shaded spot
The answer is shaded spot. In the notes, it means “direct sunlight is blocked in the drawing.” Sunlight can warm surfaces. Shade blocks some incoming sunlight. Use the supplied descriptions rather than touching hot surfaces or looking directly at the Sun.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-sunlight-shade-and-care-compare-sun-and-shade-records
14. gap
The answer is gap. In the notes, it means “opening allowing the shown light through.” A roof can block light above an area. An open roof edge can still let light reach part of the ground. Draw the light path; a model is simpler than a real place.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-sunlight-shade-and-care-explain-a-shade-model
15. leave habitat
The answer is leave habitat. In the notes, it means “avoid disturbing an animal’s home.” People use water and materials. Actions can reduce waste and protect living things. These are pretend choices; follow a trusted adult’s local instructions in real situations.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-sunlight-shade-and-care-choose-a-caring-action
16. animal
The answer is animal. In the notes, it means “the drawn organism eating and moving.” A picture map can show where resources are located. Land and water are features, not promises that a place is safe. Do not enter water to complete this activity.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-sunlight-shade-and-care-read-a-simple-land-water-picture
17. improvement
The answer is improvement. In the notes, it means “cover a leaking opening.” A design goal says what a solution should do. A drawing helps explain an idea before building. Our pretend goal is a dry toy space, not a real emergency shelter.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-paper-shelter-design-name-a-shelter-goal
18. base
The answer is base. In the notes, it means “bottom area containing the toy.” Both supplied shelters have the same base. One roof has a gap. Look for a path through which water could reach the toy; appearance alone does not show performance.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-paper-shelter-design-compare-shelter-drawings
19. repeat
The answer is repeat. In the notes, it means “test the same drawing again under the same conditions.” A supplied test record shows dry or wet toy spaces. Read each record once. A design meets this one goal when the stated test leaves the toy space dry.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-paper-shelter-design-use-a-pretend-shelter-test
20. retest
The answer is retest. In the notes, it means “checks the changed drawing against the goal.” A useful improvement connects a change to a specific problem. Draw your change and point to the expected water path. A prediction still needs a test record.
Revisit: https://thelifestarter.com/academy/grade/k/k-science-paper-shelter-design-explain-an-improvement-with-a-reason
# Social studies test reasoning
1. Learning
The card says: “Someone listens to a new story.” That matches Learning. Learning is practicing or finding out something.
Revisit: https://thelifestarter.com/academy/grade/k/k-social-people-who-care-for-children
2. Repeated activity
The card says: “A child brushes teeth each morning.” That matches Repeated activity. Repeated activity is an activity that happens again.
Revisit: https://thelifestarter.com/academy/grade/k/k-social-before-now-and-later
3. New skill
The card says: “A child learns to write their first name.” That matches New skill. New skill is something someone has learned to do.
Revisit: https://thelifestarter.com/academy/grade/k/k-social-growing-and-keeping-memories
4. Same time
The card says: “Two fictional children clap together.” That matches Same time. Same time is events occurring together rather than one after another.
Revisit: https://thelifestarter.com/academy/grade/k/k-social-a-day-in-order
5. School
The card says: “Learners attend a scheduled classroom lesson.” That matches School. School is a place for organized teaching and learning.
Revisit: https://thelifestarter.com/academy/grade/k/k-social-homes-and-public-places
6. Ocean
The card says: “A ship crosses a vast salt-water body.” That matches Ocean. Ocean is a vast connected body of salt water.
Revisit: https://thelifestarter.com/academy/grade/k/k-social-land-and-water
7. Inside
The card says: “A reading corner is within the room’s walls.” That matches Inside. Inside is within the stated boundary.
Revisit: https://thelifestarter.com/academy/grade/k/k-social-near-far-and-between
8. Imaginary drawing
The card says: “A drawing shows an invented town under the sea.” That matches Imaginary drawing. Imaginary drawing is an invented picture that is not evidence of a real place.
