Curriculum / Global Curriculum / Grade 3

Grade 3 Thinking & Life.

10textbooks

250lessons

134competencies

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The whole year, lesson by lesson.

Textbook 1Why Feelings Happen

4 chapters · 25 lessons

Chapter 1

Events and Feelings

Chapter 2

Thoughts, Expectations, and Feelings

Chapter 3

One Feeling May Have Several Causes

Chapter 4

Explaining a Feeling Sequence

Textbook 2Mixed Feelings and Body Clues

4 chapters · 25 lessons

Chapter 1

Two Feelings at Once

Chapter 2

Mixed Feelings Do Not Mean Dishonesty

Chapter 3

How the Body May Show a Feeling

Chapter 4

Feeling, Thought, Body Clue, and Action

Textbook 3Strong Feelings, Focus, and Attention

4 chapters · 25 lessons

Chapter 1

When a Feeling Becomes Strong

Chapter 2

A Simple Strong-Feeling Plan

Chapter 3

What Focus and Attention Mean

Chapter 4

Noticing and Returning From Distraction

Textbook 4Finishing What You Start

4 chapters · 25 lessons

Chapter 1

What Does Finished Mean?

Chapter 2

One Step at a Time

Chapter 3

Help, Changes, and Appropriate Stopping

Chapter 4

Following Through for Other People

Textbook 5Empathy, Kind Words, and Cooperation

4 chapters · 25 lessons

Chapter 1

What Empathy Means

Chapter 2

Kind and Unkind Words

Chapter 3

Cooperation and Shared Goals

Chapter 4

Repairing a Cooperative Problem

Textbook 6Fairness, Justice, Courage, and Responsibility

4 chapters · 25 lessons

Chapter 1

Fairness and Equal Treatment

Chapter 2

Justice and Putting Things Right

Chapter 3

Responsibility to Other People

Chapter 4

Courage to Do What Is Right

Textbook 7Facts, Opinions, Guesses, and Knowing

4 chapters · 25 lessons

Chapter 1

Fact and Opinion

Chapter 2

Guessing and Knowing

Chapter 3

Explaining My Thinking

Chapter 4

When an Explanation Needs Improvement

Textbook 8Safe and Kind Online

4 chapters · 25 lessons

Chapter 1

Real People, Characters, Avatars, and Pretend Spaces

Chapter 2

Safe Digital Choices

Chapter 3

Kindness and Respect Through a Screen

Chapter 4

Stop and Tell a Trusted Adult

Textbook 9Think Before You Choose — Money, Saving, and Decisions

4 chapters · 25 lessons

Chapter 1

Pause Before Deciding

Chapter 2

Good and Not-So-Good Choices

Chapter 3

Saving for a Purpose

Chapter 4

Impulse, Pressure, and Money Choices

Textbook 10Good Questions, Truth, Puzzles, and Dilemmas

4 chapters · 25 lessons

Chapter 1

What Makes a Good Question?

Chapter 2

What Makes Something True?

Chapter 3

Simple Reasoning Puzzles

Chapter 4

Simple Dilemmas and the Grade 3 Community of Inquiry

Every coin is a 15-minute lesson.

Explained simply, shown with pictures, then put to the test. Stars are chapter reviews. The trophy is the final review.

See how a lesson works

Every competency, covered.

The 134 competencies set for Grade 3 Thinking & Life, and every one has lessons behind it.

Why Feelings Happen

14 competencies

Define a guess as an answer offered without enough information to know.
State “I do not know yet” when information is insufficient.
Explain one’s thinking in a simple ordered sequence.
Connect an answer with the reason and information used.
Ask a clarifying question about an explanation.
Revise an explanation after noticing an error or missing step.
Explain that feelings may arise in response to events, thoughts, expectations, memories, or interactions.
Identify an event that may have contributed to a feeling in a familiar example.
Recognize that one feeling may have more than one possible cause.
Recognize that the same event may lead to different feelings for different people.
Ask how another person feels rather than diagnosing from appearance.
Describe a sequence containing event, feeling, body clue, and action.
Explain that a feeling may change when the event, understanding, or situation changes.
Use accurate feeling language in a fictional or optional personal reflection.

