Generated 2026-11-02 · State: AK · Standards scope: Grades K–5 · Rebuilt automatically from data/standards_crosswalk_ak.json
🌱 Looking for middle or high school? The Alaska report for an older band is published here: Alaska Grades 6–8 (mathematics plus Grade-6 English Language Arts). Any band not linked has no Alaska report yet, and we claim nothing for it. This page covers the Pre-K–5 band of the Pre-K–12 program.
Verification log: 97 verdicts across 3 review days, 17 Oct 2026 – 24 Oct 2026.
Why this report stops at Kindergarten. This report covers the Pre-K–5 band of the Pre-K–12 program (older grades get their own Alaska reports as they are published): 17 of its 104 skills are flagged for the Pre-K track — Counting, Compare Numbers, Shapes, Sort & Size, Patterns, Sight Words, Letters, Phonics, Sílabas, Read It Myself, Tracing, First Letter, Animals & Nature, Community Helpers, Feelings, Colors, Weather. These are leveled skills, so several also carry claims at higher grades in the tables below. This crosswalk maps only to Alaska's K–5 academic standards documents, which begin at Kindergarten — and 11 of those 17 Pre-K-flagged skills are claimed here against a Kindergarten or later code; the 6 claimed against nothing (Sílabas, Animals & Nature, Community Helpers, Feelings, Colors, Weather) are listed in the not-counted section below. Alaska does separately publish early-learning standards for the years before Kindergarten — the Alaska Early Learning Guidelines (DEED; listed on education.alaska.gov/standards, with a January 2020 update and a March 2026 accessible edition) — and we have NOT crosswalked against them; no Pre-K alignment is claimed here.
Alaska's 2012 mathematics standards are Common Core-derived with Alaska's own additions and edits (Alaska did not adopt the Common Core State Standards). Alaska publishes no lettered child rows in K–5 (where Kansas prints 1.NBT.2a/b/c, Alaska folds the parts into one 1.NBT.2 statement), so the claim unit is the published row and a note names which part of a multi-part statement is practiced. Alaska-only standards (for example 1.CC.1–6 skip counting, ordinals and comparison symbols; K.MD.4–6 days of the week, time to the hour and coin names; 3.MD.10 perimeter; 4.OA.6 patterns) are judged on their own text. Standards marked (L) are locally assessed in Alaska and are counted like any other.
| Standard | Statement (official text) | Coverage | Covered by (evidence) |
|---|---|---|---|
| K.CC.1 | Count to 100 by ones and by tens. | PARTIAL | |
| K.CC.2 | Count forward beginning from a given number within the known sequence. | FULL | |
| K.CC.3 | Write numbers from 0 to 20. Represent a number of objects with a written numeral 0 - 20 (with 0 representing a count of no objects). | FULL | |
| K.CC.4 | Understand the relationship between numbers and quantities; connect counting to cardinality; a. When counting objects, say the number names in standard order, pairing each object with one and only one number name and each number name with one and only one object; b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the … | PARTIAL | |
| K.CC.5 | Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. | PARTIAL | |
| K.CC.6 | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching, counting, or estimating strategies). | FULL | |
| K.CC.7 | Compare and order two numbers between 1 and 10 presented as written numerals. | FULL | |
| K.OA.1 | Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps) acting out situations, verbal explanations, expressions, or equations. | PARTIAL | |
| K.OA.2 | Add or subtract whole numbers to 10 (e.g., by using objects or drawings to solve word problems). | PARTIAL | |
| K.OA.3 | Decompose numbers less than or equal to 10 into pairs in more than one way (e.g., by using objects or drawings, and record each decomposition by a drawing or equation). For example, 5 = 2 + 3 and 5 = 4 + 1. | PARTIAL | |
| K.OA.4 | For any number from 1 - 4, find the number that makes 5 when added to the given number and, for any number from 1 - 9, find the number that makes 10 when added to the given number (e.g., by using objects, drawings or 10 frames) and record the answer with a drawing or equation. | PARTIAL | |
| K.OA.5 | Fluently add and subtract numbers up to 5. | PARTIAL | |
| K.OA.6 | Recognize, identify and continue simple patterns of color, shape, and size. | PARTIAL | |
| K.NBT.1 | Compose and decompose numbers from 11 to 19 into ten ones and some further ones (e.g., by using objects or drawings) and record each composition and decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight or nine ones. | PARTIAL | |
| K.MD.1 | Describe measurable attributes of objects (e.g., length or weight). Match measuring tools to attribute (e.g., ruler to length). Describe several measurable attributes of a single object. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| K.MD.2 | Make comparisons between two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| K.MD.3 | Classify objects into given categories (attributes). Count the number of objects in each category (limit category counts to be less than or equal to 10). | PARTIAL | |
| K.MD.4 | Name in sequence the days of the week. | PARTIAL | |
| K.MD.5 | Tell time to the hour using both analog and digital clocks. | PARTIAL | |
| K.MD.6 | Identify coins by name. | FULL | |
| K.G.1 | Describe objects in the environment using names of shapes and describe their relative positions (e.g., above, below, beside, in front of, behind, next to). | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| K.G.2 | Name shapes regardless of their orientation or overall size. | FULL | Shapes (FULL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| K.G.3 | Identify shapes as two-dimensional (flat) or three-dimensional (solid). | FULL | Shapes (FULL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| K.G.4 | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices), and other attributes (e.g., having sides of equal lengths). | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| K.G.5 | Build shapes (e.g., using sticks and clay) and draw shapes. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| K.G.6 | Put together two-dimensional shapes to form larger shapes (e.g., join two triangles with full sides touching to make a rectangle). | FULL | Shapes (FULL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| 1.CC.1 | Skip count by 2s and 5s. | PARTIAL | |
| 1.CC.2 | Use ordinal numbers correctly when identifying object position (e.g., first, second, third, etc.). | PARTIAL | |
| 1.CC.3 | Order numbers from 1-100. Demonstrate ability in counting forward and backward. | PARTIAL | |
| 1.CC.4 | Count a large quantity of objects by grouping into 10s and counting by 10s and 1s to find the quantity. | NOT COVERED | — |
| 1.CC.5 | Use the symbols for greater than, less than or equal to when comparing two numbers or groups of objects. | FULL | |
| 1.CC.6 | Estimate how many and how much in a given set to 20 and then verify estimate by counting. | NOT COVERED | — |
| 1.OA.1 | Use addition and subtraction strategies to solve word problems (using numbers up to 20), involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions, using a number line (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem. | PARTIAL | |
| 1.OA.2 | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem. | PARTIAL | |
| 1.OA.3 | Apply properties of operations as strategies to add and subtract; (Students need not know the name of the property.); For example: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (Commutative property of addition). To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition). Demonstrate that when adding zero to any number, the quantity do… | PARTIAL | Find the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 1.OA.4 | Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. | FULL | |
| 1.OA.5 | Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). | PARTIAL | |
| 1.OA.6 | Add and subtract using numbers up to 20, demonstrating fluency for addition and subtraction up to 10. Use strategies such as: counting on; making ten (8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction, such as fact families, (8 + 4 = 12 and 12 - 8 = 4); creating equivalent but easier or known sum… | PARTIAL | |
| 1.OA.7 | Understand the meaning of the equal sign (e.g., read equal sign as “same as”) and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). | FULL | |
| 1.OA.8 | Determine the unknown whole number in an addition or subtraction equation. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 6 + 6 = ?, 5 = ? - 3. | FULL | |
| 1.OA.9 | Identify, continue and label patterns (e.g., aabb, abab). Create patterns using number, shape, size, rhythm or color. | PARTIAL | |
| 1.NBT.1 | Count to 120. In this range, read, write and order numerals and represent a number of objects with a written numeral. | PARTIAL | |
| 1.NBT.2 | Model and identify place value positions of two digit numbers. Include: a. 10 can be thought of as a bundle of ten ones, called a "ten"; b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones; c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones). | FULL | |
| 1.NBT.3 | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, <. | PARTIAL | |
| 1.NBT.4 | Add using numbers up to 100 including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10. Use: concrete models or drawings and strategies based on place value; properties of operations; and/or relationship between addition and subtraction; Relate the strategy to a written method and explain the reasoning used. Demonstrate in adding two-digit numbers, tens and tens are… | PARTIAL | |
| 1.NBT.5 | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. | PARTIAL | |
| 1.NBT.6 | Subtract multiples of 10 up to 100; Use: concrete models or drawings; strategies based on place value; properties of operations; and/or the relationship between addition and subtraction; Relate the strategy to a written method and explain the reasoning used. | PARTIAL | |
| 1.MD.1 | Measure and compare three objects using standard or non-standard units. | NOT COVERED | — |
| 1.MD.2 | Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 1.MD.3 | Tell and write time in half hours using both analog and digital clocks. | PARTIAL | |
| 1.MD.4 | Read a calendar distinguishing yesterday, today and tomorrow. Read and write a date. | NOT COVERED | — |
| 1.MD.5 | Recognize and read money symbols including $ and ¢. | PARTIAL | |
| 1.MD.6 | Identify values of coins (e.g., nickel = 5 cents, quarter = 25 cents). Identify equivalent values of coins up to $1 (e.g., 5 pennies = 1 nickel, 5 nickels = 1 quarter). | PARTIAL | |
| 1.MD.7 | Organize, represent and interpret data with up to three categories. Ask and answer comparison and quantity questions about the data. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 1.G.1 | Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes. Identify shapes that have non-defining attributes (e.g., color, orientation, overall size). Build and draw shapes given specified attributes. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| 1.G.2 | Compose (put together) two-dimensional or three-dimensional shapes to create a larger, composite shape, and compose new shapes from the composite shape. | FULL | Shapes (FULL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| 1.G.3 | Partition circles and rectangles into two and four equal shares. Describe the shares using the words, halves, fourths, and quarters and phrases half of, fourth of and quarter of. Describe the whole as two of or four of the shares. Understand for these examples that decomposing (break apart) into more equal shares creates smaller shares. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| 2.OA.1 | Use addition and subtraction strategies to estimate, then solve one- and two-step word problems (using numbers up to 100) involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem. | PARTIAL | |