Revisit: https://thelifestarter.com/academy/grade/k/k-social-a-globe-and-a-picture-map
9. Extra choice
The card says: “A shopper wants a toy spaceship.” That matches Extra choice. Extra choice is something desired beyond these stated basic needs.
Revisit: https://thelifestarter.com/academy/grade/k/k-social-needs-and-extra-choices
10. Bus driver
The card says: “A worker takes passengers to a stop.” That matches Bus driver. Bus driver is a worker who operates a bus to transport people.
Revisit: https://thelifestarter.com/academy/grade/k/k-social-people-make-and-help
11. Finished product
The card says: “A baked loaf is ready to eat.” That matches Finished product. Finished product is the completed thing made through work.
Revisit: https://thelifestarter.com/academy/grade/k/k-social-resources-we-use
12. Time left
The card says: “A learner uses five of fifteen minutes, leaving ten.” That matches Time left. Time left is time remaining after the chosen use.
Revisit: https://thelifestarter.com/academy/grade/k/k-social-only-so-much-time
13. Statue of Liberty
The card says: “A description names the torch-holding harbor monument.” That matches Statue of Liberty. Statue of Liberty is a monument in New York Harbor.
Revisit: https://thelifestarter.com/academy/grade/k/k-social-flag-and-other-national-symbols
14. Continent
The card says: “Africa is a very large land region.” That matches Continent. Continent is a very large land region such as North America.
Revisit: https://thelifestarter.com/academy/grade/k/k-social-a-country-state-and-town
15. Rosa Parks
The card says: “A card names the activist who challenged segregated bus seating in Montgomery.” That matches Rosa Parks. Rosa Parks is a civil-rights activist associated with the Montgomery bus boycott.
Revisit: https://thelifestarter.com/academy/grade/k/k-social-remembering-people-without-inventing-stories
16. Fictional story
The card says: “A class invents a journey to an imaginary island.” That matches Fictional story. Fictional story is an invented narrative rather than a documented occurrence.
Revisit: https://thelifestarter.com/academy/grade/k/k-social-past-events-and-present-communities
# Computing test reasoning
1. Computing device
The supplied case states: A digital camera follows a program to save pictures. Classify it. Under the stated distinction, this identifies Computing device. A computing device follows instructions to work with information. A tablet can show a drawing, a laptop can play recorded sound, and a digital camera can store a picture. A plain pencil is useful but does not run a computer program. A device is a tool; a person chooses its purpose. Look for a device described as following a program, rather than deciding from its size or shape.
Revisit: https://thelifestarter.com/academy/grade/k/k-computing-notice-a-computing-device
2. No information action
The supplied case states: A closed book rests untouched on a shelf. Classify the stated action. Under the stated distinction, this identifies No information action. An input gives information to a computing device. A key press, touch, mouse movement or microphone sound can be an input. An output is information the device sends out, such as a picture or sound. One device may both receive and send information, so name the action rather than the whole object. Follow the information arrow: into the device is input, out to the person is output.
Revisit: https://thelifestarter.com/academy/grade/k/k-computing-send-an-input-to-a-device
3. Printer
The supplied case states: A learner needs the directions on paper. Choose the output. Under the stated distinction, this identifies Printer. A computer can give information through pictures, sounds or printed pages. Different output tools serve different jobs. A speaker helps a person hear recorded words; a screen helps a person see a picture. A printer makes a paper copy. The right choice depends on what information the learner needs. Match the required way of receiving information to the output tool described.
Revisit: https://thelifestarter.com/academy/grade/k/k-computing-choose-an-output-for-the-job
4. Tell a trusted adult
The supplied case states: A plug is wet. Choose the safe first action. Under the stated distinction, this identifies Tell a trusted adult. Shared computing devices have many users. Careful handling protects both the equipment and the people using it. A trusted adult can help when something is loose, hot, wet or not working. Cleaning, plugging in or taking apart equipment may need adult help. A safe first choice is to stop and ask. Use gentle handling for ordinary use; pause and tell a trusted adult about damage or an unknown problem.
