Florida FAST Grade 1: Reading and Math

Child prompt: Explore the little book with your adult. Point to each part.

Materials: Three sheets of paper folded into a six-page booklet, plus a cover

Make this original little book: Cover: Our Bean Bed; Written by Nora Vale; Illustrated by Eli Moss. Page 1: Table of Contents: Planting Seeds 2; Giving Water 4; Glossary 6. Page 2: Planting Seeds: Put a bean seed in soil. Page 3: Draw a small seed in soil. Page 4: Giving Water: Give the plant water each morning. Page 5: Draw a watering can beside a plant. Page 6: Glossary: sprout: a young plant; soil: earth in which plants grow. Now ask the child to locate, rather than just define, the title, table of contents, author name, illustrator name and glossary. Ask which creator writes and which draws.

Expected response: Points to Our Bean Bed on the cover, contents on page 1, Nora Vale as author, Eli Moss as illustrator and glossary on page 6.

• Locates title and table of contents in the actual booklet
• Finds and distinguishes author and illustrator names
• Locates glossary and uses a definition

Child prompt: Read the words your adult puts on paper.

Materials: Paper and pencil

F.1.3a: Write shop, catch and stop on separate lines. Ask the child to read each word aloud, without first saying it for them. Then ask how the beginning of shop, the end of catch and the beginning of stop work. sh spells one /sh/ sound, tch one /ch/ sound, and st contains /s/ and /t/. If needed model one, then have the child try the other words; record that support was needed.

Expected response: Reads shop, catch and stop aloud; keeps sh and tch each one phoneme and blends the two separate st consonants.

• Actually decodes all three printed words aloud
• Recognizes the digraph/trigraph as one sound
• Blends consonants without extra schwas

Child prompt: Read each word on the paper. Try the parts together.

Materials: Paper and pencil

F.1.3b: Write car, horn and bird. Ask the child to read each word aloud before discussing its meaning. Ask the child to point to ar, or and ir, and explain that the r changes the vowel sound. Do not pre-read the list when observing decoding. Then let the child use one word in a sentence.

Expected response: Reads car, horn and bird with their r-controlled vowel sounds, then uses a word in a sensible sentence; dialect differences in r pronunciation are acceptable.

• Reads actual words aloud
• Locates each vowel-r spelling
• Uses a word with its correct meaning

Child prompt: Read first. Then listen and write on fresh paper.

Materials: Two sheets of paper and pencil

F.1.3c: Write map, pin and sun on a sheet. Ask the child to read each word aloud. Cover that sheet. Dictate the different regular words mat, fin and run, one at a time, and ask the child to encode them on fresh paper without copying. Ask the child to say the sounds while writing and reread what they wrote. Give help afterward and note which step needed help.

Expected response: Decodes map, pin and sun; independently encodes mat, fin and run with the matching regular sound-spelling correspondences, then rereads them.

• Decodes regular one-syllable printed words
• Spells different dictated words without copying
• Matches every phoneme to its spelling

Child prompt: Read the words and talk about the endings.

Materials: Paper and pencil

F.1.3d: Write jumps, jumped and jumping. Ask the child to read each word aloud. Underline the base jump and circle s, ed and ing together. Ask which word means an action that already happened and which fits ‘The frog is ___.’ For jumped, ed is pronounced /t/ without an added syllable. Then write helped and helping for an additional decoding try.

Expected response: Reads jumps, jumped, jumping, helped and helping; recognizes jump/help as bases and s/ed/ing as endings. Jumped names the past action; jumping completes the sentence.

• Reads complete words rather than only the base
• Pronounces ed in jumped/helped without an extra syllable
• Uses endings to explain meaning

Child prompt: Read the parts, then put them together into a word.

Materials: Paper and pencil

F.1.3e: Write sunset and picnic. Ask the child to read each word aloud. If needed draw a division sun|set and pic|nic. Have the child decode each regular closed syllable, then blend the syllables into the whole word and reread without the division. Ask what each word means. Unlike the listening phoneme activity, this task intentionally uses print and syllable division.

Expected response: Decodes sun/set and pic/nic, combines each into sunset and picnic and rereads the complete two-syllable words.

• Breaks regular printed words into useful syllables
• Decodes each part accurately
• Combines parts and reads the whole word aloud

Child prompt: Read the words your adult writes. Notice what helps the vowel.

Materials: Paper and pencil

F.1.3f: Write cape, bike, rain and boat. Ask the child to read each word aloud. Then compare cap/cape and kit/kite, reading both pairs. Ask what the final e changes; the final e is not voiced as another syllable. Point to ai in rain and oa in boat as vowel teams making long sounds. Write tail and coat for a fresh vowel-team decoding try.

Expected response: Reads cape/bike with long vowels and silent final e, rain/boat/tail/coat with long-vowel teams, and distinguishes cap/cape and kit/kite aloud.