| 2.OA.2 | Fluently add and subtract using numbers up to 20 using mental strategies. Know from memory all sums of two one-digit numbers. | PARTIAL | |
| 2.OA.3 | Determine whether a group of objects (up to 20) is odd or even (e.g., by pairing objects and comparing, counting by 2s). Model an even number as two equal groups of objects and then write an equation as a sum of two equal addends. | PARTIAL | |
| 2.OA.4 | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns. Write an equation to express the total as repeated addition (e.g., array of 4 by 5 would be 5 + 5 + 5 + 5 = 20). | FULL | |
| 2.OA.5 | Identify, continue and label number patterns (e.g., aabb, abab). Describe a rule that determines and continues a sequence or pattern. | PARTIAL | |
| 2.NBT.1 | Model and identify place value positions of three digit numbers. Include; a. 100 can be thought of as a bundle of ten tens --called a "hundred"; b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). | FULL | |
| 2.NBT.2 | Count up to 1000, skip-count by 5s, 10s and 100s. | PARTIAL | |
| 2.NBT.3 | Read, write, order up to 1000 using base-ten numerals, number names and expanded form. | PARTIAL | |
| 2.NBT.4 | Compare two three-digit numbers based on the meanings of the hundreds, tens and ones digits, using >, =, < symbols to record the results. | FULL | |
| 2.NBT.5 | Fluently add and subtract using numbers up to 100; Use: strategies based on place value; properties of operations; and/or the relationship between addition and subtraction. | PARTIAL | |
| 2.NBT.6 | Add up to four two-digit numbers using strategies based on place value and properties of operations. | FULL | |
| 2.NBT.7 | Add and subtract using numbers up to 1000; Use: concrete models or drawings and strategies based on place value; properties of operations; and/or relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Demonstrate in adding or subtracting three-digit numbers, hundreds and hundreds are added or subtracted, tens and tens are added or subtracted, ones and on… | PARTIAL | |
| 2.NBT.8 | Mentally add 10 or 100 to a given number 100-900 and mentally subtract 10 or 100 from a given number. | FULL | |
| 2.NBT.9 | Explain or illustrate the processes of addition or subtraction and their relationship using place value and the properties of operations. | PARTIAL | |
| 2.MD.1 | Measure the length of an object by selecting and using standard tools such as rulers, yardsticks, meter sticks, and measuring tapes. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 2.MD.2 | Measure the length of an object twice using different length units for the two measurements. Describe how the two measurements relate to the size of the unit chosen. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 2.MD.3 | Estimate, measure and draw lengths using whole units of inches, feet, yards, centimeters and meters. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 2.MD.4 | Measure to compare lengths of two objects, expressing the difference in terms of a standard length unit. | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 2.MD.5 | Solve addition and subtraction word problems using numbers up to 100 involving length that are given in the same units (e.g., by using drawings of rulers). Write an equation with a symbol for the unknown to represent the problem. | PARTIAL | |
| 2.MD.6 | Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1,2, …, and represent whole-number sums and differences within 100 on a number line diagram. | PARTIAL | |
| 2.MD.7 | Tell and write time to the nearest five minutes using a.m. and p.m. from analog and digital clocks. | PARTIAL | |
| 2.MD.8 | Solve word problems involving dollar bills and coins using the $ and ¢ symbols appropriately. | PARTIAL | |
| 2.MD.9 | Collect, record, interpret, represent, and describe data in a table, graph or line plot. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 2.MD.10 | Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart and compare problems using information presented in a bar graph. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 2.G.1 | Identify and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces compared visually, not by measuring. Identify triangles, quadrilaterals, pentagons, hexagons and cubes. | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skillShapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| 2.G.2 | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| 2.G.3 | Partition circles and rectangles into shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. | PARTIAL | Shapes (PARTIAL) app/src/lib/content.ts::shapesBasicQ/shapeSvgQ/partBasicQ/flatSolidQ/rowColQ/consCutStripQ/consCutCircleQ/consPolyQ ▶ Play a live item from this skill |
| 3.OA.1 | Interpret products of whole numbers (e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each). For example, show objects in rectangular arrays or describe a context in which a total number of objects can be expressed as 5 × 7. | PARTIAL | |
| 3.OA.2 | Interpret whole-number quotients of whole numbers (e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each). For example, deconstruct rectangular arrays or describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. | PARTIAL | |
| 3.OA.3 | Use multiplication and division numbers up to 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). | FULL | |
| 3.OA.4 | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?. | PARTIAL | Find the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 3.OA.5 | Make, test, support, draw conclusions and justify conjectures about properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.); Commutative property of multiplication: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known; Associative property of multiplication: 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30; Di… | PARTIAL | Find the Missing Number (PARTIAL) app/src/lib/content.ts::equationsQ ▶ Play a live item from this skill |
| 3.OA.6 | Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. | FULL | |
| 3.OA.7 | Fluently multiply and divide numbers up to 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 ×5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. | PARTIAL | |
| 3.OA.8 | Solve and create two-step word problems using any of the four operations. Represent these problems using equations with a symbol (box, circle, question mark) standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. | PARTIAL | |
| 3.OA.9 | Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. | PARTIAL | |
| 3.NBT.1 | Use place value understanding to round whole numbers to the nearest 10 or 100. | FULL | |
| 3.NBT.2 | Use strategies and/or algorithms to fluently add and subtract with numbers up to 1000, demonstrating understanding of place value, properties of operations, and/or the relationship between addition and subtraction; | PARTIAL | |
| 3.NBT.3 | Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 10 x 60) using strategies based on place value and properties of operations. | FULL | |
| 3.NF.1 | Understand a fraction 1/b (e.g., 1/4) as the quantity formed by 1 part when a whole is partitioned into b (e.g., 4) equal parts; understand a fraction a/b (e.g., 2/4) as the quantity formed by a (e.g., 2) parts of size 1/b. (e.g., 1/4). | FULL | Fractions (FULL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 3.NF.2 | Understand a fraction as a number on the number line; represent fractions on a number line diagram; a. Represent a fraction 1/b (e.g., 1/4) on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b (e.g., 4) equal parts. Recognize that each part has size 1/b (e.g., 1/4) and that the endpoint of the part based at 0 locates the number 1/b (e.g., 1/4) on the number line; b. Re… | FULL | Fractions (FULL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 3.NF.3 | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size; a. Understand two fractions as equivalent if they are the same size (modeled) or the same point on a number line; b. Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model); c. Express and model whole numbers … | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 3.MD.1 | Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes or hours (e.g., by representing the problem on a number line diagram or clock). | PARTIAL | |
| 3.MD.2 | Estimate and measure liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm3 and finding the geometric volume of a container.); Add, subtract, multiply, or divide to solve and create one-step word problems involving masses or volumes that are given in the same units (e.g., by using drawings, such as a beaker with a measurement scale… | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 3.MD.3 | Select an appropriate unit of English, metric, or non-standard measurement to estimate the length, time, weight, or temperature (L). | PARTIAL | Measurement (PARTIAL) app/src/lib/content.ts::measurementQ/volMassQ/consRulerQ ▶ Play a live item from this skill |
| 3.MD.4 | Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 3.MD.5 | Measure and record lengths using rulers marked with halves and fourths of an inch. Make a line plot with the data, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 3.MD.6 | Explain the classification of data from real-world problems shown in graphical representations. Use the terms minimum and maximum. (L). | NOT COVERED | — |
| 3.MD.7 | Recognize area as an attribute of plane figures and understand concepts of area measurement; a. A square with side length 1 unit is said to have “one square unit” and can be used to measure area; b. Demonstrate that a plane figure which can be covered without gaps or overlaps by n (e.g., 6) unit squares is said to have an area of n (e.g., 6) square units. | FULL | Shapes & Geometry (FULL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 3.MD.8 | Measure areas by tiling with unit squares (square centimeters, square meters, square inches, square feet, and improvised units). | FULL | Shapes & Geometry (FULL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 3.MD.9 | Relate area to the operations of multiplication and addition; a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. For example, after tiling rectangles, develop a rule for finding the area of any rectangle; b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of s… | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 3.MD.10 | Solve real world and mathematical problems involving perimeters of polygons, including; finding the perimeter given the side lengths; finding an unknown side length; exhibiting rectangles with the same perimeter and different areas; exhibiting rectangles with the same area and different perimeters. | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 3.G.1 | Categorize shapes by different attribute classifications and recognize that shared attributes can define a larger category. Generalize to create examples or non-examples. | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 3.G.2 | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 4.OA.1 | Interpret a multiplication equation as a comparison e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 groups of 7 and 7 groups of 5 (Commutative property). Represent verbal statements of multiplicative comparisons as multiplication equations. | PARTIAL | |