Mixed Feelings and Body Clues

17 competencies

Explain one’s thinking in a simple ordered sequence.
Connect an answer with the reason and information used.
Ask another person how they feel or what they need.
Listen to the person’s answer and adjust one’s response.
Explain mixed feelings as experiencing two feelings at the same time.
Name two feelings that may occur together in a familiar situation.
Recognize mixed feelings as ordinary rather than wrong or dishonest.
Identify a possible body clue connected with a feeling.
Explain that body clues differ among people and situations.
Distinguish a body clue from certain knowledge of a feeling.
Ask how another person feels rather than diagnosing from appearance.
Describe a sequence containing event, feeling, body clue, and action.
Distinguish a feeling, thought, body clue, and action in a simple example.
Use accurate feeling language in a fictional or optional personal reflection.
Seek a trusted adult when a body sensation, fear, or distress feels unsafe or medically concerning.
Keep hands, body, belongings, and words safe while upset.
Select an age-appropriate calming or help-seeking action.

Strong Feelings, Focus, and Attention

17 competencies

Explain one’s thinking in a simple ordered sequence.
Listen to the person’s answer and adjust one’s response.
Identify a possible body clue connected with a feeling.
Notice when a feeling has become strong.
Pause before acting when a feeling is strong.
Keep hands, body, belongings, and words safe while upset.
Name the feeling or immediate problem using respectful language.
Select an age-appropriate calming or help-seeking action.
Ask a trusted adult for help when the situation feels unsafe or unmanageable.
Return to an appropriate activity after calming or receiving help.
Explain focus as directing attention toward the current task or message.
Identify an immediate distraction in a familiar situation.
Prepare a simple workspace with needed materials and fewer avoidable distractions.
Listen for and repeat one instruction.
Work on one manageable step at a time.
Redirect attention after noticing distraction.
Recognize when safety, changed instructions, or adult direction makes stopping appropriate.

Finishing What You Start

17 competencies

Follow through on a reasonable commitment to another person or group.
Tell the truth in a difficult but safe situation.
Explain one’s thinking in a simple ordered sequence.
Connect an answer with the reason and information used.
Recognize when an explanation skips an important step.
Ask a clarifying question about an explanation.
Explain cooperation as people coordinating their actions toward a shared goal.
Accept and complete an appropriate role in a group task.
Ask for clarification when group instructions or roles are unclear.
Ask a trusted adult for help when the situation feels unsafe or unmanageable.
Listen for and repeat one instruction.
Work on one manageable step at a time.
Continue until a small task reaches its stated completion point.
Check whether all required parts of a small task are complete.
Explain honestly when a task cannot be completed and identify the help needed.
Recognize when safety, changed instructions, or adult direction makes stopping appropriate.
Follow through on an age-appropriate responsibility to another person or group.

Empathy, Kind Words, and Cooperation

20 competencies

Suggest an age-appropriate repair after unfairness or harm.
Explain responsibility to others as considering how one’s actions affect them.
Contribute appropriately to a shared activity or space.
Explain empathy as trying to understand how another person may feel or experience a situation.
Notice facial, vocal, situational, or behavioral clues without treating them as certain proof.
Ask another person how they feel or what they need.
Listen to the person’s answer and adjust one’s response.
Suggest a kind response that fits the stated need.
Recognize encouraging, welcoming, thankful, helpful, and apologetic words as kind communication.
Recognize mocking, insulting, threatening, humiliating, and deliberately excluding language as unkind.
Explain that tone and context may affect how words are received.
Replace an unkind sentence with a respectful sentence.
Explain cooperation as people coordinating their actions toward a shared goal.
Accept and complete an appropriate role in a group task.
Listen to and build on another person’s idea.
Share materials, information, space, and speaking turns fairly.
Ask for clarification when group instructions or roles are unclear.
Participate in repairing a small cooperative problem.
Reflect on how communication affected a group result.
Follow through on an age-appropriate responsibility to another person or group.