• Actually decodes final-e words aloud
• Reads both ai and oa vowel-team examples
• Explains the short/long change without voicing final e

Child prompt: Read the words and talk about the endings.

Materials: Paper and pencil

F.1.3d: Write jumps, jumped and jumping. Ask the child to read each word aloud. Underline the base jump and circle s, ed and ing together. Ask which word means an action that already happened and which fits ‘The frog is ___.’ For jumped, ed is pronounced /t/ without an added syllable. Then write helped and helping for an additional decoding try.

Expected response: Reads jumps, jumped, jumping, helped and helping; recognizes jump/help as bases and s/ed/ing as endings. Jumped names the past action; jumping completes the sentence.

• Reads complete words rather than only the base
• Pronounces ed in jumped/helped without an extra syllable
• Uses endings to explain meaning

Child prompt: Say and write words that fit the sentences.

Materials: Paper and pencil

Write jump, jumps, jumped and jumping. Have the child identify jump as the base and tell what the endings add. Supply these original sentences to complete aloud and in writing: Yesterday I ___. Today the frog ___. The frog is ___. Then use walk as a new base and ask for walked, walks and walking in the same sentence frames. Ask the child to compose one new sentence with a base and ending rather than only copy the models.

Expected response: Uses jumped/walked for yesterday, jumps/walks with the frog, and jumping/walking after is; identifies bases and produces a new correctly inflected sentence.

• Identifies the base without its ending
• Uses common inflections for time and sentence meaning
• Produces a new oral and written example

Child prompt: Listen, look and explain which clue helps you understand.

Materials: Paper and pencil

Read aloud this original line while keeping it out of view: ‘The path is damp after rain. It is a little wet.’ Ask what damp means and which words help. On paper draw a seed with two tiny leaves rising from it; label the picture sprout and provide a written glossary, ‘sprout: a young plant’. Ask how the picture and glossary work together. Ask if tiny is like small or huge and why: use that word relationship as another clue. Finally ask what chilly might mean in ‘I put on my coat on the chilly day.’ Invite the child to use their own experience of coats and cold days, then explain the contextual clue and confirm chilly means a little cold. Have the child use one newly learned word in a sentence.

Expected response: Damp means a little wet from context; sprout is a young plant from drawing/reference; tiny is like small; chilly is a little cold using coat context/background. The child explains a clue and uses a word.

• Explains context and picture clues with evidence
• Uses word relationships and a supplied reference definition
• Connects background knowledge and uses a learned word

Child prompt: Explore the little garden page with your adult. Show where you find each clue.

Materials: Paper, pencil and two crayons

Make this original page before showing it: Title: Our Garden. Heading: Picking Beans. Text: We picked three beans on Monday and two on Tuesday. Draw a graph with Monday above three filled squares and Tuesday above two filled squares; key: each square stands for one bean. Draw a simple map as two labeled boxes: Bean Bed on the left, Gate on the right; mark a path between them. Caption: A path joins the gate and bean bed. Add Glossary: path: a way to walk from one place to another. Ask the child to use the title to name the topic, the heading to find picking information, the caption and map to find the path, the graph to report each day's picking, and the glossary to explain path. Ask what the graph and words both tell and what the map adds that the picking sentence leaves out.

Expected response: The topic is the garden; Picking Beans is the heading. Monday has three beans and Tuesday two in words and graph. The map/caption locate the path between the bed and gate; the glossary defines path. The map adds locations that the picking sentence does not give.

• Uses actual supplied title, heading and caption
• Reads both graph rows and map locations
• Uses glossary and explains how pictures and words help

Child prompt: Read the story with your adult. Tell what you notice and why.

Materials: Paper copy of the story supplied in the adult guidance; pencil

Print this original story: On Saturday morning, Mina and Jo sat by the pond. Mina wore a red cap. She thought, ‘Jo looks cold.’ Mina gave Jo half her dry blanket. Jo smiled. ‘Now we can both watch the ducks,’ he said. Mina felt glad. Ask the child to describe Mina's appearance, action, thought and feeling, pointing to words for each. Ask where and when it happens, then for first, next and last events. Ask for the lesson and how the sharing and smile support it. Ask who narrates and why the quoted speech does not make Jo the narrator. Ask what the adjectives red and dry add. Explain that some stories have no moral; do not invent one for every story.

Expected response: Mina has a red cap, shares her blanket, thinks Jo is cold and feels glad. They sit by the pond on Saturday morning, then share, then smile/watch. Sharing helps; the outside narrator uses she. Red gives color; dry tells the blanket is not wet.

• Describes appearance, actions, thought and feeling using text evidence
• Names the explicit place/time and orders the events
• Explains moral, narrator clues and descriptive words

Child prompt: Listen to your adult. Then tell the story in your own words.