| 4.OA.2 | Multiply or divide to solve word problems involving multiplicative comparison (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem or missing numbers in an array). Distinguish multiplicative comparison from additive comparison. | PARTIAL | |
| 4.OA.3 | Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. | PARTIAL | |
| 4.OA.4 | Find all factor pairs for a whole number in the range 1–100; Explain the correlation/differences between multiples and factors; Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number; Determine whether a given whole number in the range 1–100 is prime or composite. | PARTIAL | |
| 4.OA.5 | Generate a number, shape pattern, table, t-chart, or input/output function that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Be able to express the pattern in algebraic terms. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. E… | PARTIAL | |
| 4.OA.6 | Extend patterns that use addition, subtraction, multiplication, division or symbols, up to 10 terms, represented by models (function machines), tables, sequences, or in problem situations. (L). | PARTIAL | |
| 4.NBT.1 | Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. | FULL | |
| 4.NBT.2 | Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on the value of the digits in each place, using >, =, and < symbols to record the results of comparisons. | PARTIAL | |
| 4.NBT.3 | Use place value understanding to round multi-digit whole numbers to any place using a variety of estimation methods; be able to describe, compare, and contrast solutions. | PARTIAL | |
| 4.NBT.4 | Fluently add and subtract multi-digit whole numbers using any algorithm. Verify the reasonableness of the results. | PARTIAL | |
| 4.NBT.5 | Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. | PARTIAL | |
| 4.NBT.6 | Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. | PARTIAL | |
| 4.NF.1 | Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.2 | Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2). Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model). | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.3 | Understand a fraction a/b with a > 1 as a sum of fractions 1/b; a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole; b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions (e.g., by using a visual fraction model); For example: 3/8 = 1/8 + 1/8 + 1/8 ;3… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction by a whole number; a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4); b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.5 | Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.6 | Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 4.NF.7 | Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual model). | PARTIAL | |
| 4.MD.1 | Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4-ft snake as 48 in. Generate a conversion table for f… | PARTIAL | |
| 4.MD.2 | Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. | PARTIAL | |
| 4.MD.3 | Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. | FULL | Shapes & Geometry (FULL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 4.MD.4 | Solve real-world problems involving elapsed time between U.S. time zones (including Alaska Standard time). (L). | NOT COVERED | — |
| 4.MD.5 | Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 4.MD.6 | Explain the classification of data from real-world problems shown in graphical representations including the use of terms range and mode with a given set of data. (L). | NOT COVERED | — |
| 4.MD.7 | Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand the following concepts of angle measurement: a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is call… | NOT COVERED | — |
| 4.MD.8 | Measure and draw angles in whole-number degrees using a protractor. Estimate and sketch angles of specified measure. | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 4.MD.9 | Recognize angle measure as additive. When an angle is divided into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems (e.g., by using an equation with a symbol for the unknown angle measure). | NOT COVERED | — |
| 4.G.1 | Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular, parallel, and intersecting line segments. Identify these in two-dimensional (plane) figures. | PARTIAL | Shapes & Geometry (PARTIAL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 4.G.2 | Classify two-dimensional (plane) figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. | FULL | Shapes & Geometry (FULL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 4.G.3 | Recognize a line of symmetry for a two-dimensional (plane) figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. | FULL | Shapes & Geometry (FULL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 5.OA.1 | Use parentheses to construct numerical expressions, and evaluate numerical expressions with these symbols. | PARTIAL | |
| 5.OA.2 | Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 x (8 + 7). Recognizing that 3 x (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. | PARTIAL | |
| 5.OA.3 | Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane; For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that … | PARTIAL | |
| 5.NBT.1 | Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. | PARTIAL | |
| 5.NBT.2 | Explain and extend the patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain and extend the patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. | PARTIAL | |
| 5.NBT.3 | Read, write, and compare decimals to thousandths; a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form [e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 (1/10) + 9 (1/100) + 2 (1/1000)]; b. Compare two decimals to thousandths place based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. | PARTIAL | |
| 5.NBT.4 | Use place values understanding to round decimals to any place. | FULL | |
| 5.NBT.5 | Fluently multiply multi-digit whole numbers using a standard algorithm. | PARTIAL | |
| 5.NBT.6 | Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, number lines, real life situations, and/or area models. | PARTIAL | |
| 5.NBT.7 | Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between the operations. Relate the strategy to a written method and explain their reasoning in getting their answers. | PARTIAL | |
| 5.NF.1 | Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators; For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.). | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 5.NF.2 | Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators (e.g., by using visual fraction models or equations to represent the problem). Use benchmark fractions and number sense of fractions to estimate mentally and check the reasonableness of answers; For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2. | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 5.NF.3 | Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers (e.g., by using visual fraction models or equations to represent the problem); For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equ… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 5.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction; a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 5.NF.5 | Interpret multiplication as scaling (resizing), by; a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication; b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explai… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 5.NF.6 | Solve real world problems involving multiplication of fractions and mixed numbers (e.g., by using visual fraction models or equations to represent the problem). | FULL | Fractions (FULL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 5.NF.7 | Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions; a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1… | PARTIAL | Fractions (PARTIAL) app/src/lib/content.ts::fractionsQ/consCutLineQ/consPointQ ▶ Play a live item from this skill |
| 5.MD.1 | Identify, estimate measure, and convert equivalent measures within systems English length (inches, feet, yards, miles) weight (ounces, pounds, tons) volume (fluid ounces, cups, pints, quarts, gallons) temperature (Fahrenheit) Metric length (millimeters, centimeters, meters, kilometers) volume (milliliters, liters), temperature (Celsius), (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step,… | PARTIAL | |
| 5.MD.2 | Solve real-world problems involving elapsed time between world time zones. (L). | NOT COVERED | — |
| 5.MD.3 | Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. | PARTIAL | Graphs & Data (PARTIAL) app/src/lib/content.ts::dataQ/linePlotQ/consPlotQ ▶ Play a live item from this skill |
| 5.MD.4 | Explain the classification of data from real-world problems shown in graphical representations including the use of terms mean and median with a given set of data. (L). | NOT COVERED | — |
| 5.MD.5 | Recognize volume as an attribute of solid figures and understand concepts of volume measurement; a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume; b. A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. | PARTIAL | |
| 5.MD.6 | Estimate and measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and non-standard units. | PARTIAL | |
| 5.MD.7 | Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume; a. Estimate and find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Demonstrate the a… | PARTIAL | |
| 5.G.1 | Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates ho… | PARTIAL | |
| 5.G.2 | Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. | PARTIAL | |
| 5.G.3 | Understand that attributes belonging to a category of two-dimensional (plane) figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. | FULL | Shapes & Geometry (FULL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
| 5.G.4 | Classify two-dimensional (plane) figures in a hierarchy based on attributes and properties. | FULL | Shapes & Geometry (FULL) app/src/lib/content.ts::geometryQ/geometryAdvancedQ/areaPerimeterQ/partUnitFracQ/symmetryQ/consGeoQ(consTileQ,consSymQ,consParPerpQ,consAngQ,consCutStripQ,consPolyQ) ▶ Play a live item from this skill |
Grade 1: 1.CC.4, 1.CC.6, 1.MD.1, 1.MD.4
Grade 3: 3.MD.6
Grade 4: 4.MD.4, 4.MD.6, 4.MD.7, 4.MD.9
Grade 5: 5.MD.2, 5.MD.4
AcornSmarts is a question-based practice app. In ELA it practices what short, checkable questions can honestly practice: phonics and word analysis, spelling, vocabulary and word relationships, grammar and mechanics recognition, and comprehension of short passages. Whole categories of the Alaska ELA standards require things a practice app does not do, and we do not claim them: writing production (W.x.1–3 and W.x.7–10: composing opinion, informative and narrative pieces, planning, revising and publishing, research), speaking and listening (every SL standard), and range-of-reading and whole-work standards (RL/RI.x.10, multi-text comparison, illustrations-and-text integration). Where a component IS practiceable at quality it is built and marked PARTIAL, never FULL. Unlike Kansas, Alaska keeps a separate Language strand (L.x.1–6: conventions, spelling, knowledge of language, unknown words, word relationships, vocabulary acquisition); our word-power skills are measured against those rows, each read on its own text. Rows the framework itself defers ('Begins in grade 4', 'Not applicable to literature') are shown as N/A and never counted.