Fairness, Justice, Courage, and Responsibility

21 competencies

Explain fairness as giving people reasonable treatment, opportunity, or participation in a situation.
Explain justice at an introductory level as responding to unfairness or harm and trying to put matters right.
Distinguish equal treatment from fair treatment in a clear, concrete example.
Identify who is affected by an unfair action.
Suggest an age-appropriate repair after unfairness or harm.
Listen to the affected person before deciding what repair may help.
Explain responsibility to others as considering how one’s actions affect them.
Follow through on a reasonable commitment to another person or group.
Return, replace, clean, rebuild, apologize, or seek help after causing harm.
Contribute appropriately to a shared activity or space.
Explain courage as doing what is right even when one feels afraid, nervous, embarrassed, or pressured.
Tell the truth in a difficult but safe situation.
Refuse to join clearly unkind or unfair behavior.
Include or support someone who is being unfairly left out.
Seek trusted-adult help when doing what is right would otherwise be unsafe.
Distinguish courage from reckless or dangerous action.
Explain a simple moral choice using kindness, honesty, fairness, courage, or responsibility.
Recognize that good actions may require effort or may not receive immediate praise.
Connect an answer with the reason and information used.
Ask a question about the consequence or fairness of a response.
Follow through on an age-appropriate responsibility to another person or group.

Facts, Opinions, Guesses, and Knowing

20 competencies

Define a fact as a statement that can be checked against what is or what happened.
Define an opinion as a preference, judgment, or view held by a person.
Distinguish a clear fact from a clear opinion.
Recognize that an opinion may still be supported by reasons.
Recognize that people may hold different opinions.
Define a guess as an answer offered without enough information to know.
Distinguish guessing from knowing in a familiar example.
Identify direct observation as one way of knowing a simple fact.
Identify memory, instruction, or checking as possible supports for knowing.
State “I do not know yet” when information is insufficient.
Explain one’s thinking in a simple ordered sequence.
Connect an answer with the reason and information used.
Distinguish a reason from an example.
Recognize when an explanation skips an important step.
Ask a clarifying question about an explanation.
Revise an explanation after noticing an error or missing step.
Explain why a particular question may help thinking move forward.
Recognize that confidence does not by itself make a statement true.
Solve a simple reasoning puzzle by explaining each step.
Give a reason for a proposed response.

Safe and Kind Online

19 competencies

Distinguish a clear fact from a clear opinion.
Use only digital spaces, websites, apps, games, or devices approved by a trusted adult.
Ask a trusted adult before joining an unfamiliar digital space or activity.
Recognize that an avatar, username, or game character may not reveal who a real person is.
Distinguish a fictional digital character from a real person.
Distinguish pretend actions in a story or game from actions affecting real people.
Explain that words sent through a device can affect a real person.
Use kind and respectful language in digital communication.
Stop responding and tell a trusted adult about frightening, confusing, secretive, or clearly unkind online contact.
Ask a trusted adult before clicking unfamiliar links, downloading, joining, buying, or accepting a digital request.
Avoid arranging to meet an online-only contact without direct trusted-adult involvement.
Ask before sharing another person’s message, image, recording, or digital creation.
Seek help after an online mistake rather than hiding it.
Recognize that leaving a game or closing an app is appropriate when something feels unsafe.
Identify a trusted adult who can help with a digital problem.
Explain a simple safe-and-kind-online routine.
Distinguish online safety reasoning from deciding whether every online claim is true.
Replace an unkind sentence with a respectful sentence.
Ask a trusted adult for help when the situation feels unsafe or unmanageable.