Revisit: https://thelifestarter.com/academy/grade/k/k-computing-care-for-a-shared-device
5. Missing choice
The supplied case states: A stated pretend dancing choice has no matching card. Classify the record. Under the stated distinction, this identifies Missing choice. Data is recorded information. A picture card can stand for one choice. If each child chooses one activity, one card for that child keeps the record fair. Two cards from the same child would count that child twice. We use pretend choices here; nobody needs to give their own information. Match one card to one stated choice and check that no choice is counted twice.
Revisit: https://thelifestarter.com/academy/grade/k/k-computing-record-one-choice-per-card
6. Cloudy
The supplied letter key maps C to Cloudy. Use that stated mapping; arbitrary letters do not have a weather meaning without the key.
Revisit: https://thelifestarter.com/academy/grade/k/k-computing-read-a-picture-key
7. 8
Using the supplied inputs: 8 = 8. Count the cards one at a time and use the stated one-card-one-choice key. Count cards rather than the number of different pictures.
Revisit: https://thelifestarter.com/academy/grade/k/k-computing-count-a-picture-record
8. Equal recorded counts
The supplied case states: Pretend record: reading 3, drawing 3. Compare the recorded counts. Under the stated distinction, this identifies Equal recorded counts. A small data record can answer a small question. If the pretend record has three reading cards and two drawing cards, reading appears more often in this record. It does not prove that every child prefers reading. A missing card also does not tell us what its owner would have chosen. Name what is shown in the supplied record and keep the claim about that record.
Revisit: https://thelifestarter.com/academy/grade/k/k-computing-choose-a-claim-the-record-supports
9. Stop and ask a trusted adult
The supplied case states: An unknown person asks where you sleep at night. Choose an action. Under the stated distinction, this identifies Stop and ask a trusted adult. Some information is private because sharing it may affect a person’s safety or privacy. A home address, password or private photo should not be given to an unfamiliar person online. A young learner can stop and ask a trusted adult. All names and requests in this lesson are pretend, and no real details are needed. For an unfamiliar request for private information, stop and ask a trusted adult rather than sending it.
Revisit: https://thelifestarter.com/academy/grade/k/k-computing-keep-private-details-with-a-trusted-adult
10. Ask a trusted adult
The supplied case states: A new message asks you to leave the agreed activity. Choose the first action. Under the stated distinction, this identifies Ask a trusted adult. Links and buttons can open new pages, messages or downloads. A picture that looks fun does not prove that the destination is safe. An adult can check an unfamiliar invitation before a young learner opens it. Pausing is a useful action; nobody must click to finish the exercise. Use a known classroom direction for an agreed activity; ask a trusted adult about an unfamiliar invitation.
Revisit: https://thelifestarter.com/academy/grade/k/k-computing-ask-before-opening-something-new
11. Get help
The supplied case states: A learner is unsure what to do next. Which label fits? Under the stated distinction, this identifies Get help. A useful button tells a learner what it does. Words, spoken labels and clear pictures can help. A triangle by itself might mean play, next or something else, so a label reduces guessing. Different learners may see, hear or use controls differently. We can draw a clearer screen on paper without building an app. Choose a control whose label describes the requested action and offer more than one way to understand it.
Revisit: https://thelifestarter.com/academy/grade/k/k-computing-make-a-button-easy-to-understand
12. Credit the agreed creator
The supplied case states: The allowed paper poster includes another maker’s icon. Choose a credit action. Under the stated distinction, this identifies Credit the agreed creator. Digital work can belong to someone who made it. A partner’s drawing is not automatically yours to share. Ask before passing it on and name its creator when sharing is allowed. A kind comment describes a useful detail or asks a respectful question. Mean comments and unapproved sharing are not needed to learn computing. Check permission before sharing another person’s work and describe their contribution respectfully.