| Standard | Statement (official text) | Coverage | Covered by (evidence) |
|---|---|---|---|
| RL.K.1 | With prompting and support, ask and answer questions about a literary text using key details from the text. | PARTIAL | |
| RL.K.2 | With prompting and support, retell familiar stories, using key details. | PARTIAL | |
| RL.K.3 | With prompting and support, identify characters, settings, major events, and problem-solution in a story, song, or poem. | PARTIAL | |
| RL.K.4 | Ask and answer questions about unknown words in a text. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| RL.K.5 | Identify common types of texts (e.g., picture books, stories, poems, songs). | FULL | |
| RL.K.6 | With prompting and support, name the author and illustrator of a story and describe the role of each in telling the story. | PARTIAL | |
| RL.K.7 | With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts) or use illustrations to tell or retell a story. | PARTIAL | |
| RL.K.8 | (Not applicable to literature) | N/A | — |
| RL.K.9 | With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. | PARTIAL | |
| RL.K.10 | Actively engage in shared reading activities using literature from a variety of cultures with purpose and understanding, and scaffolding as needed. | NOT COVERED | — |
| RL.1.1 | Ask and answer questions about a literary text using key details from the text. | PARTIAL | |
| RL.1.2 | Retell stories, using key details, and demonstrate understanding their message (e.g., teach a lesson, make you laugh, tell a scary story, tell about an event) or lesson. | PARTIAL | |
| RL.1.3 | Describe characters, settings, major events, and problem-solution in a story, play, or poem, using key details. | PARTIAL | |
| RL.1.4 | Identify words and phrases in stories, plays, or poems that suggest feelings or appeal to the senses. | PARTIAL | |
| RL.1.5 | Explain major differences between books that tell stories and books that give information (fiction, non-fiction, and poetry), drawing on a wide reading of a range of text types. | PARTIAL | |
| RL.1.6 | Identify who is telling the story at various points in the text (e.g., a character in the text or a narrator/story teller). | FULL | |
| RL.1.7 | Use illustrations and details in a story read or read aloud to describe its characters, events, setting, or problem-solution. | PARTIAL | |
| RL.1.8 | (Not applicable to literature) | N/A | — |
| RL.1.9 | With prompting and support, compare and contrast the adventures and experiences of characters in stories. | PARTIAL | |
| RL.1.10 | With prompting and support, read prose and poetry from a variety of cultures of appropriate complexity for grade 1. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RL.2.1 | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of a literary text using key details from the text. | PARTIAL | |
| RL.2.2 | Retell stories, including fables and folktales from diverse cultures, and determine the author’s purpose (e.g., teach a lesson, make you laugh, tell a scary story, describe an imaginary place), lesson or moral. | PARTIAL | |
| RL.2.3 | Describe how characters in a story, play or poem respond to major events, problems, and challenges. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RL.2.4 | Identify words and phrases that supply rhythm or sensory images and meaning in a story, poem, or song (e.g., regular beats, alliteration, rhymes, repeated lines) and describe how they make a reader feel or what a reader might see in his or her mind. | PARTIAL | |
| RL.2.5 | Describe the overall structure of a story, including describing how the beginning introduces the story (who, what, why, where), the middle describes the problem (how characters react or feel and what they do), and the ending concludes the action or tells how the problem was solved. | PARTIAL | |
| RL.2.6 | Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. | PARTIAL | |
| RL.2.7 | Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot (e.g., problem-solution; chronology). | FULL | |
| RL.2.8 | (Not applicable to literature) | N/A | — |
| RL.2.9 | Compare and contrast two or more versions of the same story/text (e.g., Cinderella stories) by different authors or from different cultures. | FULL | |
| RL.2.10 | By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 2 (from upper grade 1 to grade 3), with scaffolding as needed at the high end of the range. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RL.3.1 | Ask and answer questions to demonstrate understanding of a text (e.g., making basic inferences and predictions), referring explicitly to details from the text as the basis for the answers. | PARTIAL | |
| RL.3.2 | Determine the author’s purpose, message, lesson, or moral and explain how it is conveyed through key details in the text; summarize stories in correct sequence, including fables and folktales from diverse cultures. | PARTIAL | |
| RL.3.3 | Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (e.g., creating or solving a problem). | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RL.3.4 | Determine the meaning of words and phrases as they are used in a text, distinguishing literal meanings from use of figurative language (e.g., exaggeration in tall tales). | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| RL.3.5 | Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. | PARTIAL | |
| RL.3.6 | Distinguish their own point of view from that of the narrator or those of the characters. | NOT COVERED | — |
| RL.3.7 | Explain how specific aspects of text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). | PARTIAL | |
| RL.3.8 | (Not applicable to literature) | N/A | — |
| RL.3.9 | Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (THEMEX/PLAY/structure evidence) ▶ Play a live item from this skill |
| RL.3.10 | By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 3 (from upper grade 2 to grade 4), with scaffolding as needed at the high end of the range. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RL.4.1 | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. | PARTIAL | |
| RL.4.2 | Determine a theme or author’s message or purpose of a story, drama, or poem using details and evidence from the text as support; summarize main ideas or events, in correct sequence, including how conflicts are resolved. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RL.4.3 | Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RL.4.4 | Determine the meaning of words and phrases as they are used in a text, including use of figurative language and literary devices (e.g., imagery, metaphors, similes). | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| RL.4.5 | Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse and rhythm) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. | PARTIAL | |
| RL.4.6 | Compare and contrast the point of view from which different stories are narrated, including how the use of first or third person can change the way a reader might see characters or events described. | PARTIAL | |
| RL.4.7 | Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. | PARTIAL | |
| RL.4.8 | (Not applicable to literature) | N/A | — |
| RL.4.9 | Compare and contrast the treatment of similar themes and plots (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in literature. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (THEMEX/PLAY/structure evidence) ▶ Play a live item from this skill |
| RL.4.10 | By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 4 (from upper grade 3 to grade 5), with scaffolding as needed at the high end of the range. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RL.5.1 | Locate explicit information in the text to support inferences drawn from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. | PARTIAL | |
| RL.5.2 | Determine a theme or author’s message or purpose of a story, drama, or poem using details and evidence from the text as support, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize main ideas or events, in correct sequence. | PARTIAL | |
| RL.5.3 | Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact, how conflicts are resolved). | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RL.5.4 | Determine the meaning of words and phrases as they are used in a text, including use of figurative language and literary devices (e.g., imagery, metaphors, analogies, hyperbole). | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| RL.5.5 | Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (THEMEX/PLAY/structure evidence) ▶ Play a live item from this skill |
| RL.5.6 | Describe how a narrator’s or speaker’s point of view (e.g., first person, third person) influences how events are described or how characters are developed and portrayed. | PARTIAL | |
| RL.5.7 | Analyze how visual and multimedia elements contribute to the meaning, tone, or personal appeal of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). | NOT COVERED | — |
| RL.5.8 | (Not applicable to literature) | N/A | — |
| RL.5.9 | Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and plot development. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (THEMEX/PLAY/structure evidence) ▶ Play a live item from this skill |
| RL.5.10 | By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 5 (from upper grade 4 to grade 6), with scaffolding as needed at the high end of the range. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RI.K.1 | With prompting and support, elicit background/prior knowledge and experience in order to ask and answer questions about an informational text using key details from the text. | PARTIAL | |
| RI.K.2 | With prompting and support, identify the main topic and retell key details of a text. | PARTIAL | |
| RI.K.3 | With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RI.K.4 | With prompting and support, ask and answer questions about unknown words in a text. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| RI.K.5 | Identify the front cover, back cover, and title page of a book. | PARTIAL | |
| RI.K.6 | Name the author and illustrator of a text and describe the role of each in presenting the ideas or information in a text. | PARTIAL | |
| RI.K.7 | With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). | PARTIAL | |
| RI.K.8 | With prompting and support, identify the opinions an author states in a text. | PARTIAL | |
| RI.K.9 | With prompting and support, identify basic similarities in and differences between information presented in two texts on the same topic (e.g., compare two photos or diagrams, compare two animal babies). | PARTIAL | |
| RI.K.10 | Actively engage in shared reading activities using a range of topics and texts with purpose and understanding, with scaffolding as needed. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RI.1.1 | With prompting and support, elicit background/prior knowledge and experience in order to ask and answer questions about an informational text using key details from the text. | PARTIAL | |
| RI.1.2 | Identify the main topic or author’s purpose (e.g., to teach or tell us about …) and retell key details of a text. | PARTIAL | |