Think Before You Choose — Money, Saving, and Decisions

17 competencies

Explain one’s thinking in a simple ordered sequence.
Pause before making a simple decision when there is time to think.
Name the purpose of a decision.
Identify the safe and appropriate available options.
Predict one likely immediate outcome of an option.
Identify who else may be affected by a choice.
Distinguish a thoughtful choice from a choice made without pausing or considering the purpose.
Recognize that a reasonable choice may still produce an unexpected result.
Reflect on an outcome and identify what could be repeated or changed.
Explain saving as repeatedly keeping part of a resource for a later purpose.
Identify a clear purpose for saving.
Distinguish a planned purchase from an immediate impulse in a fictional example.
Recognize that social pressure may influence a money choice.
Recognize that needs, responsibilities, and future purposes may come before an immediate want.
Ask a trusted adult before making an unfamiliar money-related decision.
Explain how small repeated choices may support or interrupt a saving purpose.
Distinguish keeping, using, sharing, spending, and saving as different resource choices.

Good Questions, Truth, Puzzles, and Dilemmas

25 competencies

Explain a simple moral choice using kindness, honesty, fairness, courage, or responsibility.
Define a fact as a statement that can be checked against what is or what happened.
State “I do not know yet” when information is insufficient.
Explain one’s thinking in a simple ordered sequence.
Connect an answer with the reason and information used.
Recognize when an explanation skips an important step.
Revise an explanation after noticing an error or missing step.
Distinguish a clear question from an unclear or overly broad question.
Ask a question that seeks a reason.
Ask a question that clarifies the meaning of a word or idea.
Ask an open question that may have more than one thoughtful answer.
Explain why a particular question may help thinking move forward.
Ask what would make a statement true.
Recognize that confidence does not by itself make a statement true.
Recognize that repetition does not by itself make a statement true.
Distinguish truth from pretending in a simple context.
Solve a simple reasoning puzzle by explaining each step.
Identify the difficult choice in an age-appropriate dilemma.
Offer more than one possible response to a simple dilemma.
Give a reason for a proposed response.
Ask a question about the consequence or fairness of a response.
Listen to and compare alternative responses.
Revise or qualify an answer after inquiry.
Participate in a structured teacher-guided community of inquiry.
Disagree with an idea respectfully while explaining the reason.

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The whole year, lesson by lesson.

Textbook 1Why Feelings Happen

4 chapters · 25 lessons

Chapter 1

Events and Feelings

Chapter 2

Thoughts, Expectations, and Feelings

Chapter 3

One Feeling May Have Several Causes

Chapter 4

Explaining a Feeling Sequence

Textbook 2Mixed Feelings and Body Clues

4 chapters · 25 lessons

Chapter 1

Two Feelings at Once

Chapter 2

Mixed Feelings Do Not Mean Dishonesty

Chapter 3

How the Body May Show a Feeling

Chapter 4

Feeling, Thought, Body Clue, and Action

Textbook 3Strong Feelings, Focus, and Attention

4 chapters · 25 lessons

Chapter 1

When a Feeling Becomes Strong

Chapter 2

A Simple Strong-Feeling Plan

Chapter 3

What Focus and Attention Mean

Chapter 4

Noticing and Returning From Distraction

Textbook 4Finishing What You Start

4 chapters · 25 lessons

Chapter 1

What Does Finished Mean?