Keep this original story out of the child's view and read it aloud: ‘At the park, Nia and Ben found a small kite in a tree. First, they asked an adult for help. The adult lifted the kite down. At last, Nia and Ben gave the kite back to its owner, who thanked them.’ Ask the child to retell the beginning, middle and end, including the characters and place. Then let the child dictate or write the retelling. This is classroom listening practice, not official passage delivery.

Expected response: At the park Nia and Ben find a kite in a tree. They ask an adult, who gets it down. They return it to the owner, who thanks them. Equivalent wording is welcome.

• Includes characters and setting at the beginning
• Retells the help and return in order
• Uses their own oral or written sentences

Child prompt: Read the story with your adult. Tell what you notice and why.

Materials: Paper copy of the story supplied in the adult guidance; pencil

Print this original story: On Saturday morning, Mina and Jo sat by the pond. Mina wore a red cap. She thought, ‘Jo looks cold.’ Mina gave Jo half her dry blanket. Jo smiled. ‘Now we can both watch the ducks,’ he said. Mina felt glad. Ask the child to describe Mina's appearance, action, thought and feeling, pointing to words for each. Ask where and when it happens, then for first, next and last events. Ask for the lesson and how the sharing and smile support it. Ask who narrates and why the quoted speech does not make Jo the narrator. Ask what the adjectives red and dry add. Explain that some stories have no moral; do not invent one for every story.

Expected response: Mina has a red cap, shares her blanket, thinks Jo is cold and feels glad. They sit by the pond on Saturday morning, then share, then smile/watch. Sharing helps; the outside narrator uses she. Red gives color; dry tells the blanket is not wet.

• Describes appearance, actions, thought and feeling using text evidence
• Names the explicit place/time and orders the events
• Explains moral, narrator clues and descriptive words

Child prompt: Read the story with your adult. Tell what you notice and why.

Materials: Paper copy of the story supplied in the adult guidance; pencil

Print this original story: On Saturday morning, Mina and Jo sat by the pond. Mina wore a red cap. She thought, ‘Jo looks cold.’ Mina gave Jo half her dry blanket. Jo smiled. ‘Now we can both watch the ducks,’ he said. Mina felt glad. Ask the child to describe Mina's appearance, action, thought and feeling, pointing to words for each. Ask where and when it happens, then for first, next and last events. Ask for the lesson and how the sharing and smile support it. Ask who narrates and why the quoted speech does not make Jo the narrator. Ask what the adjectives red and dry add. Explain that some stories have no moral; do not invent one for every story.

Expected response: Mina has a red cap, shares her blanket, thinks Jo is cold and feels glad. They sit by the pond on Saturday morning, then share, then smile/watch. Sharing helps; the outside narrator uses she. Red gives color; dry tells the blanket is not wet.

• Describes appearance, actions, thought and feeling using text evidence
• Names the explicit place/time and orders the events
• Explains moral, narrator clues and descriptive words

Child prompt: Read the story with your adult. Tell what you notice and why.

Materials: Paper copy of the story supplied in the adult guidance; pencil

Print this original story: On Saturday morning, Mina and Jo sat by the pond. Mina wore a red cap. She thought, ‘Jo looks cold.’ Mina gave Jo half her dry blanket. Jo smiled. ‘Now we can both watch the ducks,’ he said. Mina felt glad. Ask the child to describe Mina's appearance, action, thought and feeling, pointing to words for each. Ask where and when it happens, then for first, next and last events. Ask for the lesson and how the sharing and smile support it. Ask who narrates and why the quoted speech does not make Jo the narrator. Ask what the adjectives red and dry add. Explain that some stories have no moral; do not invent one for every story.

Expected response: Mina has a red cap, shares her blanket, thinks Jo is cold and feels glad. They sit by the pond on Saturday morning, then share, then smile/watch. Sharing helps; the outside narrator uses she. Red gives color; dry tells the blanket is not wet.

• Describes appearance, actions, thought and feeling using text evidence
• Names the explicit place/time and orders the events
• Explains moral, narrator clues and descriptive words

Child prompt: Explore the little garden page with your adult. Show where you find each clue.

Materials: Paper, pencil and two crayons

Make this original page before showing it: Title: Our Garden. Heading: Picking Beans. Text: We picked three beans on Monday and two on Tuesday. Draw a graph with Monday above three filled squares and Tuesday above two filled squares; key: each square stands for one bean. Draw a simple map as two labeled boxes: Bean Bed on the left, Gate on the right; mark a path between them. Caption: A path joins the gate and bean bed. Add Glossary: path: a way to walk from one place to another. Ask the child to use the title to name the topic, the heading to find picking information, the caption and map to find the path, the graph to report each day's picking, and the glossary to explain path. Ask what the graph and words both tell and what the map adds that the picking sentence leaves out.