| RI.1.3 | Describe the connection between two individuals, events, ideas, or pieces of information in a text. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RI.1.4 | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| RI.1.5 | Know and use various text features (e.g., title, labels with graphics, bold print, visual cues such as arrows, electronic menus, icons) to locate key facts or information in a text. | FULL | |
| RI.1.6 | Distinguish between information provided by photos or other graphics and information provided by the words in a text. | FULL | |
| RI.1.7 | Use the illustrations and details in a text to describe its key ideas. | PARTIAL | |
| RI.1.8 | Identify the opinions an author states to support points in a text. | FULL | |
| RI.1.9 | Identify basic similarities in and differences between information presented in two texts on the same topic (e.g., compare two graphics, descriptions, or steps in a process to make something). | FULL | |
| RI.1.10 | With prompting and support, read informational texts on a range of topics appropriately complex for grade 1, with scaffolding as needed. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RI.2.1 | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of informational texts using key details from the text. | PARTIAL | |
| RI.2.2 | Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. | PARTIAL | |
| RI.2.3 | Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. | PARTIAL | |
| RI.2.4 | Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| RI.2.5 | Know and use various text features (e.g., captions, bold print, headings, charts, bulleted or numbered lists, electronic menus, icons) to locate key facts or information in a text efficiently. | FULL | |
| RI.2.6 | Identify the main purpose of a text, including what the author wants to answer, explain, or describe. | FULL | |
| RI.2.7 | Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. | PARTIAL | |
| RI.2.8 | Describe how reasons given support specific opinions the author states in a text. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RI.2.9 | Compare and contrast the most important points presented by two texts or related topics (e.g., a book about polar bears and a book about black bears). | FULL | |
| RI.2.10 | By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 2 (from upper grade 1 to grade 3), with scaffolding as needed at the high end of the range. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RI.3.1 | Ask and answer questions to demonstrate understanding of a text, (e.g., explaining what the texts says explicitly, making basic inferences and predictions), referring explicitly to the text as the basis for the answers. | PARTIAL | |
| RI.3.2 | Determine the main idea of a text and locate details that support the main idea; paraphrase or summarize main ideas or events in a multi-paragraph text, including correct sequence and details that support the main idea. | PARTIAL | |
| RI.3.3 | Describe the relationship or connection among a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (THEMEX/PLAY/structure evidence) ▶ Play a live item from this skill |
| RI.3.4 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| RI.3.5 | Use text features and search tools (e.g., table of contents, index, key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. | FULL | Comprehension (FULL) app/src/lib/content.ts::comprehensionQ + sourceReadQ evidence ▶ Play a live item from this skill |
| RI.3.6 | Determine author’s purpose; distinguish own point of view from that of the author of a text. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RI.3.7 | Use information gained from illustrations (e.g., maps, photographs), and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). | PARTIAL | |
| RI.3.8 | Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RI.3.9 | Compare and contrast the most important points and key details presented in two texts on the same topic or related topics. | PARTIAL | |
| RI.3.10 | By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 3 (from upper grade 2 to grade 4), with scaffolding as needed at the high end of the range. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RI.4.1 | Locate explicit information in the text to explain what the text says explicitly and to support inferences drawn from the text. | PARTIAL | |
| RI.4.2 | Determine the main idea of a text and explain how it is supported by key details; paraphrase or summarize key ideas, events, or procedures including correct sequence when appropriate. | PARTIAL | |
| RI.4.3 | Explain relationships (e.g., cause-effect) among events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (THEMEX/PLAY/structure evidence) ▶ Play a live item from this skill |
| RI.4.4 | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES + multi-meaning) ▶ Play a live item from this skill |
| RI.4.5 | Describe the overall structure (e.g., sequence, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RI.4.6 | Determine author’s purpose; compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ + sourceReadQ evidence ▶ Play a live item from this skill |
| RI.4.7 | Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. | PARTIAL | |
| RI.4.8 | Explain how an author uses reasons and evidence to support particular points in a text. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RI.4.9 | Integrate information from two texts on the same topic or related topics in order to write or speak about the subject knowledgeably. | PARTIAL | |
| RI.4.10 | By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 4 (from upper grade 3 to grade 5), with scaffolding as needed at the high end of the range. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RI.5.1 | Locate explicit information in the text to explain what the text says explicitly and to support inferences drawn from the text. | PARTIAL | |
| RI.5.2 | Determine the main idea and subtopics of a text and explain how they are supported by key details; paraphrase or summarize key ideas, events, or procedures including correct sequence when appropriate. | PARTIAL | |
| RI.5.3 | Explain the relationships (e.g., cause-effect) or interactions among two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (THEMEX/PLAY/structure evidence) ▶ Play a live item from this skill |
| RI.5.4 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES) ▶ Play a live item from this skill |
| RI.5.5 | Compare and contrast the overall structure (e.g., sequence, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RI.5.6 | Determine author’s purpose; analyze multiple accounts of the same event or topic, noting important similarities and differences in the points of view they represent. (e.g., social studies topics, media messages about current events). | PARTIAL | |
| RI.5.7 | Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. | NOT COVERED | — |
| RI.5.8 | Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point(s). | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (ELAB_ITEMS) ▶ Play a live item from this skill |
| RI.5.9 | Integrate information from several texts on the same topic or related topics in order to write or speak about the subject knowledgeably. | PARTIAL | |
| RI.5.10 | By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 5 (from upper grade 4 to grade 6), with scaffolding as needed at the high end of the range. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| RF.K.1.a-d | Demonstrate understanding of the organization and basic features of print; a. Follow words from left to right, top to bottom, and page-by-page; b. Recognize that spoken words are represented in written language by specific sequences of letters; c. Understand that words are separated by spaces in print; d. Recognize and name all upper- and lowercase letters of the alphabet. | PARTIAL | |
| RF.K.2.a-e | Demonstrate understanding of spoken `words, syllables, and sounds (phonemes); a. Recognize and produce rhyming words; b. Count, pronounce, blend, and segment syllables in spoken words; c. Blend and segment onsets and rimes of single-syllable spoken words; d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include … | PARTIAL | |
| RF.K.3.a-d | Know and apply grade-level phonics and word analysis skills in decoding words; a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant; b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels; c. Read common high-frequency words by sight. (e.g., the, of, to, you, sh… | PARTIAL | |
| RF.K.4 | Read emergent-reader texts with purpose and understanding. | FULL | |
| RF.1.1.a | Demonstrate understanding of the organization and basic features of print; a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). | FULL | Grammar (FULL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| RF.1.2.a-d | Demonstrate understanding of spoken words, syllables, and sounds (phonemes); a. Distinguish long from short vowel sounds in spoken single-syllable words; b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends; c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words; d. Segment spoken single-syllable words into their com… | PARTIAL | |
| RF.1.3.a-g | Know and apply grade-level phonics and word analysis skills in decoding words; a. Know the spelling-sound correspondences for common consonant digraphs; b. Decode regularly spelled one-syllable words; c. Know final -e and common vowel team conventions for representing long vowel sounds; d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word; e. Decode … | PARTIAL | |
| RF.1.4.a-c | Read with sufficient accuracy and fluency to support comprehension; a. Read on-level text with purpose and understanding; b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings; c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | PARTIAL | |
| RF.2.3.a-f | Know and apply grade-level phonics and word analysis skills in decoding words; a. Distinguish long and short vowels when reading regularly spelled one-syllable words; b. Know spelling-sound correspondences for additional common vowel teams; c. Decode regularly spelled two-syllable words with long vowels; d. Decode words with common prefixes and suffixes; e. Identify words with inconsistent but common spelling-so… | PARTIAL | |
| RF.2.4.a-c | Read with sufficient accuracy and fluency to support comprehension; a. Read on-level text with purpose and understanding; b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings; c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | NOT COVERED | — |
| RF.3.3.a-d | Know and apply grade-level phonics and word analysis skills in decoding words; a. Identify and know the meaning of the most common prefixes and derivational suffixes; b. Decode words with common Latin suffixes; c. Decode multisyllable words; d. Read grade-appropriate irregularly spelled words. | PARTIAL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| RF.3.4.a-c | Read with sufficient accuracy and fluency to support comprehension; a. Read on-level text with purpose and understanding; b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings; c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | NOT COVERED | — |
| RF.4.3.a | Know and apply grade-level phonics and word analysis skills in decoding words; a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. | NOT COVERED | — |