Chapter 2

One Step at a Time

Chapter 3

Help, Changes, and Appropriate Stopping

Chapter 4

Following Through for Other People

Textbook 5Empathy, Kind Words, and Cooperation

4 chapters · 25 lessons

Chapter 1

What Empathy Means

Chapter 2

Kind and Unkind Words

Chapter 3

Cooperation and Shared Goals

Chapter 4

Repairing a Cooperative Problem

Textbook 6Fairness, Justice, Courage, and Responsibility

4 chapters · 25 lessons

Chapter 1

Fairness and Equal Treatment

Chapter 2

Justice and Putting Things Right

Chapter 3

Responsibility to Other People

Chapter 4

Courage to Do What Is Right

Textbook 7Facts, Opinions, Guesses, and Knowing

4 chapters · 25 lessons

Chapter 1

Fact and Opinion

Chapter 2

Guessing and Knowing

Chapter 3

Explaining My Thinking

Chapter 4

When an Explanation Needs Improvement

Textbook 8Safe and Kind Online

4 chapters · 25 lessons

Chapter 1

Real People, Characters, Avatars, and Pretend Spaces

Chapter 2

Safe Digital Choices

Chapter 3

Kindness and Respect Through a Screen

Chapter 4

Stop and Tell a Trusted Adult

Textbook 9Think Before You Choose — Money, Saving, and Decisions

4 chapters · 25 lessons

Chapter 1

Pause Before Deciding

Chapter 2

Good and Not-So-Good Choices

Chapter 3

Saving for a Purpose

Chapter 4

Impulse, Pressure, and Money Choices

Textbook 10Good Questions, Truth, Puzzles, and Dilemmas

4 chapters · 25 lessons

Chapter 1

What Makes a Good Question?

Chapter 2

What Makes Something True?

Chapter 3

Simple Reasoning Puzzles

Chapter 4

Simple Dilemmas and the Grade 3 Community of Inquiry

Every competency, covered.

The 134 competencies set for Grade 3 Thinking & Life, and every one has lessons behind it.

Why Feelings Happen

14 competencies

Define a guess as an answer offered without enough information to know.
State “I do not know yet” when information is insufficient.
Explain one’s thinking in a simple ordered sequence.
Connect an answer with the reason and information used.
Ask a clarifying question about an explanation.
Revise an explanation after noticing an error or missing step.
Explain that feelings may arise in response to events, thoughts, expectations, memories, or interactions.
Identify an event that may have contributed to a feeling in a familiar example.
Recognize that one feeling may have more than one possible cause.
Recognize that the same event may lead to different feelings for different people.
Ask how another person feels rather than diagnosing from appearance.
Describe a sequence containing event, feeling, body clue, and action.
Explain that a feeling may change when the event, understanding, or situation changes.
Use accurate feeling language in a fictional or optional personal reflection.

Mixed Feelings and Body Clues

17 competencies

Explain one’s thinking in a simple ordered sequence.
Connect an answer with the reason and information used.
Ask another person how they feel or what they need.
Listen to the person’s answer and adjust one’s response.
Explain mixed feelings as experiencing two feelings at the same time.
Name two feelings that may occur together in a familiar situation.
Recognize mixed feelings as ordinary rather than wrong or dishonest.
Identify a possible body clue connected with a feeling.
Explain that body clues differ among people and situations.
Distinguish a body clue from certain knowledge of a feeling.
Ask how another person feels rather than diagnosing from appearance.
Describe a sequence containing event, feeling, body clue, and action.
Distinguish a feeling, thought, body clue, and action in a simple example.
Use accurate feeling language in a fictional or optional personal reflection.
Seek a trusted adult when a body sensation, fear, or distress feels unsafe or medically concerning.
Keep hands, body, belongings, and words safe while upset.
Select an age-appropriate calming or help-seeking action.

Strong Feelings, Focus, and Attention

17 competencies

Explain one’s thinking in a simple ordered sequence.
Listen to the person’s answer and adjust one’s response.
Identify a possible body clue connected with a feeling.
Notice when a feeling has become strong.
Pause before acting when a feeling is strong.
Keep hands, body, belongings, and words safe while upset.
Name the feeling or immediate problem using respectful language.
Select an age-appropriate calming or help-seeking action.
Ask a trusted adult for help when the situation feels unsafe or unmanageable.
Return to an appropriate activity after calming or receiving help.
Explain focus as directing attention toward the current task or message.
Identify an immediate distraction in a familiar situation.
Prepare a simple workspace with needed materials and fewer avoidable distractions.
Listen for and repeat one instruction.
Work on one manageable step at a time.
Redirect attention after noticing distraction.
Recognize when safety, changed instructions, or adult direction makes stopping appropriate.