Expected response: The topic is the garden; Picking Beans is the heading. Monday has three beans and Tuesday two in words and graph. The map/caption locate the path between the bed and gate; the glossary defines path. The map adds locations that the picking sentence does not give.

• Uses actual supplied title, heading and caption
• Reads both graph rows and map locations
• Uses glossary and explains how pictures and words help

Child prompt: Listen to your adult. Then tell what the text teaches.

Keep the following original text out of view and read aloud: ‘A bean bed needs care. Water the beans each morning. Pull small weeds to give the beans room. Watch for new green leaves.’ Ask for the topic and important details in the child's own words. Let the child dictate or write a short retelling afterward. This is local listening and retelling practice.

Expected response: The topic is caring for a bean bed. Important details include watering each morning, pulling weeds for room and watching new leaves; accept equivalent oral or written wording.

• States the topic
• Retells important care details accurately
• Produces an oral or written retelling rather than choosing a summary

Child prompt: Explore the little garden page with your adult. Show where you find each clue.

Materials: Paper, pencil and two crayons

Make this original page before showing it: Title: Our Garden. Heading: Picking Beans. Text: We picked three beans on Monday and two on Tuesday. Draw a graph with Monday above three filled squares and Tuesday above two filled squares; key: each square stands for one bean. Draw a simple map as two labeled boxes: Bean Bed on the left, Gate on the right; mark a path between them. Caption: A path joins the gate and bean bed. Add Glossary: path: a way to walk from one place to another. Ask the child to use the title to name the topic, the heading to find picking information, the caption and map to find the path, the graph to report each day's picking, and the glossary to explain path. Ask what the graph and words both tell and what the map adds that the picking sentence leaves out.

Expected response: The topic is the garden; Picking Beans is the heading. Monday has three beans and Tuesday two in words and graph. The map/caption locate the path between the bed and gate; the glossary defines path. The map adds locations that the picking sentence does not give.

• Uses actual supplied title, heading and caption
• Reads both graph rows and map locations
• Uses glossary and explains how pictures and words help

Child prompt: Read both little texts. Tell how they are alike and different.

Materials: Paper and pencil

Print the two original texts: A: Our kite is made of paper. It has a long tail. Moving air helps it fly. We fly it in a field. B: Our kite is made of cloth. It has a short tail. It needs moving air to fly. We fly it at the beach. Draw three columns labeled Both, A only and B only. Ask the child to say or write a detail in each column and point to the sentence that supports it. Ask for differences in material, tail and place. Read the texts aloud if needed for discussion; this is local comparison practice.

Expected response: Both are kites that need moving air. A only: paper, long tail, field. B only: cloth, short tail, beach. The child states at least one similarity and one supported difference.

• Uses evidence from two separate texts
• Names a similarity and differences
• Places details in the correct chart columns

Child prompt: Listen to your adult. Then say your answer.

These are spoken sounds, not letter names. /i/ means the short vowel in sit, /a/ in cat, /o/ in stop, /u/ in sun, and /e/ in set. Say consonants cleanly without adding an ‘uh’. Do not print or show target words or sound strings to the child. F.1.2a: Say ship, then ask the child to segment its sounds and name first, middle and last: /sh/ /i/ /p/. Repeat with catch: /k/ /a/ /ch/. Then say stop and ask for every sound: /s/ /t/ /o/ /p/; first /s/, inside /t/ and /o/, last /p/. The sh digraph and tch trigraph each spell one sound, while the st blend has two. Those spelling facts are adult guidance only.

Expected response: ship: /sh/ /i/ /p/ (three phonemes); catch: /k/ /a/ /ch/ (three); stop: /s/ /t/ /o/ /p/ (four). The child identifies the beginning, interior and ending sounds rather than counting letters.

• Segments digraph and trigraph words into three sounds each
• Keeps both blend sounds separate
• Identifies initial, medial and final sounds orally

Child prompt: Listen to your adult. Then say your answer.

These are spoken sounds, not letter names. /i/ means the short vowel in sit, /a/ in cat, /o/ in stop, /u/ in sun, and /e/ in set. Say consonants cleanly without adding an ‘uh’. Do not print or show target words or sound strings to the child. F.1.2b: Without saying the whole word first, say /sh/ /i/ /p/ and ask the child to blend them into one word. Repeat /k/ /a/ /ch/, then /s/ /t/ /o/ /p/. Leave a brief pause between sounds; do not add extra vowels. These examples include a digraph, a trigraph and a consonant blend in their spellings, but this task is listening only.

Expected response: The child blends the spoken phonemes to say ship, catch and stop; /sh/ and /ch/ each stay one sound while /s/ and /t/ stay separate.

• Produces a single-syllable word from the sounds
• Blends the digraph/trigraph sound without splitting it
• Includes both sounds of the blend

Child prompt: Listen to your adult. Then say your answer.