| RF.4.4.a-c | Read with sufficient accuracy and fluency to support comprehension; a. Read on-level text with purpose and understanding; b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings; c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ + sourceReadQ evidence ▶ Play a live item from this skill |
| RF.5.3.a | Know and apply grade-level phonics and word analysis skills in decoding words; a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. | NOT COVERED | — |
| RF.5.4.a-c | Read with sufficient accuracy and fluency to support comprehension; a. Read on-level text with purpose and understanding; b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings; c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ + sourceReadQ evidence ▶ Play a live item from this skill |
| W.K.1 | Use a combination of drawing, dictating, and writing to state an opinion or a preference about a topic or part of a book (e.g., I like dogs better than cats because…; My favorite part of the story is when...; I think it was funny when…). | NOT COVERED | — |
| W.K.2 | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. | NOT COVERED | — |
| W.K.3 | Use a combination of drawing, dictating, and writing to narrate a real or imagined event or several loosely linked events, tell about the events in the order in which they occurred, and provide an ending (how the problem was solved) or a reaction (e.g., a feeling) to what happened. | NOT COVERED | — |
| W.K.4 | (Begins in grade 3.) | N/A | — |
| W.K.5 | With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. | NOT COVERED | — |
| W.K.6 | With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. | NOT COVERED | — |
| W.K.7 | Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and combine or summarize information/facts learned or express opinions about them). | NOT COVERED | — |
| W.K.8 | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ + sourceReadQ evidence ▶ Play a live item from this skill |
| W.K.9 | (Begins in grade 4) | N/A | — |
| W.K.10 | (Begins in grade 3) | N/A | — |
| W.1.1 | Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion or preference, supply a fact (e.g., because race cars go faster than…) or reason for the opinion, and end with a sentence that restates their opinion related to a feeling or emotion (e.g., it makes me laugh; that was the scariest part). | NOT COVERED | — |
| W.1.2 | Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure (e.g., restate at the end the most interesting fact or the most important idea shared). | NOT COVERED | — |
| W.1.3 | Use narrative writing to recount two or more real or imagined sequenced events, include some details regarding what happened, who was there, use linking words to signal event order (e.g., first, next, then), and provide an ending (e.g., how the problem was solved; how someone felt at the end). | NOT COVERED | — |
| W.1.4 | (Begins in grade 3) | N/A | — |
| W.1.5 | With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add concrete and sensory details to strengthen writing as needed. | PARTIAL | |
| W.1.6 | With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. | NOT COVERED | — |
| W.1.7 | Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions or combine or summarize information/facts learned). | NOT COVERED | — |
| W.1.8 | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ + sourceReadQ evidence ▶ Play a live item from this skill |
| W.1.9 | (Begins in grade 4) | N/A | — |
| W.1.10 | (Begins in grade 3) | N/A | — |
| W.2.1 | Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide one or more concluding sentences that restate or paraphrase their opinion. | NOT COVERED | — |
| W.2.2 | Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or one or more concluding sentences that emphasize their most important point or focus. | NOT COVERED | — |
| W.2.3 | Use narrative writing to retell a well-elaborated event or short sequence of real or imagined events, include details to describe actions, thoughts, and feelings, use linking words to signal event order, and provide one or more concluding sentences that restate or emphasize a feeling or lesson learned. | NOT COVERED | — |
| W.2.4 | (Begins in grade 3) | N/A | — |
| W.2.5 | With guidance and support from adults and peers, focus on a topic and strengthen writing as needed (e.g., adding concrete and sensory details; elaborating on how the details chosen support the focus) by revising and editing. | PARTIAL | |
| W.2.6 | With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. | NOT COVERED | — |
| W.2.7 | Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report or visual or oral presentation; record data from science observations). | NOT COVERED | — |
| W.2.8 | Recall information from experiences or gather information from provided sources to answer a question. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ + sourceReadQ evidence ▶ Play a live item from this skill |
| W.2.9 | (Begins in grade 4) | N/A | — |
| W.2.10 | (Begins in grade 3) | N/A | — |
| W.3.1.a-d | Write opinion pieces on topics or texts, supporting a point of view with fact- or text-based reasons (e.g., I like large dogs better than small dogs because they can pull a sled and run for a longer time than small dogs can); a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists fact- or text-based reasons; b. Provide reasons that support the opinio… | NOT COVERED | — |
| W.3.2.a-d | Write informative/explanatory texts to examine a topic and convey ideas and information clearly; a. Introduce a topic and group related information together; include labeled or captioned visuals when useful to aiding comprehension; b. Develop the topic with facts, definitions, details, and explanations that support the focus; c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas with… | NOT COVERED | — |
| W.3.3.a-c | Use narrative writing to develop real or imagined characters, experiences, or events using effective narrative techniques (dialogue, description, elaboration, problem-solution, figurative language), and clear event sequences (chronology); a. Establish a context or situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally; b. Use narrative techniques, such as dialogue, des… | NOT COVERED | — |
| W.3.4 | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) | NOT COVERED | — |
| W.3.5 | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3.) | PARTIAL | |
| W.3.6 | With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others and to locate information about topics. | NOT COVERED | — |
| W.3.7 | Conduct short research projects that build knowledge about a topic. | NOT COVERED | — |
| W.3.8 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | NOT COVERED | — |
| W.3.9 | (Begins in grade 4) | N/A | — |
| W.3.10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. | NOT COVERED | — |
| W.4.1.a-d | Write opinion pieces on topics or texts, supporting a point of view with fact- or text-based reasons and information (e.g., The character ___ was brave because she ____); a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose; b. Provide reasons that are supported by facts and details; c. Link opinion and reas… | NOT COVERED | — |
| W.4.2.a-e | Write informative/explanatory texts to examine a topic and convey ideas and information clearly; a. Introduce a topic and group related information together; include labeled or captioned visuals when useful to aiding comprehension; b. Develop the topic with facts, definitions, concrete details, quotations, or other information/explanations and examples that support the focus; c. Link ideas within categories of inform… | NOT COVERED | — |
| W.4.3 | Use narrative writing to develop real or imagined characters, experiences, or events using effective narrative techniques (dialogue, description, elaboration, problem-solution, figurative language) and clear event sequences (chronology); a. Orient the reader by establishing a context or situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally; b. Use narrative techniqu… | NOT COVERED | — |
| W.4.4 | Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) | NOT COVERED | — |
| W.4.5 | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4.) | PARTIAL | |
| W.4.6 | With some guidance and support from adults, use technology, including the Internet, to produce, edit, and publish writing as well as to interact and collaborate with others and to locate information about topics; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. | NOT COVERED | — |
| W.4.7 | Conduct short research projects that build knowledge through investigation of different aspects of a topic. | NOT COVERED | — |
| W.4.8 | Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. | NOT COVERED | — |
| W.4.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research; a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”); b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons … | NOT COVERED | — |
| W.4.10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. | NOT COVERED | — |
| W.5.1.a-c | Write opinion pieces on topics or texts, supporting a point of view with fact- or text-based reasons and information; a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose; b. Provide logically ordered reasons that are supported by facts and details; c. Link opinion and reasons using words, phrases, and claus… | NOT COVERED | — |
| W.5.2.a-e | Write informative/explanatory texts to examine a topic and convey ideas and information clearly; a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), labeled or captioned visuals/graphics, and multimedia when useful to aiding comprehension; b. Develop the topic with facts, definitions, concrete details, quotations, or othe… | NOT COVERED | — |
| W.5.3.a-e | Use narrative writing to develop real or imagined characters, experiences, or events using effective narrative techniques (dialogue, description, elaboration, problem-solution, figurative language) and clear event sequences (chronology); a. Orient the reader by establishing a context or situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally; b. Use narrative techniqu… | NOT COVERED | — |
| W.5.4 | Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) | NOT COVERED | — |
| W.5.5 | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.) | PARTIAL | |
| W.5.6 | With some guidance and support from adults, use technology, including the Internet, to produce, edit, and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. | NOT COVERED | — |
| W.5.7 | Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. | NOT COVERED | — |
| W.5.8 | Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. | NOT COVERED | — |
| W.5.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research; a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text [e.g., how characters interact, how conflicts are resolved].”); b. Apply grade 5 Reading standards to informational texts (e.g., “Explain h… | NOT COVERED | — |
| W.5.10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. | NOT COVERED | — |