Finishing What You Start

17 competencies

Follow through on a reasonable commitment to another person or group.
Tell the truth in a difficult but safe situation.
Explain one’s thinking in a simple ordered sequence.
Connect an answer with the reason and information used.
Recognize when an explanation skips an important step.
Ask a clarifying question about an explanation.
Explain cooperation as people coordinating their actions toward a shared goal.
Accept and complete an appropriate role in a group task.
Ask for clarification when group instructions or roles are unclear.
Ask a trusted adult for help when the situation feels unsafe or unmanageable.
Listen for and repeat one instruction.
Work on one manageable step at a time.
Continue until a small task reaches its stated completion point.
Check whether all required parts of a small task are complete.
Explain honestly when a task cannot be completed and identify the help needed.
Recognize when safety, changed instructions, or adult direction makes stopping appropriate.
Follow through on an age-appropriate responsibility to another person or group.

Empathy, Kind Words, and Cooperation

20 competencies

Suggest an age-appropriate repair after unfairness or harm.
Explain responsibility to others as considering how one’s actions affect them.
Contribute appropriately to a shared activity or space.
Explain empathy as trying to understand how another person may feel or experience a situation.
Notice facial, vocal, situational, or behavioral clues without treating them as certain proof.
Ask another person how they feel or what they need.
Listen to the person’s answer and adjust one’s response.
Suggest a kind response that fits the stated need.
Recognize encouraging, welcoming, thankful, helpful, and apologetic words as kind communication.
Recognize mocking, insulting, threatening, humiliating, and deliberately excluding language as unkind.
Explain that tone and context may affect how words are received.
Replace an unkind sentence with a respectful sentence.
Explain cooperation as people coordinating their actions toward a shared goal.
Accept and complete an appropriate role in a group task.
Listen to and build on another person’s idea.
Share materials, information, space, and speaking turns fairly.
Ask for clarification when group instructions or roles are unclear.
Participate in repairing a small cooperative problem.
Reflect on how communication affected a group result.
Follow through on an age-appropriate responsibility to another person or group.

Fairness, Justice, Courage, and Responsibility

21 competencies

Explain fairness as giving people reasonable treatment, opportunity, or participation in a situation.
Explain justice at an introductory level as responding to unfairness or harm and trying to put matters right.
Distinguish equal treatment from fair treatment in a clear, concrete example.
Identify who is affected by an unfair action.
Suggest an age-appropriate repair after unfairness or harm.
Listen to the affected person before deciding what repair may help.
Explain responsibility to others as considering how one’s actions affect them.
Follow through on a reasonable commitment to another person or group.
Return, replace, clean, rebuild, apologize, or seek help after causing harm.
Contribute appropriately to a shared activity or space.
Explain courage as doing what is right even when one feels afraid, nervous, embarrassed, or pressured.
Tell the truth in a difficult but safe situation.
Refuse to join clearly unkind or unfair behavior.
Include or support someone who is being unfairly left out.
Seek trusted-adult help when doing what is right would otherwise be unsafe.
Distinguish courage from reckless or dangerous action.
Explain a simple moral choice using kindness, honesty, fairness, courage, or responsibility.
Recognize that good actions may require effort or may not receive immediate praise.
Connect an answer with the reason and information used.
Ask a question about the consequence or fairness of a response.
Follow through on an age-appropriate responsibility to another person or group.

Facts, Opinions, Guesses, and Knowing

20 competencies

Define a fact as a statement that can be checked against what is or what happened.
Define an opinion as a preference, judgment, or view held by a person.
Distinguish a clear fact from a clear opinion.
Recognize that an opinion may still be supported by reasons.
Recognize that people may hold different opinions.
Define a guess as an answer offered without enough information to know.
Distinguish guessing from knowing in a familiar example.
Identify direct observation as one way of knowing a simple fact.
Identify memory, instruction, or checking as possible supports for knowing.
State “I do not know yet” when information is insufficient.
Explain one’s thinking in a simple ordered sequence.
Connect an answer with the reason and information used.
Distinguish a reason from an example.
Recognize when an explanation skips an important step.
Ask a clarifying question about an explanation.
Revise an explanation after noticing an error or missing step.
Explain why a particular question may help thinking move forward.
Recognize that confidence does not by itself make a statement true.
Solve a simple reasoning puzzle by explaining each step.
Give a reason for a proposed response.