These are spoken sounds, not letter names. /i/ means the short vowel in sit, /a/ in cat, /o/ in stop, /u/ in sun, and /e/ in set. Say consonants cleanly without adding an ‘uh’. Do not print or show target words or sound strings to the child. F.1.2c: Say /s/ /t/ /a/ /m/ /p/ one sound at a time and ask the child to blend them. Then say /s/ /p/ /l/ /i/ /n/ /t/ and ask for the whole word. Do not say either whole word before the child tries. These single-syllable words contain five and six phonemes respectively.

Expected response: The child blends five phonemes into stamp and six phonemes into splint, preserving every sound with no added vowel.

• Blends the five sounds into stamp
• Blends the six sounds into splint
• Does not drop a consonant or add an extra sound

Child prompt: Listen to your adult. Then say your answer.

Materials: Six plain counters, with no letters

These are spoken sounds, not letter names. /i/ means the short vowel in sit, /a/ in cat, /o/ in stop, /u/ in sun, and /e/ in set. Say consonants cleanly without adding an ‘uh’. Do not print or show target words or sound strings to the child. F.1.2d: Say stamp as a whole word. Ask the child to say each sound separately and move one counter for each sound. Repeat with splint. Count speech sounds, not written letters or syllables. Listen for /s/ /t/ /a/ /m/ /p/ and /s/ /p/ /l/ /i/ /n/ /t/.

Expected response: stamp segments to /s/ /t/ /a/ /m/ /p/ (five); splint to /s/ /p/ /l/ /i/ /n/ /t/ (six). One counter corresponds to each phoneme.

• Segments all five stamp phonemes
• Segments all six splint phonemes
• Uses one counter per sound rather than one per syllable

Child prompt: Listen to your adult. Then say your answer.

Materials: Six plain counters, with no letters

These are spoken sounds, not letter names. /i/ means the short vowel in sit, /a/ in cat, /o/ in stop, /u/ in sun, and /e/ in set. Say consonants cleanly without adding an ‘uh’. Do not print or show target words or sound strings to the child. F.1.2e: Say sunset. Ask the child to segment every phoneme, not just clap sun/set: /s/ /u/ /n/ /s/ /e/ /t/. Next say those six sounds separately and ask the child to blend them back into the whole two-syllable word. Repeat with picnic: /p/ /i/ /k/ /n/ /i/ /k/. If syllables help, pause after the third sound, then blend all six; the child must still give individual phonemes.

Expected response: sunset: /s/ /u/ /n/ /s/ /e/ /t/; picnic: /p/ /i/ /k/ /n/ /i/ /k/. The child segments six phonemes and blends them into each multi-syllable word; naming just two syllables is not the task.

• Segments individual phonemes across both syllables
• Blends the sound sequence into the whole word
• Does more than only syllable clapping

Child prompt: Read the little story aloud to your adult.

Materials: Paper copy of the original story below

Print this original text for the child: The red hen sat in the sun. ‘Come here!’ she said to her chick. The chick ran to her. ‘Can I sit with you?’ he asked. ‘Yes,’ said the hen. They sat side by side. Ask the child to read it aloud. Note accurate words, words recognized readily, self-corrections, pauses at punctuation and expression for questions and dialogue. Model a phrase after the first try and invite a reread for practice. Use a suitable classroom text as a next step as the child grows; this short practice text has no certified complexity rating. No timer or words-per-minute passing threshold is used.

Expected response: Reads the actual passage aloud with understandable words, increasingly ready recognition and pauses/expression that fit the sentences, question and dialogue. Adult notes describe support needed.

• Reads words accurately and self-corrects when needed
• Recognizes familiar words without laborious sounding out
• Uses meaningful phrasing, punctuation pauses and expression

Child prompt: Read the word cards and then the sentence.

Materials: Paper cards and pencil

Write the, said, you, come, here, she, he and with on separate cards. These familiar Dolch first-grade/earlier sight words include regular and irregular spellings. Show cards in a mixed order and listen to the child read each aloud. Note ready recognition and words requiring help; do not supply the answer first. Then write ‘She said, “Come here with me.”’ and ask for a natural reading. Revisit words in another order after supportive practice. Do not assign a speed cutoff or official fluency label.

Expected response: Reads the actual printed words and sentence; the adult records which words are recognized readily and which still need decoding or support.

• Reads actual high-frequency word cards aloud
• Shows ready recognition on familiar words
• Transfers recognition to a sentence with expression

Child prompt: Talk about what you learned. Then write a sentence with your adult.

Materials: Paper, pencil and a spoon and fork

Teach these academic words with concrete examples: topic means what a text is about; detail gives one piece of information; compare means tell how things are alike or different. Say ‘The topic is plants. One detail is that plants need water.’ Ask the child to speak their own sentence using topic or detail about an animal they know. Ask them to compare the spoon and fork orally. Then ask the child to write a different sentence using detail or compare; an adult may help with spelling while the child supplies the meaning. Revisit the words in a later subject lesson.