| SL.K.1.a-b | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups; a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion); b. Continue a conversation through multiple exchanges. | NOT COVERED | — |
| SL.K.2 | Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| SL.K.3 | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. | NOT COVERED | — |
| SL.K.4 | Describe familiar people, places, things, and events, and with prompting and support, provide additional related details. | NOT COVERED | — |
| SL.K.5 | Add drawings or other visual displays to descriptions as desired to provide additional details. | NOT COVERED | — |
| SL.K.6 | Speak audibly and express thoughts, feelings, and ideas clearly in complete sentences when appropriate to task and situation. | NOT COVERED | — |
| SL.1.1.a-c | Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups; a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion); b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges; c. Ask questi… | NOT COVERED | — |
| SL.1.2 | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. | PARTIAL | Comprehension (PARTIAL) app/src/lib/content.ts::comprehensionQ (LISTEN_ITEMS listenFirst + passages) ▶ Play a live item from this skill |
| SL.1.3 | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. | NOT COVERED | — |
| SL.1.4 | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. | NOT COVERED | — |
| SL.1.5 | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. | NOT COVERED | — |
| SL.1.6 | Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.) | NOT COVERED | — |
| SL.2.1.a-c | Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups; a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion); b. Build on others’ talk in conversations by linking their comments to the remarks of… | NOT COVERED | — |
| SL.2.2 | Retell or describe key ideas or details from a text read aloud or information presented orally or through other media. | NOT COVERED | — |
| SL.2.3 | Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. | NOT COVERED | — |
| SL.2.4 | Tell a story or retell an experience with relevant facts and relevant, descriptive details, speaking audibly in coherent sentences. | NOT COVERED | — |
| SL.2.5 | Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. | NOT COVERED | — |
| SL.2.6 | Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.) | NOT COVERED | — |
| SL.3.1.a-d | 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; a. After learning a protocol (e.g., Socratic method), come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to … | NOT COVERED | — |
| SL.3.2 | Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. | NOT COVERED | — |
| SL.3.3 | Ask and answer questions about information from a speaker, offering appropriate elaboration or explanations and detail. | NOT COVERED | — |
| SL.3.4 | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. | NOT COVERED | — |
| SL.3.5 | Create audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; use techniques that engage the listener (e.g., inflection, different voices); and add visual displays when appropriate to emphasize or enhance certain facts or details. | NOT COVERED | — |
| SL.3.6 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.) | NOT COVERED | — |
| SL.4.1.a-d | 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; a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion; b. Follow agreed-up… | NOT COVERED | — |
| SL.4.2 | Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. | NOT COVERED | — |
| SL.4.3 | Identify the reasons and evidence a speaker provides to support particular points (e.g., using a graphic organizer to show connections between reasons given and support provided). | NOT COVERED | — |
| SL.4.4 | Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. | NOT COVERED | — |
| SL.4.5 | Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes and to engage listeners more fully. | NOT COVERED | — |
| SL.4.6 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 for specific expectations.) | NOT COVERED | — |
| SL.5.1.a-d | 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; a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion; b. Follow agreed-up… | NOT COVERED | — |
| SL.5.2 | Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. | NOT COVERED | — |
| SL.5.3 | Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence (e.g., use a graphic organizer or note cards completed while listening to summarize or paraphrase key ideas presented by a speaker). | NOT COVERED | — |
| SL.5.4 | Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. | NOT COVERED | — |
| SL.5.5 | Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes and to engage listeners more fully. | NOT COVERED | — |
| SL.5.6 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expectations.) | NOT COVERED | — |
| L.K.1.a-f | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; a. Print many upper- and lowercase letters; b. Use frequently occurring nouns and verbs; c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes); d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how); e. Use the most frequently occurring prep… | PARTIAL | |
| L.K.2.a-d | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; a. Capitalize the first word in a sentence, the first letter of the student’s name, and the pronoun I; b. Recognize and name end punctuation; c. Write a letter or letters for most consonant and short-vowel sounds (phonemes); d. Spell simple words phonetically, drawing on knowledge of sound-letter relatio… | PARTIAL | |
| L.K.3 | (Begins in grade 2) | N/A | — |
| L.K.4.a-b | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content; a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck); b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word; | PARTIAL | |
| L.K.5.a-d | With guidance and support from adults, explore word relationships and nuances in word meanings; a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent; b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms); c. Identify real-life connections between words and their use (e.g., note places at… | PARTIAL | |
| L.K.6 | Use words and phrases acquired through conversations, reading and being read to, and responding to texts. | NOT COVERED | — |
| L.1.1.a-j | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; a. Print all upper- and lowercase letters; b. Use common, proper, and possessive nouns; c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop); d. Use personal, possessive, and indefinite pronouns (e.g., I me, my; they, them, their, anyone, everything); e. Use verbs to convey… | PARTIAL | |
| L.1.2.a-e | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; a. Capitalize dates and names of people; b. Use end punctuation for sentences; c. Use commas in dates and to separate single words in a series; d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words; e. Spell untaught words phonetically, drawing … | PARTIAL | |
| L.1.3 | (Begins in grade 2) | N/A | — |
| L.1.4.a-c | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies; a. Use sentence-level context as a clue to the meaning of a word or phrase; b. Use frequently occurring affixes as a clue to the meaning of a word; c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, look… | PARTIAL | |
| L.1.5.a-d | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings; a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent; b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes); c. Identify real-life connections between words and th… | PARTIAL | |
| L.1.6 | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). | NOT COVERED | — |
| L.2.1.a-f | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; a. Use collective nouns (e.g., group); b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish); c. Use reflexive pronouns (e.g., myself, ourselves); d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told); e. Use adjectives and adver… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| L.2.2.a-e | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; a. Capitalize holidays, product names, and geographic names; b. Use commas in greetings and closing of letters; c. Use an apostrophe to form contractions and frequently occurring possessives; d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil); e. Consult reference… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| L.2.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening; a. Compare formal and informal uses of English. | NOT COVERED | — |
| L.2.4.a-e | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies; a. Use sentence-level context as a clue to the meaning of a word or phrase; b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell); c. Use a known root word as a clue to the meani… | PARTIAL | |
| L.2.5.a-b | Demonstrate understanding of word relationships and nuances in word meanings; a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy); b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). | PARTIAL | |
| L.2.6 | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). | NOT COVERED | — |
| L.3.1.a-i | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; a. Use nouns, pronouns, verbs, adjectives, and adverbs appropriate to function and purpose in order to apply the conventions of English; b. Form and use regular and irregular plural nouns; c. Use abstract nouns (e.g., childhood); e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses; f. Ensure… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| L.3.2.a-g | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; a. Capitalize appropriate words in titles; b. Use commas in addresses; c. Use commas and quotation marks in dialogue; d. Form and use possessives; e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness); f. Us… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| L.3.3.a-b | Use knowledge of language and its conventions when writing, speaking, reading, or listening; a. Choose words and phrases for effect.*; b. Recognize and observe differences between the conventions of spoken and written standard English. | PARTIAL | |
| L.3.4.a-d | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies; a. Use a sentence-level context as a clue to the meaning of a word or phrase; b. Determine the meaning of a new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat)… | PARTIAL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| L.3.5.a-c | Demonstrate understanding of word relationships and nuances in word meanings; a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps); b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful); c. Distinguish shades of meaning among related words (e.g., words that describe states of mind or degrees of certainty, such… | PARTIAL | Idioms & Sayings (PARTIAL) app/src/lib/content.ts::IDIOMS bank + bankPairsQ ▶ Play a live item from this skillSynonyms (PARTIAL) app/src/lib/content.ts::synonymsQ + antonymsQ + analogiesQ ▶ Play a live item from this skill |
| L.3.6 | Acquire and accurately use grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). | PARTIAL | |