Safe and Kind Online

19 competencies

Distinguish a clear fact from a clear opinion.
Use only digital spaces, websites, apps, games, or devices approved by a trusted adult.
Ask a trusted adult before joining an unfamiliar digital space or activity.
Recognize that an avatar, username, or game character may not reveal who a real person is.
Distinguish a fictional digital character from a real person.
Distinguish pretend actions in a story or game from actions affecting real people.
Explain that words sent through a device can affect a real person.
Use kind and respectful language in digital communication.
Stop responding and tell a trusted adult about frightening, confusing, secretive, or clearly unkind online contact.
Ask a trusted adult before clicking unfamiliar links, downloading, joining, buying, or accepting a digital request.
Avoid arranging to meet an online-only contact without direct trusted-adult involvement.
Ask before sharing another person’s message, image, recording, or digital creation.
Seek help after an online mistake rather than hiding it.
Recognize that leaving a game or closing an app is appropriate when something feels unsafe.
Identify a trusted adult who can help with a digital problem.
Explain a simple safe-and-kind-online routine.
Distinguish online safety reasoning from deciding whether every online claim is true.
Replace an unkind sentence with a respectful sentence.
Ask a trusted adult for help when the situation feels unsafe or unmanageable.

Think Before You Choose — Money, Saving, and Decisions

17 competencies

Explain one’s thinking in a simple ordered sequence.
Pause before making a simple decision when there is time to think.
Name the purpose of a decision.
Identify the safe and appropriate available options.
Predict one likely immediate outcome of an option.
Identify who else may be affected by a choice.
Distinguish a thoughtful choice from a choice made without pausing or considering the purpose.
Recognize that a reasonable choice may still produce an unexpected result.
Reflect on an outcome and identify what could be repeated or changed.
Explain saving as repeatedly keeping part of a resource for a later purpose.
Identify a clear purpose for saving.
Distinguish a planned purchase from an immediate impulse in a fictional example.
Recognize that social pressure may influence a money choice.
Recognize that needs, responsibilities, and future purposes may come before an immediate want.
Ask a trusted adult before making an unfamiliar money-related decision.
Explain how small repeated choices may support or interrupt a saving purpose.
Distinguish keeping, using, sharing, spending, and saving as different resource choices.

Good Questions, Truth, Puzzles, and Dilemmas

25 competencies

Explain a simple moral choice using kindness, honesty, fairness, courage, or responsibility.
Define a fact as a statement that can be checked against what is or what happened.
State “I do not know yet” when information is insufficient.
Explain one’s thinking in a simple ordered sequence.
Connect an answer with the reason and information used.
Recognize when an explanation skips an important step.
Revise an explanation after noticing an error or missing step.
Distinguish a clear question from an unclear or overly broad question.
Ask a question that seeks a reason.
Ask a question that clarifies the meaning of a word or idea.
Ask an open question that may have more than one thoughtful answer.
Explain why a particular question may help thinking move forward.
Ask what would make a statement true.
Recognize that confidence does not by itself make a statement true.
Recognize that repetition does not by itself make a statement true.
Distinguish truth from pretending in a simple context.
Solve a simple reasoning puzzle by explaining each step.
Identify the difficult choice in an age-appropriate dilemma.
Offer more than one possible response to a simple dilemma.
Give a reason for a proposed response.
Ask a question about the consequence or fairness of a response.
Listen to and compare alternative responses.
Revise or qualify an answer after inquiry.
Participate in a structured teacher-guided community of inquiry.
Disagree with an idea respectfully while explaining the reason.