Expected response: Produces meaningful speech such as ‘The topic is dogs’ and ‘One detail is dogs have tails’; compares spoon/fork; writes a meaningful new sentence using an academic word with appropriate support.

• Uses academic vocabulary appropriately in their own speech
• Compares the actual objects with a relevant observation
• Uses an academic word meaningfully in their own written sentence

Child prompt: Listen to your adult. Then tell the story in your own words.

Keep this original story out of the child's view and read it aloud: ‘At the park, Nia and Ben found a small kite in a tree. First, they asked an adult for help. The adult lifted the kite down. At last, Nia and Ben gave the kite back to its owner, who thanked them.’ Ask the child to retell the beginning, middle and end, including the characters and place. Then let the child dictate or write the retelling. This is classroom listening practice, not official passage delivery.

Expected response: At the park Nia and Ben find a kite in a tree. They ask an adult, who gets it down. They return it to the owner, who thanks them. Equivalent wording is welcome.

• Includes characters and setting at the beginning
• Retells the help and return in order
• Uses their own oral or written sentences

Child prompt: Listen to your adult. Then tell what the text teaches.

Keep the following original text out of view and read aloud: ‘A bean bed needs care. Water the beans each morning. Pull small weeds to give the beans room. Watch for new green leaves.’ Ask for the topic and important details in the child's own words. Let the child dictate or write a short retelling afterward. This is local listening and retelling practice.

Expected response: The topic is caring for a bean bed. Important details include watering each morning, pulling weeds for room and watching new leaves; accept equivalent oral or written wording.

• States the topic
• Retells important care details accurately
• Produces an oral or written retelling rather than choosing a summary

Child prompt: Count with me and point to each number.

Materials: Paper, pencil and the objects described in the adult instructions.

Use a 120 chart. Start at 116 and count forward to 120, then back to 110. Count twos from 0 to 20 and fives from 0 to 100; ask what changes each time.

Expected response: Correct sequences, including crossing 119/120.

• Counts ones both ways within 120.
• Counts twos to 20 and fives to 100.
• Uses chart patterns and connects forward/back to adding/taking away.

Child prompt: Read these numbers, then write them two ways.

Materials: Paper, pencil and the objects described in the adult instructions.

Show 63, 60 + 3 and sixty-three; ask child to read each. Say eighty-two and ask for standard and expanded forms. Include 0 and 100.

Expected response: 82 and 80 + 2; reads all three forms.

• Reads standard, expanded and word forms.
• Writes standard and expanded forms within 0–100; word-form writing is optional.

Child prompt: Make 35 in two ways. Draw and write your ways.

Materials: Paper, pencil and the objects described in the adult instructions.

Provide bundles of ten sticks and loose sticks. Ask for 35 as 3 tens/5 ones and another arrangement; unbundle a ten.

Expected response: 3 tens + 5 ones and 2 tens + 15 ones; 30 + 5 = 35 and 20 + 15 = 35.

• Builds and draws both equal totals.
• Writes matching expressions or equations and explains the trade.

Child prompt: Mark 28, 42 and 24 on your number line. Compare them.

Materials: Paper, pencil and the objects described in the adult instructions.

Draw 0–50 line with unit marks. Ask child to plot, order, say less/greater/equal and write <, >, = comparisons; compare tens and ones.

Expected response: 24 < 28 < 42; 28 > 24; 28 = 28.

• Plots and orders within 100.
• Uses comparison words/symbols and tens/ones reasoning.

Child prompt: Tell me each number fact.

Materials: Paper, pencil and the objects described in the adult instructions.

On several days orally ask 2 + 6, 5 + 4, 8 − 2, 9 − 5 in varied order. Observe fluent accurate recall without counting; do not impose a browser timer or infer automaticity from choices.

Expected response: 8, 9, 6, 4; accurate recall over repeated observations.

• Addition sums no more than 10 and related subtraction.
• Observes recall versus counting over time; choices alone do not demonstrate automaticity.

Child prompt: Show a way to add or take away that works for you.

Materials: Paper, pencil and the objects described in the adult instructions.

Use 7 + 8, 15 − 8, 0 + 9 and 9 − 0. Repeat with counters, drawings or counting; include putting together and comparing groups.

Expected response: 15, 7, 9, 9 with a consistent chosen method.

• Chooses and explains a reliable method.
• Adds two whole numbers to 20 and uses related subtraction.

Child prompt: Find one more, one less, ten more and ten less.

Materials: Paper, pencil and the objects described in the adult instructions.

Give forty-two, then fifty. Use chart or blocks and ask all four changes for each.