| L.4.1.a-g | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; a. Use nouns, pronouns, verbs, adjectives, adverbs, relative pronouns (who, whose, whom, which, that), and relative adverbs (where, when, why) appropriate to function and purpose in order to apply the conventions of English; b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb … | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| L.4.2.a-d | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; a. Use correct capitalization; b. Use commas and quotation marks to mark direct speech and quotations from a text; c. Use a comma before a coordinating conjunction in a compound sentence; d. Spell grade-appropriate words correctly, consulting references as needed. | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| L.4.3.a-c | Use knowledge of language and its conventions when writing, speaking, reading, or listening; a. Choose words and phrases to convey ideas precisely*; b. Choose punctuation for effect*; c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). | PARTIAL | |
| L.4.4.a-c | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies; a. Determine meaning of unfamiliar words by using knowledge of phonetics, word structure, and language structure through reading words in text (word order, grammar, syntax), use context (e.g., definitions, examples, or restatements in text) as a clue to… | PARTIAL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| L.4.5.a-c | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings; a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context; b. Recognize and explain the meaning of common idioms, adages, and proverbs; c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synony… | PARTIAL | Figurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skillIdioms & Sayings (PARTIAL) app/src/lib/content.ts::IDIOMS bank + bankPairsQ ▶ Play a live item from this skillSynonyms (PARTIAL) app/src/lib/content.ts::synonymsQ + antonymsQ + analogiesQ ▶ Play a live item from this skill |
| L.4.6 | Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES) ▶ Play a live item from this skill |
| L.5.1.a-e | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; a. Use nouns, pronouns, verbs, adjectives, adverbs, relative pronouns, relative adverbs, conjunctions, prepositions, and interjections appropriate to function and purpose in order to apply the conventions of English; b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses; c. … | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| L.5.2.a-e | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; a. Use punctuation to separate items in a series*; b. Use a comma to separate an introductory element from the rest of the sentence; c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate… | PARTIAL | Grammar (PARTIAL) app/src/lib/content.ts::fromBank(GRAMMAR)/tapWordSentenceQ ▶ Play a live item from this skill |
| L.5.3.a-b | Use knowledge of language and its conventions when writing, speaking, reading, or listening; a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style; b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. | PARTIAL | |
| L.5.4.a-c | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies; a. Determine meaning of unfamiliar words by using knowledge of word structure (root words, prefixes, suffixes, abbreviations) and language structure through reading words in text (word order, grammar, syntax), use context (e.g., cause/effect relationshi… | PARTIAL | Word Machines (PARTIAL) app/src/lib/content.ts::wordMachinesQuestion ▶ Play a live item from this skill |
| L.5.5.a-c | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings; a. Interpret figurative language, including similes and metaphors, in context; b. Recognize and explain the meaning of common idioms, adages, and proverbs; c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. | PARTIAL | Figurative Language (PARTIAL) app/src/lib/content.ts::FIGURATIVE bank + bankPairsQ ▶ Play a live item from this skillIdioms & Sayings (PARTIAL) app/src/lib/content.ts::IDIOMS bank + bankPairsQ ▶ Play a live item from this skillSynonyms (PARTIAL) app/src/lib/content.ts::synonymsQ + antonymsQ + analogiesQ ▶ Play a live item from this skill |
| L.5.6 | Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). | PARTIAL | Vocabulary (PARTIAL) app/src/lib/content.ts::vocabularyQ (CTX_ITEMS + PHRASES) ▶ Play a live item from this skill |
Kindergarten: RL.K.10, W.K.1, W.K.2, W.K.3, W.K.5, W.K.6, W.K.7, SL.K.1.a-b, SL.K.3, SL.K.4, SL.K.5, SL.K.6, L.K.6
Grade 1: W.1.1, W.1.2, W.1.3, W.1.6, W.1.7, SL.1.1.a-c, SL.1.3, SL.1.4, SL.1.5, SL.1.6, L.1.6
Grade 2: RF.2.4.a-c, W.2.1, W.2.2, W.2.3, W.2.6, W.2.7, SL.2.1.a-c, SL.2.2, SL.2.3, SL.2.4, SL.2.5, SL.2.6, L.2.3, L.2.6
Grade 3: RL.3.6, RF.3.4.a-c, W.3.1.a-d, W.3.2.a-d, W.3.3.a-c, W.3.4, W.3.6, W.3.7, W.3.8, W.3.10, SL.3.1.a-d, SL.3.2, SL.3.3, SL.3.4, SL.3.5, SL.3.6
Grade 4: RF.4.3.a, W.4.1.a-d, W.4.2.a-e, W.4.3, W.4.4, W.4.6, W.4.7, W.4.8, W.4.9, W.4.10, SL.4.1.a-d, SL.4.2, SL.4.3, SL.4.4, SL.4.5, SL.4.6
Grade 5: RL.5.7, RI.5.7, RF.5.3.a, W.5.1.a-c, W.5.2.a-e, W.5.3.a-e, W.5.4, W.5.6, W.5.7, W.5.8, W.5.9, W.5.10, SL.5.1.a-d, SL.5.2, SL.5.3, SL.5.4, SL.5.5, SL.5.6
Chance & Probability — Not counted toward Alaska K–5 coverage (17 Oct 2026). Alaska's K–5 mathematics standards contain no probability standard: their data standards (K.MD.3, 1.MD.7, 2.MD.9–10, 3.MD.4, 3.MD.6, 4.MD.6, 5.MD.4) are about classifying, organizing, representing and interpreting data, never chance. The K–5 levels of Chance & Probability (which spinner color is most likely; certain / likely / unlikely / impossible) are kept as enrichment.
Percents — Not counted toward Alaska K–5 coverage (17 Oct 2026). Percent appears in no Alaska K–5 mathematics standard, and every K–5 item in this skill needs percent. 4.NF.5 (fractions with denominator 10 as equivalent fractions with denominator 100) was considered and rejected: the child picks a percent and never writes a fraction over 100. Offered as a Grade-6 preview.
Sílabas — Supplemental — Spanish-native foundational literacy (sílabas), not counted toward Alaska ELA coverage. Alaska's ELA standards are English-language standards (for example RF.K.2's syllables are syllables in English spoken words). This skill builds the same phonological awareness in Spanish; AcornSmarts' English syllable practice is the separate Syllables skill.
Contractions — Not counted toward Alaska coverage (17 Oct 2026). The only Alaska K–5 statement that names contractions is L.2.2 part c, 'Use an apostrophe to form contractions and frequently occurring possessives', under 'Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing'. This skill asks which contraction matches two words (and the reverse), and every option is correctly spelled, so the child never places an apostrophe or writes. Same result as the Kansas 03 Oct 2026 two-auditor sweep.
Animals & Nature — Not counted toward Alaska coverage in this first edition: Alaska's science standards (2019) are not yet crosswalked, so no Alaska claim is made for this skill.
Colors — Not counted toward Alaska coverage in this first edition: Alaska's science standards (2019) are not yet crosswalked, so no Alaska claim is made for this skill.
Weather — Not counted toward Alaska coverage in this first edition: Alaska's science standards (2019) are not yet crosswalked, so no Alaska claim is made for this skill.
Living Things — Not counted toward Alaska coverage in this first edition: Alaska's science standards (2019) are not yet crosswalked, so no Alaska claim is made for this skill.
Matter & Energy — Not counted toward Alaska coverage in this first edition: Alaska's science standards (2019) are not yet crosswalked, so no Alaska claim is made for this skill.
Earth & Space — Not counted toward Alaska coverage in this first edition: Alaska's science standards (2019) are not yet crosswalked, so no Alaska claim is made for this skill.
The Human Body — Not counted toward Alaska coverage in this first edition: Alaska's science standards (2019) are not yet crosswalked, so no Alaska claim is made for this skill.
Community Helpers — Not counted toward Alaska coverage in this first edition: Alaska's social studies standards (adopted December 2024) are not yet crosswalked, so no Alaska claim is made for this skill.
Feelings — Not counted toward Alaska coverage in this first edition: Alaska's social studies standards (adopted December 2024) are not yet crosswalked, so no Alaska claim is made for this skill.
Geography — Not counted toward Alaska coverage in this first edition: Alaska's social studies standards (adopted December 2024) are not yet crosswalked, so no Alaska claim is made for this skill.
Civics — Not counted toward Alaska coverage in this first edition: Alaska's social studies standards (adopted December 2024) are not yet crosswalked, so no Alaska claim is made for this skill.
History — Not counted toward Alaska coverage in this first edition: Alaska's social studies standards (adopted December 2024) are not yet crosswalked, so no Alaska claim is made for this skill.
Money & Jobs — Not counted toward Alaska coverage in this first edition: Alaska's social studies standards (adopted December 2024) are not yet crosswalked, so no Alaska claim is made for this skill.
U.S. Symbols — Not counted toward Alaska coverage in this first edition: Alaska's social studies standards (adopted December 2024) are not yet crosswalked, so no Alaska claim is made for this skill.
States & Capitals — Not counted toward Alaska coverage in this first edition: Alaska's social studies standards (adopted December 2024) are not yet crosswalked, so no Alaska claim is made for this skill.
Map Skills — Not counted toward Alaska coverage in this first edition: Alaska's social studies standards (adopted December 2024) are not yet crosswalked, so no Alaska claim is made for this skill.
Timelines — Not counted toward Alaska coverage in this first edition: Alaska's social studies standards (adopted December 2024) are not yet crosswalked, so no Alaska claim is made for this skill.
Verification scope: every one of the 385 code-level claims in this crosswalk was read by an auditor against the official Alaska statement and the AcornSmarts question-generator source, and every FULL (49) and every claim added beyond the Kansas seed was attacked by two refute-first reviewers run by this project, instructed to reject by default. PARTIAL claims carried over from the audited Kansas crosswalk were re-read once against the Alaska wording, not attacked a second time. The audit overturns its own claims rather than confirming them: 6 FULL claims fell to PARTIAL and 10 claims or proposals were rejected under attack, and 33 inherited Kansas claims were dropped for having no honest Alaska equivalent. Every casualty is in the log below with the clause that killed it. Science and social studies are not yet in this crosswalk (see the scope notes). Correction, 18 Oct 2026: two FULL claims (3.MD.7 and 4.G.3) had been published as PARTIAL although the reviewers upheld the tier and objected only to wording; both are FULL again after a second check by two refute-first reviewers, and two other notes (4.NF.6, 5.NF.7) were corrected to say exactly what the child does.
Dated round log — 17OCT2026 build: 89 verdicts recorded.
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