Revisit: https://thelifestarter.com/academy/grade/k/k-computing-share-work-kindly-and-with-permission
# Arts & music test reasoning
1. A curved line
The supplied evidence is that the route uses two gentle joined arcs beneath a bridge without sharp corners. It changes direction smoothly, so a curved continuous line represents that evidence. A square would add corners and closure; separate dots would not show the specified continuous path.
Revisit: https://thelifestarter.com/academy/grade/k/k-arts-line-path
2. triangle
The required boundary is three straight sides enclosing a region, with one side longer than the others. A triangle has those features. The choice follows visible shape properties rather than the sign’s color or what an observer likes best.
Revisit: https://thelifestarter.com/academy/grade/k/k-arts-shape-picture
3. sun
Follow the stated repeat group in order. Two complete copies are followed by its first member moon, so the next position is the group’s second member, sun. Repetition copies the whole group rather than only its last picture.
Revisit: https://thelifestarter.com/academy/grade/k/k-arts-repeat-pictures
4. The shoe appears in front of the sock
The visible shoe interrupts the sock boundary, so the artist’s overlap cue places shoe in front. This describes how the picture suggests depth, not a measurement of actual object size or distance.
Revisit: https://thelifestarter.com/academy/grade/k/k-arts-front-overlap
5. Equal spacing between every beat
A steady pulse keeps a repeated timing interval. Loudness can change independently of spacing; speeding up or adding random gaps would change the pulse. You may represent the beats with evenly spaced marks instead of performing them.
Revisit: https://thelifestarter.com/academy/grade/k/k-arts-steady-pulse
6. 2 taps
Tap only boxes labeled tap: these are positions [2, 3]. Rest boxes keep time silently rather than removing a beat. There are 2 taps across four total beats.
Revisit: https://thelifestarter.com/academy/grade/k/k-arts-rest-grid
7. same → down
Compare each neighboring pair: 3 to 3 moves same, and 3 to 2 moves down. Pitch height differs from loudness. The arrows show the planned pitch path. You can finish this task with a drawing.
Revisit: https://thelifestarter.com/academy/grade/k/k-arts-pitch-arrow
8. point → trace → stop
The time words assign the positions directly: first=point, next=trace, finally=stop. A seated hand gesture or paper stick figure can stand for every action; large movements or actual props are unnecessary.
Revisit: https://thelifestarter.com/academy/grade/k/k-arts-story-movement
# Health & movement test reasoning
1. Worried: the character says they feel unsure about what might happen.
Pat’s concern about a future event supports worried.
Revisit: https://thelifestarter.com/academy/grade/k/k-health-name-a-feeling-from-a-story
2. Ask and wait because permission has not been given.
Silence is not a clear yes; wait without touching.
Revisit: https://thelifestarter.com/academy/grade/k/k-health-ask-before-entering-body-space
3. Say that help is needed now because danger is happening.
Current danger calls for immediate adult help and staying away.
Revisit: https://thelifestarter.com/academy/grade/k/k-health-tell-a-trusted-adult-a-clear-problem
4. Ask for a fair turn plan in the small disagreement.
Ask for a clear turn plan rather than escalating.
Revisit: https://thelifestarter.com/academy/grade/k/k-health-choose-a-safe-feeling-response
5. Ask an adult to resolve the unsafe space; do not test it.
Adult safety help comes before optional movement.
Revisit: https://thelifestarter.com/academy/grade/k/k-health-map-a-clear-movement-space
6. Ask for clarification because the signal is unknown.
Ask for a word or shape cue so the meaning is clear.
Revisit: https://thelifestarter.com/academy/grade/k/k-health-follow-start-and-stop-signals
7. Curled: the drawing bends parts inward.
Both parts bend inward, supporting curled.
Revisit: https://thelifestarter.com/academy/grade/k/k-health-describe-body-shapes-with-drawings
8. Wave, point, wave, point: repeat the pair twice.
Each repeat preserves the original pair order.
Revisit: https://thelifestarter.com/academy/grade/k/k-health-build-a-two-action-sequence