Expected response: For 42: 43, 41, 52, 32. For 50: 51, 49, 60, 40.

• Finds all four changes from two-digit numbers.
• Explains change in ones or tens, including crossing a ten.

Child prompt: Explore 38 + 5 with blocks and a drawing.

Materials: Paper, pencil and the objects described in the adult instructions.

Build 38, add five loose ones, trade ten ones for one ten. Also explore 41 + 3; write matching equations.

Expected response: 43 and 44; new ten composed when needed.

• Combines tens and ones with a model; sums at most 100.
• Explains composing a ten; exploration is not a fluent algorithm requirement.

Child prompt: Explore 41 − 4 with a line and blocks.

Materials: Paper, pencil and the objects described in the adult instructions.

Count back four from 41; exchange a ten for ten ones to take away four. Then show 4 + ? = 41 by counting on from 4. Repeat 46 − 3.

Expected response: 37 and 43; 4 + 37 = 41.

• Counts back and counts on using a line.
• Draws or builds a ten exchange and matching equation; exploratory work.

Child prompt: Make halves and fourths in circles and rectangles.

Materials: Paper, pencil and the objects described in the adult instructions.

Provide paper circles and rectangles. Ask child to draw/fold each into two equal parts, then four equal parts, and name the shares.

Expected response: Equal halves and fourths, in both shapes.

• Partitions both circles and rectangles into two/four equal parts.
• Names halves/fourths; no numeric fraction notation required.

Child prompt: Find 9 + 4 + 1. Show a helpful order.

Materials: Paper, pencil and the objects described in the adult instructions.

Use counters; ask child to move the one next to nine to make ten, then add four. Repeat 3 + 6 + 4.

Expected response: 14 and 13 by rearranging/grouping to make ten.

• Uses three whole-number addends with sums within 20.
• Applies changed order/grouping; naming properties or parentheses is not required.

Child prompt: Listen to a story. Build it, draw it and write an equation.

Materials: Paper, pencil and the objects described in the adult instructions.

Read: 8 shells are on a mat, 4 more are added. Also read: 5 white shells and 7 blue shells are already on the mat. How many shells altogether? Ask the child to build both groups, draw both groups and write a matching equation. Then read: 12 shells are there, 5 are taken away. Also compare 9 shells with 6: how many more? Provide objects and narration.

Expected response: 8 + 4 = 12; 5 + 7 = 12 with two existing groups built and drawn; 12 − 5 = 7; 9 − 6 = 3, with matching models.

• Represents quantities/context with objects, drawings and equations, including putting together the 5 white and 7 blue shells already present.
• Covers adding to, putting together, taking from and comparing within 20; adult reads stories.

Child prompt: Turn a take-away equation into an addition question.

Materials: Paper, pencil and the objects described in the adult instructions.

Write 15 − 6 = ? and 11 − 4 = ?. Ask child to rewrite as missing-addend equations and solve with counters.

Expected response: 6 + ? = 15, answer 9; 4 + ? = 11, answer 7.

• Restates each subtraction as missing-addend addition.
• Explains part/whole relationship within 20.

Child prompt: Tell whether these equations are true and explain.

Materials: Paper, pencil and the objects described in the adult instructions.

Show 8 = 5 + 3, 4 + 6 = 7 + 3, 9 − 2 = 8. Ask for values on both sides and corrections for false equations.

Expected response: True, true, false; 9 − 2 = 7.

• Understands equal means same value, with result either side.
• Explains both true and false equations; at most four terms and sums within 20.

Child prompt: Fill each box and explain how you know.

Materials: Paper, pencil and the objects described in the adult instructions.

Write □ + 4 = 12, 13 = 8 + □, 15 − □ = 9, □ − 3 = 7 and 5 + 6 = □. Use counters as needed.

Expected response: 8, 5, 6, 10, 11.

• Finds unknowns in different positions and on either side.
• Relates three whole numbers within 20 using a nonletter symbol.

Child prompt: Guess the length, then measure it.

Materials: Paper, pencil and the objects described in the adult instructions.

Offer a pencil and a short ribbon. Ask for a reasonable nearest-inch estimate before measurement. Align with zero on a ruler and measure to nearest inch; measure another object to nearest centimeter. Screen drawings are not life-size rulers.

Expected response: Reasonable estimates and correctly rounded ruler readings, with units.

• Estimates to nearest inch before measuring.
• Starts at zero; counts equal unit intervals without gaps/overlaps; measures nearest inch/cm.

Child prompt: Compare three strips in two ways.

Materials: Paper, pencil and the objects described in the adult instructions.

Offer three different strips. Align ends side by side; measure all in centimeters and order. Hide direct side-by-side comparison and use one comparison stick between the shortest/longest lengths.

Expected response: Consistent order; explains each outer strip compared with the same stick.

• Directly compares up to three objects with same-unit measurements.
• Uses a third object for indirect comparison.

