Making a Sandwich

Making a Sandwich

Ages 10+ · 4 minutes

Learn how to make a sandwich!

Discuss the directions for making a sandwich.

Part of

Standards alignment

Common Core State Standards

  • D4.2.K-2 — Individually and with others, students use writing, visualizing, and speaking to… Construct explanations using correct sequence and relevant information.

Alabama

  • ELA21.3.4 — Ask and answer questions using complete sentences and grade-level vocabulary.
  • ELA21.2.R3 — Expand background knowledge and build vocabulary through discussion, reading, and writing.
  • ELA21.K.7 — Restate and follow one- and two-step directions.

Arkansas

  • 5.RC.4.RF — Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.

California

  • SL.2.2.a — Give and follow three- and four-step oral directions.
  • SL.3.3 — Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Colorado

  • RWC20-GR.1-S.1-GLE.2-EO.d — Give and follow simple two-step directions.
  • RWC20-GR.2-S.1-GLE.2-EO.f — Use content-specific vocabulary to ask questions and provide information.

Florida

  • SC.K2.CS-CP.2.2 (Discontinued after 2024-2025) — Perform a simple task (e.g., making a sandwich and brushing teeth) breaking it into small steps.
  • SC.K2.CS-CS.2.5 (Discontinued after 2024-2025) — Create a simple algorithm, individually and collaboratively, without using computers to complete the task (e.g., making a sandwich, getting ready for school).

Georgia

  • ELAGSE4SL1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
  • ELAGSE4SL1.c — Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

Idaho

  • 3.W.OC.3 — Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Indiana

  • 2.CC.6 — Give and follow oral directions with three or more steps.
  • 2.CC.4 — Ask and answer questions about what a speaker says to clarify comprehension, gather information, or deepen understanding of a topic or issue. (E)

Maine

  • SL.2.3.b — Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Michigan

  • 1–C5.0.1 — Describe some responsibilities people have at home and at school.

Minnesota

  • 4.1.4.4 — Explain events, concepts or steps in a procedure, including what happened and why, based on specific details, in informational text.

Missouri

  • 4.R.3.A.b — describe the sequence of events, ideas, concepts, or steps needed to carry out a procedure
  • 4.SL.1.A.c — following and restating multi-step instructions that involve a short related sequence of actions, according to classroom expectations
  • 5.SL.1.A.c — following, restating, and giving multi-step instructions from or to others in collaborative groups, according to classroom expectations

Montana

  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
  • CCRA.SL.2 — Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Nebraska

  • LA.5.SL.1.e — Complete a task following multi-step directions.
  • LA.4.SL.1.e — Complete a task following multi-step directions.

Nevada

  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

New Hampshire

  • SS.EC.2.1.2 — Describe the steps and materials needed to make a product, e.g., milk or crayons. (Themes: D: Material Wants and Needs, G: Science, Technology, and Society)

New Jersey

  • SL.3.3 — Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

New Mexico

  • SL.1.NM.7 — Follow simple written and oral instructions.
  • SL.K.NM.4 — With prompting and support: role play; make predictions; and follow oral and graphic instructions.

New York

  • RST.1 — Cite specific evidence to support analysis of scientific and technical texts, charts, graphs, diagrams, etc. Understand and follow a detailed set of directions.

North Carolina

  • SL.3.3 — Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
  • SL.3.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

North Dakota

  • 1.C.7 — Work collaboratively by following agreed-upon rules and simple two- and three-step oral directions and offering one- and two-step verbal directions.
  • 2.C.7 — Work collaboratively by following agreed-upon rules and following/offering multi-step oral directions.

Ohio

  • W.K.8 — With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Oklahoma

  • 2.1.L.2 — Students will follow multi-step oral directions.

Oregon

  • 5.SL.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
  • 5.SL.1c — Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Pennsylvania

  • 3.5.3-5.C — Follow directions to complete a technological task.
  • 3.5.3-5.R — Apply tools, techniques, and materials in a safe manner as part of the design process.

Texas

  • 5.1B — follow, restate, and give oral instructions that include multiple action steps;
  • 4.1B — follow, restate, and give oral instructions that involve a series of related sequences of action;

Vermont

  • D4.2.K-2 — Individually and with others, students use writing, visualizing, and speaking to… Construct explanations using correct sequence and relevant information.

Virginia

  • 5.RV.1.K — Use newly learned words and phrases in discussions and speaking activities.
  • 5.C.1.A.i — Prepare for and participate in a range of sustained collaborative discussions with diverse partners on grade five topics and texts. This includes listening actively and speaking using agreed-upon discussion rules.

Washington, D.C.

  • CCRA.SL.2 — Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

West Virginia

  • ELA.5.30 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing ideas clearly.
  • ELA.5.30.c — Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Wyoming

  • SL.3.3 — Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.