Child prompt: Tell and write these clock times.

Materials: Paper, pencil and the objects described in the adult instructions.

Set a movable analog clock to 2:00 and 5:30. Ask child to tell and write each time. Show digital 9:00 and 7:30 and have child set analog hands. Use paper circle folded in half to discuss half-hour.

Expected response: 2:00, 5:30; matching hands for 9:00 and 7:30.

• Reads and writes hour/half-hour times using analog and digital clocks.
• Positions hour hand between hours at half past; connects half-hour to circle halves; no a.m./p.m. required.

Child prompt: Name each coin and tell its value.

Materials: Paper, pencil and the objects described in the adult instructions.

Show heads and tails of penny, nickel, dime and quarter. Ask name, cent value and how many of that one type make a dollar. Do not use decimals.

Expected response: Penny 1¢/100; nickel 5¢/20; dime 10¢/10; quarter 25¢/4.

• Identifies all four coins on both sides and writes ¢ values.
• States coins per dollar for each denomination.

Child prompt: Count the coins. Then count a separate group of bills.

Materials: Paper, pencil and the objects described in the adult instructions.

Use 3 dimes, 2 nickels, 4 pennies. Separately show play $1/$5/$10 bills: two tens, three fives and two ones. Ask child to identify bills and total each group.

Expected response: 44¢ and $37, separately.

• Counts pennies/nickels/dimes to 100¢, no quarters in combinations.
• Identifies $1/$5/$10 bills and totals within $100; uses symbols, no decimals or mixed bills/coins.

Child prompt: Name, compare and sort the shapes.

Materials: Paper, pencil and the objects described in the adult instructions.

In separate sessions offer 2D cutouts: circles, semicircles, triangles, rectangles, squares, trapezoids, hexagons of different sizes/orientations plus open or curved-sided nonexamples. Then offer only 3D models: spheres, cubes, rectangular prisms, cones, cylinders. Sort each set by straight/curved, corners, sides, faces/edges, equal lengths; compare examples/nonexamples. Recognize trapezoids without requiring a definition.

Expected response: Names figures and explains separate 2D and 3D sorts using attributes.

• Includes all listed shapes, varied orientations/sizes and nonexamples.
• Describes closed/open, vertices, sides, edges/faces and straight/curved/equal attributes without mixing 2D/3D in one sort.

Child prompt: Sketch a triangle, rectangle, square and hexagon from my clues.

Materials: Paper, pencil and the objects described in the adult instructions.

Give each clue separately: three straight sides; four square corners with two longer sides; four equal sides/four square corners; six straight sides. Ask child to sketch rather than trace, then check attributes.

Expected response: Four recognizable sketches matching clues.

• Actually sketches all four permitted figures.
• Checks side/corner attributes against each clue.

Child prompt: Build a shape from parts, then take it apart.

Materials: Paper, pencil and the objects described in the adult instructions.

In a 2D session join two matching right triangles into a rectangle, six triangles into a hexagon, two semicircles into a whole round figure, and compose with rectangle, square and trapezoid pieces. In a separate 3D session join cubes into a rectangular prism and use cone/cylinder blocks in a construction; take constructions apart and name all pieces.

Expected response: Valid compositions and decompositions; identifies pieces with no gaps or overlaps.

• Works with all allowed 2D/3D piece types in separate sessions.
• Composes and decomposes, naming parts and checking no gaps/overlaps.

Child prompt: Find shapes in things around us.

Materials: Paper, pencil and the objects described in the adult instructions.

Show a toy house (triangle roof, rectangle wall, square window), half-round window, hexagonal nut, ball, cube block, box, cone and can. Ask child to name the figure modeling each object or part.

Expected response: Semicircle, triangle, rectangle, square, hexagon; sphere, cube, rectangular prism, cone, cylinder.

• Matches actual object parts with all listed planar figures.
• Matches all five listed solid figures and explains visible attributes.

Child prompt: Collect votes and make two displays.

Materials: Paper, pencil and the objects described in the adult instructions.

Ask classmates/family to choose apple or pear. Record each vote, group tallies in fives and create a pictograph with one symbol per person. In a second round collect shape cutouts and categorize by number of sides. Give each display a title and labels.

Expected response: Accurate tally and single-unit pictograph displays for collected data.

• Collects and categorizes classroom data and geometric figures by attributes.
• Creates tallies in fives and pictograph with key: one symbol = one observation.

Child prompt: Use your display to find the total and compare groups.

Materials: Paper, pencil and the objects described in the adult instructions.

Use the child-created tally/pictograph from collecting votes. Ask how many votes altogether and how many more in the larger group; child writes addition and subtraction equations.

Expected response: Correct total and category difference based on actual data.

• Adds category counts for total.
• Subtracts category counts to compare using a one-symbol/one-observation key.